{"response":{"docs":[{"id":"bcas_bcmss0837_1486","title":"\"School Climate/Human Relations Survey,\" Planning, Research and Evaluation Department, Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1994-10"],"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--Standards","Educational statistics","Educational law and legislation","School improvement programs","School employees","School management and organization","Students","Teachers","Parents"],"dcterms_title":["\"School Climate/Human Relations Survey,\" Planning, Research and Evaluation Department, 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/1486"],"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":null},{"id":"bcas_bcmss0837_486","title":"Incentive Schools: ''Marva Collins' Teacher Training Session, Mitchell and Rightsell Incentive Schools,'' Martin Luther King Interdistrict Magnet School","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":["1994-08-30/1994-09-01"],"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","Educational planning","Education--Curricula","Teachers--Training of"],"dcterms_title":["Incentive Schools: ''Marva Collins' Teacher Training Session, Mitchell and Rightsell Incentive Schools,'' Martin Luther King Interdistrict Magnet School"],"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/486"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nMARVA COLLINS TEACHER TRAINING SESSION I MITCHELL AND RIGHTSELL INCENTIVE SCHOOLS RECEIVED SEP 0 1994 Office of Desegregation Monitoring 1 MARTIN LUTHER KING INTERDISTRICT MAGNET SCHOOL 905 MARTIN LUTHER KING DRIVE LITTLE ROCK, ARKANSAS 72202 1 I AUGUST 30 - SEPTEMBER 1, 1994 I  MARVA COLLINS TEACHER TRAINING SESSION  MITCHELL AND RIGHTSELL INCENTIVE SCHOOLS  I Ii II MARTIN LUTHER KING INTERDISTRICT MAGNET SCHOOL 905 MARTIN LUTHER KING DRIVE LITTLE ROCK, ARKANSAS 72202 M H AUGUST 30 - SEPTEMBER 1, 1994 TABLE OF CONTENTS INTRODUCTION 1 - All Children Are Born Achievers 2 - Self Esteem Units 3 4 - Ten Steps Towards Better Disciplined Classrooms - Beginning With The End In Mind Changing Me First How Do I Praise Thee...200 Ways HOW-TO SESSION   5 - The Creed - Westside Preparatory School 6 - Phonics Drill 7 - Poetry Selections From Westside Preparatory School 8 - The Marva Collins' Method 9 - Teaching Shakespeare's MacBeth 10 - Teaching The Song of Roland 11 - Westside Preparatory School Teaching Units 12 - Thinking Exercises 13 - On The Pulse Of Morning 14 - Tigers In The Street 15 - The Three Questions 16 - Momotaro The Peach Boy Reading List For Ages 4, 5, \u0026amp; 6 Song Of The Shirt a 17 - The Punny Jester 18 - Reactive Education vs. Proactive Education 19 - Teaching The Epic a a a I MARVA COLLINS' TEACHER TRAINING SESSION I agenda  August 30, 1994 9:00 11:00 Introduction Session - Beginning with The End in Mind (empowering teachers, changing attitudes, etc.) 11:30 12:00 Question and Answer Session 12:00 1:00 Lunch i 1:00 3:00 3:00 4:00 Handling Discipline Problems Empowering Children \"How-To's\" Role playing with teachers (teachers will \"become discipline problems\" I MARVA COLLINS' TEACHER TRAINING SESSION AGENDA August 31. 1994 9:00 12:00 Teaching Phonic Teaching Reading Comprehension Teaching Every Child to Read (How-To's) 12:00 1:00 Lunch 1:00 3:30 Teaching Poetry Teaching Spelling Complete any material from this morning iI 3:30 4:00 Question and Answer Session SP I MARVA COLLINS' TEACHER TRAINING SESSION AGENDA September 1, 1994 9:00 12:00 Reading Lessons (How-To's) Shifting Paradigms (Changing attitudes as to how we teach and how children learn) Building a New Belief System Teaching Reading, Writing and Spelling Simultaneously 12:00 1:00 Lunch  1:00 3:00  Teaching Parallel Thinking vs. Forward Thinking Teaching Children to Read Analytically Teaching Thinking Skills  3:00 4:00 Question and Answer Session Evaluation of the Program  ^^11 I II h I I I ALL CHILDREN ARE BORN ACHIEVERS 1. i ii i' I, 1 i I i Iq ____THOUGHTS ON THE ABOVE AVERAGE TEACHER BY MARVA N. COLLINS Beginning With The End In Mind I If we were about to erect a house on a certain site, we would see beyond the tangled branches, debris, and other barriers. Otherwise, we would begin With the end in mind. We would begin by picturing in our mind how the picture of the house we have in mind will look Meanwhile, think if you Ocb-Azi _____ItTTTI. -  1 J  . uuuu win looK. Meanwmie, uiiiik u you were asked this question\n\"What is your greatest success story?\" Wouldn't it be with a sense of chagrin if you had to answer, \"I worked miracles with the Jright children\". What about the child that everyone else has written off! What about the child that everyone else predicted would not make it? These are the children that truly means to begin with the end in mind. The TOy we see the problem is the problem. Our belief system plays a great role in the kind of teachers we become. Become A Be Rather Than A Have Examples of the \"BE teacher is\nI will be a great teacher. I will be a great example. I will BE a proactive person. I will BE what I ask my students to be. I will BE an excellent teacher every moment every second. I will BE a circle of influence. I will BE a producer. I will BE a paradigm shifter when needed. There can BE no friendship without confidence. There can be no confidence without integrity. Examples of the HAVE teacher. I will become a better teacher when I HAVE BRIGHTER STUDENTS. If only I HAD better students If only I HAD more materialsB B If only I HAD more obedient student If only.LHAD more motivated students If only I HAD more motivated, caring parents IF only I HAD a better principal and better co-workers Are you a BE or a HAVE? Picking Up Both Ends Of The Stick i When picking up a stick, we pick up both ends. When teaching children, we must deal with the total child\nthe bright student, and the not so bright student. The excellent teacher will make the poor student good and the good student superior. This means dealing with BOTH ENDS OF THE SUCK. J Effective Discipline L L L Create an image and reinforce that image. First of all, are you a kind, caring, consistent teacher? Do you lecture about your own childhood? Do you present a curriculum that includes making choices, consequences, being a creator versus a second-hander? Children are what they learn. What images do we teach? Have children tell why they are too bright to exhibit certain behavior Have children tell you why they made the wrong choice Are you proactive or reactive? Do you react negatively to bad behavior? Have you examined your SET OF BELIEFS? Have you recorded a NEW LIFE TAPE RECENTLY, or you still playing your teaching tape of decades ago? We all live with many scripts given us by our parents, teachers, and others. These scripts may be totally wrong or in conflict with society and our students. Make your own list of TO BE NOT TO BE A Bad Teacher iI Post a list in your classroom classroom and celebrate a ROBERT IS Do you daily utilize creativity and conscience? MAKE A LIST OF THE THINGS THAT MAKES YOU AN ABOVE AVERAGE TEACHER r II I, I S' I 3 I I I I I I I J  I ! 1 ' 1 I , I: I i I I' i i 7teir-esteem unit SelfEsteem#4 WhoAml? Child will begin with the alphabet and continue through Z. A, I am adorable, h.I am beautiful. Clamchanning DI am delightful  I am uger and enthusiastic FI am fantastic Glam gorgeous HI am highly motivated I lam never indolent JI am just fantastic Klamkind , LI am loveable M1 am motivated to readi the zenith of success NI am never, never a Second-Bander, I am a Creator 01 am oh so wonderful PI am pleasing, pleasant, and proud QI am quite audacious RI am really, really great SI am so, so sanguine T1 am never, never timorous Ulam unique VI am very, very valiant WI am wonderful XI am extra special YI am youn to mold successfully Z1 am zooming to success and happiness. I i This session may be used to teadi not only positive reafiirmation, but alto to teach the alphabet and vocabulary words at the tame time. The more a child identifies with bis or her qiedal tdves, the less they will have time to create havoc in the dimnnm Bwnwnber, we orate in image and ranfome that image. What image wouldwe like OUT Students to have? We must then create that image and rcinforceit daily. I WILL NOT LET YOUR PROBLEM BE MY PROBLEM Did your friend ever call you names or ay things to hurt you? ( Did you feel badly? Remember if your friend calls you a name, your friend feels badly at that moment You must not let that friend give you their bad feelings. You will say, \"1 love you very much, and I am sorry you feel badly, but I cannot take your bad feelings for you\". You are then a CIRCLE OF INFLUENCE RATHER THAN A CIRCLE OF CONCbKN. Have students draw CSrdes of Concern (What ate you concerned about, worried about, think about?) Now draw Circles of Influena (How do you solve these problems, what do you make right? Display drawings titled\nMRS. ' JONES' CIRCLES OF INFLUENCE OR MRS. JONES' 1CIRCLES OF CONCERN Children may be concerned about crime, drugs, the homeless, the environment. They may also become circles of influence by not using drugs, by protecting the environment the way they can, etc.. To solve a probTembFto work towards a solution makes us CIRCLES OF INFLUENCE To see a problem and not work towards a solution is to become a CIRCLE OF CONCERN. Eave a Circle of Influence Party Where eadi child tells bow they have become Circles of Concern. Serve circle candy (lifesavers), or dougnuts (bole in the middle), etc., or vegetables with a hole carved in the middle, etc.. Tie in the story, THE LITTLE ENGINE TEAT COULD as being a Circle of Influence. At lint, be was a Circle of Concern (concerned as to how be would teach the top of the hill until he realised that be was the solution to the problem he thought could be sol ved by the older and larger trains.) Create the Little Engine that Could award. Develop a Circle oflnfluena Award.. Develop a Creator's Award, etc.\nCreate a Be and Have Award Talk about the Be's and the Have's. 1 will be great I will be the best in my class I will be the best creator in the world rather than: If only I bad a better family If only I had a sharper pencil If only 1 had a nicer home If only I had less homework If only I had a better teacher If only 1 bad a shorter story to read If only I had less math problems to do, etc.. Create a Be and Have dialogue where some of the children ate Be's and some are Eave's Then discipline the class by saying, John is bong a Have.. Jet's be a Be bright boy, CREATE AN IMAGE AND REINFORCE IT. Create a Be Qassroom SHARPEN THE SAW ESTEEM UNIT Say to duldren, What happens when we attempt to cut with a dull A dull knife? A dull grass cutter? It will not cut. right? Children, likewise, with our skills, we must always sharpen the saw by sharpening our skills. What happens if we get an answer for three plus four equals fifteen? We need to sharpen the saw, right? What happens when our skills saw: becomes dull? How do we sharpen our skills? How do we sharpen our personal saws? Develop bulletin board that says: Sharpening our Saws.What do others say to the person that others think you are? What do people say to the person that you really are? Write a Poem titled: \"The Real Me\", or the Inside Me (Draw a square and have the child write inside the square who they really are). Then under the square, write about the Outside Me (How others see me) Self-Esteem #2 On the Day I Was Born On the day I was born, the world shouted, \"Welcome to the earth (child will say their name)** You are wonderful, you are splendid, you are momentous, you are terrific, you are great, you are destined to make the world a wonderful place. We are so glad that you are here. On the day I,_______________  was bom, my parents said, \"We love you (childs name_) _________________________________(childs name), and we are go glad that you came to live with us. Welcome to our family. We love you so very much. Self Esteeem goal # 3I A, I am adorable. B., I am bold and brave. C., I am cuddly and courteous. D. I am delightful. E., I am eager. F., I am fantastic. G., I am glorious. H. I am Heavenly, I, I am idolized. J., I am just right. K., I am kind. L, I am loveable. M., I am magnificient, N, I am nice, noble, and neat. 0, I am au courant (say oh kuh rahn which means well informed), P, I am pleasant and pleasing. Q, I am quite sensational, R., I am really, really great., S, I am simply wonderful, T., I am timely, U, I am unique, V, I am very, very bright, W, I am a winner, X, I am extra-luminous, Y, I am yours to mold fantastically, Z, I am heading for the zenith of success. Ten Steps Towards Better Disciplined Classrooms By Marva N. Collins 1. Always make friends with each student before there is a discipline problem. 2. Find something positive to say to each student everyday. Example: Tvly what nice gym shoes, or I missed you yesterday Cathy.' d '* 3. Give extra teaching time after school or before school to the slower student. This student is usually the one that causes havoc in the classroom. '* 4. Rather than eating with fellow teachers or staff, instead sit with a different child, or the entire class each day. 5. When a student misbehaves instruct the entire class that they are to repeat the \"T following, when asked why the will not misbehave. Your question\n\"Why aren t you going to misbehave in class?\" Their repose to you should be: \"Because I am too bright to waste my time.\" I 1 6. When younger students misbehave in class, do not have them write punitive lines\n1 will not chew gum in class.\" Instead, have them write a composition on the etymology of gum, where gmn came from or \"A composition entitled I am too Brigh tto Waste My Time * in School. You may also choose to have them deliver a three minute speech detailing Why I am too Bright to Waste Time in School.  7. Write positive notes on your students papers such as\nLef s work on this paper together I or I know that together we can do better. 8. Offer help to slower students with their schoolwork. It is usually these students that prevent teachers from accomplishing what they could with other students. I , 9. Never forget that you are a professional. Never resort to becoming a student. For example, when a student writes a note that says: \"I hate you Mr. Jones. Read the note \u0026lt; I and say, \"I like you too,\" and then call on that student to recite, etc. Reduce ridicule and laughter in the classroom by telling the student that speaks out. 10. JU* 10. Reducendicuie ana laugnier in ------------------r------- that he or she is very courageous, and it took courage to be wrong, but they who stood * silent or laughed took the easy path, the child that speaks out is to be praised not mocked. Encourage students to clap for the other students\ncreate a spirit of group effort in the classroom.  1989 Marva N. CollinsI I I Changing Me First I I will provide a positive environment for my students I will make every child a star. I I will not allow any child to fail. I will begin with the end in mind. I I will be a Circle of Influence for my students I I will agree that I must pick up 'Both ends of the stick\"\nThe good end and the bad end. I will professionally better myself each day. I will never arrive in the Land of the Done. I I I will provide a first-rate academic program for my students. I I will become a universally good teacher. I I will praise the good that my students do, and give options for the bad behavior. I I will not let the kind of home, background, or ambience that my students come from determine my belief system. I I will internalize the fact that the way I see the problem is the problem. I I will love and believe in each child unconditionally. I B II I I I I will not point fingers at the person I feel is to blame for my students' failures. Meanwhile, I shall see each child as a \"lump of coal\" with the potentials of becoming my diamonds\". I I I will make every \"Poor\" student good, and every good student, \"Superior\". I will never use excuses. As a teacher, I will either declare that I am \"Responsible\" or I must declare myself, \"Irresponsible\". I I will be willing to bridge the gap with which my students come. I I will always believe that my influence with each student will become the beginning of a new life for each child. I I will love, respect and honor my students so that they too, may honor, respect and love me. I I I will have my students make life deposits each day by having each child write 200 Reasons Why They Are Fantastic or Wonderful I When a child misbehaves, I will have the child red circle the reason he or she has written that indicates that the behavior is inappropriate at that time. I I will never again write on a child's paper: \"You can do better\". I will monitor each child's work so that his \"better becomes his or her best\". I I will mediate errors before those errors become permanent ones. I will respect each child unconditionally. I I - -    Society will draw a circle that shuts me out, but my superior thoughts will draw me In.  I was bom to win if I do not spend too much time trying to fail. I can become a citizen of the world if I do not spend too many energies attempting to be local.  I will ignore the tags and names given me by society since only I know what I have the ability to become. I will continue to let others predict, but only I can determine what I will, can or cannot do. Failure is just as easy to combat as success is to obtain.  Education Is painful and not gained with ploying games or being average. I have seen failure destroy millions with promised hopes and broken dreams. While I hove the opportunity, I shall not sit on the sidelines bitter with despair and wishing later that I had become a literate lifter of the world instead of a failing leaner.  I will use each day to the fullest. I promise that each day shall be gained, not lost - used, not thrown away. Yet, it is my privilege to destroy myself If that Is what I choose to do.  I hove the right to fail, but I do not have the right to take my teacher and other people with me. God made me the captain of one life - my own. Therefore, if I decide to become a failure, that is my right. We were all promised a pursuit of happiness and that is what I must do: pursue happiness and success for myself.  No one will give It to me on a proverbial platter, and no one will care as much about me as I must care for myself. I must be willing to accept the consequences for my own failure, and I must never think that those who hove chosen to work while I played, rested and slept will share their bounties with me.  I will wave proudly my flag signifying that I am a failure by choice, but I will never envy those who have selected to wove their unfurled banners announcing their success. My success and my education can become a life-time companion which no misfortune can depress, no crime can destroy, no enemy can alienate. No names can hurt me.  Education and success can become a lifetime solace. It guides goodness. It gives at once grace and genius to governments, communities, cities, townships, villages, homes and palaces.   I I I I I I V II Without education, what is a man or woman? Splendid savages, a slave, a beast wandering from here to there believing whatever they are told.  I I God is not some cosmic bellboy that comes at my beck and call. If I want to achieve, the first step must be my own undertaking, rime and chance comes to us all. Whether I decide to take that time and chance is indeed my own decision.  I can either be hesitant or courageous - lite does indeed maroon the hesitant, but inspires the brave. I I will swiftly stand up and shout: \"This is my time and my place. I will accept the challenge, or I will let others make my decisions for meP' I Westside Preparatory School THIS CREED IS MEMORIZED BY ALL STUDENTS AT WESTSIDE PREPARATORY SCHOOL AND IS RECITED DAILY. EVEN THE THREE AND FOUR YEAR OLD CHILDREN MUST MEMORIZE THIS CREED.  CREED COPYRIGHT. 1980 BY MRS. MARVA N COLLINS. THE WESTSIDE PREPARATORY SCHOOL H I i  Cry and Crystal  Th^ ^\"ted^ practice the many sounds for letter comblnaUons. These sheets should be used These sheets are not designed to teach phonics, as reinforcement only after the spellings and sounds have been taught. Add your own words to continue the driU. a I I Cry and crystal (repeat) The y in cry now says The Y In crystal now says 1 Machine and scream (repeat) The I In machine now says e The ELA In scream now says e Nancy and tyrant (repeat) The Y In Nancy now says e\" The Y In tyrant now says 1~ Steak and wealth (repeat) The EA In steak now says a The EA In wealth now says e 1  Therapy and try (repeat) The Y in therapy now says e\" The y In try now says T\" Lead and led (repeat) The EA In lead now says e The e In led now says e Physician and baby (repeat) The y In physician now says 1 The Y In baby now says e\" Physical and adjustment (repeat) The E In adjustment now says IT The Y In physical now says T Break and beak (repeat) The ELA In break now says a The ELA In beak now says e Ski and read (repeat) The I In ski now says e The EA In read now says e Phone and enough (repeat) The PH In phone now says f The GH In enough now says f Though and rough (repeat) The OUGH In though now says o The OUGH In rough now says fI I I I a Christmas and chagrin (repeat) The CH In Christmas now says cr The CH In chagrin now says sh Piece and peace (repeat) Piece and peace are homonyms. They sound alike, but have different meanings. Homonyms change with the Inside vowel Arachne and chap (repeat) The CH In Arachne now says k The CH in chap now says ch Ache and cake (repeat) The CH in ache now says k The C in cake says k Neighbor and straight (repeat) The EIGH In neighbor now says a The AIGH In straight now says a E before I usually says a Receipt and size (repeat) The vowel signal E changes c\" to s\" The S in size says s Note: you may want to add other sounds to the list that has been prepared for you. This is a good way to practice word attack skills so that reading the basal reader becomes easier for children. Leisure and zoom (repeat) The S In leisure now says z The Z in zoom says z Sell and peace (repeat) The S In sell now says s The CE in peace now says s because the vowel signal E changes c\" to an s\". I Session and patient (repeat) The TI In patient now says sh The SI In session too. says sh The vowel signal I changes s\" to sh\". I Curl and pearl (repeat) The R In pearl controls the vowel EA and it neither says EH nor EA, the R in curl controls the vowel Uand it neither says UH norU.Toe-try Sefectivns Trom Ti^estside Treparatory ScfiooC 'These poems have been selected and memorized hy the children of 'Westside VreparatorySchool. Jrom the boolilOl famous Toems. TVe fiope you will ftave as mut/i tiyoyment rcang them as the children have had memorizing them in their entirety.s s  (Dropout by Codtns I i J J- i lichen as a child Id always dream of the things I would Become someday. Somewhere there would Be people who would care. (People who would share the dreams, aspirations andgoals that I had. Little did I realize that I would Be laBeled, Bad\". As time went By I was a statistic that was all too sad. I went to class doing the Best I could, never learning the things that I should. *2^ BTigftte.T students fiad ad tHe chances. Soon I [earned to sunhve hy acting out in class. I [earned to Be tfie c[ass c[own. This is fiau\u0026gt; I drozi/ned my sorroufs and my pain, ^y making others [augh, while I cried inside with so much hurt and shame. I never learned to read, never learned to tvrite, I only learned how to fight. And hating and fighting I did zvith all my might. Soon I decided to take to the streets to learn to Be mean, db Be seen, to yell and scream...to hate ondfight... I was a desperate soul inflight. I dropped out cf school. I was tired of Being the class fool. I was never taught the learning tool. And now I try to Be so cool. Someday soon I hope someone wdl tahe my hand. And care, really care. And show me another way. I do want to learn to read and zvrite. (Please help me in my plight. I, too, want to see the Gght. 1 I t I 1d( p r t p 1 r I t o r y schoolH (Be Strong ly MUUk Saon^pon Sa\u0026lt;c\u0026lt;ic\u0026lt; Strong! TVc are not fiere to p[ay, to dream to drift\nwe have hard worh^to do, [oads to [ift\nshun not the struggCeface it\ntis Qods gift. Be Strong! Say not, VTie days are evil. T^ho s to blame? and fold the hands of aeguiesce-Oh shame! Stand up, speafout, and bravely in Qods name. Be strong! It matters not how deep entrenched the wrong, (Kow hard the hattie goes, the day how long\n(Taint not-fght on! (Tomorrow comes the song. - w  H I I d e preparatory achool 2!}-lelp me 'Teacher, I am Scared I am in danger teacher, you rescue me. I say things when I am angry teacher, and you forgive me, for you hnow that I hurt inside. I am in the darhiteacher, and you show me the light. I am chubtfii[ and you give me faitfi. - I am neglected, and you teac/i me. ignore the tags, labels and the former statistics that have signified that I am a failure...... Qbu show me success. I am a child, and you show me the way. Qbu hnow that I still have to grow, to learn, to become, you hnow that I can be more than what I am, and you are patient enough to never give up on me. Everybody else says that I am \"bad, but you teacher, always see the \"good\" in me, and for you I become good. i I am lost and you give me directions. I waste time and you sfivw me fiow to use my time wisely. you do not nag....you forgive....andyou show me that you care not just by the things you say to me, 'But I see the love for me in your eyes and I dare not let you down. I succeed teacher for you, and before you hnow it, I have learned to love success.I I see only today, but you show me tfU vision of tficfiturc. ~Qi\u0026gt;u mahie me fihe what I su in the future and therefore, I am motivated to use today more wisely. ,3 'When I attempt to go backwards, you push me forward. I am sometimes stunted by thefaibures of my past, and you mab/ me see the gbory of the future. (fou have unbboched my fetid channebs through which now creativity and sebf rebiance conf bow. 'fou see today as my beginning, and you do not remember the decadent past. E ^hen I am afraid, you give me courage..... 'When I am 9darooned by the problems cf bife, you encourage me to stee[ the wid in pleasure or in pain to go forth. I want to [earn...I want to achieve... and you teach me to do both. V 'Ihanl^you teacher. \"lOww what? I (ove you. I [ove you because you are so forgiving. I [ove you because when the worbdsaw faibure, you, teacher saw success. 'Because of you my [ight shad never fbicber, and now I am motivated to [ight the dying embers cf others who too, have been tagged and [abebed. I sfiaff never forget you teacfier......I (ove you. kJ IOpportunity tg Jai* J**at InftCll (KfastcT of kuman dcstiniij am I. Jame, Cove, aruffortune on my footsteps wait, Cities aneffieUs I waf^ I penetrate ^Deserts and seas remote, and passing by ^veb, and mart, andpabace, soon or bate I b\niwcl^unbidden, once at every gate! Ifs be eping, wa^c-iffeasting, rise before I turn away. It is tfie fiour of fate, Sbid they who foblaw me reach, every state 9dortcds desire, and conquer every foe Save death\nbut those who doubt or hesitate. Condemned to faibure, penury and woe, Seebime in vain and lisebess^ impbore- I answer not. Sind I return no more.9 Ihnt lime of year Shakfspun 'That time year tfiou may 'st in me Sefiofd 'Wfien yeffoTi) feaves, or none, orfeto, do fiang Upon tfiose fougfis rofiieh sfia^ against tfie cofd, Bare ruin'd cfioirs, where fate the sweet birds sang: In me thou see 'st the tzoilight of such day As after sunset fadeth in the west, 'Which by and by bfacf^night doth ta^ away, (Death's second seff, that seab up alf the rest: In me thou see st the gfowing of sueh fire 'Ihat on the ashes of his youth doth fie, J4s the death-bed whereon it must e^ire, Consum'd with that which it was nourish'd by: I 1 QJiis tfiau pcrccivst wfiicfi ma^ tfiy [ove more strong, Qb [ove tfot wett wfiicfi tfiou must Uave are (ong. a. e I I I 1 d  preparatory ackoolJI f  I 9{ouse by the Side of Tdie Walter ffiu fl TJiere. are hermit soids that [ive ufithdraiim In the place of their self content\nThere are pioneer souls that blaze their paths 'Where highways never ran- 'But let me live by the side cf the road lind be a friend to man. fl fl Let live in a house by the side of the road, 'Where the race of men go by- The men who are good and the men who are bad, As good or bad as I. I would not sit in the scomer's seat, Or hurl the cynic's ban- Let me live in a house by the side of the road And be a friend to man.  I see from my house by the side of the road, 'By the side cf the highway cf life, 'The men who press with the ardor cf hope, 'The men who are faint with strife. (But I turn not away from their smiles nor their and tears, 'Both parts of the infinite plan- Let me live in a house by the side of the road and be a friend to man. I hnaw there are brooh^baddened meadows ahead And mountains of wearisome height\nTt .c.____r______ ~ tC.And stretches away to the night. (But stid I rejoice when the travelers rejoice And weep with the strangers that moan, 9^ hve in my house by the side of the road Lif^ a man who dweds alone. Let me doe in a house by the side of the road- It's here the race cf men go by. Lhey are good, they are bad, they are wecd^j, they are strong, wisefoolish-so am I! dhen why should I sit in the scomer's seat. Or hurl the cynic's ban? n Let me. Cive in my fioiise Sy tfie side of the road and be a friend to man. [I El Ia SoUtudc t^VI* WUxrMaxJi. i 9 1 1 Laugh, and the. wortd laughs -uhth gou\niVeep and you weep alone. IL or the sad old earth must borrow its mirth, (But has trouble enough of its own. Sir^, and the hills answer\nSigh, and it is lost on the air. The echoes bound to ajcryful sound, (But shrinhjrom voicing care. 1 I a (Rejoice, and men will seeh.you\ngrieve, and they turn andgo. 'They want full measure of all your pleasure, 'But they do not need your woe. (Be glad, and your friends are many\n'Be sad, and you lose them all. 'There are none to decline your nectared wine, 'But alone you must drinh,life sgall. UFeast, and your halls are crowded\nLast, and the woHdgoes by. Succeed andgive, and it helps you live, 'But no man can help you die. 'There is room in the halls cf pleasure Lor a long and lordly train, But one by one we must ad file on through the narrow aisles of pain. oL I turned myself into myself and was Jesus, 9den intone my lozhn^ name praises all praises I am the one who would save I sowed diamonds in my hachyard my howels deliver uranium The filings from my fingernails are semi-precious jewels On a trip north I caught a cold and blew my nose giving oil to the Arab world. I am so flip, even my errors are correct I saifed west to reac/i east and fiad to round off tfie earth as I went The hairffom my head thinned andgofd was [aid across three continents I am so perfect, so divine, so ethereal, so surreal I cannot he comprehended e^^cept hy my permission. I mean I canf[y a bird in tfie s^.I T,go Tripping hf Qiffvanm V I was bom in the Congo I waited the fertile crescent and built the Sphiwc I designed a pyramid so that a star that only glows Dvery one hundred years fall into the center giving divine and pc feet light. I am bad. ' ' 8 I I sat on the throne drinking nectar zvith Allah I got hot and sent an ice age to Durope to cool my thirst (My oldest daughter is (fefertiti The tears from my birth pains created the (h^ I am a beautiful woman.  . 1 '*fi- I /gazed on the forest and burned out the Sahara with a paciiet cf goat's meat and a change of cdothes I crossed it in two hours I am agazeiie so swift, so szvift you can't catch me. I ' 1 ,'t i  yor a Sirtfiday present when he was three I gave my son ^Hannihai an eiephant gave me ^^snnefor (Mother's (Day (My strength fiows ever on. 1 I i i (My son (fpah built a new arl^and I stood proudly at the helm as we sailed on a seft summer day 1 1Q(ccp-a-(foin ynw^Z. Suwn K . If you strike a thorn or rose, l^eep a-poin'! If it ftails or it snows, J(eep a-oin'! V^aint no use to sit and 'whine \"When your fish ain't on your Une\n'Bait your lwok.and ktep a tryin %eep a-oin'! 'When the weather kfihs your crop, TQeep a-goin ! OBough 'tis work.to reach the top, !l(eep a-goin'! 5pose you re out o'eo'ry dime, ^ittin' broke ain't any crime\n001 the world you 're feelin 'prime Qkeep a-goin'! fien it looks like all is up, 7(eep a-goin'! I T\u0026gt;rain tfie sweetness from tfie cup, westelde ereparatery aehoo) 12 'Keep a-poin 7 See tfie ziHid birefs on tfie zoing, f^Uar the beUs that sweetfy ring, 'i^^hen you feeb bihe surginsing  Keep a-goin'! I IL: n II 1 3'5 ft* t  i  i i 9 prtptxaXOTy chool 13 \u0026lt;?Tlic 9v(eTchant of Venice hf WB^Skai^tpten 1 'IfU quality of mercy is not strained\nIt droppetfi as tfie gentfe rain from fieavc Upon the place Seneath: it is twice hfest,- It blesseth him that gives and him that tah^: 'tis mightiest in the mightiest\nit Secomes ndie throned monarch better than his crozvn: ^hs scepter shows the force of temporabpower, TTu attribute to awe and nuyesty, 'H^herein doth sit the dread and fear of hivgs\n(But mercy is above this scepteredsway,- It is enthroned in the hearts of hivgs. It is an attribute to Qod himsebf\n.^nd earthly power doth then show li^t (jod s, When mercy seasons jiestice. 39docni[igfit swut the moanfight sleeps upon this han^ iHiere toU[ we sit, and [et tfie sound music Creep in our ears: Soft stiffness, and the night, (Become the touches cf sweet harmony. Sit Scssica: foo^ how the ffoor of heaven is thic^infaid with patines cf frightgofd: (There's not the smaffest orb which thou behofdst (But in his motion fi^ an angef sings. Stiff quiring to young-ey d cherubims. 9 1 W   t  1 d e 15 pitftrttety ic h o o I t C1  asi 'A ITrees fy 9^hiter H I thinks that I shall never see a poem as lovely as a tree. A tree whose hungry mouth is prest Against the Tarth's sweet flozving hreast. tree tfiat looks at Qod all day, And lifts her leafy arms to pray\n1 1 A tree that may in summer wear A nest of rohins in her hair\nUpon whose hosom snow has lain\nwho intimate^ lives with rain. f I a Toems are made ByfooCs me, Tut only Qod can mal^e a tree. '*\u0026lt;a(atdc preparatory acheol U ifB C^DDSin^g A MANUAL FOR EDUCATING ANO MOTIVATING YOUR CHILO I 1 i I I i: r Introduction The rest of the nation seemingly is just beginning to ask why Johnny and Mary are so bored in school. I posed this question fourteen years ago when I left the public school system in dismay. When others were busy takiiig about fixing the students. I knew that it was the system and the teachers that needed fixing. I knew that Johnny and Mary America did rot need more labels, staining, inkblotting and measuring. I knew that Johnny and Mary America did not need more federal funds, grants, and gimmicks and things. They just needed more teachers who believed that all children are achievers, until they are taught too thoroughly that they are worthless. I also remembered nostalgically the lessons of history and thought of Abraham Lincoln, who at fourteen years of age had not learned to read. I also thought that if Abe had been a student in todays schools, he emphatically never would have become president of the United States. Poor Abe would have been put into one of our Zeitgeists learning disabled rooms. Thousands of visitors visit our school each year to see what they call a miracle. I call it common-sense, dedication, and the efforts of bright, energetic teachers who take personally the failure of just one child. While the rest of the nation is busy telling us to tell our children to just say No\" to dmgs. we. here at Westside Preparatory School are giving our children options. In other words, we have given them a multitude of things to say. Yes* to. In my opinion, it is easier to just say. No\" when we have choices of things to say. Yes\" to. Our children learn not from the banalities of seeing Jimmy and Sue mnning through the pages of a watered-down, easy-to-read-easy-to-leam basal reader, but the lessons of sticktoivness. perseverance, determination, courage, and our responsibility to give something back to the world. I personalty feel that dnjg addiction arises when people fail to take responsibility fortheir own lives. I feel that our children have failed to take responsibility lor their lives because we have failed to teach them these lessons in school. Any normless society is bound for real trouble. The lessons of history tell us this. The lessons in this book are simple, and consist of the kind of common sense that Ralph Waldo Emerson told us astounds people, but the lessons in this workbook do work. Try them and see a child's eyes holding wonder Ike a cup. Try them and see your classroom metamorphose into a miracle right before your eyes. Try them, and become the great teacher that you can be. .Z'7O 'v_ Marva N. illins Director/Founder ot Westside Preparatory School  I i I I I i 1. I p  Copyrighl 1989 by Mrs. Marva N. Collins A 501 (c)3 Non-Profit Organization 4146 West Chicago Avenue  Chicago, Illinois 60651 (312) 227-5995 No parts of this publication may be duplicated without the permission of Marva Collins Cover art: M. Sanders TABLE OF CONTENTS Phonics Drill 1 Caring the Marva Collins Way 7 A Proposal for American Schools 12 Listening and Teaching from Nursery Rhymes 17 Greek Mythology 21 Thinking and Listening Skills for Math 23 Miscellaneous Ideas 26 Excellence the Marva Collins Way 27 The Worst Mistakes Made in the Classroom 34 Monitoring Teacher Success in the Classroom 35 Developirig Effective Reading Materials 36 Proverbs 38 Why I Teach 42 PHONICSDRILL 2 ni-a Hl I I HI I I INTRODUCTION This phonics drill is designed to help students practice the many sounds for letter combinations. The drill is done with handclapping to create a rhythm that is fun and exciting for children. Learning phonics does not have to be tedious. These sheets are not designed to teach phonics. These sheets should be used as reinforcement only aft^r the spellings and sounds have been taught. Add your own words to continue the drill. Cry and crystal (repeat) _ The Y in cry now says i The Y in crystal rraw says i Nancy and tyrant (repeat) The Y in Nancy rxjw say^ e The Y in tyrant now says i Therapy arxt try (repeat) The Y in therapy now s^ e The Y in try now says i Physician and baby (repeat) The Y in physidan rxwr says i The Y in baby now says e Physical and adjustment (repea^ The E in adjustment now s^ i The Y in physical now says i Ski and read (repeat) The l in ski now says \"e _ The EA in read now says e Machiira and scream (repeat) The 1 in machine now says e The EA in scream now says e Steak and wealth (repeat) _ The EA in steak now says a The EA in wealth now says e Lead and led (repeat) The EA in lead now says? The E in led now says e Break and beak (repeat) The EA in break now says a \"Nobody will do your work for you. You have to trust yourself, act for yourself, speak for yourself, and be yourself. Crystal Marshall Age 6 B I d t e P s c h 0 0 I w e s t s I e P PHONICS DRILL The EA in beak now says e can I go out pwth the big boats? I By having Sttif-motivation, pftlf-determination, land self-confidence.\" Phone and enough (repeat) The PH in phone now says f The GH in enough now says ( Though and rough (repeat) The OUGH in though now says o The OUGH in rough now says f yinde Jean-Baptiste Age 6 t 1 a Christmas and chagrin (repeat) The CH in Christmas now says cr The CH in chagrin now says sh Arachne and chap (repeat) The CH in Arachne now says k The CH in chap now says ch Neighbor and straight (repeat) The HIGH in neighbor now says a The AIGH in straight now says a e before i usually says a* Receipt and size (repeat) The vowel signal E changes c to s' The s in size says s Leisure and zoom (repeat) The S in leisure now says z The Z in zoom says z Sell and peace (repeat) The S in sell now says s The CE in peace now says s because the vowel signal E changes c* to an \"s' Session and patient (repeat) TheTI in patient now says sh The SI in session too, says sh The vowel signal i changes *s to sh Curl and pearl (repeat) The R in peari controls the vowel ea and it neither says oh nor 53, the r in controls the vowel u and it neither says uh nor u Piece and peace (repeat) Piece and peace are homonyms__ They sound alike, but have different meanings. Homonyms change with the inside voweL Ache and cake (repeat) The CH in ache now says k The C in cake says k I e s t s 1 d e P r e p s c h o o I fl PHONICS DRILL-Beg and Beige Beg and Beige The G in Beg now says G The G in Beige now says J \"I will determine what I can do.\" Rug and Rouge Rug and Rouge Marcus Patton Ago 7 a The G in Rug now says G The G in Rouge now says J Mag and Magellan Mag and Magellan The G in Mag now says G The G in Magellan now says J Keg and Cage Keg and Cage V The G in Keg now says G The G in Cage now says J I Rag and Rage Rag and Rage The G in Rag now says G The G in Rage now says J Sag and Sage Sag and Sage I The G in Sag now says G The G in Sage now says J I Ache and Chap Ache and Chap 3 Ache says K and Chap says CH Trachea and Chin Trachea and Chin a Trachea says K and Chin says CH* Chip and Bronchitis. Chip and Bronchitis Chip says CH* and Bronchitis says K Charles and Children Charles and Children w e s t S I d G P r e p s c h 0 0 I L  PHONICS DRILL a \"God gave me a mind of my own, and I know how to use it.\" Charles says 'CH\" and Children says \"CH\" Beg and Beige Beg and Beige Adrianna Glanton Ago 7 The vowel signal e changes g to j, and hits the vowel before it arxf makes it say its itame. Supper and Super Supper and Super The vowel signal e hits the vowel before it and makes it say its name. (Wo double the consonant in super and wo now have supper because the vowel signal is rww too far away to act). Dinner and Diner Dinner and Diner The vowel signal e hits the vowel before it and makes it say its name. (Wo double the consonant and we now have dinner). Fat and Fate Fat and Fate 9a The vowel signal e hits the vowel before it and makes it say its Less and Lesion Less and Lesion The vowel signal I changes s to z The vowel signal i changes s to z Read and Measure Read arxl Measure The ea in read now says e The ea in measure now says? Real and Steak Real and Steak The ea in real now says e The ea in steak now says's See arxJ read See and read They both say e They both say e Candy and Bread Candy and Bread The y'm candy now says e The ea in bread also says? name. w e s t s I d e P r P s c h o o I  PHONICS DRILL Fly and High Fly and High The y in Fly now says i _ The igh in high now says i Charles and Andromache Charles and Andromache Charles says CH* and Andromache says K Chevrolet and Ache Chevrolet and Ache Chevrolet says \"SH\" and Ache says K Trachea and Chagrin Trachea and Chagrin Trachea says K and Chagrin says 'SH* Bronchitis and Champagne Bronchitis arxf Champagne Bronchitis says K and Champagne says *SH' Chalice arxf Charlotte Chalice and Charlotte Chalice says *CH* arxi Charlotte says *SH' Chord and Chain Chord and Chain Chord says K and Chain says *CH' Tp arxf Type T\u0026lt;3 and Type _ The vowel signal E hits the vowel y and makes it say long L Pan and Pane Pan and Pane The vowel signal E hits the vowel before it and makes it say its name artd makes it say its name. Rob arxf Robe Rob arxf Robe The vowel signal E hits the vowel before it and makes it say its name.... and makes it say its name. Sam arxi Same Sam and Same \"1 am on the road I want to be on. I am on the road to brightness. Tia Hudson Ago 7 I ' * w e s t s 1 d e P r e p s c h o 0 I PHONICS DRILL The vowel signal E hits the vowel before it and makes it say its name.... and makes it say its name. nt is my right to Sjcceed.\" Ran and Reign Ran and Reign dith Jones le 6 The a in ran now says A. _ The ei in reign now says A, now says A. Rub and Ruby Rub and Ruby The vowel signal Y hits the vowel before it and makes it say its name.... and makes it say its name. Sing and Singe Sing and Singe The G in Sing now says G The G in Singe now says J Cry arxf Dandy Cry and Dandy The Y in cry now saysT, and the Y in dandy now says E 1 Yet and Handy Yet and Handy The Y in Yet now says Y, and the Y in handy now says E 1 Machine and Bee Machine and Bee The I in machine now says^ Double ee in bee too says E 1 Read and Ski Read and Ski The I in ski now says E _ The ea in read, too says E Cat and Ice Cat and Ice t The C in Ice now says S (Because the vowel signal E changes C to S). The C in cat now says C Can and Nice Can and Nice  The C in can now says C The C in nice now says S (Because the vowel signal E changesC to S) d r e p s c h o o I w e s t s I e P I a CARING THE MARVA COLLINS WAY ' r/ '1 Prologue Often teachers develop belief systems about students and that is alright if those systems don't become rigid and inflexible, not albwing new evidence to come in and change them. Belief systems alter the way students are treated. If teachers believe that children cannot learn\nthose students, of course, will not learn. If teachers believe that the kind of home a student comes from has anything to do with what that child can achieve, then, of course, the curriculum becomes watered down and it becomes an impossible feat for the child to learn. I take the position that the more fetid a home environment might be. the harder a teacher must work to break that self-perpetuating cycle. When I worked in Chicago's public schools, I often heard teachers say, \"I am so sick of these children.\" When one takes this kind of attitude, it of course, rubs off on the children. If we are not excited about what we do. then children can sense this. Can we imagine a doctor saying. \"I do not believe this patient will ever gel well?\" When wo create a positive environment for our students, wo can see some miraculous things happen. When we expose children to the great world masterpieces in literature, we always ask them: \"Why are wo reading this?' We let them know that groat works are for great minds, and wo do consider their minds great. When we use a vocabulary book for the younger children entitled. \"VOCABULARY FOR THE COLLEGE BOUND STUDENT.\" we tell the students. \"YOU ARE COLLEGE BOUND.\" We give our students the idea that each of them are winners. When a child misbehaves in school, we have \"brainwashed\" them to respond to us when questioned about their behavior that they are just too bright to misbehave. This, of course, cannot be just a one day endeavor, it must be our consistent reply to them whenever a problem arises. Just as children respond to the \"brainwashing* around them before they come to school, we, too, at school must wash out the negative \"brainwashing\" and replace it with positive reinforcement. Just as the children have learned meanness, decadence, fetidness, and other negative attitudes, we must reteach them the positive forces npeded to win in life. I care a great deal about our children, and they know this. How do we convey this attitude? Consistently, we tell our children .that they are of royal blood, that they are born to win. We tell our children each day that they are special, unique, and this becomes a daily routine for our children. When we are constantly told that we are bright, we become bright. Of course, rhetoric is never a replacement for skills, and first we attempt to tell our children that they are bright, and then we use the positive attitudes that we have taught our children to encourage academic skills. We find that once we take care of the basic child, teaching then becomes an easier endeavor. Thousands of visitors come to visit Westside Preparatory School each year to see what they can a miracle. We call it dedication, common-sense, determination, and a love for our students. We hope that the following information will help you see some of the miracles others come here to see, and hopefully, too, your dassroom win become a beacon of hope tor our children.the children that will one day lead us. \"When we create a positive environment for our students, we can see somie miraculous things happen II \"I don't want anyone telling me what to do. I am the captain of m^ own life.\" Meghan Coleman Age 7 w e s t s I d e P r e P s c h o o I a -  } CARING THE MARVA COLLINS WAY I \"Nobody can tell me what I cannot do.\" Helena Hopkins Me 6 * is Why arent you going to continue talking to your friend? Child responds: \"Because I am too bright to waste my time.\" Turn arourxf sweetheart, your life is in front of you\nnot behind you. When one child calls another child a name or uses a racial slur then say. Perhaps you would like to make an appointment with God and say, \"God you made something ugly and I am angry about that\" When a student passes a negative note written about the teacher say, I love you too.\" Thon continue teaching. When a student insist on arguing a point, simply say in a soft and loving tone: \"I love you very much and I will not let you fail.\" When a student insist on talking more than they listen. Say, If God had meant for us to talk more than we listen, he would have given us two mouths and one oar, would you like to go arxf ask God for another mouth?\" Reinforce what has be^n learned in class. If a vocabulary word learned is in order, say to a child, I am chagrined at your behavior right now.\" Chagrin would bo one of our vocabulary words, or we often use the lines learned from Brownings sonnet, \"Lot mo count the ways I am going to punish you if you do not get in your seat.\" Or a child will write a composition as to why they are too bright to waste their time in school. We never use punitive lines to punish a child such as: I will rxjt chew gum.\" etc., or a child will stand an give an impromptu speech as to why they are too bright to waste their time in school, or they will find the etymology of gum if they insist on chewing gum. a To get a rather rowdy and noisy group from the bathroom, say, Out out little spots, you should have taken care of that foolishness at home.* This, of course, is from Shakespeares Macbeth. When a child makes a mistake, say, *# you cannot make a mistake, you cannot make anything.* Create an ambience of positivenass in the classroom where children learn that it takes more courage to be wrong than to play it safe without ever resporxling to questions. a As simplistic as it may sound, love moves the world. Children respond to love, positive feedback rather than negative programming. Remember, you must be different, they have heard the negative comments all their Bfe. 8 Do not be afraid to be wrong atvf to admit that you are wrong. None of us have all of the answers alt of the time. Have children proofread the blackboard for errors, remember, children cannot create havoc and find your errors too. Make children a part of the learning environment Write encouraging notes to chitdren\nnot just when they are in trouble. One troubled child got a note from me each dajt that said, \"Charles was very .very, very, good today.* and I signed it He looked forward to taking this note home each day to a very negative parent Soon the parent too. became positive, and the parent looked forward to receiving this note each day. When the child did not behave, I would say, *What do you have to do to get your rrote today?* This was all I needed to curb this child's behavior. Never resort to becoming child-Ike with your students. H a child persists in calling you names, consistently say, \"I love you, and whatever you may call mo or say, I still love you very much.' w e s t s I d e P r e P s c h o o I CARING THE MARVA COLLINS WAY Some students are not easy to I3\u0026lt;e, but never pick on a student If you firxl a student with undesirable behavior, go out of your way to like this student and you will find that one day you will like the student.  Never place problem students in the corners or in the back of the dassroom. Keep them near you, remember, we need to reach the troubled child quickly. Say to the class down, * I realize how tough it must be to go home each day and try to figure out a new act, and so I \u0026amp;m going to help you with your work so that your friends will think that you got smart all by yourself.*  I shall not complain all day because I did something wrong, but I will keep trying until I get it right, Touch students as you pass their desks, ask. 'Are you okay?* Never let students say. \"I cant*, say to them. We remove the T from cant and we have can.* Regina Marshall Age 7 Daily have the students repeat. * I am great, there is nothing that I cannot do. I am smart. I was born to win. I am royal. I am the greatest..! will not fail. This is a school where we learn to succeed...etc.* Do this each day. 1 Write positive notes on the childrens papers. When a child gets something wrong, do not redmark the paper, take the child alone and help them get the errors right Remember if they had known how to do the paper correctly in the first place, they would have done so. With child abuse being what it is today, avoid telling parents negative things about their children. You and the child attempt to solve the problems that arise in your classroom. You earn the respect and trust of your students, and you become a more effective teacher. Stay out of the teachers lounge where you will hear negative things that will make you less of an effedive teacher. Believe in your students\nlet m one break this trust Do not send students to the office. Remember, you, the teacher must be able to handle your own family and your own household.* Your household in this case, being your classroom. 1 Do rxjt become a two-by-four teacher bound by the four walls of your classroom and the two covers of a book. Dare to bring in extra materials. Never assign students what you have not read or do rwt know yourself. Never teach so long that you feel that you have aG the answers\nyou will never arrive in the Land of the Done. Do not become a slave to teaching aids. You must become the master of your classroom. Do not assign reading groups. AH children loam better when they are alltaught together. Read orally, not silently. i r Invite parents into the classroom rwf just when there is a problem. Have children write invitatwns to their parents that welcome them each day into the dassroom. Do rot talk to parents in academic vernacular which puts them out of touch with being able to communicate with you as a teacher. Be willing to bridge the gap with which your children come to you. Do not use statistics or the kind of home your children came from to determine what they can become. Remember Abraham Lincoln did not learn to read until he was fourteen years old. What possble chance would he have in our classrooms today? Do not predetermine that certain children will not learn certain things. All children will learn if wo w e s t s I d e P r e p s c h o o I 9 CARING THE MARVA COLLINS WAY I plan to succeed y doing my part, bother to teach\nthey will not learn if wo feel that they are too inferior to learn. Positive statements\nthere is no turning ack now.\" Brandon Collins 10 7 ...You can make your life anything you want it to be. ...Every person has free will and can choose to make their life better or worse. ...School can give you the tools to lead a better life. Wo all come to make life better. ...Tho knowledge you put in your head is going to save you. ...You are so clever and so bright. ...You can do it. ...There are no excuses for not learning. ...Today will decide whether you succeed or fail tomorrow. ...We shall work together. I am always hero to help you. Fl ...I don't know everything children. I am learning all of the time myself. I am just another human being whos lived longer than you. I am not smarter. I am rt greater than any of you. ...Let us do well and speak well. ...If you want to be a leader you must learn to lead yourself first ...You are what you learn. ...The world is rtot looking lor average people. ...Where there is no order there is disorder. Where there are ordered minds there is an ordered sodety. When a child is misbehaving say, *You knew how to do that when you came to school Doing that (name the behavior) is a good way to get a job isn't it? Someone is actually going to pay you (or doing that?* When reading and students are not paying attention say, *1 am not here to entertain you. There is a lesson here. We had all better start paying attention to these lessons or this world is surely headed (or trouble. I love you all the time even though I may correct you or disagree with you some o( the time.* , To a misbehaving child say. That is not how the brightest child in Km world behaves. You were bom to win, so don't make yourself a loser.' To a child who is worried about lunch time or dismissal say, 'Are you worried about getting one hour's worth of food when Tm trying to teach you how to get food for a lifetime?' When a child gave an incorrect answer say, \"Very good try but rx3t quite.* a 1 1 1 II w e s t s I d e P r e P s c h o o I  CARING THE MARVA COLLINS WAY a When a child is not paying attention say, Pay attention. Why? Because you are too bright not to. - 3' Statement to develop trust \"I love you and I am rxjt going to go home or to the teacher's lounge to talk about you behind your back. I am going to tell you the way it is to your face. Look at your (name a condition or a behavior: dirty face, tom shirt). Without a good education you will always have that (name the condition). I expect you to act like someone who is getting an education starting right now.' Concentrate and you will radiate. Hold your head up high so that I can see your bright eyes. \"Opportunity knocks only once, and if you don't heed it, you will regret it.\" Excellence is not an act but a habit The more you do something the betteryou will become. Both statements can be used to inspire practice when practice becomes tedious. Tasha Griffin Age 7 Trust yourself. Think for yourself. Act yourself. Be yourself. Imhalion is suicide. A statement reinforcing the importance of individuarity. Can you act like a bright child? H you know it. then show it? If you can do it, then prove it. State to the class that you have a room filled with mentally gifted minors. ADD YOUR OWN IDEAS. \u0026lt; \"You can make your life anything you want it to be v 11 w e s t s I d e P r e p s c h o o I V IA PROPOSAL FOR AMERICAN EDUCATION I Will pursue fcpiness.\" America will no longer be labeled A NATION AT RISK when the following changes occur in all . school systems: minah Darby  St , f: b '5 S' El 12 1. Fewer studies done and loss rhetorizing about our problems and work harder at the problems. Rather than getting it written let's get it right. 2, When wo cease blaming the students in America for the failure federal dollars created. 3. When we learn to teach earth science, chemistry, and other sciences beginning in grade four. When we hire the brightest of the crop to teach rather than hiring the dullest graduates who cannot find employment in other fields. 4. When educators stop spending so much lime writing what children cannot do on their evaluation sheets and begin to spend that time teaching and planning. 5. When we remove the audio-visual aids from the classroom and use the innate tools given manthe brain, curiosity, and a determination from educators that they will not let children fail. 6. Science and math teachers must be specially trained to teach these subjects, and not thrown into a classroom to teach a subject they are not prepared to teach. 7. Teach geography classes beginning in grammar school. Geography is rarely taught in most American classrooms. 8. Extend the school day from 8:00 until 4:00 with Saturday classes for poor achievers. 9. Prevent drop-out by providing poorer students or high-risk students with better teachers who are paid for performance. 10. Students usually drop out of school rx3t because they want to but because elementary teachers deprived them of the needed foundation to succeed in school. Students should be tracked for non-failure from the time they begin school. The first three teachers should be held responsible for those children reading below grade level by the end of third grade. It is too late to worry about failure in our students when they have already failed. 11. Teachers who prevent drop-outs through high motivation should benefit from higher pay. These monies are cheaper than building more and more incarceration centers. 12. This same program will also improve the rate of competent college graduates. They lack basic skills that should have been offered in grammar school. 13. inspire children and students with good literature so that they will become fife-time learners and will continue to read serous books and master new bodies of language. Usually with a graduate degree American students cease learning. 14. Children must return to writing a daily precis and compendium so that they are not forced to go through fife thinking by the mile and writing by the inch. Writing should begin in kindergarten, and children should be taught to follow the guidelines for writing, as well as creative forms. One w e s t s 1 d e p r e P s c h o o I A PROPOSAL FOR AMERICAN EDUCATION fl cannot master creative writing until you have the basics. 15. Eliminate extracurricular activities until students are achieving at least one grade level above their present level. Why participate in extra activities until we have mastered the necessary ones. Competitive sports and other activities can stunt a student's intellectual growth if over emphasized. 16. We could prevent incarcerations and psychologically depressed citizens by making certain that each student learns to feel good about themselves beginning in kindergarten. The good teacher will always make the poor student good and the good student superior. 11. There must be more uniformity in the American curriculum rather than each state doing its own thing. There should be a compulsory education act that would require all students remain in school until they master the ninth grade curriculumnot according to age but according to ability. This would lower the dropout rate arxf decrease the nation's deficit fortaking care of failing dependent citizens. \"Our ancestors have come too far in this bloody mess. As Dr. King has said: \"Kee[ the Dream alive.\" Jason Swan Age? 1 8. There should be a wider scope of educational television utilized in America. 19. We must begin to use standardized tests not just to measure acquired knowledge. Realize that success depends not on innate ability, IQ, or general aptitude, but on the capacity to use innate ability for disciplined study. If an American child scores well on a test, we declare them acceptable,* but can they think well enough to use the knowledge they possess? 20. Memory work must return to the American curriculum. To knowfactsforaday is not teaching, it is performing for a day. 21. American students and teachers should be required to pass the same test. We would be astonished at the large proportion of teachers who would fail an eighth grade examination. 22. We should motivate students to realize that success or failure in school reflects on us as a nation collectively and also on our families. We should compete with each other to become lifters not leaners. 23. A spedal ceremony should be held for all teachers in this country who have made certain that all their students excel in class. 24. There must be more competition among schools to turn out the best students. This to me is acting collectively for the country. 25. Once a student enters an academic institution, they should not have to worry about being terminated for academic failure. This allows the student to develop a feeling of belonging in a mutually supportive group environment When a student does enter a university or the work world the student will have learned to consistently internalize attitudes about hard work. 26. Our grammar schools must become places which begin to teach children language. English, social studies, arithmetic, science, music, health, physical education, industrial arts, sociology. Great Books, foreign language, and geography. They must not be day-care centers and play centers. 13 h d I c t s 0 p r P o e e e s I w sh \"Before kingdoms can change, men must change. That Is what I will try to do with my life, bring about change.\" Kenneth Simmons Age 12 1 9 [9 ^1' 14 A PROPOSAL FOR AMERICAN EDUCATION 27. Rather than school superintendents sitting behind desks laden with paper, enunciating hopes and expressing principles, they should get into the classrooms and make certain that all teachers are motivating, teaching, and producing litters for the world and not leaners on society. 28. The curriculum for American schools should be prepared by excellent classroom teachers and not the experts who have never taught a day in their lives. 29. Oral presentations should return to the classroom. Children should be encouraged to speak standard English, in complete grammatically correct sentences. They must do more writing and less marking of true or false on prepackaged lesson plans or sheets run off on a mimeographed machine. This is one reason for the decline of handwriting in our country. 30. Textbooks must bo well-written, theeasy-to-read, oasy-to-teach method must bo eliminated. The text must cease the banalities of: \"See Jane and see Spot.\" Our books must bo filled with scholarly information that will teach children to think rather than guess at an answer that requires not one lofty thought. 31. Daily compositions should follow each reading to make certain comprehension of reading material has taken place. In America there are thousands of inferior publishers of textbooks for children. Only the best publishers should be selected and a high standard must be set as a criterion for these publishers so that inferior materials will never reach the hands of our children. 32. There are no national standards for writing textbooks which are used in American schools. Yet there are standards for success orfailure in our society. Wo then have boon very hypocritical. Real textbooks should be used in a real world. 33. Every parent must be assured that his child win be presented the knowledge and well considered ideas of tho best educators. Tho best education for some is tho best education for all, in terms of national security and national longevity. 34. Teachers should be retrained or retested every two years. This would keep teachers learning rather than settling for complacency. 35. Discipline will cease to be a problem when the academic situation in schools begins to challenge the children rather than boring them. When one learns how to tick, they ultimately want to learn to tick better. 36. As well as giving standardized tests, oral tests should also be administered to students in America. Special attention should bo given to pronunciation, emphasis, inflecton, and pause. Tho students should road both intoingontly and intelligibly. Twenty linos, at least, should be read byeach candidate. We will then realize that poor reading instruction or no instruction has been given our students. ORAL roading is all but extinct in American schools. 37. Standardized national graduation requirements should be established for every American state. 38. There should be an opportunity for new teachersto conference with olderteachors who have w e s t s 1 d e P r e P s c h o o I A PROPOSAL FOR AMERICAN EDUCATION-demonstrated success with their students. These meetings should occur after school atxf on weekends. 39. There should be a definite criterion for each teacher to follow rather than a, Do your own thing* kind of ambience in the American dassroom. 40. Less experimentation and innovation. These things should be kept to a minimum until all children have mastered basic skills. \"I am a leader. I work hard, and I care how my work looks. I have pride in myself, and everything I do.\" fl ia I I 1I B1 LI a 41. Each local school should be tested by an outside testing source. Many of the funds presently used for studies and other such nonsense could be used to have objective testers test each school district. This would automatically point out the good and bad teachers. 42. A federal agency should set standards to define what students at a given age must know. No national data is presently used to determine how well schools are doing or how poorly they are doing. 43. American schools are so prepared to accept that some students are unteachable that they give up on difficult students. We as educators must see to it that every student in every classroom has achieved grade level by the end of the school year. Students must not only be given an opportunity to learn, but we must make certain that they do learn. 44. American schrxjis spend far too many tax dollars for cleaning personnel ratherthan teaching students the responsibility for their own cleaning. Teachers and students could share the cleaning responsibility. 45. Discipline can be taught through ethics, morality, and philosophy. These courses are extinct in today's schools. An exemplary way would be to read about great men and great deeds in reading class. Students must be erxxiuraged to talk about their inadequacies. When discipline problems occur, a visit should be made to the homes of the students to remind parents that a black mark* on a students record can mar the child's future success. 46. What children learn in real He is out of step with our present curriculums. Standardization of curriculum makes for special mobility of pupils a less serious problem. 47. No student should not be passed along until all requirements for universal citizenship have been met Passing students along only creates disgruntled and angry people that end upon relief rolls or incarceration centers. These students will never compete in the marketplace until we have a standardized curriculum for all children and untS good dedicated teachers refuse to let students fail 48. If we attempt to educate the entire population in America rather than meeting the needs of some, we will find the failure rate in the country rapidly decreasing. 49. We must provide standardized opportunities for aO groups of people in America so that we may dare to have a universal bench mark to gauge performance. The burden of performance will fall upon the individual student if we as educators have supported them in every way possble to ensure that no child fails. Aisha Jean-Baptiste Age 12 I w e s t s I d P r e P s c h o o I  1 w I APTOPOSAL FOR AMERICAN EDUCATION ^hat you do day, reflects lupon tomorrow.\" hl lahil Liddell Age 12 h 3 16 50. Work organizations cannot demand high standards from workers until those standards have been taught in schools, in a society that will except nothing less than excellence from every student. This would automatically boost our sagging economy. 51. For students with special needs, educational television courses could be utilized. Data would be collected by a national federal agent in order to gauge the success of the televised courses. The agent would also be required to see to it that those skills in which the students lack most would appear on educational television. These programs cannot bo based on popularity, but on the basis of meeting educational needs and conveying informative content. 52. Students that achieve in high schools should meet with their respective teachers in a national yearly forum to bo honored and to discuss how they can collectively help poorer students roach their potential. This also helps to teach national unity. 53. Teachers should teach their peers al least once a month. The teacher should then bo critiqued by his colleagues. 54. Students should evaluate their teachers and give them report cards too. These evaluations should be examined in a group session attended by teachers and students. This would encourage teachers to become responsible for their performance, and to give them an opportunity to explain their deficiencies. Presently it is only one hand clapping, and that is the hand of the teacher. 55. Every student should have his work posted, even if the papers contain errors. This encourages students to continue trying. Instead of posting commercial bulletins use the work of the students to decorate your school. 56. Schools should become more supportive of children. We must teach the total child. Rather than dwell on what the student has not accomplished, we must concentrate on what they can do. The average child hates school and this indicates that educators have failed. Our books must be filled with scholarly information that will teach children to think rather than guess at an answer that requires not one lofty thought.\" I i d h I 1 P e P r e s I c s s o e oLISTENING AND TEACHING FROM NURSERY RHYMES Grades Kindergarten-Second Jack and Jill went up the hill To fetch a pail of water. Jack fell down artd broke his crown. And Jill came tumbling after. \"Hope alone is not enough. One must work to make drea come true.\"  1. 2. 3. 4. 5. 6. 7. 8. How many people went up the hill? 2 What were their names? Jack and Jill What word means to get or obtain? Islsdl Do we use the word fetch today? In what did they put the water? ajlsS. How do you know? The ooem tells me so on line 2. Who fell down first? j/acfl What word means rolling? tumbling Spelling and Seat work Jack water Jill tumbling hill after letch Complete the sentences: 1. Jack and went the fell and broke his to fetch a____ of and came after. Thomas Lewis Age 13 I Teaching punctuation and proofreading from blackboard until children learn the skill. I 1. jack end jille wente Upe teh heal 2. jack felle downe 3. fill caem tumelin aeftr 1 STEP THE WORDS Turn Iblii rI Play blackboard game, \"Give Me a Vowel\" Child must say, *ni take an a . m take an 4 an eforwent, a ufor up. They continue untit they finish all the sentences from Jack and Jitt. Have children write letters to Jack and JiH and illustrate letters. Put a sample letter on the blackboard. You have now given them enough exercises to avoid spelling errors. w e s t s I d e P r e P s c h o o I p I LISTENING AND TEACHING FROM NURSERY RHYMES A leader always Listening and Comprehension Skills cognizes what important. A flower always ^ognizes the rlvial.\" 3' \u0026lt;gG 12 ha Vaughn 9 1 Z I el L1 9 9 18 Little Boy Blue Come blow your hora The sheep are in the meadow. The cows are in the corn. Where's the little boy. Who looks after the sheep? He's under the haystack. Fast asleep. 1. What is the boy's name? Little Bov Blue 2. Why do we use a capital T.'. capital \"B' and capital \"B\" in the first line? They are someone's name. 3. What doos Blue blow? A horn. 4. How do you know? Line two tells me so. 5. Where are tho cows? In the com. 6. Why aren't the sheep in the corn? Sheep do not eat com. 7. Whore are tho sheep? In the meadow. 8. How many sheep are there? How do you know? Here vou can develoo the concept of singular 9. Is Blue dependable? Why or why rtot? 10. Whore is Blue? Blue is under the havstack. 11. What is Blue doing? Blue is fast asleeo. 12. Do we sleep while we work? Talk about good work habits. 13. Why do you think the boy is called Blue? 14. Discuss homonyms, blew-blue Use orally h sentences. Spelling and Seat Work from Little Boy Blue Little Boy Blue com asleep cows meadow sheep haystack II I Complete the Senterx^es: 1.______________________ 2. The sheep are_______ 3. The cows are in______ 4. Littla Boy Blue_______ come blow your horn. fast asleep. Teach Punctuation and Proofreading from the Blackboard 1. little boy blew come bowl your hone 2. the cows is in teh cone 3. wheres leh lell buoy who kxMcs aeftr teh shep e s t s I d e P r e p s c h o o I f s LISTENING AND TEACHING FROM NURSERY RHYMES I Step the Words fit ~~LlLe hi stack mea Idow aJ sleei Have one child interview Blue as to why he was not watching the sheep. Have an anchor person do the news of the day's events of the sheep and the cows and Farmer Jones' loss over Boy Blue's laziness. \"I want to get a good education, in order to teach those that are considered unteachable. Fannie Hopkins Age 13 Directions for Listening and Thinking Skills Farh child is given the figures above on a xeroxed sheet. The teacher reads the directions, the children listen and follow the directions. 3 1. K Boy Blue's name was Boy Red. write the sum ot two plus one in the first figure, which is a triangle on line two. If Boy Blue wore blue, write yes in figure one on line one. 2. If Boy Blue fell asleep, write your name three times under the third figure on line three. If Boy Blue did not fall asleep, write the other word that also says blue, but is not a color, under the third figure on line three. 19 e s t s I d e P r e p s c h o o I w 1 LISTENING AND TEACHING FROM NURSERY RHYMES \"A leader does not limit his options.\" 3. If the cows are in the meadow, write the boys last name in the first figure, which is a square on line 3. If the cows are not in the meadow, write the sum of one plus two over the last figure on line three, which is a triangle. Kortez Eaton Ago 13 *As with any exercise, cons'tstency and dose teacher observation is a must at first until students perceive the idea. The geometric figures can be used with math, algebra, science, literature or any subject Here, the entire group must listen. This alleviates discipline problems, and creates thinkers. It does however require an active not a passive teacher. TEACHING MORAL AND THINKING SKILLS WITH THE FAIRY TALES a Jack and The Bean Stair 1. First of all, wo cant plant a seed overnight, and have it grow overnighL 2. Was it right to kill the giant because it was evil? 3. Do we commit wrong against someone who has wronged us? 1 Developing Characterization: Jack was: courageous', determined The Giant was: evil, a thief, large, obese, had a voracious appetite, loved money and things. I I i Goldikxks and the Three Bears LI 1. Why wa have three* in stories El a Ei 2. 3. 4. 5. 6. 7. 8. 9. a. the Id b. the ego c. the super-ego Why was Goldilocks allowed to travel away from home alone? Where were her parents? Did the parents search for Goldilocks? Why did the bears leave the door open? Do we just walk into people's homes arxl eat their food? What kind of little girl was Goldilocks? What do you think her parents said to her (Goldilocks) when she returned home. Recreate a conversation between the three bears after Goldilocks escaped bears regarding Goldilock's destruction. 11. Have the children dramatize Goldilocks and the Three Sears where the story line is changed to Goldilocks going for a walk alone and meets the three bears. Mother Boar b^ins to ask in a motherly voice, \"Child, why are you out hero aloner Baby Bear says, 'Please Mom, can she come home and play with me?* Develop dialogue from this point varying the traditional story. E I w e s t s I d e P r P s c h o o I 2j H GREEK MYTHOLOGY S Read Prometheus and Epimetheus. Pandora. Compare the Greek version with Genesis. Compare Pandora to Eve. Make a written list of famous couples: \"To have no goals in one's life is a sin. I I *I Adam and Eve, Prometheus and Pandora, Napoleon and Josephine, Prometheus and Pandora, Macbeth and Lady Macbeth, Romeo and Juliet, Baucis and Philemon, Samson and Delilah, Anthony and Cleopatra, Julius Caesar and Cleopatra, Medea and Jason, Troilus and Cressida, Joseph and Mary, Jack and Jill, etc. Have students write letters to their favorite couple. Assign homework research on other famous couples. Why are they famous? Assign famous couples' names for spelling. Read Orpheus ar^ Eurydice. Compare Lot and his wife (Bible). Have one person interview Orpheus after his departure from Hades. Rhonda Carroll Aga 13 ETYMOLOGY il Have children find Greek words that are still used today. Learn from where/whom they originated. ifi I Siren - from the Greek Sirens, who are very loud. Echo - from the Greek Goddess, Echo. Hectorian - from Hector of the Iliad. Cereal - from Ceres, Goddess of grain. Bacchanalian - intoxicated or drunk from the Greek god Bacchus, god of wine. Terpsichorean - a fine performer or dancer from Terpsichora. r Muse - from the nine Muses meaning to think, study or as in museum meaning study ol mankind. Have the students memorize the nine muses: 3 1. Terpsichore - Muse of dance. 2. Erato - Muse of love and poetry. 3. Calliope - Muse of heroic poetry. 4. Melpomene - Muse of tragedy. 5. Clio - Musa of History. 6. Urania - Muse of astronomy. 7. Polyhymnia - muse of sacred song. 8. Thalia - muse of comedy. 9. Euteipe - Muse of lyric poetry. (symbol: laurel wreath). (symbol: the lyre). (symbol: the magic harp). (symbol: the magic mask) (symbol: laurel wreath). (symbol: the compass). (symbol: the veil). (symbol: a staff). (symbol: the flute). Have your students write their own myths. Dictate to sentences, daily, trom readings. Then diagram on the blackboard. Proofreading sessions... 1. jason sot the goldun flees 2. hector was a bully 3. pandora was two qurious 4. Orpheus sad do knot luk bake 5. eurtdice did Knot obeye d e P r e p s c h o o 1 w e s t s I a GREEKJVIYTHOLOG Y AM lleeaadaeerr rh as ^iomething he or she works joward. A follower lias something he or she works ligainst.\" Have a Greek Myth contest. (Divide the class into groups). The teacher begins a statement, students finish it or guess characters from the clues given, e.g: 1. In Greek mythology, I was tho first woman. (I am Pandora ) 2. I could have escaped Hades, but I looked back. (I am Eurydice.) 3. I fought in the Trojan War. I am known as a bully. (I am Hector.) 4. I helped Jason find the Golden Fleece. (I am M^ea.) VOCABULARY David Lyons Ige to Oevebp 20 words from each myth. Have students dramatize Orpheus and Eurydice. Invite another class. Have one child do research on Ovid, who wrote The Metamorphoses. Have that child pretend to be Ovid, and come in to speak to the class. Students should take notes and ask questions. TEACHING THE EPICS Sortg of Roland (French Epic) Nibelungenlied' (German Epic) say knoe-buh-lung-en-let \"El Cid (Spanish Epic) The Epic of Gilgamesh (Sumerian Epic) 3,000 years old An epic is a long narrative tale of some heroic deed and it begins when the action has already begun. All epics begin in Madias Res in the middle of things, say mee-de-yuhs race (a Latin term) America does not have an epic because we are not an ok) enough country. 1: 22 I w e s t s I d e P r G p s c h o o I THINKING AND LISTENING SKILLS FORMATK A r 1 a/ \"Followers don't think about what they are saying, they just say an^hing.\" Preston Collins Age 12  El -V.c,I B AA A aa n 0 19 I Each child is given the figures above on a xeroxed sheet The teacher reads the directions, the students fisten and follow directions. 1, H one-fourth plus three-fourths equals two and one-haH. then write the author of Macbeth in the first figure on fine one. If seven-fourths plus three-fourths equals two and one-half, then write the product of 9 x 9 over the third figure on line two. which is a triangle. ? H the square root of 81 is seven, then write the sum of eight plus seventeen, minus one in the first figure on line three. If seven is not the square root of 81. write the sum of seven-eights plus w e s t s I d e P r e P s c h o o I THINKING AND LISTENING SKILLS FOR MATH two-fourths inside the last triangle on line three. *'l am a leader H because of my talent to manage crisis situations.\" 3. If 8 times 8 plus 5 equals 67. write the product of 7 times 7 beside the second figure on line two. If 8 times 8 plus 5 does not equal sixty-seven, write the nine Muses inside the second figure on line three. Pierre Rachal Age 13 4. Add the numerals 78.69,128,212. Write the sum, minus 17, over the first figure on line one which is a square. 5. Add six and two-eights plus eight and two-fourths. Write the sum underneath figure 2 on line one, which is a triangle. 6. Divide 795 by 3. Write the answer underneath the second figure on line two, which is a square. 7. If seven times eight equals 59, write your first name, five times in front of figure two on line two which is a circle. 'NOTE: For younger children, use the same geometric figures, but use appropriate Math problems. 1 Try Rapid Ouesfnns Ask child one: *7 plus 8* Ask child two: \"Plus 2*' (15 plus 2-17) Ask child three: \"Minus 8* (7) Ask child four \"Plus 18\" (25) Ask child five: \"Minus 4\" (21) Do this quickly. If a student is not fast enough, continue the rapidity. This promotes agile thinkers and promotes good discipline, for correct answers depend on rapid thinkers and good discipline. This same approach can ba used for any subject. Ask child one: \"What are the seven continents?\" Ask child two: \"Can you repeat the confinents in the same order. Then include the five Groat Lakes.\" Ask child throe: \"Repeat the order of the continents, Groat Lakes and name five steles in our country.\" A lack of memory work is why students do so poorly on tests and on general tasks. Have a student repeat a Rtany of numbers such as: 7. 8, 9, 12. 18. 24 Ask student number two to repeat the same numbers backwards. If wo want woll-disciplinod classrooms we must give children a reason to Rston rather than bo authoritative. \"Bo quiof usually falls on deaf ears. w e s t s I d e P r e P s c h o o I THINKING AND LISTENING SKILLS FOR MATH _ -fj  -i\n\"I will lead myself. I will discard the wishes and whims of others.\" Continue the pattern\n1) 2) 3) 4) 6,12,18.24, 7,14,21.28, 2. 4, 6, 7. 9, 10, 12, 14, 15. 17. 4. 2. 8. 3.2.6. 7.2.14 Tiffany Owens Age 12 I 5) 6) 9x9. 8x8. 7x7. 6x6. 3x3. 2 + 7.  + 2. S 25 t s I d e P r e p s c h o o I w e s  MISCELLANEOUS IDEAS 'No one can ake my mind away from me.\" Poems Keeping His Word by Henry W. Longfellow House by the Side of the Road by Sam Walter Foss eidah Ashshaheed Age 13 Stories The Ugly Duckling by Hans Christian Anderson The Selfish Giant by Oscar Wilde Damon and Pythias Book Silas Marner *No greater love has he than he who would give up love for a friend.\" The Bible SYMBOUSM These stories represent kindness arxf friendship. Teach the poem Somebody's Mother (learn from memory) Composition-Oiscuss friendship. Each student participates. Write a class contributed sample on the blackboard. Have children copy in rxatebooks, then assign compositions. Have two students interview each other regarding some unusual friendship happening. Use a TV interviewer and subject Dictate sections of a good paragraph from one of the previous books read. Take spelling words from books read. Diagram ten sentences daily from books read. Teach the eight parts of speech from books read. Cross out the one that does not belong: 1. 2. 3. 4. 5. 6. 7. 8. 9. Hades, Orpheus, Eurydice, dark. Cavern, blood, stygian Dante, Divine Comedy, Inferno, Alighieri, Mitton, purgatory Charles Dickens, Worst of Times, England, Irelarid, Little Dorritt Between Good and Evil, Dostoevsky, Nietzsche, Fredrick, German Ydor Happy Prince, par excellence, emeralds, ruby, diamonds, bird, good heart, Oscar Wilde Nectar, Athena, Hera, Cupid, Lady Macbeth, Narcissus, Terpsichore, Erato Telemachus, Ulysses, Circe, No-Man, sirens, shipwreck. Pandora London Bridge, Little Miss Muffet, Jack Sprat, Prometheus, Jack and Jill bete noir, denouement, chagrin, creme de la creme, potpourri, fabulous, bon vivant to. Rome, Copenhagen. Venice, Paris, Bonn, Austria 11. final, finish, begin, complete, end, thats all I w e s t s I d e P r e P s c h o o I  EXCELLENCE THE MARVA COLLINS WAY The Habit of Winning by Manra N. Collins Winning is not a sometime thing. You don't win once in a while. You don't do things right onca-in-a-whib. You do them right all the time. Excellence and winning must become a lifetime pursuit There is no pbce in the worb for second-best pursuits. The seoorid-best in life is for losers, ft is and must always be your zeal to do all that you can to ensure that you will be first. \"Without leaders followers are afra to do anything.\" Frank Borom Age 14 \u0026lt;   1 The objective in life is to win by carrying your own load. This does mean that you walk over the excuses made by others for not succeeding. Those who win always refuse to have others lift their bads for them. Winners in life refuse to become leaners\nthey prefer to lift the bads of life. Winners in life do not bemoan the diffbulties of life as problems. They see what others call a problem to be a challenge for them. Things will often go wrong in life as they often do. The road will often seem difficult and many will tell us in life, It can't be done.' Never however, give up and shout budly and bng, I will be the one to do what others sab coub not be done.* Don't give up a task with a sigh , but stick it out until you have captured the victor's cup knowing that on the day of victory none of us are tired. The goal is often nearer just when we decide to quit trying. Success is usually failure in disguise. The silver tint of the cbuds may only be doubt, and we will never know how cbse we were to winning until we dedde to give up. Even when we are hardest hit in life, never quit The person who wins in life is the person who realizes that they are bom with all the qualities needed to win in life. We have two hands, two eyes, a brain, and the equipment that we all have in which to win in life. Aint Got Time by Marva N. Collins I ain't got time to shed rw tears I will be gone in a few years. And the time I spend with our chibren of today. Hopefully will make their worb better in every way. There are just too many chibren to save before I die. So every moment must be used to teach our chibren to fly. I must teach them to be unprogrammabb They must be in command, Every black boy must bam to b e a real man and bad others to a free land. So. I ain't got time to talk back to you to answer your criticism w e s t s I d e p r e P s c h o o I EXCELLENCE THE MARVA COLLINS WAY gi believe that a Hl an really achieves success when he is Ijolng something he wally wants to do in life.\" There is just too much for me to do. Success for our children is all too few. And saying what our children cannot do is not now. Too many of my people are poor and blue And, so you see, I aint got time to talk back to you. Thore is just too much to do. eeb Thomas Age 12 I am Excellence by Marva N. Collins I bear the flame that enlightens the world. I fire the imagination. I give might to dreams and wings to the aspirations of man. fl J  28 I create all that is good, stalwart and long-lasting. I build for the future by making my every effort superior today. I do not believe in can\",, might-have-been, or maybe. I will find a way or make my own way. When society draws a circle that will shut me out, I will design my own circle that will draw mo in. I am the parent of progress, the creator of creativity, the designer of opportunity, arxf the molder of human destiny. Because of me, man holds dominion over himself, his home, his community, and his world. I leash the lightening and plumb the ether. From out of the shadows of the past I come wearing the scars of mistakes made by others. Yet I wear the wisdom and contrbutions of all ages. I dispel yesterday's myths and find today's facts. I am ageless and timeless. I have no time for vice, crime and destruction. I banish mediocrity and discourage being average. I can function in pleasure or in pain. I can steel the will to do what must be done. Fortunate are the individuals, communities, and nations that know me. Men and the world are my workshops. Here I stir ambition, forge ideas, and create the keys that open the doors to worlds never dreamed. Earth awakes unfolding to me. Life is always calling me. My greatest success is yet to be discovered. I am the source of craat'ion. the outlet of inspiration, the dream of aspiration. I am excellence! Won't you too light my candle? Please don't let me flicker away.  w e s t s I d e p r e P s c h o o I EXCELLENCE THE MARVA COLLINSWAY-The Creed by Marva N. Collins Society will draw a circle that shuts me out, but my superior thoughts will draw me in. I was bom to win if I'do not spend too much time trying to fail. \"My definition of success is when all black children are literate and have good jobs.\" I can become a citizen of the world if I do rwt spend to many energies attempting to become local. Oan*iel Kendricks Age 13 I will ignore the tags and names given me by society since only I know what I have the ability to become. 1 I will continue to let society predict, but only I can determine what I will, can, or cannot do. Failure is just as easy to combat as success is to obtain. Education is painful and not gained by playing games, but I have seen failure too destroy millions with promised hopes and broken dreams. a While I have the opportunity, I shall not sit on the sideline bitter with despair and wish later that I had become a literate lifter of this world instead of a failing leaner. H I will use each day to the fullest. I promise that each day shall be gained, not lost, used, not thrown away. Yet it is my privilege to destroy myself if that is what I choose to do. I have the right to fail, but I do not have the right to take my teacher and other people with me. I God made me the captain of only one life, my own. Therefore if I decide to become a failure, it is my right Ia We were all promised a pursuit of happiness, and that is what I must do, pursue happiness and success for myself. No one will give it to me on a proverbial platter, and no one will care as much about me as I must care about myself. But I must be wilting to accept the consequences forthat failure arxf I must neverthink that those who have chosen to work while I played, rested, and slept, will share their bounties with me. u I will wave proudly my flag signifying that I am a failure by choice. But I will never envy those who have selected to wave their unfurled banners announcing their success. My success and my education can be a companion. Which no misfortune can depress, no crime can destroy, no enemy can alienate, no envy or names can hurt me. a Education and success can be a lifetime solace. It guides goodness, it gives at once grace and genius to governments, communities, cities, townships, villages, homes, and palaces. Without education, what is a man? A splendid slave, a savage, a beast, wandering from here to there believing whatever they are told. God is not some cosmic bellboy who comes at my beckon and call. If I want to achieve, the first step must be my own undertaking. Lkewise. if I want to fail, that too is my choice. Time and chance comes to us all. Whether I decide to take that time and chance is indeed my own choice. w e s t s I d e p r e P s c h o 0 I 4 EXCELLENCE THE MARVA COLLINS WAY \"My definition of success would be to graduate from Harvard University.\" I can either be hesitant or courageous. Life does indeed maroon the hesitant arxf inspire the brave. a I can swiftly stand up and shout, 'This is my time and my place. I will accept the challenge, or I will lot others make my decisions for mo.' a Seidah Ashshaheed Ago 13 I Am Teacher by Marva N. Collins I am teacher, I am ancient as Jesus himself or Socrates. I am more than ancient, I am eternal. I mold my students for the future by making today different, my dassroom is a workshop where all children find the opportunity to give might to their brains. Hero they can plumb the ether arxJ shackle the lightning. When the first trees, flowers, and grasses appeared I was here... I was the teacherthat taught the universe the beauty of the trees... The fragrance of the flowers... It was my student's words that recorded the first history of mankind. When men and women struggled to find the good nhem,* I influenced them to never let the \"bad\" conquer the good, thus enabling them with the powerto go through lilerwith dear and unfettered channels. I am all ages and times I have inspired men and women with lofty thoughts, determination, and perseverance. I make my students excited about the voyage of life, I refuse to have any of my students sit on the side lines catching the crumbs of the mainstream. I hurt when my students hurt, I am sad when they are sad. I understand their private pain and I help them succeed despite their denial that they need my help. I do not believe in stanining. inkblotting, and measuring my students. I believe that all of them can achieve if they are rat taught too thoroughly that they cannot achieve. What Shall I Tell My Students Who Are Poor by Marva N. Collins What shall I tell my children who are poor? Of what it means to bo judged by where one lives? What shall I ten my students who are the day, sculptured by my humble hands? 30 What shall I tell my students who did not grow under my heart, but whom I have allowed to enter my heart? How can I tell my students how bright they are when everywhere they turn they see failure, fetidness, decadence, and statistics of how miserably they have failed? How can I teach my students that hope does rat have to be yesterday's scattered ashes or a dingy yellow sheet flapping over a dismal alley? 8 1Ia e s t s I d e P r e P s c h o o I EXCELLENCE THE MARVA COLLINS WAY I a The poor cannot travel, the poor never have enough of anything, not even dreams. The poor cannot make decisions. The poor are isolated into forgotten regions where conditions become more and more decadent that makes way for those more verbal than they to speak for them. a What shall I tell my dear students raised in a world where everything that is good is given to the heirs of the rich? How can I tell my dear students that they must begin to be the generic heirs that will make tomorrow different because together, we dared to dream today? a a I \"i will know I am successful when I have helped the needy and the BlacI Africans of America What can I say to give my students strength, fortitude, perseverance, and the determination to rise above today's poverty and to reach out and touch another man who may have lost his way? What shall I tell my students who are poor when the teacher's guide not once alludes to the hurt that is inside of them? What shall I tell my students who are poor how to ignore the injustices of an imperfect and callous world and to learn despite the many wrongs of society? What can I say that will make my students grow strong and make such gigantic contributions that even the most apathetic person will feel shame at having ignored their inalienable right to become first class citizens. Rhonda Carroll Age 13 I What can I tell my students who are poor of how much they are needed to discover a cure for cancer. Or to chart the course for others who trod the same fetid ways that he once knew? How can I teach my students to survive for the good of all humanity? How can I teach my students that to hate and to get revenge with our adversaries is to keep our own wounds green? I 1 What shall I say about the truths that have often been obscured arxl omitted. I now find that I have much to say to my students who are poor. I will demonstrate by example that to be number one is to never look back at number two lest we trip and fall. I will tell my students the illustrious stories of the poor children of old and how with perseverance, sticktoiveness, and yes with a good teacher somewhere in between, these same poor men grew up to make some of the greatest contributions ever made in America. I will take my students to the once upon a time era, when men, because of their poverty burned the midnight oil while their fellow men slept in order to make sure that the setting sun in which they were bom would one day rise and give off and illuminating light. This light would announce to the world that difficult does not mean impossible. 1 I will say to my students who are poor that if their lives are ever to be better, then they are the ones who will have to do it. Yes, I will tell my students that if the ghetto is ever to become a part of history, that it is they, my students today, who must envision rebuilding tomorrow using the toil of their own backs, the might of their brains, and the vision of a dream that they did not allow to die. None will do it for them. So this I will do for my students because I love them. My children who are poor must find the truth for themselves and pass that truth on to their children arid to their children's children. In years to come, I believe that I have armed my children with the ability to fish rather than having a fish given to them, that their children's children will venerate them. Then of course, my love and guidance will not have been in vain. For my students who are pdor, it is education arxJ the ability to lead themselves that will set them free. 3.1 h f d s c o o p e r 1 P e I s w e sEXCELLENCE THE MARVA COLLINS WAY 1 i dont want success ------ ..Mori ltthe money, I want It for my own piece of f^ind.\" Fannie Hopkins \\ge 12 1 I I 32 INTO MY HEART by Marva N. Collins I give might to the brain, determination to those that feel they could never have made it without my help. I build all that is stalwart, longlasting and good. I discourage being average. I believe that all students can learn if they are not taught to thoroughly that they cannot learn. I do not believe in maybe, might-have-been, or we will see. I do not believe in tagging, labeling, stanining, inkblotting, and measuring my students until they are left feeling illusive and low in self-esteem. I do not believe that the kind of home a student comes from has anything to do with what that child can become. I do not make prior predictions without allowing my students to determine their own capabilities. I refuse to let my students fail for they are yet to young to realize what is best for them. They are still in the twilight of their years and therefore, failure has not left its whips and scorns on them. Because I love them, I shall protect them from the hydra-headed monster called failure, knowing that their solace in the years to come will truly be the skills they have learned. These skills will never rust, tarnish, or go out of style. Knowledge is forever. I shall make my students comfortable with their locals. Yet with equal comfortability they too can function as universal citizens of the world. I will teach them to think for themselves so that they will not be girdled about in gusty winds like leaves bbwn from here to there believing whatever they are told. I will learn to listen to their thoughts as well as get them to try to understand my own. I will earn their love so that they will respect me when it is time to chastise them. Then they will understand that I love them all of the time, but I disagree with them some of the time. They too have the same opportunity to disagree with me, arxf to let me know that they too can teach me lessons of life. I'will not enunciate my hopes and express my principles for my students. I will not get more and more studies written rather than spend my time getting their lives right. I will love them as I do my own children. I did not carry these children under my heart, but I will allow them to grow into my heart. I cannot build enough bridges for all of them, but I will teach them to have the fortitude to build w e s t s I d e p r e P s c h o o I B EXCELLENCE THE MARVA COLLINS WAY their own bridges. To take paths never taken and always leave a path for those who may wish to follow. I will attempt to teach them to be courageous enough not to run away from everything that is difficult, but to face unflinchingly the problems of fife and rot see them as problems, but as challenges of living. \"Failure is just as easy to combat as success is to obtain.\" I shall encourage themnot to rest on their past laurels. That good today does not mean forever. And to know that they wifi ne ver be out of the stress of doing, achieving, pursuing. That excellence is a non-ending pn^cess, and they will never arrive in the land of the done. Tiesha Vaughn Age 12 I will attempt to make my students curious and discontent, for without the two. there is no progress. I want always to say with pride. \"Those are my students, of them I am proud, when cometh more?\" Like Romeo's Juliet, I would like to feel that when I am no longer on earth, that my students will light the world with excellence, with self-determination, and with pride. They too will say, \"Come with me. I will show you the way.\" I would like for them to say. \"Your problems are my problems, you are my brother and you are rot heavy.\" My work is ageless and timeless. My influence never dies, never ends. Because youmystudents carry on what I have begun. I HAD WE BEEN, WE TOO by Man/a N. Collins Had we been a dishonest people, we never could have been fooled away from our native land, for dishonesty never sleeps. Had we been a violent people, you never could have caught us and today we would be free. Had we been liars, we could have fooled you. We are a tired, proud people. Oh so disgusted. Artd so tired of living with a carpet of glass instead of a carpet ol grass. Cant you understand? We too want dignity in this land. Just a chance to prove that we can be a man. We are tired of being stuck in worthless sarxi, while you lule the land. Proving more and more that I am rot a man. All we ask is justice as a demand. To prove too that wo are tired of your plan. I. too, want to be a man. w e s t s I d e P r e p s c h o o I  H IHE TEN WORST MISTAKES MADE IN THE CLASSROOM \"The best way to uccess is to pursue a goal, follow through n this ooal. ar 1. Tolling ourselves Ihat things will improve, instead of taking prompt adion when we susped a child has problems in school, whether its academic or behavioral problems. win!\" this goal, and 2. Testing without teaching. 'avid Lyons Age to 3. Assuming that children will know certain skills. 4. Failure to encourage students rather than telling them all of the things that they do wrong. First deal on the things that they do right Example: \"Mary, I like the way you wrote your name, but let's look at this.' 5. Assuming that the kind of background a child comes from is indicative of what a child can, or will become. I 6. Not dearly defining a task to be accompTished. 7. Not taking the time to establish communication with a student before the child is in trouble. t 8. Attempting to put a band-aid on a hemorrhage. If a child has a personal problem, that problem must be taken care at before academics. 9. Taking it for granted that a child's interests and abilities match._.or should match those of his/ her parents. a 10. Assuming that our views as teachers are always right, and that the views of our students are always wrong. Students have rights and views too. w e s t s I d e P r e P s c h o o I MONITORING TEACHER SUCCESS IN THE CLASSROOM Are the same methods used (or each child? Children are not nuts and bolts. Are students excited about the learning process? Ooes the teacher tend to focus only on the brightest students? Ooes the material Used include the slower student? Is seat work a reinforcement of what has been taught in the classroom? fl na Fl II o a StI Is seatwork simply busy work? Are all the students involved in the classroom process? How do children utilize their time when the teacher is transcending from one subject to another? Does the teacher check papers before errors are made rather than grading papers AFTER the children have already made the errors. Ooes the teacher walk from student to student remediating errors before these errors become permanent errors? Are the teachers good disdplinarians? Oo they resort to punitive measures ratherthan positive reinforcement as to why a child is too bright for certain behaviors? Eg., when a child acts out in class, do you have the child write a given number of lines as to why this behavior should not exist, or do you have the child write a composition entitled, *1 am too bright to waste my time in school?' Are the teachers knowledgeable in their field? Are they able to add to what the textbook gives? Oo children like to come to this classroom? Oo more children succeed than fail? Is the teacher excited about her or his students? Are the teachers professional enough to handle their own discipline problems or do they resort to having the office solve all of their problems? Ooes the teacher solve the problems in her dassroom, or does she repeatedly send for parents? \"In spite of the difficulties and fru^rations of our times, I still believe in the American Dream Quinton Bryant Age 12 w G s t s I d e P r e P s c h o o I P^ELOPING EFFECTIVE READING MATERIALS L^reedom is not FUpmething that can be bought th money. It is mething we must work tor.\" \u0026lt;L nus Miller Age 12 I II II I HI IS EH DEVELOPING EFFECTIVE READING MATERIALS THAT PROMOTE HIGH INTEREST FOR ALL STUDENTS by Marva N. Collins Reading can be compared to tho porlormance of a symphony orchestra. This analogy illustrates throe points. First, like the performance of a symphony, roading is a holistic act In other words, while reading can be analyzed into subskills such as discriminating letters and identifying words, performing the subskills one at a time does not constitute reading. Reading can bo said to take place only when tho parts are put together in a smooth, integrated performance. Second, success in reading comes from practice over long periods of time, like skill in playing musical instruments. Indeed, it is a life time endeavor. Third, as with a secure musical score, there may be more than one interpretation of a text. The interpretation depends upon the background of the reader, the purpose for reading, the amount of vocabulary tho reader brings to the task, and the context in which reading occurs, (reference\nWhat is Reading?\nThe Report on Making a Nation of Readers Department of Education) First, we need to disband our traditional three reading groups. We need to teach beginning reading skills as a total group. Teach phonics first before the whole word approach. When teaching children the sound of letter A, why not teach them all of the spellings for the sound simultaneously. The spellings for long A are\n*a-e', \"ey\". ea\", aigh\", \"eigh\", ay\", af. Why teach them only some of tho sounds and then later say. These too, boys and girls are the sounds for \"a\". By teaching all sounds together, I have found that we prevent confusion of the spellings. The way wo traditionally teach reading in American schools actually impedes tho lifelong process of becoming a good reader. ViZhon teaching the sound for the letter C, one should also teach that tho spellings for C are: \"ck as in tack, single \"c\" as in cat, \"ch\" as in ache, trachea, bronchitis, Achilles, and Andromache. Single \"k\" makes the same sound as single C. Single k\" as in king, kilt, kill, etc. This way the children will learn all of tho spellings for C at the same time. With daily dictation, patience and practice, tho spelTings become easy for tho children. Also tell them tho rule for using ck\"\ntho vowel before the \"ck\" is always short. Before reading any story in a basal textbook, have the students preroad tho words in the selection. Have oa^ student fake a turn and say. Tho vowel is \"a\" and tho word is bat Tho vowel is \"o\" and tho word is lot. The vowel is T and the word is hit.\" Develop a roading list and copy it. using the words from the story. Sot aside a time during tho day when each child individually reads the list by following tho examples given above. Each day tho students should road as an entire group rather than the traditional approach of throe reading groups. Usually while tho Rod Birds are reading the Blue Birds are causing dtsc^Hno problems. When the entire group roads at tho same time, this causes each child to pay Mention especially when tho \"Stop-Go\" reading approach bused. It abo helps wjth word recognition. oxatpple. if one child calb a word \"angle\" instead of \"anger, the other students hearthe correction and they loam a now word. By having all students road orally, tho teacher encourages comprehension, and can immediately correct errors before they become permanent sitent errors never detected oxcopt,on tho standardized test and by this time it b usually too late. When students read orally the teacher can ask for synonyms, antonyms, or homonyms for words read rather than attempting to teach these in an bolatod unit Reading tends to be taught as an isolated subject. I believe that tho most effective roading program becomes most valuable when roading is intograted with all subjects. After ah. if a child cannot read, they cannot do anything. e s t s I d e P r e P s c h o o I DEVELOPING EFFECTIVE READING MATERIALS I 1 1 I  I F I I I JI Whan teaching arithmetic, tell them that the word arithmetic is a Greek word meaning skilled in numbers.\" This begins the word etymology process. If children can read, write and understand the meaning ot such words as:quadrilateral, volume, capacity, hypotenuse, etc., they will not only understand better the processes involved in finding solutions, but they will have a better grasp of what solution they are seeking. For example, if students are learning the Pythagorean theorem, have the students do a report on Pythagoras, and discuss further his influence on Greek culture. Compare Pythagoras as a philosopher with Aristophanes' work. Plato, Socrates, arxf Marcus Aurelius. This could be done in a literature session aside from the math class. But think how the parallel in reading class would make the math class on Pythagorean theorem come alive. When teaching Greek mythology, teachers must know what connects. After teaching the elementary \"Jason and the Golden Fleece\", one should go right into \"Medea\" by Euripides. \"Medea* is simply another version of the basic Greek myth. Our fourth graders give their own theatrical production of \"Medea\" each school year. Invitations are written to the classes and parents. The children also love to memprize the Greek alphabet and each child does a comprehensive study of ancient Greek culture and literature. In other words, we combine literature, social studies, art, science, and all subjects into reading, comprehension, and spelling. We do not pull out another book to teach spelling from. We teach spelling words straight from our math, reading, social studies, etc. The words may be hypotenuse, obtuse, Aristophanes, Plato, etc. Writing likewise, should be a part of the total reading program. After our students read orally each day, we have them write letters to the characters in the story. We have them conduct interviews with the characters. For example, children interviewOdysseus, or they conduct mock interviews with Homer the author of The Iliad\". Every student must learn the etymology of words such as: sandwich came from the Earl of Sandwich, boycott came from John Boycott of Ireland, kangaroo from Captain John Cook, the state of Delaware from Lord De La Ware. The best education is the education ol constant inquiry. We want our students to continue to ask why and to develop an insatiable curiosity. We realize that we can never satisfy inquiring minds that constantly probe arxf seek information. To teach a student to read but not love reading is not, in my opinion a good education. We must eradicate the opinnn that inner-city children will not understand excellent literature. These children should receive a first-rate education if they are ever going to break the unending cycle of poverty and degradation. These students do not need more remedial classes, they need to be mainstreamed into society where they will be able to furxztion in the national arxf international marketplace. \"By having ail students read orally, the teacher encourages comprehension, and can immediately correct errors before they become permanent silent errors never detected except on the standardized test and by this time It is usually too late.\" \"I am glad that we can vote, and that blacks and whites, can talk, work, play, and struggle together.' Paul Orange Age 10 37 h I d s c o o p e P r t e I s s w efl fl PROVERBS HIntellegence ne better the serves than talk.\" omas Hamilton e9 At Westside Preparatory School proverbs are used to motivate and inspire children into discovering the tnith about themselves and the world around them. The children use a proverb list for memory work and during writing and discussion times. Proverbs can also be found posted throughout the school as visual reminders of the lifestyle the children are called to live. This section is a collection of those proverbs. A man of words and not of deeds, is like a garden full of weeds. Nursery Rhymes n 38 Mediocrity does rrot inspire men to greatness. Zarlenga Better to hear the scorn of the wise than the song of fools. Ecclesiastes 7:11 He who conquers others is strong\nHe who conquers himself is mighty. Tao Te Ching I'd rather die on my feet than beg on my knees. Life maroons the hesitant and inspires the brave. Marva N. Collins Dr. Thomas Dooley Thinking well is wise\nplanning well, wiser\ndoing well wisest best of all. Persian Proverb All things great and small, the good Lord lovefh them all. Samuel Coolrldge from The Ancient Mariner Here Lord is my life. Place it on the alter today. Use it as you will. Albert Schweitzer We must all live together as brothers or perish alone as fools. Dr. Martin Luther King If you live with a lame man, you will learn to limp. The mass of men lead Fives of quiet desperation. Plutarch Henry David Thoreau Great rpen are those that know that the spiritual force is greater than material force and that thoughts mle the world. Concentrate and you will radiate. Ralph Waldo Emerson .1. d h I H w e s t $ I e P r e P $ c o o I PROVERBS 1I I fl nn nnn a a .4\u0026gt;- Zarlenga A great flame follows a little spark. Dante The beautiful is that which gives pleasure upon being seen. Thomas Aquinas Cowards die many times before their deaths, the valiant only taste of death but once. From Shakespeares Julius Caesar Look like the innocent flower, but be the serpent under it. From Shakespeare's Macbeth Education was not meant for all people\nit was meant to take only a few people to great arxl lasting heights. Nietzsche With a good conscierK:e our only sure reward, with history the final judge of our deeds, let us go forth to lead the larxl we love, asking His blessing and His help, but knowing here on earth God's work must truly be our own. John F. Kennedy Some people see things and say\n'Why? I see things arxl say 'Why not?\" Robert F. Kennedy Learning is never an easy enterprise\nrtor is truth an easy master. The Great Books Hope is wishing for a thing to come true\nfaith is believing that it will come true\nwork is making it come true. Norman Vincent Peale If neither foes nor loving friends can hurt you, if all men count with you, but none too much\nif you can fill the unforgiving minute with sixty seconds' worth of distance run, yours is the Earth and everything that is in it, and-which is more- you'll be a man my son! From Rudyard Kipling's It Have patience for the small things of life, courage for the great sorrows, and when you have done your work, go to sleep krxiwing that God is awake. From Victor Hugo's Les MIserables We canrxit put a noose around amther man's neck without first hanging ourselves. Henry David Thoreau I can never go too far wrong, for I have the best guide in the worldGod guides me. Marva N Collins w e s 1 s I d e P r e P s c h o o I \"Your enemies are the people who make life easy.\" Sharquita Holmes Former student I  a I' I PROVERBS 1 \nHow is anyone  become wise ithout reading )out the past.\" Ammon Johnson Me 12 I 40 Fortune favors the bold. Virgil To be intimate with a fool is like going to bed with a razor. Benjamin Franklin The real fault is to have faults and rwt try to mend them. Confucius Stand with anybody that stands right. Stand with him while he is right and part with him when he goes wrong. Abraham Lincoln Give me the storm and tempest of thought and action, rather than the dead calm ot ignorance and faith. Ingersoll Belter to be a nettle in the side of your friend than his echo. Emerson If your neighbor's team is stuck in the mud, it is not quite enough to advise him to ,Hitch his wagon to a star.\" Hubbard Every day that is bom into the world comes like a burst of music, arxf rings itself all the day through\nand thou shall make of it a dance, a dirge, or a life march, as thou will Carlyle God never closed one gap but he opened another. Irish Proverb Thoughts are things, and their airy wings are swifter than carrier doves, they follow the law of the universe and they spe^ o'er the track to bring you back whatever went out from your mind. Ella Wheeler Wilcox Great works are performed not by strength but by perseverance. Samuel Johnson The world is my country, all mankind are my brethren, and to do good is my religion. Thomas Paine Go put your creed into your deed. Ralph Waldo Emerson All service ranks the same with God, there is no last rwr first. Robert Browning No virtue is higher than love, and there is no loftier aim in life than to do good to all men. Confucius d h I t e P s P r e c s s I e o o wPROVERBS The actions of men are the best interpreters of their thoughts. John Locke One single sunbeam is enough to chase away many shadows. St. Francis of Assisi \"You should not follow everyone' mind. If you are a conformist, th: is what you are doing.\" Kenya Kimball Age 12 41 I h o o c $ p d e r P G t I S s e wI WHY I TEACH \"If you don't plan your future now, all you are really doing is planning to fail.\" Often I am in the company of people who run billion-dollar corporations, and have amassed fortunes through the expertise of selling one product or one service or arwther. Those people seem to have all of the,material things that are inherent of our idea of the American Dream. It is during these moments that I reflect again and again as to why I teach. Shelisa Washington Former student When 1 return to the classroom and see childrens eyes holding wonder like a cup, then I know why I teach. I hoar a child say, I love you Mrs. Collins, and I am the recipient of many gifts such as rings that tarnish, candy that is sti^y from being in a sweaty palm and I must courageously eat that piece of candy given to me by a benevolent child, or when a child says to mo, You smell good\nI love you'....I then know why I teach. When I see a precis written by my students filled with ideas germinated in my classroom, arxJ when I hoar ideas that I have given expanded upon with tofty thoughts of their own\nI know why I leach. I then too think that most human beings are as good as they are because some unknown teacher cared enough to continue polishing until a shiny luster came shining through\nbecause some teacher cared enough to remove the previous tetid tags and labels of failure from their psyches. I then think of how many times visitors from all over the world have come to Westside Preparatory School and replied, 'It's amazing, what you do here with children. I then think how many times wo have called the profits of a billion dollar corporation a miracle\nwo expect profits\nwo expect success. Why then cant wo expect the same success from our children? That is why I teach. a Thon there is Tiffany, a child considered autistic who had not spoken, who had been tokJ by the experts that sho was an unlovable and unteachable child. Then one day after much patience, prayers, love and determination Tiffany's first words to mo were, I love you Mrs. Ollins,\" The consonant *C was left off\nbut I realized that the tears that flowed from Tiffany's declaration made me the wealthiest woman in the world. Today to see Tiffany writing her numerals, beginning to road single words, talking, and most of all to seo that glee in her eyes that says, I loo, am special, I too, can learn, this to me is worth all of the gold in Fort Knox. a I dont know much about tax-shelters, balance sheets and takeovers mentionod in big business, but the biggest business on earth to mo is to see a child whose eyes proclaim you his or her heroine. Another reason I teach is Durville. Durville is a student from the Cabrini- Green Housing Project This is an area whore one keeps score of the murders, rapes, and crimes that prevail in the area every minute. Yet, this lad came to our school in September with a fourth grade level in reading and now in April ho has scored at a twelfth grade reading level. Durville squints, because ho has difficulty seeing, yet despite the odds, he is the brightest lad wo have over had at our school. Durville confuses the stat ist icians and the people who do all of the baleful studios as to what one can become when one is a resident of a fetid area. Right on, Durvillel Ono day you will show the world that all you need is an opportunity. Despite the fact that you are rwt a paying pupil at Westside Preparatory School, and we are always financially strapped, it is worth all of my sleepless nights wondering how I am going to balance our doficils to see the glow in your eyes that will one day light the world. There is Takiesha. a three-year old that is roading, knows her alphabets, and can compute with two-digit numerals and takes pride in her knowledge, proving again that young children can do more than take naps, drink milk, and go homo at the end of an average school day. w e s t s I d e p r e p s c h o o I WHY I TEACH These are the real reasons why I loach. To seo people grow right in front of my eyes b Iru^ s work on Earth, if is my miracle. 11 is the kind of mirado that one cannot see from totals on a balaiw sheet, from profits and take-overs. I may not bo mentioned in Fortune magazine u one ot the wealthiest women in America, but my wealth cannot be measured on a balance sheet I do ria have financial power, but I have the power to mob. to nu\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_684","title":"Program planning and budgeting process, revised","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":["1994-08"],"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 management and organization"],"dcterms_title":["Program planning and budgeting process, revised"],"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/684"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nfl fl fl n LITTLE ROCK SCHOOL DISTRICT 816 WEST MAREHAM STREET LITTLE ROCK, ARKANSAS 72201 II RECEIVED II AUG 2 4 1994 d Office of Desegregation Monitoring d d H d d d d PROGRAM PLANNING AND BUDGETING PROCESS AUGUST 1994mm I LITTLE ROCK SCHOOL DISTRICT nn n Ml II Ml I I M I Ml PROGRAM PLANNING AND BUDGETING PROCESS II AUGUST 1994 II uu SI SI Little Rock School District PROGRAM PLANNING AND BUDGETING AUGUST 1994 SI Bl General Concept A comprehensive program planning and budgeting process (Process) improves the districts ability to allocate its revenue rationally and, therefore, have maximum impact on achieving the goals of the district. Linking program objectives and program expenditures assures that money is being spent appropriately. This document serves as an explanation of the Little Rock School Districts (LRSD) program planning and budgeting process (see Attachment During the Process, the following will occur: 1. The needs of the District, particularly legal obligations under the desegregation and settlement plans, will be determined. 2. Goals and objectives will be defined. 3. Programs to achieve those objectives, particularly those required by the desegregation plans, will be defined. 4. Performance standards and expenditures will be established and measured. 5. Information for corrective decision-making will be prepared. Organizfltional Structure for Planning and Budgeting Process I. n. If Key Players - The Superintendent leads the Process with direct support from the Council/Cabinet. The Board is the ultimate decision-maker for the Process. Description - The Process is led by the Superintendent with direct support from the Superintendents Council/Cabinet. The Process is coordinated by the Director of Planning, Research, and Evaluation (PRE) and the Manager for Support Services who both serve on the Superintendents Council. n B B B B B B B B A. B B. B B The Board provides guidance for developing the planning and budgeting calendar. The calendar allows the Board to continuously monitor progress of the Process. The Director of PRE is the lead planning person. He/she ensures that the planning process is conducted according to established timeframes, provides technical assistance, coordinates the planning process, collects appropriate reports, coordinates the preparation of related documents, and advises the Superintendent and Board on the Process. In addition, the lead planning person is responsible for ensuring that all requirements from the desegregation plans and court orders are integrated into the Process. IB LRSD - PROGRAM PLANNING AND BUDGETING Page 2 Bl c. B| The Director of PRE is to be assisted by a Planning, Research, and Evaluation Specialist whose major responsibility is district-wide planning. Specialist is located in the PRE office. The PRE B| I Bl in. Outcome - An organizational chart that displays the current lines of authority and responsibility is attached (see Attachment 2). The primary planning and budget development tasks are finalized and included on a Project Management Tool by July (for the July Court submission). rv. Timeframe - The organizational chart is reviewed by July to ensure that the August configuration is the most effective and efficient arrangement. Necessary revisions and adjustments are made by that time. Bl Bl Needs Assessment The needs assessment is a process for comparing the current situation with the desired conditions. I. Key Players - The Superintendent provides leadership and direction for the Needs Bl Assessment process. The lead planning person coordinates the process. The II n. II II Superintendent and the Council/Cabinet identify the needs. The Superintendents Council/Cabinet is responsible for directing the staff in the collection of assessment information. Description - Utilizing a combination of district-wide perceptual and objective instruments, data are collected and analyzed to determine fije n^s of the students, parents, teachers, and administrators. Perceptual information is collected through broad-based input sessions such as town hall meetings (referred to as community forums the previous year) and district dialogue sessions. I A. II II B. I c. At least three town hall meetings are conducted. One town hall meeting each for area schools, magnet schools, and incentive schools are scheduled. Every effort is made to locate strategically the sessions to encourage maximum participation. Additional sessions may be scheduled with other focus groups, when appropriate. One district dialogue is conducted with principals, teachers, classified staff, and central office administrators. An administrative work session is conducted to review and analyze various n districtwide reports and objective data, reviewed: The following kinds of data are n 1. 2. 3. Arkansas Minimum Performance Test Results Stanford Achievement Test Results Planning, Research, and Evaluation Monitoring ReportsLRSD - PROGRAM PLANNING AND BUDGETING Page 3 R R R R R R 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Desegregation Monitoring Reports Audit from the Office of Desegregation Monitoring/Arkansas Department of Education Court Orders Audit Curriculum Audit/Arkansas Department of Education Standards School Climate/Human Relations Survey Results Districtwide Facilities Study Proportional Allocation Formulas Study Program Inventory Personnel Study Blue Ribbon Committee on Safety and Security Report Coopers Lybrand Report National Academy for School Executives/National Curriculum Audit CenterCurriculum Audit Report R D. A comparison between identified needs and the Program Inventory is conducted to determine whether or not programmatic gaps and areas of need exist. R R R R in. Outcome - The outcome of the administrative work sessions, town hall meetings, and district dialogue sessions is a list of needs in the curriculum, desegregation, and support areas that are rank ordered based on supporting data. The Superintendent and Council/Cabinet identify program(s) in need of evaluation. rv. Timeframe - The Needs Assessment begins in June with data collection. An initial list of needs is developed in September. The final list is developed in December after completion of town hall meetings, district dialogues, and other assessment reports. Broad-Based Feedback Broad-based feedback is designed to provide feedback to the various groups who participated in town hall meetings and district dialogues (as a counterpart to the Needs III Assessment process), appropriate. Every effort is made to include other interested groups, if m R R H I. Key Players - The Board and the Superintendent will provide direction for broad-based feedback. The Director of Communications, with assistance from the lead planning person, will develop a plan for disseminating information. n. Description - Broad-based feedback sessions are designed to provide planning and budgeting process information to the community and LRSD employees. Target populations are the same as those at the broad-based input sessions conducted in September and October. in. Outcome - Positive community support in recognition of the thoroughly planned budgeting process may be generated.aq LRSD - PROGRAM PLANNING AND BUDGETING Page 4 q q q q q q q q q q q I IV. Timeframe - Broad-based feedback sessions will be conducted the following March and April. Program Inventory Prior to the Needs Assessment period, which starts in June for the next budget year, the Program Inventory process begins\ncurrent desegregation and non-desegregation programs are identified. A final review of programs occurs in mid-September (following final budget submission) to identify any program changes that may have occurred since the initial program inventory. I. Key Players - The Superintendent provides overall direction, and the Board reviews the findings. The lead planning person coordinates the collection of basic data and prepares the data into appropriate documents for use in goal setting and program modification and/or development.   The Council/Cabinet and staff collect the n. necessary data. Description - The list of current programs and services is revised if necessary. New programs and services are identified and merged with the Program Budget Document. Likewise, programs that are no longer in place are removed from the Program Budget Document. The desegregation plan and court orders are reviewed to ensure all obligations related to compliance are operative. Primary and secondary responsible persons are identified for each program or service. Ill, Outcome - A Program Inventory Report is generated and used during the goals and objectives development process\nthe program addition, modification and development process\nand the budgeting process. rv. Timeframe - The Program Inventory process begins in May. A. list of all desegregation and non-desegregation programs is compiled by June and reviewed again in mid-September following Budget submission to the state. The Program Inventory may be revised as needed. Planning and Budget Goals The goal setting process guide all actions of the administration. The process defines the expected outcomes for a specified period of time. I. Key Players - The Board and Superintendent provide leadership for identifying the The Council/Cabinet provides assistance and mission and goals of the district. n. support by defining objectives for programs which will satisfy the accepted goals. The goal setting process is coordinated by the lead planning person. Description - The Board conducts a work session. After reviewing the preliminary list of issues for the Needs Assessment and the Program Inventory Report, the Board\nA. Reviews and revises, if necessary, the mission statement.LRSD - PROGRAM PLANNING AND BUDGETING n Page 5 B. u q c. Establishes written goals/objectives. The goals and objectives define what the district expects to realistically accomplish for the year. Goals and objectives that conflict with the desegregation plan are not adopted. Reviews and provides guidance related to proportional allocation formulas (materials and supplies, staffing, etc.). q D. Establishes written priorities. These priorities guide staff in program modification and program development, as well as help allocate funding and resources during the budgeting process. q E. q m. q q q II II II n II q Considers strategies for funding shortfalls. The Council/Cabinet works to ensure that program goals and evaluation criteria are linked to the established goals. Outcome - At the conclusion of the goal setting session(s), the Board publishes: A. B. C. The A written mission statement Written goals A list of priorities staff revises program objectives and evaluation criteria as needed for each program, and these are incorporated into the Program Budget Document. rv. Timeframe - Although the goal setting process is dependent on the Needs Assessment and Program Inventory, it operates concurrently with them. The Board work session is conducted in September. Program objectives and evaluation criteria are subsequently revised as needed by appropriate staff. A status report is provided to the Board in November. Program objectives and evaluation criteria Program Development If a service or program does not exist to support needs addressed by the defined goals, it may be necessary to develop a program or modify an existing program. Any additions, modifications, or deletions are supported by a business case (see Attachment 3) as outlined in n, A below. I. n. Key Players - The Superintendent will provide leadership and guidance to ensure that goals are achieved by offering the best possible programs. The Council/Cabinet will provide direction to staff in developing, modifying, and implementing effective and efficient programs. The lead planning person will monitor and advise the Superintendent throughout the program modification and development phase. Description - Programs may need to be developed to address newly identified needs or fill gaps. Current programs may be modified to meet objectives. Some programs may be eliminated. The District establishes a framework for Program Development. The framework includes, where appropriate, the following: I4 LRSD - PROGRAM PLANNING AND BUDGETING \u0026gt;1 Page 6 n A. Business Case \u0026gt;1 n n I \u0026gt;1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Executive Summary Background Problem Definition Analysis of Alternatives Recommended Alternative Objective Impact Analysis Resource Analysis Force Field Analysis General Implementation Plan B. I Appropriate changes to a Program Budget Document (see Planning Document in the Budgeting section) will be made as a result of program additions, modifications, or deletions. I I ni. Program Development - (i.e., program additions, modifications, or deletions) is conducted by staff with the appropriate Council/Cabinet level official providing oversight to ensure that all tasks are completed in a timely manner. Superintendent and the Council/Cabinet review Program Development cases to ensure that commitments in the desegregation plan are not hindered by such Program Development The \u0026gt;1 II rv. Outcome - A business case for each program that is added, modified, or deleted is written. As with existing programs, programs that are added or modified to satisfy a need include all of the elements for budget development and may be direcfiy placed into the Program Budget Document. V. II Timeframe - The Program Development phase begins in November and concludes in February. However, some programs may be identified or recommended for possible addition, modification, or deletion at an earlier date (or as part of an ongoing process, if appropriate). n n Budgeting Budget Development I. a Key Phyers - The Board is the ultimate decision-making authority on the budget. However, the Superintendent ensures that a balanced budget is developed that meets the needs and goals of the school district. The Manager for Support Services coordinates the budget preparation process, and the lead planning person ensures that the planning and budgeting components are linked appropriately. Budget managersB LRSD - PROGRAM PLANNING AND BUDGETING Page 7 fl fl n. provide input relative to his or her area of responsibility. The Controller will produce the budget information. Description - Funds, personnel, and facilities are allocated based on the goals and fl objectives of the district. Superintendent. Directions for budget preparation are issued by the These directions include the identification of all proportional fl fl fl formulas and exceptions. in. Outcome - A budget document is developed that satisfies traditional budgeting and accounting requirements with a program planning and budgeting component that links the program and budget allocations. Funding of desegregation requirements is a priority. rv. Timeframe - fl Date fl fl November December January February March fl 11 May July II fl fl fl August Task Issue instructions for budget preparation at all levels Budget managers submit requests for next school year Begin budget development________________________ Continue budget development.____________________ Revise financial forecast Prepare Proposed Budget_________________________ Prepare Tentative Budget Prepare Final Budget Board review and adoption of Budget______________ Submit budget to Arkansas Department of Education Guidelines for Proposed. Tentative, and Final Budget Development The following guidelines help define the format and expectations, to the extent possible, of what is included in the Proposed, Tentative, and Final Budgets. I. Proposed Budget A. B. The Proposed Budget should be at the detailed level. The Proposed Budget should reflect a revised budget for the current fiscal year.q LRSD - PROGRAM PLANNING AND BUDGETING Page 8 q c. q q D. The Proposed Budget should reflect, at the detail level, all additions, modifications, deletions, and shortfall strategies that have been approved to date. The Proposed Budget should reflect, in a separate listing, all additions, modifications, deletions, and shortfall strategies that are under consideration and should show the budget impact at the function and object level. q n. Tentative Budget q A. q q B. C. D. q q E. The format of the Tentative budget should be similar to the Proposed Budget but may be modified at a later date, if necessary. The Tentative Budget should be at the detailed level. The Tentative Budget should build upon the Proposed Budget. The Tentative Budget should reflect, at the detail level, all additions, modifications, deletions, and shortfall strategies that have been approved to date. The additions, modifications, deletions, and shortfall strategies should be clearly identified. (Most items should be included at the detail level by this stage.) The Tentative Budget should reflect, in a separate listing, all additions, modifications, deletions, and shortfall strategies that are under consideration, clearly showing the budget impact at the function and object level. III m. Pinal Budget q A. q B. C. q q D, The format of the Final Budget should be similar to that of the Proposed Budget but may be modified at a later date, if necessary. The Final Budget should be at the detailed level. The Final Budget should reflect, at the detail level, all additions, modifications, deletions, and shortfall strategies that the District intends to make during the fiscal year. These additions, modifications, deletions, and shortfall strategies should be clearly identified. The Final Budget should reflect what the District intends to deliver to the State Department of Education. q Planning Document (Program Budget Document) The document provides the means for monitoring program performance and expenditures throughout the fiscal year. qB  fl LRSD - PROGRAM PLANNING AND BUDGETING Page 9 fl fl I. Key Players - The Superintendent provides guidance for the maintenance of the document. The Council/Cabinet members provide program information for their respective areas. The Manager for Support Services provides financial information fl for each program. The lead planning person coordinates the updating of the n. fl fl fl document. Description - Court Orders and the Program Inventory provide the information necessary to maintain the Program Budget Document. A Council/Cabinet member is assigned as the responsible primary leader for each identified program. A secondary leader also is assigned. The primary leader is responsible for ensuring the program meets its objectives, for coordinating the required activities or strategies, and for the preparation and submission of the Program Budget Document. fl fl m. Outcome - A Program Budget Document is maintained that becomes the basis for monitoring and reporting and also serves as a guide for interim decision-making (see Attachment 4). rv. Timeframe - Reports are generated quarterly beginning with the first quarter of the fiscal year. fl Monitoring and Reporting I. 111 fl n. m. IV. Key Players - The Board and Superintendent are the recipients of the reports to assist them in oversight and decision-making. The lead planning person coordinates the process and prepares the Program Budget Document. The Manager for Support Services provides matching financial information by program. The Council/Cabinet and Staff prepare all reporting documents within their areas of responsibility. Description - The Program Budget Document is the basis for monitoring and reporting and follows an established format and design. The document merges both program performance and expenditure reporting quarterly. Programs with poor performance or expenditure problems may be addressed by corrective action during the year rather than after the year is completed. Outcome - The result is a quarterly composite progress report on identified programs within the district, supported with expenditure information. Timeframe - Reports are generated quarterly beginning with the first quarter of the fiscal year. Program Evaluation Program evaluation, provides an assessment of performance for decision-making purposes. I. Key Players - The Board and Superintendent, as recipients of the evaluations, use the information to determine programmatic direction and resource allocation. The lead planning person coordinates the program evaluation process. The Manager forLRSD - PROGRAM PLANNING AND BUDGETING Page 10 I! q q n. q q Support Services provides supporting financial information. The Council/Cabinet and staff prepare all reporting documents falling within their areas of responsibility. Description - Each program is evaluated through the districts regular program evaluation component. As programs are developed and implemented, they contain program objectives and evaluation criteria. Special evaluations may be directed by the Superintendent. Programs may also be identified for fast-track evaluation on an as needed basis if they have high impact on the goals and direction of the district. q q q in. Outcome - Program evaluation information enables the district to make programmatic decisions in the areas of program modification, program development, program deletions and resource allocation which are the result of careful planning and thoughtful analysis. rv. Timeframe - The program evaluation period for each budget year begins in June and continues until the initial decision point in the budgeting phase in December. Program Evaluation is of programs operating during the most recently completed school year. q q III III III Reassessment of Process and Organization Planning and budgeting is a continuing process (see Attachment 5, Planning and Budgeting Cycle). As such, the Program Inventory begins in May, while the Needs Assessment begins in June. A review of the Program Inventory for the future budget year is completed in September following submission of the Final Budget for the next school year. The Reassessment of Process and Organization begins in April and concludes by June of the following year. The review process requires an examination of the Process for possible changes that prove beneficial to the Districts Program Planning and Budgeting Process. The reassessment requires a review of the Districts organizational structure to ensure that it is of the best configuration to meet the Districts needs. The lead planning person reviews the process and makes recommendations for changes to the Superintendent, when appropriate. The lead planning person ensures that the planning process is implemented as designed and coordinates the activities. HI ni q Management Tool The Management Tool is submitted to the Court by the end of each calendar month (see Attachment 6). The Management Tool serves as an instrument by which the District may monitor established timelines which are cardinal to the Planning and Budgeting Process. The Management Tool identifies the responsible person(s), activities, and timelines required of-and also serves as-a Planning Budget Calendar. The Management Tool, in addition to the Program Budget Document, is an outgrowth of the concepts described throughout this document. Further, items of significant importance to the District, but not necessarily directly linked to Program Planning and Budgeting, may be added to the tool, at the direction of the Superintendent, to allow the District to monitor and focus on issues of significant importance. The Management Tool is numbered to coincide with the Fiscal Year budget for which it is associated. 1 jl4 LRSD - PROGRAM PLANNING AND BUDGETING Page 11 4 4 4 I m ni Summary One of the primary goals of the long-range planning and budget process is to instill in the minds of the patrons and others interested in the affairs of the District a sense of fiscal responsibility, accountability and internal program evaluation by the District. Such tools as the Program Inventory, Needs Assessment, and quarterly reporting serve not only to strengthen the process, as outlined in the monthly calendar of critical events, but also to increase the communitys awareness of the Desegregation Plan, the commitments it contains and the Districts carefully thought-out process designed to meet those commitments. With commitment comes the responsibility of providing funds and ensuring that the funding levels are sufficient to support those programs that are determined by the planning and evaluation process to be effective toward achieving the desired goals. Increased use and refinement of the Districts Position Control Inventory System software yields valuable data for program evaluation and budget decision making. Quarterly monitoring reports, by way of the Program Budget Document, are provided. This process, plus the program linkages serve as the basis for future funding decisions by the Board and the administration. The intent of these steps and procedures is to identify those programs which can either be modified or eliminated, thereby serving to demonstrate the level of fiscal responsibility needed to gamer community support for future requests for funding. Further, by achieving greater staffing efficiency, reducing over-use of materials and supplies (i.e., through proportional allocations, etc.) and by directing the Districts resources toward those programs which demonstrate track records of success, the District will be able to reduce or eliminate its reliance on non-recurring revenue sources. Accordingly, the long-range planning and budget process is the key component of the Districts strategy to address anticipated funding shortfalls. m III m m inq LRSD - PROGRAM PLANNING AND BUDGETING Page 12 q q ATTACHMENTS Attachment 1: Schematic Representation of the Planning and Budgeting Process q q Attachment 2: Organizational Chart Attachment 3: Business Case Format q Attachment 4: Program Budget Document Format q Attachment 5: Schematic Planning and Budget Cycle Attachment 6: q Management Tool Example q q q q q ni q q qI LRSD - PROGRAM PLANNING AND BUDGETING Page 13 q q q q q q q q q q II II II II H Attachment 1 Program Planning \u0026amp; Budgeting Process Management Tool 1995-96 5 B X 6 sr 'S 1 14 2r r F E 2^ 9 Ig\" S 10 T IT V ! J Program Evaluation Reassessment of Process and Organization Needs Assessment I 3 1 2 Program Inventory 1 Monitoring \u0026amp; Reporting Piugi Budget UuU Dittrid 6 Desegregation Plan Students Public Input 5 4 Budgeting 3 Planning \u0026amp; Budget Goali Program Development q iS JB 5 S 2 Board Of Directors JB. Little Rock School District Organizational Structure 1994-95 Draft #3 (Sub}oct Io Rovlslono) Leon Hedeaie Special Auiatard la SWR. Dr. Henry P. Williams Superintendent Estelle Matthls Deputy Superintendent  I TBA Legal Servicea 3= tH. C. Nuaaail Mayo Aaaoe. Superiniendani Oeaegregatlori o Jaaneita Wagnar Cemmuntcattona 1 Siuderd ^ugntntft Margaret Oreaiaiten Aaat. \u0026lt;\u0026lt;., Etoia. TBA AaaiSmi.. Ebat MSchoeb TBA Deeegregalior) FeoMaior DebbeMiM Vetumeera in PutAc School Principate PrincM Bedm Reiher 'erd Recrudmerd Coordmior Teacbera Taacbers *Parere bnwobremera 'Irweraive Scboda TBA Traneportaiien O May Jra CItaatkan Aaai. Or el Trartaportalion Rnpoiuibilily of Appropriile Associaie Superinlendenl Siertlng Ingram Aaaeclaie tor Inairvctien to the Deputy Superintendent I TBA Aaai.Svpt, Secandary tSScheob I TBA Raadhg Qene Pariiar - Ln^9* AiW Princtpala Teacbara Linda Young New Fdurea 1 *Albla(lca D Waler Uaratobdi AJlamabve Leamine Corder UatklWMilM Manager larStfygert ServkM Or. Robert Clewata PbrWn^ Rtaaarcitt xssmisiL *iTCp TBA I Inbriiuaien , I Butirwu Syaiama I 1 Marvin Schwarti Qrartta Wrier 2 m z ro Sludant Syalama 1 ] Foreign Language _ Denrtia Qfaagow Sdenco TBA Mathematics Marta A. McNeal Sodal Siudiaa Or. Linda Walaon Hearing Oflioer Catharine Ofl Parerd hvoivemert Loort Adama Fine ArtartJuak *lnalruolk\u0026gt;nal Tecbnology 'Phyakaf Edueatfonal Jo Evelyn Elalon PupN tervloaa Pat Price Early ChlMhood TBA StaN Development TBA HIPPY CardOreen i/ecalienal Education 1 \u0026lt; TBA Fhandal Servioei TBA - Fodaral Prognmt/ Ofrttt Doug Eaton _ Kfliwn FadMaa Sarvbaa Or.PaiyKoHef Exeapiioind Chidren JacAle BoyWn FoodServbea - Qadberry Labor ReUtiona 1 PadaRe Martin Add! Education Chartta N^ Procwramere Or. Richard Htaley Human Reaouroea LuqrLyon Lbrary Sarvfeea TBA Seourity/Rfak Managemerd TBA Tecbrttlogy Componerdq LRSD - PROGRAM PLANNING AND BUDGETING Page 15 I q q ATTACHMENTS q STCASE02 REVISED 21 APR 93 q SHORT TERM PROJECT - BUSINESS CASE GUIDELINES AND FORMAT FOR BUSINESS CASE q I. q q q q q q BACKGROUND A business case is a written presentation which identifies and describes the main features supporting the decision-making process on an issue facing the organization. The purpose is to put forth in a logical order all the facts surrounding the situation, all the steps in the decision process, impact of the decision, and a general implementation plan for the decision. In addition to being called a business case, this type of document is sometimes refened to as an issue paper, a staff paper, a decision analysis, and a program analysis. While each of these types of presentations may vary slightly in content, the purpose remains essentially the same . . . decision support. The format and guidelines provided below give a most inclusive outline for a complex business case. While all of the guidelines should be considered when developing the business case, the nature of the particular situation will, of necessity, dictate a possible modification of these guidelines. However, you must remember the objective. . . . present your process and case in a logical order, providing strong rationale . . . SELL YOUR IDEA. II I. EXECUTIVE SUMMARY A. II II The Executive Summary should be a one to three page overview of the business case. It should highlight only the key points within each of the outline topics in the business case format. It is also advisable that the Executive Summary follow the same formatting as the actual presentation. It should not contain the detailed data to support the topic. Keep it at a high level...what would you want them to know if they were running after a departing flight. u n. BUSINESS CASE FORMAT AND GUIDELINES A. Background. a 1. Current situation. This section should include a clear statement of the current situation, and should be based on facts. You should consider that the reader may know nothing about the situation at hand. q Mq LRSD - PROGRAM PLANNING AND BUDGETING Page 16 q 2. Background information. Background information should include q q B. conditions leading up to the situation, and why the situation is now being considered. Previous attempts to solve the situation should be noted along with their results and short comings. Problem Definition. 1. q q I. q Problem statement. The problem section should be a concise statement which defines and describes the problem or situation. There may be a need to convince the reader that a problem exists. Only one problem should be addressed at a time\navoid letting multiple problems confuse the situation. Considerations. What seems to be the real problem? What are the causes of the problem? To what extent are they known? Who is affected? What is the magnitude of the problem? Who are the primary actors in the situation? q c. Analysis of Alternatives. 1. Process. Provide a written description of how you generated and q 2. q 3. q analyzed your alternatives. Be sure to include the participants. Identification. Identify all of the alternative programs or activities which you considered in your decision-making process. Be sure to describe the characteristics of each in factual terms. REMEMBER ... the do nothing alternative should always be analyzed as a possibility. Analysis. Each alternative should be discussed in terms of impact: impact on objective, impact on requirements, impact on legal obligations, impact on personnel, impact on finances. The section q If D. should include a statement as to why the alternative was rejected. Each analysis should be brief, but should clearly make its point. While you should have supporting information in your files, each analysis should not be to the level of detail as that in the selected alternative. Recommendation. 1. 11 q 2. Action recommended. The recommendation follows from the analysis of alternatives. The action recommended should be written in brief, clear, positive statements. Rationale. This section should provide the rationale for selecting a particular alternative, including a summary of the primary factors supporting the decision. u Hn LRSD - PROGRAM PLANNING AND BUDGETING Page 17 n H E. Objective. 1. Objective of the recommendation. Define the objective of the II 2. il 3. recommended action, not the immediate physical outputs. Goal support. This section should include statements and examples of how this program recommendation will support specific, stated goals of the district. It is important to establish a direct relationship. Evaluation criteria. In this section, you are going to define how you will know if you are meeting the specified objectives. These will become a major component of your future plan. There must be at least one evaluation criteria for each objective, and there are usually several. M a) b) c) d) If 4. If F. If If If If If If G. If If How can estimates of progress against these objectives be made? Identify the appropriate measures of effectiveness. Both quantitative and qualitative criteria may be used. Be sure to consider what data you are going to need to prove the criteria, and how you are going to get the data. Is the criteria going to cost more than it will yield? Expected benefits. This analysis should include an explanation of the anticipated benefits and when they are expected to be realized. It should also identify the recipients of the expected benefits. Impact Analysis. 1. 2. 3. 4. 5. 6. Program. Describe the impact of the program, both positive and negative. Call in the Expected Benefits above. If you execute this recommendation, how will it impact other programs...will something fall off the table[?] Who will be the primary actors impacted? Desegregation Plan. Desegregation Plan? How will this recommendation impact the Court Orders. How will this recommendation impact court orders? Political factors. Are there major political factors that seem to affect the situation, and how will you address them? Are your strategies in the implementation plan? Risks. This section should include a discussion of the risks of doing this program, and the risks of not doing this program. Timing. What are the major timing issues, and how will you deal with them? Resources Analysis. 1. Personnel analysis. What is the projected impact on the head count and type of position before and after the recommendation? Include an estimate of support staff required in both numbers and types of positions. Is there a recruiting pool from which to hire the needed personnel? Training requirements should be included.II LRSD - PROGRAM PLANNING AND BUDGETING Page 18 II 2. II Financial analysis, examined at this point. a) All of the financial considerations should be II II b) II C) II H. I I II Ill I. II Il Il Il II All operating costs, including personnel and benefits, for each of the next 1-5 fiscal years should be outlined. An estimate of equipment required should be prepared and should include all hardware and support equipment. Both capital expenditures and a monthly cost over the life of this equipment should be detailed. The source of revenue funding should be identified, along with any requirements. The cost savings forecast for the first year and years 2-5 (if appropriate) should be projected. A discussion of total cost savings potential should dso be included. Force Field Analysis. L 2. 3. Forces For. Who will be the primary supporters of the recommendation? Why will they support the recommendation? How can you maximize the influence of these forces? Forces Against. Who will be the primary detractors of the recommendation? Why will they oppose the recommendation? How can you minimize their influence or win them over? Confidentiality. You should determine if you want to include this section in material for public release. General Implementation Plan. 1. 2. 3. 4. Milestones. The general implementation plan should include the milestone events for monitoring. This should not be a detailed project plan. Timelines. Each milestone event should have a timeline associated with it. Tasking. Each milestone event should have a specific person, identified by name, tasked with ensuring the event is completed on time. A single overall project/program leader should be clearly identified. Reporting. Regular status reporting procedures on the implementation plan should be identified in terms of who, what, when, and where. Status reports should be in the format of the implementation plan or an established standard reporting format. submitted on a monthly or quarterly basis. Status reports are usually Ua a a  a a  a a a LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Program Seq *: Page\n1 Revision Date: July 25. 1994 Program Name: Program Code: Primary Leader: Secondary Leader: Program Description: District Goal Support: Program Goal: [ Plan References: 1 O 2 FY Program Budget: 1st Qtr Expend: 3rd Qtr Expend: FTE z -4 YTD Expenditures: 2nd Qtr Expend: 4th Qtr Expend: 4^ [ Related Function Codes:I 1 B B B I Program Seq *: Program Name: Program Code: Program Goal: Plan Reference Page Number Objectives LRSD PY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Secondary Leader: Page: 2 Revision Data: July 25. 1994 Strategies Begirming Date Completion Date Responsibility Evaluation Criteria \u0026gt; O x 2 m 00 t  B  B   1 s s a ID I Name___________________________________________ REASSESSMENT OF PROCESS AND ORGANIZATION 2 NEEDS ASSESSMENT 3 PROGRAM INVENTORY 4 PLANNING ANO BUDGET GOALS 5 PROGRAM DEVELOPMENT 6 7 s BUDGETING Lillie Rock School OisIricI Program Planning and Budgeling Managemenl Tool (Ganll Charl) 1994 Apr I May | Jun 1D94 Jul I Aug I Sep 1994 Oct I Nov I Dec 1995 Jan I Feb | Mar 1995 Apr I May | Jun ____ 1995 Jul I Aug I Sep Oct I NoV \u0026gt; \u0026gt; n: 5 in MONITOIRNG ANO REPORTING OF OSEG AND NONDSEG PROGRAM BUDGET DOCUMENT REPORTS (1ST QUARTER\n2ND QUARTER\n3RD QUARTER' 4TH QUARTER)____________________________________________ PROGRAM EVALUATION !%%gggg^i Ptojecl Dale: 7/22/94 Crilical Noncrilical \\4r//////////////\n5S[ Progress  Mileslone | Summary If Rolled Up Jr 1 I ID 1 2 3 4 5 6 7 8 9 10 Name MAJOR SUMMARY TASK Subtask 1 Subtask II Subtask III Subtask IV Sub task V Subtask VI Subtask VII Subtask VIII Subtask IX  Scheduled Start Jun 7'94 Jun 7'94 Jun 13 '94 Jun 27 '94 Jul 11 '94 Jul 11 '94 Jul 1 a '94 Aug 1 '94 Aug 6'94 Aug 22 '94 B \u0026amp; \u0026amp; Scheduled Finish Aug 31 '94 Resource Names Jun 17 '94 Jun 24 '94 Jul 1 '94 Jul 15 '94 Jul 22 '94 Jul 29 '94 Aug 5'94 Aug 12 '94 Aug 31 '94 Responsible Person Responsible Person Responsible Person Responsible Person Responsible Person Responsible Person Responsible Person Responsible Person Responsible Person CO \u0026gt; 2 m \u0026gt; =1 \u0026gt; a I m Z O) w LRSD - PROGRAM PLANNING AND BUDGETING Page 23 II li Attachment 7 II Proposed Planning Budget Calendar 1994-95 n Il For greater detail of monthly tasks, please refer to the most recent Management Tool. n June 1994 Generate 1993-94 program inventory, including both desegregation and non-desegregation programs I Manager for Support Services, PRE Evaluation Specialist II July 1994 Review Organizational Chart for administrative configuration Superintendent, Council II Revise/develop proposed calendar for budget year 1995-96 Manager for Support Services n Revise and publish new Management Tool for FY 1995-96 Lead Planner, PRE Specialist, Council II II August 1994 Revise and publish Program Planning and Budgeting Process Manual for 1994-95. Superintendent, Lead Planner, Council II Begin data collection for Needs Assessment Council, Cabinet, Staff II nt Conduct goal setting work session to develop/review/revise mission statement, goals, and a list of issues that may enhance or restrict goal attainment Council, Cabinet II September 1994 Begin Town Hall Meetings and District Dialogues Superintendent, Director of Communications n LRSD - PROGRAM PLANNING AND BUDGETING Page 24 I I I n Conduct Board Work Session: Review/revise mission statement and goals \"Review preliminary list of issues for needs assessment Review program inventory Review identified proportional allocation formulas Establish written priorities Identify strategies for funding shortfalls Board II End of First Quarter Reporting Period H October 1994 Begin receiving program evaluations Lead Planning Person, Council II Conclusion of broad-based input sessions Superintendent, Director of Communications n II November 1S\u0026gt;94 Submit first quarter Program Budget Document to Court Superintendent, Attorney Complete gathering of data for Needs Assessment II Council, Cabinet, Staff Complete Program Evaluation phase II Deputy Superintendent, Council, Cabinet, Staff II Begin Program Development phase Superintendent, Council Members II Issue instructions for budget prqiaration at all levels Manager for Support Services II December 1994 Prqiare initial financial forecasts for coming year Manager for Support Services n Complete Needs Assessment listing Lead Planner, PRE Specialist n Publish Needs Assessment report Lead Planner, PRE Specialist Begin Plans for Board Retreat Work Session n Superintendent, Deputy Superintendent q LRSD - PROGRAM PLANNING AND BUDGETING Page 25 II II Budget managers begin submission of 95-96 budget requests Manager for Support Services II End of Second Quarter Rqxjrting Period II January 1995 Begin Budget Development Manager for Support Services II Submit Business Cases for programs and/ or modifications to Board of Directors Superintendent, Council Members II February 1995 Completion of Program Development Phase Council, Cabinet, Staff II Begin revision of financial forecast for coming year Manager for Support Services II Submit Second Quarter Program Budget Document to Court Superintendent, Attorney II II March 1995 Submit Proposed Budget to Board Manager for Support Services Begin Feedback to Input Participants II Superintendent, Director of Communications End Of Third Quarter Reporting Period II II April 1995 Begin FY 1996-97 identification of data for Needs Assessment Lead Planner II Completion of Feedback to Input Participants Superintendent, Director of Communications II Certified Personnel Reduction Deadline Superintendent, Director of Human Resources May 1995 Begin FY 1995-96 Program Inventory Lead Planner, Manager for Support Services, PRE Specialist II F V LRSD - PROGRAM PLANNING AND BUDGETING Page 26 II Classified Personnel Reduction Deadline II Prq\u0026gt;are Tentative Budga Superintendent, Director of Human Resources Manager for Support Services II Submit Third Quarter Program Budget Document to Court Superintendent, Attorney II II June 1995 Account reconciliation and purchase order clean-up Manager for Support Services II II Receipt of state-generated revenue numbers (payroll liabilities, adjusted supplemental payroll, last payroll, Carl Perkins, M-to-M, JTPA, Voc Ed, Spec Ed, Chapters 1 and 2, Compensatory Ed, MFPA, Transportation, ABC) Manager for Support Services n End Fourth Quarter Rqwrting Period. II July 1995 Compute Ending Fund Balances Manager for Support Services II Board Review and adoption of 95-96 Final Budget Board II August 1995 Submit Fourth (garter Program Budget Document to Court Superintendent, Attorney II Submit 95-96 Final Budget to Court/Parties Superintendent II Submit Final Budget to Arkansas Department of Education Board, Superintendent, Manager for Support Services II u fl\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_552","title":"Principal selection process, Jefferson Elementary School","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":["1994-07-21"],"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","Jefferson Elementary School (Little Rock, Ark.)","School principals","Parents"],"dcterms_title":["Principal selection process, Jefferson Elementary School"],"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/552"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nCorrespondence from Frances Cawthon, principal to parents\ni r I I i AXi.\" A-- 5 ? little rock SCHOOI- district\n-3 : 'a I J ' JUL 2 9 1994 Cliics of CesagregstiOu rm., jefperson Elementary School 2600 M. McKInl., Stt . POhhoanne. 607711-.80208811  UnlO HOCK, Ark.n.o. 72207 July 21, 1994 Dear Paren' I'm leased to welcome you to Jefferson for the 1994-95 school year. MMaannyv ooff vyoouu aarree aawwaarree that I was cons-dering a ich this year/snd I ttuly and support during that period of t^e. _ to have patrons who want me to remain wi l\"feel most fortunate ith them while respecting tny personal .. w -- goals and career opportunities. Because of some personal concerns andd mmyy nhiiggnh regara for this community aannda its ppaautrroonnsa, --d t and I have discussed this career opportunity i-want to share the results of~that conversation and let you know how thinos stand at thio time. DDrr.. WWiililiiai^mos u^nadeerprsotooowd and was concerned about the impact of cnanging t. * transition close to the opening of school , and we agreed needed to be done with careful consideration -or With the other administrative changes i.n ^ne aistrict at Wi^t^e, we were non sure that we would be anle to identify , an xaics-c=e.^pht/ahrbtile candidate for this principalshi? prior to the openihc-or.-school. Dr. Williams will be recommending me to the Board of Directors for oSe O.\no:%?.\narihr\ns7ns\n?cr_^e asn:dt wcil:l\\ inram^eX ana arc\nti\nnsgo Sd7ir\ne\ncrtiotrrv tao-its\nayhesairt. ioh,iven_^^it^^ confidevAqcu l have flatt er-ed me'by yI our expressions commun. ity involvement time. always I remind you , X'SIicrterniff^ndTh\npi^ental sup^rt of academic and, behavior programs outstanding school. I look that both Dr. forward to a wohderfui yjar^and^plaasa^fJji/SStan. Williams and I want only the best Sincerely Frances Cawthon Principal\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_598","title":"Principal selection process, administration","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":["1994-07"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School principals","School administrators"],"dcterms_title":["Principal selection process, administration"],"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/598"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nTO\nAnn , Bill, and Horace FROM: Melissa and Margie DATE: 7/15/94 RE: Questions for Interviews with Administrators We met, reviewed the information submitted by LRSD and came up with some suggested questions. Please review them and make any additions/changes you like. We can all meet to discuss final questions next week. Note: Items in () refer to the numbers on LRSD submisions in response to our memo of 6/30/94. Proposed Questions 1. How were you appointed to your interview committee(s)? (#4) 2. What was your role on the committee(s)? (#5) 3. In the absence of a written procedure for the interview process, how did you know how to conduct the interviews? (#5) 4. Why did you use generic job descriptions for each position, rather than a site-specific job description? Who made that decisions? (#7) 5. Who conducted the pre-screening? (#9) 6. Why wasnt Human Resources involved in the process of screening applicants? (#9) 7. We asked for all copies of correspondence from patrons. You furnished one letter. where are the rest?* (#10) * This final question is designed for Estelle and Hank only odb.Administrators to be Interviewed Administrator School(s) Interview Date/Time Mable Donaldson Williams Dennis Glasgow Carver Forest Heights Jr. Margaret Gremillion Carver Mitchell Rightsell Gibbs Williams Sterling Ingram Franklin Mitchell RightseU Williams Marie McNeal Gibbs Estelle Matthis Cloverdale Jr. Forest Heights Fair Southwest Russ Mayo Cloverdale Jr. Forest Heights Jr. Fair Southwest Gene Parker Fair Larry Robertson Carver Franklin Gibbs Williams Sheryl Rose Cloverdale Jr. Alice Stovall Southwest? 7 7 '/ JLProposed Plan to Interview LRSD Administrators Interviews will take place in person rather than by phone. We will attempt to carry on as many simultaneous interviews as possible. If scheduling can proceed beginning July 20, the interviews may commence on Monday, July 25. It is our objective to complete the interviews by July 29. Interview assignments have been made according to LRSD worksites. Horace (IRC) Marie McNeal Dennis Glasgow Gene Parker Mable Donaldson Sheryl Rose Melis^(Main/Stud. Assign.) Margaret Gremillion Larry Robertson - Russ Mayo 7- 2 2/7 2-- 75^ - 0/5(\u0026gt; r Bill Sterling Ingram Ann/ Polly Dr. Henry Williams Estelle Matthis Gxxdt. Questions for Interviews with Administrators 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. How were you appointed to your interview committee(s)? (#4) What was your role on the committee(s)? (#5) In the absence of a written procedure for the interview process, how did you know how to conduct the interviews? (#5) Why did you use generic job descriptions for each position, rather than a site-specific job description? Who made that decision? (#7) Why wasnt Human Resources involved in the process of screening applicants? (Hank \u0026amp; Estelle) We asked for all copies of correspondence from patrons. You furnished one letter. Where are the rest? (#10) (Estelle \u0026amp; Hank only) What was your criteria for vacating principal positions? (Hank) On what basis would you reject a decision (recommendation) by a school interview team? (Hank) Concerning the \"well-known long-standing past practices of interview protocol.' How did you decide when to use an interview team and when to make an administrative appointment? (Hank) Who made these decisions? Was these \"well-known long-standing past practices of interview protocol\" used last year? Were the two the same? Is the draft of the \"Selection of Applicants\" the documented \"well-known long-standing practices of interview protocol\"? When was it drafted? Has it been approved by the board? Why doesnt the draft define when you will use a team and when you dont? What kind of interview training were the committee members given? (EEO/ AA/ SH)12. What do you interpret \"consult the MRC\" to mean in practice? (Hank)LRSD Administrator Interview (General Form) Respondent: Russ Mayo Position: Associate Superintendent for Desegregation Interviewer: Melissa Guldin Date/ Time/Location: August 25, 1994/ 2:30 p.ni./ SAO 1. How were yon appointed to your interview committees? Russ said that Estelle and the superintendent asked him to serve on some interview committees. On how many committees did you serve? I served on only secondary committees: Cloverdale, Fair, Southwest, and Forest Heights. 2. What was your role on the committees? Took turns with Estelle acting as chair of the committees. Did your role vary from committee to committee? Yes, see above. 3. Describe how parents and teachers were selected to serve on the interview committees? They were selected before I got to the process. I think we asked the PTA presidents for names of parents who would be willing to serve. Estelle asked the administrators to participate. Dont know how the teachers were selected. 4. In the absence of a written procedure for the interview process, what guided the interview process? When I chaired a committee, I did what Ive done with interviews for years, with each committee we had an orientation, where the process of scoring was explained. Emphasized EEOC type issues (ask only work-related questions, dont ask about # of children, age, etc.). Who was responsible for training the interview committee members? The person who chaired each committee conducted the training. When Russ was in charge, he did the training for those committees.Describe the training. The training began with introduction of the committee members, which was followed by an explanation of the questions. The committee divided the questions so that each member would ask the same couple of questions at each interview session. Russ said that he explained the process to the participants, placing special emphasis on standardizing the interviews, he instructed the committee that they should do everything possible to make sure that they did not alter the interview from one participant to another, he told them that the only variance from one interview to another should be the candidates response. As mentioned under item # 4, he placed importance on EEOC guidelines. After discussion of the question and interview process, he discussed scoring procedure with the committee, calling their attention to the scoring sheets provided as part of the interview packet. When was training provided? In the first few minutes (5-10 minutes) before the interviews began. What written information was given each committee member? Committee members received a packet of information that contained a list of the candidates to be interviewed, the questions prepared by the district, and the rating sheets. When did each committee member receive this information? On the day of the interviews, immediately before they began. 6. What type of questions did the committee ask? Some committees added a question or two to those prepared by the district. Any additions were made at the beginning of the process to assure that the same question would be put to all candidates. Who developed the interview questions? Russ said that he received a copy of the completed questions that he believes were based, at least in part, on question developed for other recent hirings (the Central principal). Russ said he recommend the addition of one question on personal human relations style and skills. 7. Describe the process used for scoring and ranking candidates. Members used the 1-4 point rating scale, either scoring each candidate at the conclusion of his/her interview or filling out all the forms at the end of all interviews. In the interviews Russ chaired, he asked each committee member to individually tally the scores each candidate received and, based on those scores, list #1, #2, and #3. Once this was done, he asked each committee member to name their first choice and the group discussed the people named. They also did this for the second and third positions as well. Russ said that he was interested in seeing the group work towards a consensus, not just numerical totals. 8. Describe how materials such as applications and resumes were used during the interview process. We reviewed such documents, if the candidates brought them to the interview. 9. how satisfied were you with the interview process? I feel very good about it. I felt no one (on the secondary committees) was forced to make a choice. What parts of the process worked well? I think the orientation worked well and helped the committee to understand and function. What needs improvement? Possibly allow more time for the interviews and build the orientation time into the schedule. This is important because Russ said he also conducted a mini-orientation with each candidate so he/she would have a good understanding of the process. Russ also mentioned that some of committee members were rather hard on candidates and tended to \"jerk them around\", but he felt that they were able to keep the whole process \"very dignified\".LRSD Administrator Interviews (General Form) Respondent: Position: Date/ Time/ Location\n1. 2. How were you appointed to your interview comnuttee(s)? (#4) On how many committees did you serve? What was your role on the committee(s)? (#5) Did your role vary from committee to committee? 3. Describe how parents and teachers were selected to serve on interview committees. '/ 7^ In the absence of a written procedure for the interview process, what guided the interview process? (#5) 4. 5. Who was responsible for traifiing the interview committee members? Describe the training. When was the training provided? What written information was given each committee member? When did each committee member receive this information? 6. What type of questions did the committee ask? A. Pre-written B. Committee developed C. Combination of both Who developed the interview questions? ? 7 7. Describe e process used for scoring and ranking candidates. 8. Describe how materials such as applications and resumes were used during the interview process. 9. How satisfied were you with the interview process? What parts of the process worked well? What needs improvement? Questions for Interviews with Administrators 1. How were you appointed to your interview coniniittee(s)? (#4) 2. What was your role on the conimitte(s)? (#5) 3. In the absence of a written procedure for the interview process, how did you know how to conduct the interviews? (#5) 4. Why did you use generic job descriptions for each position, rather than a site-specific job description? Who made that decision? (#7) 5. Why wasnt Human Resources involved in the process of screening applicants? 6. We asked for all copies of correspondence from patrons. You furnished one letter. Where are the rest? (#10) (Estelle \u0026amp; Hank only) 7. What was your criteria for vacating principal positions? (Hank) 8. On what basis would you reject a decision (recommendation) by a school interview team? Concerning the \"well-known long-standing past practices of interview protocol.\" How did you decide when to use an interview team and when to make an administrative appointment? Who made these decisions? Was these \"well-known long-standing past practices of interview protocol\" used last year? Were the two the same? 10 Is the draft of the \"Selection of Applicants\" the documented \"well-known long-standing practices of interview protocol\"? When was it drafted? Has it been approved by the board? Why doesnt the draft define when you will use a team and when you dont? 11 What kind of interview training were the committee members given? (EEO/AA/SH) IZ-. 7What do you interpret \"consult the MRC\" to mean in practice?ZTki pr'5Di^ ^ 'iryyjX. fCLltA/Uz\u0026lt;9\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_1196","title":"Little Rock School District Court Submission","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":["1994-06-20"],"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","Educational statistics"],"dcterms_title":["Little Rock School District Court Submission"],"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/1196"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nInserted legal documents include order to review progress of Little Rock School District's 1994-1995 budget development process, and notice of filings for exhibits 1-15 for hearings scheduled June 28-29, 1994\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITTLE ROCK SCHOOL DISTRICT COURT SUBMISSION JUNE 20, 1994 LITTLE ROCK ScHOOL DISTRICT OFFICE OF THE SUPERINTENDENT June 20, 1994 JUN 2 0 1994 - -3:,.P Office of Desegregation Moniioring TO: Board of Directors FROM: ~am~t { SUBJECT: Court Submission - June 20, 1994 Provided for your review is a copy of the District's June 20, 1994, Court submission. The following revisions have been made to the appropriate revenue and expenditure line items to reflect the strategies under consideration at this time: 1. $2,000,000 reduction to the proposed draw down on settlement loan. 2. $158,776 additional deducted from salaries and benefits for projected savings on 144 participants in the Early Retirement Incentive Program. 3. $300,000 deducted from salaries and benefits for the proposed reduction to substitute expenditures. Also included are five-year revenue and expenditure projections, business cases addressing specific changes and other requested informational items.  810 West Markham Street  Little Rock, Arkansas 72201  (501) 824-2000 TABLE OF EXHIBITS Exhibit No. Description Page No. Exhibit 1 1990-95 Revenue and Expenditure Projection (Draft 3) 1- 13 Exhibit 2 Budget Revisions Since May 18, 1994 Submission 14 Exhibit 3 Status of Budget-Balancing Measures 15- 16 Exhibit 4 Status of Negotiations/Reduction In Force 17- 18 Exhibit 5 New Budget-Balancing Measures 19 Exhibit 6 1994-00 Revenue and Expenditure Projection (Draft 2) 20- 27  Exhibit 7 Business Cases 28- 42 Exhibit 8 Budgeting Management Timeline Update 43- 50 ' Exhibit 9 Special Report - Junior High Capacities and Projections 51- 80  Exhibit 10 Needs Assessment Report (1993-94) 81-103 Exhibit 11 Program Inventory Report, FY 93-94 104-113 Exhibit 12 Desegregation and Non-Desegregation Related Programs 114 Exhibit 13 Board Review of Tentative Budget 115-117 , Exhibit 14 Incentive School Program Modifications 118 Exhibit 15 Progress Toward Completion of Task Numbers 5 and 6 of the May 31, 1994, Management Tool 119-120 Exhibit ,:r ----- ''\"'\"'''''''''. ACTUAL ACTUAL ACTUAL PROJECTED PROPOSED CHANGE 1990-91 1991-92 1992-93 1993-94 1994-95 REVENUE-LOCAL SOURCES CURRENTTAXES 31,899,357 38,196,979 39,701,855 39,625,387 38,600,327 (1,025,060) 40% PULLBACK 20,601,593 21,081,833 22,220,949 22,011,928 21,420,949 (590,979) DELINQUENT TAXES 3,214,974 4,250,186 4,293,380 5,666,289 4,802,692 (863,597) EXCESS TREASURERS FEES 118,998 140,858 145,690 146,379 140,000 (6,379) DEPOSITORY INTEREST 317,646 241,476 360,734 313,341 300,000 (13,341) REVENUE IN LIEU OF TAXES 120,412 224,667 245,162 182,353 180,000 (2,353) MISC. AND RENTS 317,978 406,878 574,918 250,000 345,892 95,892 INTEREST ON INVESTMENTS 141,376 354,446 208,519 319,042 322,232 3,190 ATHLETIC RECEIPTS 91,322 100,857 87,005 74,416 87,005 12,589 { -:-\n...:::Jt/::.  :\n?dti~Jt ji:r\\ni~r ?}~?t~t r: ..... :-: --.-\n-:-:-:-.-.-.. :.:-: --.. - : -:~- :-==:-----.. -=:\\:J ?: n :-:-: :t:5:~f:\u0026lt; ::::_::= =~{: ::=::::::::::::}~:==fit\n~j~~ REVENUE-COUNTY SOURCES COUNTY GENERAL REVENUE - STATE SOURCES MFPA SETTLEMENT PROCEEDS SETTLEMENT LOAN APPORTIONMENT VOCATIONAL HANDICAPPED CHILDREN EARLY CHILDHOOD ORPHAN CHILDREN TRANSPORTATION COMPENSATORY EDUCATION M TO M TRANSFERS ADULT EDUCATION REVENUE - OTHER SOURCES PUBLIC LAW 874 TRANSFER FROM OTHER FUNDS TRANSFER FROM BOND ACCT -, /\\. --\"'' _,,,: 'i:/'\"'\":\"'\"'\"\"t::''c\" \"'\\ _ 73,971 16,232 22,037,764 10,356,778 6,000,000 73,971 1,265,710 602,063 0 8,820 2,885,960 609,943 1,007,481 624,119 28,585 95,588 613,166 73,419 73,428 73,210 27,264,460 8,637,482 4,500,000 73,426 1,513,699 824,870 147,050 3,000 2,379,879 858,743 1,770,486 697,589 9,385 129,428 394,675 1 25,275,221 8,926,606 1,500,000 72,694 1,261,451 1,139,235 234,403 3,540 3,198,252 563,602 2,127,216 799,544 17,749 25,594,035 8,094,112 0 0 1,341,887 1,339,549 240,873 3,540 3,663,681 505,260 2,720,581 792,081 40,866 40,000 171,006 1,250,000 0 500,000 73,419 18,000 26,778,326 6,042,591 1,000,000 0 1,200,000 1,344,499 233,992 3,540 3,700,000 580,435 3,100,000 792,081 38,000 500,000 400,000 209 251 1,184,291 (2,051,521) 1,000,000 -it 0 (141,887) 4,950 (6,881) 0 36,319 75,175 379,419 0 (2,000) (750,000) (100,000) I : .., ..   l I/\"'''\ni_::,\n. . .'  !\\l .. i''''''' ,.. ... I ...... ACTUAL ACTUAL ACTUAL PROJECTED PROPOSED CHANGE 1990-91 1991-92 1992-93 1993-94 1994-95 REVENUE-FEDERAL GRANTS CHAPTER I 2,886,618 3,275,099 4,288,755 4,311,404 4,406,404 95,000 CHAPTER II 227,900 224,423 215,020 122,666 122,666 0 TITLE VI B 468,964 558,810 589,011 624,024 624,024 0 OTHER 974,090 1,164,511 1,221,200 1,091 ,051 1,400,000 308,949  ..: .... ,.. ,,,,_.,,, ...................... ,.,..\n.. :-\n-:..:-:-.-.-.'.=:-:.:.: :m , , tt\\,,,, .. :ii ,. .. ... .. , ..... ,.. ,,., ...... ,. ,.. ., .,.. .. ,., ... .,. ,.,,, -... ... 12,571,785 13,887,841 13,548,434 14,554,670 14,952,534 397,864 :~=~--!!!=== EXPENSES SALARIES 65,192,947 73,191 ,213 71,912,128 75,925,133 73,396,806 (2,528,327) BENEFITS 8,032,967 8,992,742 9,908,175 9,300,055 10,475,737 1,175,682 SERVICES,SUPP,EQUIP 22,735,854 22,470,043 20,080,366 21,683,431 22,149,419 465,988 DEBT SERVICE 6,646,769 7,950,100 9,554,535 8,850,123 8,533,631 (316,492) CONTINGENCY 0 0 0 0 1,000,000 1,000,000 RESERVE FOR ENCUMBR 714,896 TOTAL OPERATING EXPENSES \\ EXPENSES-FEDERAL GRANTS ~ EXPENSES-MAGNET SCHOOLS 4,190,920 5,132,152 5,992,216 7,035,052 6,547,138 12,571,785 13,887,841 13,548,434 14,554,670 14,952,534 (487,914) 397,864 -............. .-,--.-,:.--.,~---.::: .... ,.-   r:: 111 :: ii~~i\nii ~:~1~~M~1\n: jai~t~mt5Pt 1at~t~ : ~lit~o.ss.~: ::~~~~16i INCREASE (DECREASE) IN FUND BALANCE BEGINNING FUND BALANCE FEDERAL OPERATING ENDING FUND BALANCE FEDERAL OPERATING 881,922 185,838 119,574 552,490 634,844 1,777,714 1,394,9TT (1 ,878,956) (3,545,656) (1 ,666,700) 552,490 643,181 964,951 79,044 (885,907) 634,844 2,321 ,867 4,985,188 3,992,139 (993,049) 643,181 964,951 79,044 85,000 5,956 2,321,867 3,395,074 3,992,139 440,5?7 (3,551,612) f Z'965~048 : 4i'360l025 (4i071~1S3 }525(527} (3\n54St'656\n2 FUNCTION SALARIES 0110 REGULAR CERTIFICATED 0115 CERTIFIED INSTRUCT. ASST. 0117 STIPENDS 0120 REGULAR NON-CERTIFICATED 0121 MAINTENANCE 0124 CLERICAL OVERTIME 0130 SUBSTTTUTE TEACHERS-SHORT 0140 SUBST NON-CERTIFIED-SHORT SALARIES TOTAL BENEFITS w 0210 SOCIAL SECURITY TAX 0220 TEACHER RETIREMENT 0230 PUBLIC EMPLOYEES RETIREME 0240 INSURANCE 0250 UNEMPLOYMENT COMPENSATION 0290 OTHER EMPLOYEE BENEFITS BENEFITS TOTAL PURCHASED SERVICES 0310 PROFESSIONAL \u0026amp; TECHNICAL 0311 INSTRUCTION SERVICES 0312 INSTRUCTIONAL PROO IMPROV 0313 PUPIL SERVICES 0314 STAFF SERVICES 0318 BOARD OF ED SERVICES 0319 OTHER PROFESSIONAL \u0026amp; TECH LITTLE ROCK SCHOOL DISTRICT Actual 1992/93 $52,899,585.23 $5,386.52 $326,649.66 $15,668,717.99 $1,167,691 .67 $69,487.74 $1,363,632.01 $410,9TT.09 $71,912,127.91 $5,497,924.65 $7,755.35 $166,240.10 $3,985,992.66 $192,426.52 $57,835.84 $9,908,175.12 $295,885.37 $18,610.84 $768,382.37 $279,291.40 $61.60 $595,179.47 $64,266.08 Budget 1993/94 $57,841,367.85 $0.00 $305,885.31 $14,962,781 .62 $1,136,945.28 $0.00 $1,226,321.00 $416,844.45 $75,890,145.51 $5,381,489.39 $6,882.48 $147,104.28 $3,467,184.64 $195,000.00 $60,000.00 $9,257,660.78 $626,800.00 $21,015.00 $741,357.00 $53,440.00 $1,000.00 $752,500.00 $75,100.00 Budget 1994/95 $54,186,760.79 $0.00 $291,797.11 $16,247,301.12 $1,089,626.75 $60,000.00 $1,121,320.00 $400,000.00 $73,396,805. n $5,462,459.03 $0.00 $155,000.00 $3,788,278.00 $200,000.00 $870,000.00 $10,475,737.03 $737,480.00 $11,115.83 $631,371.00 $54,752.00 $0.00 $1,172,000.00 $59,300.00 FTE 1994/95 1542 0 0 1298 50 0 0 1 2891 0 0 0 0 0 0 0 0 0 0 0 0 0 0 LITTLE ROCK SCHOOL DISTRICT Actual Budget Budget FTE FUNCTION 1992/93 1993/94 1994/95 1994/95 0321 UTILITY SERVICES-NATURAL $581,209.n $826,700.00 $725,500.00 0 0322 UTILITY SERVICES-ELECTRIC $2,232,084.12 $2,879,165.00 $2,824,615.00 0 0323 UTILITY SER-WATER/SEWAGE/ $149,273.82 $209,950.00 $189,200.00 0 0324 CLEANING SERVICES $207,407.65 $400,000.00 $250,000.46 0 0325 REPAIRS-BUILDINGS $259,257.67 $200,300.00 $330,700.00 0 0326 REPAIRS-EQUIPMENT $531,707.94 $505,785.09 $646,911 .00 0 0327 RENTAL OF LAND \u0026amp; BUILDING $135,447.85 $135,700.00 $142,012.00 0 0328 RENTAL OF EQUIPMENT \u0026amp; VEH $12,944.93 $15,050.00 $21,502.00 0 0329 OTHER PROPERTY SERVICES $18,924.55 $128,650.00 $67,000.00 0 0331 PUPIL TRANSPORTATION $645,404.74 $628,067.30 $350,820.00 0 0332 TRAVEL-PAYROLL $1,286.44 $24,160.00 $0.00 0 0333 TRAVEL $112,709.23 $60,843.63 $124,676.18 0 0339 OTHER TRANSPORTATION SERV $1,258.82 $0.00 $0.00 0 0341 TELEPHONE $338,295.60 $386,500.00 $406,000.00 0 0342 POSTAGE $91,2TT.58 $104,016.20 $88,717.06 0 0350 ADVERTISING $21,046.31 $18,006.00 $16,300.00 0 0360 PRINTING \u0026amp; BINDING-INTERN $91,146.74 $151,142.39 $170,721.02 0 0361 PRINTING AND BINDING-EXTE $116,235.20 $153,645.50 $126,169.54 0 0362 FREE PRINTED ITEMS $404.24 $515.00 $0.00 0 0365 COPIER LEASE $362,507.86 $503,000.00 $530,000.00 0 0370 TUmON $1,292,991.82 $1,195,000.00 $1,440,621 .16 0 0380 FOOD SERVICES $144,413.73 $178,062.69 $105,027.00 0 0390 OTHER PURCHASED SERVICES $165,837.05 $59,380.00 $162,500.00 0 PURCHASED SERVICES TOTAL $9,534,750.79 $11,034,850.80 $11,385,011.25 0 MATERIALS AND SUPPLIES 0409 SUPPLIES ($64,411.96) $0.00 $0.00 0 0410 SUPPLIES $1,180,159.22 $1,041,625.83 $1,311,499.11 0 0411 SUPPLIES - SP TRACKING $870,780.43 $784,000.00 $764,642.13 0 LITTLE ROCK SCHOOL DISTRICT Actual Budget Budget FTE FUNCTION 1992/93 1993/94 1994/95 1994/95 0412 LOCAL SUPPLIES SP TRACKIN $17,966.31 $32,157.04 $13,378.00 0 0413 SOFlWARE $31,128.18 $33,405.00 $100,050.60 0 0414 SUPPLIES $1,098.52 $2,000.00 $136,660.00 0 0415 TEST MATERIALS $39,900.00 $53,000.00 $42,000.00 0 0416 SUPPLIES - SUPPLY CENTER $479,578.46 $466,941.10 $455,969.70 0 0417 SUPPLIES-SUPPLY CENTER $1,075.62 $2,044.55 $353.00 0 0418 PRIOR ENCUMBRANCES $0.00 $714,896.22 $0.00 0 0420 TEXTBOOKS $0.00 $862,542.00 $817,000.00 0 0421 TEXTBOOKS-LOCAL SOURCES $167,488.65 $362,420.00 $407,338.28 0 0430 LIBRARY BOOKS $0.00 $1,120.80 $375.00 0 0440 PERIODICALS $22,988.87 $26,498.35 $23,180.00 0 0450 AUDIOVISUAL MATERIALS $3,898.09 $2,150.40 $6,515.00 0 0451 AUDIO-VISUAL MATERIALS $24,869.01 $30,000.00 $20,000.00 0 u, 0481 PLUMBING $18.54 $0.00 $500.00 0 0482 CARPENTRY $486.02 $0.00 $500.00 0 0483 ELECTRIC $708.32 $0.00 $15,500.00 0 0485 AIR COND/HEAT $172.70 $0.00 $5,000.00 0 0486 BOILERS/SM ENGINES $15,453.14 $15,000.00 $10,100.00 0 0488 PAINTING $282.25 $0.00 $200.00 0 0489 ROOFING $0.00 $0.00 $500.00 0 0490 OTHER SUPPLIES $17,943.27 $10,300.00 $18,000.00 0 0491 UNIFORMS \u0026amp; SUPPLIES $79,376.33 $80,974.40 $85,967.85 0 0492 STADIUM OPERATIONS $82,828.00 $71,275.80 $64,540.00 0 0494 GAME RELATED EXPENSES $0.00 $2,224.80 $0.00 0 MATERIALS AND SUPPLIES TOTAL $2,973,787.97 $4,594,576.29 $4,299,768.67 0 CAPTIAL OUTLAY 0540 EQUIPMENT-PERSONAL PROPER $654,966.90 $600,575.24 $671,824.19 0 0541 EQUIPMENT PER PROP SP TRA $6,461.34 $10,000.00 $10,250.00 0 LITTLE ROCK SCHOOL DISTRICT .. Actual Budget Budget FTE FUNCTION 1992/93 1993/94 1994/95 1994/95 0542 EQUIPMENT (NOT INVENTORIE $0.00 $0.00 $200.00 0 0543 EQUIPMENT (REAL PROPERTY) $67,025.70 $60,000.00 $69,106.94 0 0545 EQUIPMENT LEASE PURCHASE $1,546,013.55 $926,742.00 $1,253,100.40 0 0548 EQUIPMENT - SUPPLY CENTER $61,031.26 $52,093.00 $21,351.00 0 0551 VEHICLES LEASE PURCHASE $618,895.35 $0.00 $0.00 0 CAPTIAL OUTLAY TOTAL $2,954,394.10 $1,649,410.24 $2,025,832.53 0 OTHER OBJECTS 0610 REDEMPTION OF PRINCIPAL $4,951,180.35 $4,074,616.00 $4,063,012.00 0 0620 INTEREST $4,597,390.58 $4,785,507.40 $4,462,619.00 0 0630 DUES\u0026amp;FEES $52,817.64 $58,539.50 $42,806.45 0 0635 DUES \u0026amp; FEES - NCA $15,023.01 $17,000.00 $19,000.00 0 0640 INSURANCE $920,983.15 $400,000.00 $400,000.00 0 0642 LIABILITY INSURANCE $0.00 $0.00 $2,000.00 0 0649 OTHER INSURANCE $52,791.12 $54,TT5.00 $54,000.00 0 0660 IMPROVEMENT TAX $14,769.85 $15,000.00 $15,000.00 0 0690 OTHER EXPENSES $3,567,012.06 $5,148,290.00 $4,914,000.00 0 OTHER OBJECTS TOTAL $14,171,967.76 $14,553,727.90 $13,972,437.45 0 LITTLE ROCK SCHOOL DISTRICT TOTAL ,,,, ,,., $111,455,203.65 $116,980,371.53 $115,555,592.70 2891 Function Description 1105 FOUR YEAR OLD PROORAM 1110 KINDERGARTEN 1120 ELEMENTARY 1124 ELEMENTARY MUSIC 1125 ELEMENTARY MAGNET 1127 SPECIAL 1Y PROO RAMS 1129 SPECIAL 1Y PROORAM 1130 MIDDLE\\JUNIOR HIGH SCHOOL 1132 JUNIOR HIGH 1135 JUNIOR HIGH MAGNET 1137 JUNIOR HIGH RESTRUCTURE 1140 HIGH SCHOOL 1145 HIGH SCHOOL MAGNET 1151 BOYS ATiiLETICS 1152 GIRLS ATiiLETICS 1154 FOOTBALL/MINOR SPORTS 1155 VOLLEYBALL 1156 BASKETBALL 1157 TRACK,TENNIS,GOLF \u0026amp; SWIMM 1158 BASEBALL 1190 OTiiER REGULAR 1193 TRAVELING TEACHERS 1195 ACADEMIC SUPPORT PROORAM 1199 SUBSTJTIJTES-INSTRUCTION 1210 mNERANT INSTRUCTION 1220 RESOURCE ROOM 1230 SPECIAL CLASS 1240 HOMEBOUND AND HOSPITAL 1290 OTHER 1292 EXTENDED YEAR HAND. SERVI 1321 MARKETING/DIST ED-COOP 1331 BUSINESS ED COOP LITTLE ROCK SCHOOL DISTRICT FUNCTION SUMMARY Actual Budget 1992193 1993/94 $1,195,358.85 $1,746,831.33 $3, 121,214.45 $3,261,957.67 $19,905,274.36 $20,414,196.37 $0.00 $956,385.00 $146,003.86 $196,675.45 $24,406.82 $0.00 $0.00 $86,475.45 $8,267,275.44 $8,870,100.00 $5,540.42 $26,480.41 $132,143.30 $453,430.57 $535,179.49 $539,265.87 $7,823,764.65 $8,651,142.90 $265,987.68 $104,648.26 $39,661.58 $44,506.65 $25,254.43 $9,798.71 $48,990.82 $49,680.00 $6,393.73 $7,416.00 $42,832.09 $45,880.20 $13,487.01 $11,354.40 $7,440.07 $10,800.00 $20,238.80 $17,936.19 $19,897.81 $15,000.00 $2,121,435.04 $1,300,017.05 $1,438,180.85 $1,434,535.20 $1,004,570.16 $1,123,449.98 $2,088,460.12 $2,229,816.67 $1,321,771.13 $1,321,770.46 $215,503.17 $319,407.51 $1,308,911.09 $1,246,285.43 $4,123.47 $5,705.28 $228,230. 75 $206,250.75 $195,778.88 $201,039.34 Budget FTE 1994/95 1994/95 $2,009,758.23 80 $3,269,209.33 93 $18,772,912.58 725 $889,073.86 5 $212,689.64 4 $0.00 0 $0.00 0 $8,233,002.21 210 $24,359.35 1 $106,442.18 0 $576,992.68 19 $7,377,300.48 153 $79,954.07 0 $39,459.05 0 $12,580.00 0 $49,680.00 0 $5,793.00 0 $44,545.80 0 $12,400.00 0 $9,000.00 0 $20,790.97 0 $15,000.00 0 $1,588,755.78 74 $1,637,700.00 0 $1,169,835.49 33 $2,302,743.57 62 $1,148,951.07 4 $583,478.49 17 $1,192,896.90 5 $0.00 0 $209,433.82 4 $203,839.38 4 Function Description 1332 BUSINESS ED EXPL 1333 BUSINESS ED-SKILL TR 1341 HEALTH COOP 1351 TRADE \u0026amp; IND-COOP 1352 TRADE \u0026amp; IND-EXPL 1353 TRADE \u0026amp; IND-SKILL TR 1354 YOUTH APPRENTICESHIP 1360 HOME ECONOMICS 1362 CONS/HMKG 1371 CAREER ORIENTATION 1392 COORD CAREER-COOP 1410 ADULT BASIC EDUCATION 1420 ADULT GENERAL EDUCATION co 1430 ADULT VOCATIONAL PROGRAM 1440 SPECIAL PROJECTS 1445 WORKPLACE LITERACY 1490 OTHER ADULT EDUCATION 1550 EARLY CHILDHOOD EDUCATION 1560 READING 1570 MATHEMATICS 1580 ACADEMIC PROGRESS GRANTS 1595 COMPENSATORY EDUCATION 1910 GIFTED AND TALENTED 2111 SERVICE AREA DIRECTION 2112 ATTENDANCE SERVICE 2113 SOCIAL WORK SERVICES 2114 PUPIL ACCOUNTING SERVICES 2120 GUIDANCE SERVICES 2121 SERVICE AREA DIRECTION 2122 COUNSELING SERVICES 2134 NURSING SERVICES 2142 PSYCHOLOGICAL TESTING SER urn.E ROCK SCHOOL DISTRICT FUNCTION SUMMARY Actual Budget 1992/93 1993/94 $567,909.51 $647,155.07 $1,029,262.40 $1,001,393.89 $71,936.86 $30,058.48 $195,305.05 $202,903.96 $582,238.42 $552,265.88 $992,355.65 $919,838.00 $23,257.92 $115,764.01 $3,035.70 $0.00 $614,847.68 $727,503.40 $256, 111.14 $247,878.64 $205,769.71 $213,754.13 $437,414.74 $424,133.49 $331,299.86 $326,524.45 $0.00 $1,888.48 $0.00 $953.04 $16,895.83 $0.00 $13,933.79 $0.00 $220,694.23 $241,274.50 $27,887.91 $26,670.67 $8,814.04 $9,807.48 $233,266.90 $352,294.55 $869,433.11 $1,096,530.84 $813,857.18 $1,108,379.67 ($16.00) $4,758.48 $0.00 $0.00 $0.00 $121,287.10 $16,809.66 $119,044.71 $2,542,749.16 $2,798,345.63 $2,684.06 $8,563.51 $66,678.53 $38,551.19 $811,380.61 $765,214.52 $181,256.55 $195,928.86 Budget FTE 1994/95 1994/95 $565,530.39 14 $994,887.88 22 $48,226.13 1 $162,269.05 3 $592,290.09 13 $928,161.33 19 $2,600.00 2 $0.00 0 $722,980. 79 18 $251,165.13 6 $216,729.09 4 $438,888.00 13 $359,004.99 11 $0.00 0 $0.00 0 $0.00 0 $0.00 0 $272,927.30 23 $29,135.65 0 $116,508.30 5 $320,000.00 0 $914,257.86 13 $1,327,240.17 33 $0.00 0 $25,115.41 1 $23,774.09 2 $103,381.36 4 $3,015,075.14 74 $9,159.78 0 $39,459.11 0 $733,994.05 28 $155,925.07 4 Function Description 2211 SERVICE AREA DIRECTION 2212 INSTRUCTION AND CURR DEV 2213 INSTRUCTIONAL STAFF TRAIN 2215 INST STAFF TRAINING - TES 2216 INST STAFF TRAINING - PET 2217 CLASSROOM MANAGEMENT 2219 OTHER IMPROVEMENT OF INST 2222 SCHOOL LIBRARY SERVICES 2223 AUDIOVISUAL SERVICES 2229 OTHER EDUCATIONAL MEDIAS 2310 BOARD OF EDUCATION SERVIC 2314 ELECTION SERVICES 2315 LEGAL SERVICES 2317 AUDIT SERVICES 2319 OTHER BOARD OF EDUCATION 2321 OFFICE OF THE SUPERINTEND 2326 DESEGREGATION 2410 OFFICE OF THE PRINCIPAL 2490 OTHER SUPPORT SERVICES 2510 DIRECTION OF BUSINESS SUP 2521 SERVICE AREA DIRECTION 2525 FINANCIAL ACCOUNTING SERV 2529 OTHER FISCAL ACCOUNTING S 2539 OTHER FACILmES ACQ \u0026amp; CO 2541 SERVICE AREA DIRECTION 2542 UPKEEP OF BUILDINGS 2543 UPKEEP OF GROUNDS 2544 UPKEEP OF EQUIPMENT 2545 VEHICLE MAINTENANCE 2546 SECURITY SERVICES 2548 ASBESTOS PROGRAM 2551 SERVICE AREA DIRECTION LITTl..E ROCK SCHOOL DISTRICT FUNCTION SUMMARY Actual Budget 1992193 1993/94 $808,955.03 $830,928.73 $2,579,824.46 $2,044,017.31 $0.00 $10,713.11 $0.00 $16,070.13 $0.00 $32,139.33 $756.00 $10,713.11 $183,997.25 $117,430.21 $2,615,589.49 $2,348,444. 72 $34,043.16 $31,927.05 $76,000.00 $86,000.00 $0.00 $0.00 $38.25 $20,000.00 $467,398.72 $350,000.00 $38,242.50 $35,000.00 $279,740.50 $305,851.08 $232,171.98 $200,221.49 $429,738.70 $433,102.41 $6,093,823.40 $6,176,083.63 $21,541.79 $9,120.69 $63,697.30 $87,000.00 $0.00 $0.00 $398,488.44 $375,521.82 $3,360.50 $0.00 $208,269.23 $239,986.48 $275,n6.67 $222,728.53 $8,176,780.17 $9,328,862.83 $11,749.67 $12,831.91 $16,043.09 $17,500.00 $56,031 .80 $57,206.94 $2,957.29 $0.00 $79,391.19 $68,903.30 $7,031.70 $19,790.05 Budget FTE 1994/95 1994/95 $510,398.58 10 $2,418,740.38 52 $0.00 0 $0.00 0 $0.00 0 $0.00 0 $162,670.14 7 $2,388,611 .23 70 $34,408.42 2 $76,000.00 0 $445,000.00 0 $30,000.00 0 $1,560,000.00 0 $42,000.00 0 $48,000.00 0 $507,292.06 8 $506,601.32 14 $6,261,359.45 176 $9,121 .00 0 $32,000.00 0 $68,805.16 1 $352,300.26 11 $0.00 0 $285,928.18 6 $239,969.89 9 $9,109,227.13 246 $14,500.00 0 $14,000.00 0 $80,000.00 0 $0.00 0 $70,335.08 2 $17,600.00 0 ...... 0 Function 2552 2553 2554 2572 2573 2574 2585 2587 2589 2590 2610 2623 2632 2642 2649 2664 3100 3500 3800 3900 3909 3911 4900 5100 6000 Description VEHICLE OPERATION MONITORING VEHICLE SERVICING PURCHASING SERVICES WAREHOUSING \u0026amp; DISTRIBUTIN PRINTING, PUB, \u0026amp; DUPLICAT SAFETY-DRUG TESTING SAFETY \u0026amp; SECURITY RISK MANAGEMENT OTHER SUPPORT SERVICES-BU DIR OF CENTRAL SUPPORT SE EVALUATION SERVICES INTERNAL INFORMATION SERV RECRUITMENT \u0026amp; PLACEMENTS OTHER STAFF SERVICES OPERATIONS DIRECTION OF COMMUNITY SE CUSTODY \u0026amp; CARE OF CHILD INSTRUCTIONAL PROGRAMS OTHER COMMUNITY SERVICES DRUG ABUSE PREVENTION FAMILY LIFE EDUCATION NF OTHER NON-PROGRAMMED CHAR BONDED INDEBTEDNESS PROVISION FOR CONTJNGENCI LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK SCHOOL DISTRICT FUNCTION SUMMARY Actual Budget 1992/93 1993/94 $3,443,249.84 $3,445,367.55 $327,629.42 $319,159.16 $2,731,640.87 $1,920,281.72 $897,242.75 $1,041,357.74 $47,038.80 $54,936.16 $106,264.92 $125,403.74 $11,897.80 $14,937.36 $804,094.93 $854,143.84 $1,063,284.28 $450,000.00 $89,803.91 $169,500.00 $149,406.41 $174,848.03 $437,888.51 $562,905.71 $154,437.80 $222,767.29 $305,827.59 $418,997.31 $88,999.58 $0.00 $1,359,339.16 $1,687,419.74 $95,000.00 $170,112.24 $0.00 $87,TTO.OO $229,653.19 $249,440.00 $0.00 $0.00 $100,046.80 $0.00 $0.00 $530,400.00 $3,586,103.53 $3,915,500.00 $9,554,534.76 $8,870,123.40 $0.00 $1,000,000.00 $111,455,203.65 $116,980,371.53 Budget FTE 1994/95 1994/95 $3,804,404.87 335 $318,433.25 11 $1,944,818.80 11 $1,541,798.43 15 $15,750.00 1 $102,000.00 0 $14,937.36 0 $819,658.99 40 $450,000.00 0 $144,338.91 0 $285,295.58 3 $426,918.80 12 $170,286.74 4 $341,547.93 13 $104,148.49 2 $1,600,699.76 14 $170,000.00 0 $0.00 0 $331,178.89 10 $100.00 0 $29,512.50 2 $0.00 0 $3,954,000.00 0 $8,533,631.00 0 $1,000,000.00 0 $115,555,592.70 2891 Oper Unit 0001 0002 0004 0007 0008 0009 0010 0011 0012 0013 0014 0015 0016 0017 0018 0019 0020 0022 0023 0024 0025 0026 0028 0029 0030 0031 0032 0033 0034 0035 0036 0037 0038 0039 0040 0041 0042 0044 0045 0046 0047 0048 0049 LITTLE ROCK SCHOOL DISTRICT OPERATIONAL UNIT SUMMARY Actual Budget Budget 1992/93 1993/94 1994/95 ,,. $5,150,156.38 $5,482,019.57 $5,433,920.98 $3,463,516.16 $3,531,245.81 $3,434,332.26 $1,634,746.23 $1,841,626.46 $1,730,808.54 $2,233,736.11 $2,506,231.99 $2,488,729.18 $2,953,828.81 $3,160,324.07 $3,194,255.44 $2,365,925.57 $2,635,027.70 $2,605,803.15 $2,484,029.31 $2,606,779.41 $2,572,801.15 $2,299,448.03 $2,359,534.68 $2,204,249.19 $3,631,285.93 $3,617,138.43 $3,743,294.18 $2,836,387.32 $3,284,532.48 $3,177,483.20 $390,402.10 $519,004.74 $443,791.53 $2,162,862.55 $2,292,761.64 $2,539,284.60 $2,047,442.02 $2,340,123.21 $2,198,472.77 $1,040,097.06 $1,158,843.33 $1,115,402.97 $1,009,510.96 $1,090,136.40 $1,164,490.16 $724,769.38 $737,551.85 $732,700.14 $1,291,407.88 $1,314,256.17 $1,461,656.99 $915,687.59 $1,031,401.85 $999,076.00 $873,357.37 $918,162.06 $981,150.48 $1,009,041.26 $1,034,064.02 $1,157,417.51 $1,733,066.85 $1,636,195.14 $1,330,611.42 $1,384,930.53 $1,444,866.58 $1,003,930.66 $1,532,460.98 $1,617,845.51 $1,665,534.01 $870,983.22 $894,632.77 $952,499.14 $1,340,589.71 $1,360,887.52 $1,458,323.39 $919,636.35 $1,091,282.29 $1,066,273.44 $872,462.96 $880,215.87 $847,156.07 $1,051,067.36 $1,044,336.95 $1,074,349.95 $1,319,496.71 $1,370,625.10 $1,042,967.71 $25,501.31 $1,658,864.16 $1,606,689.05 $1,758,362.40 $1,877,365.19 $1,449,830.28 $755,680.79 $784,275.30 $872,981.16 $969,181.35 $1,049,040.22 $1,134,832.00 $1,238,081.45 $1,278,754.99 $967,725.51 $1,147,564.73 $1,329,911.36 $1,346,683.32 $1,255,977.41 $1,318,562.68 $0.00 $2,242,772.97 $2,369,300.33 $2,333,124.94 $1,196,557.69 $1,200,696.51 $1,307,222.75 $669,017.57 $687,642.24 $813,613.54 $1,127,149.24 $1,149,041.07 $1,347,617.81 $1,175,147.95 $1,201,978.91 $1,419,632.27 $1,317,057.53 $1,392,965.59 $1,584,299.53 $1,021,284.19 $80,007.50 $351,715.90 11 Oper Unit 0050 0051 0052 0053 0054 0055 0056 0058 0059 0060 0061 0062 0063 0064 0065 0066 0067 0069 0070 0071 0072 0073 0074 0075 0076 0078 0079 0080 0081 0082 0083 0084 0085 0087 0088 0089 0090 0091 0092 0094 0095 0096 0097 LITTLE ROCK SCHOOL DISTRICT OPERATIONAL UNIT SUMMARY Actual Budget Budget 1992/93 1993/94 1994/95 $879,354.11 $911,092.87 $916,996.n $1,041,513.36 $1,101,790.19 $1,187,895.46 $1,136,159.29 $1,195,073.02 $1,326,128.80 $58,815.19 $90,288.93 $72,553.10 $96,712.67 $112,485.23 $111,143.88 $450,398.58 $268,168.28 $245,354.02 $24,749.60 $19,800.57 $21,090.97 $24,292.35 $2,100.00 $31,700.00 $386,996.18 $465,627.29 $287,254.n $61,057.61 $60,126.80 $64,013.82 $39,106.96 $45,285.50 $34,198.55 $TT,712.18 $43,402.20 $51,761.73 $171,149.13 $193,402.83 $181,190.85 $440,306.38 $442,237.54 $517,294.39 $145,891.45 $398,107.64 $158,556.63 $52,TT0.68 $110,906.89 $35,718.80 $199,493.39 $160,686.51 $238,764.29 $110,425.86 $120,678.75 $131,403.96 $232,171.98 $200,221.49 $246,815.56 $437,872.51 $572,731 .14 $431,985.76 $154,437.80 $222,767.29 $170,286.74 $183,997.25 $117,430.21 $162,670.14 $76,000.00 $94,000.00 $84,000.00 $4,550,919.06 $4,820,851.08 $6,315,551.89 $242,142.38 $272,986.10 $321,714.66 $372.15 $0.00 $0.00 $45,135.26 ($980,358.15) ($150,000.00) $9,TT1 ,389.93 $10,717,707.25 $10,326,926.58 $1,652,592.95 $1,853,532.51 $1,994,247.93 $1,359,339.16 $1,687,419.74 $1,600,699.76 $6,551,836.63 $5,762,498.47 $6,133,556.92 $398,488.44 $375,521.82 $421 , 105.42 $1 ,1 71,153.38 $2,374,035.90 $2,833,130.71 $360,339.74 $427,466.03 $343,194.82 $3,152,041.47 $3,305,433.88 $3,449,257.04 $605,504.30 $550,263.48 $3,900.00 $304,720.63 $301,979.43 $306,727.67 $104,170.93 $198,980.46 $432,824.50 $196,060.05 $173,880.33 $246,441.66 $88,999.58 $0.00 $104,148.49 $184,068.50 $225,823.96 $219,797.75 $9.70 $0.00 $0.00 $2,230,622.89 $2,193,870.90 $2,342,456.51 12 Oper Unit 0098 0099 0101 0119 0120 0121 0122 0125 0127 0128 0129 0130 0131 0132 0134 0135 0136 0203 0714 RIF ERET TOTALS LITTLE ROCK SCHOOL DISTRICT OPERATIONAL UNIT SUMMARY Actual Budget Budget 1992/93 1993/94 1994/95 $530,400.00 $530,400.00 $430,400.00 $1,456,369.14 $805,948.04 $884,976.01 $6,383.98 $0.00 $0.00 $0.00 $11,300.00 $0.00 $118,446.65 $93,249.42 $157,060.95 $93,439.06 $94,381.61 $98,395.25 $8,228.49 $8,400.00 $10,200.00 $95,000.00 $170,112.24 $170,000.00 $1,066,644.78 $450,000.00 $450,000.00 $18,395.41 $30,241.82 $27,929.71 $213,982.06 $228,105.78 $264,499.66 $69,413.47 $73,172.82 $182,851.96 $65,396.84 $76,900.72 $85,146.96 $7,452.36 $169,540.09 $106,270.98 $13,146.26 $0.00 $0.00 $0.00 $49,085.52 $1,700.00 $0.00 $45,670.00 $70,400.00 $0.00 $0.00 $37,811.65 $799,544.24 $753,499.46 $797,892.99 ($1,622,363.00) ($908,TT6.00) $111 .455,203.65 $11 6,980,371.53 $115,555,592.70 13 1. 2. 3. 4. Exhibit 2 BUDGET REVISIONS SINCE MAY 18, 1994 SUBMISSION Early Retirement Incentive Programs The May 18, 1994, Court submission included a savings of $750,000 based on seventy-seven (77) employees identified at that time. As of June 17, 1994, at 4:30 p.m., one-hundred forty-four (144) employees are participating, resulting in a net savings of $908,776.00. The Draft 3 Budget has been adjusted to reflect the additional $158,776.00 savings. Use of Substitutes The Board of Directors has directed the administration to address the issue of increased substitute usage and employee absenteeism. The Draft 3 Budget has been reduced $300,000 to apply toward this effort. Incentive School Double Funding Recent re-examination of projected enrollments at the incentive schools indicates that a downward revision is necessary in the double funding component Accordingly, the Draft 3 Budget has been reduced $2,000,000. Outsourcing of TranS,Portation The District is continuing its efforts regarding this budget balancing measure. The Board of Directors has indicated that a decision will be made at the June 23, 1994, Board meeting. This strategy is still hoped to produce a savings, but no reduction is included in the Draft 3 Budget 14 Exhibit 3 STATUS OF BUDGET-BALANCING MEASURES l. Workers' Compensation Insurance Promm 2. 3. Language included in the March, 1989, Pulaski County School Desegregation Case Settlement Agreement raises some issues concerning the State's obligation in this matter. LRSD intends to litigate the issue if necessary. Successful litigation will result in reductions of projected expenditures for future years. Settlement Loan Proceeds Based on recent suggestions by the Board of Directors and a re-examination of projected enrollment, this non-recurring revenue line item has been reduced by $2,000,000 in the Draft 3 Budget Salaty Freeze See Exhibit 4 - Negotiations. 4. Early Retirement Incentive Programs The early retirement incentive programs produced a combined 144 participants from the following groups: teachers, administrators, clerical, nurses, aides, custodians, food service, and maintenance. The cost savings which have been projected come entirely from the teachers , administrators, clericaL and nurses groups. The other groups were offered the incentive primarily for reasons of equity and not for any projected cost savings. It is expected that those groups would produce no real savings or losses because of the salary structure for those positions and the relatively low wages paid to employees in those groups. There were 87 teachers who elected to participate at a projected first year savings of $812,885. There were also 18 administrators at a projected first year savings of $72,394. Nurses represent $19,676 and clerical employees represent $3,821. The total first year projected savings for the early retirement incentive programs is $908,776. 15 Status of Budget-Balancing Measures Page 2 The racial breakdown of the participants by group is shown below: Teachers: Black 20 White 66 Other 1 Administrators: Black 3 White 15 Clerical: Black 4 White 13 Nurses: White 3 Food service: Black 1 Maintenance: Black 1 White 2 Custodians: Black s White 2 Aides: Black 4 White 4 16 Exhibit 4 STATUS OF NEGOTIATIONS/REDUCTION IN FORCE NEGOTIATIONS: The negotiations teams for the District and the LRCTA began meeting twice a week since the first week of April to reach agreement on a successor teacher contract for the 1994-95 school year. While the parties have reached tentative agreements on several clean up proposals, no agreements have been reached on any substantive issues. Most of the proposals which remain on the table are economic proposals or are proposals on which the parties are reluctant to move until some decisions can be made on economic issues. Some of the economic issues which remain are salaries (including possible salary freeze), fringe benefits, length of extended contracts, and teaching hours and load. On May 18, 1994, the teams agreed to seek the assistance of a mediator/fact finder in an effort to expedite the negotiations process and allow the teams to reach mutual agreement The process was defined in a memorandum of understanding which combined two of the steps in the current contract (mediation and fact-finding). On May 19, 1994, the parties jointly requested a panel of arbitrators who could serve the function of a mediator/fact finder from the Federal Mediation and Conciliation Service. The District received the list Friday, June 10, 1994, and on Monday, June 13, 1994, the LRCTA had not received their list and obtained a copy from the District On Tuesday, June 14, the District and the LRCTA selected a mediator/fact finder. The District and the LRCTA have notified the Federal Mediation and Conciliation of their choice and are currently trying to schedule a time for the mediator/fact finder to assist in negotiations. REDUCTION IN FORCE (RIF): The District mailed RIF letters to 80 teachers notifying them that their contracts would not be renewed for next year because of a reduction in the size of the teaching force. Although it is unlikely that the District can reduce its teaching staff by 80 positions, this level of notice should help ensure that the District is not overstaffed at the beginning of the 1994-95 school year. It is more realistic to think that as many as 60 to 65 teacher positions possibly can be reduced at the start of school next year. However, the additional 15 to 20 positions give the District a more prudent approach if the District's enrollment is smaller than anticipated next fall. Many of the teachers who have received RIF notices will be recalled because the early retirement incentive produced voluntary separations which match-up with certification areas of many RIF'ed teachers. Since the RIF notices had to be sent prior to the application deadline for the early retirement incentive, the District could not run the risk of rehiring 17 STATUS OF NEGOTIATIONS/REDUCTION IN FORCE Page 2 the RIF' ed teachers while uncertain of the fate of the early retirement incentive. Although the success of early retirement incentive will allow the recall of many of the teachers, it cannot be guaranteed that all of the RIF'ed teachers will be recalled. The administration is currently meeting individually with each of the District's principals and confirming student enrollment by grade level and course to determine exactly how many teachers will be needed. It is the District's intent to recall only those teachers who are actually needed to meet the staffing requirements. At the time that this is being prepared (June 17,1994), it would appear that at least 40 of the RIF'ed teachers will be recalled\nhowever, it is important to remember that the teachers who are recalled will be replacements for early retirement participants. Therefore, the replacement costs have already been figured into the savings on the early retirement incentive program and do not represent the cost normally associated with recalling a RIF'ed teacher or hiring a new teacher. 18 Exh i bit 5 NEW BUDGET-BALANCING MEASURES 1. \"Pooling Agreement\" LRSD's appeal regarding the pooling with PCSSD of Majority-TerMinority transfer payments could result in a reduction of expenditures of $160,000 for 1994-95 and a refund for 1993-94 of $167,113. 19 Exhibit 6 LITTLE ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 2) 06-20-94 NO MILLAGE NO CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-LOCAL SOURCES CURRENT TAXES 38,600,327 39,372,334 40,159,780 40,962,976 41,782,235 42,617,880 40% PULLBACK 21,420,949 22,020,949 22,360,949 22,708,949 23,063,949 23,438,949 DELINQUENT TAXES 4,802,692 4,826,705 4,850,839 4,875,093 4,899,469 4,923,966 EXCESS TREASURERS FEES 140,000 140,000 140,000 140,000 140,000 140,000 DEPOSITORY INTEREST 300,000 310,000 320,000 330,000 340,000 350,000 REVENUE IN LIEU OF TAXES 180,000 176,400 172,872 169,415 166,026 162,706 MISC. AND RENTS 345,892 352,810 359,866 367,063 374,405 381,893 INTEREST ON INVESTMENTS 322,232 328,6TT 335,250 341,955 348,794 355,TTO ATHLETIC RECEIPTS 87,005 90,000 90,000 90,000 90,000 90,000 TOTAL 66,199,097 67,617,874 68,789,556 69,985,451 71.204,878 72,461,164 REVENUE-COUNTY SOURCES COUNTY GENERAL 73,419 73,419 73,419 73,419 73,419 73,419 SEVERANCE TAX 18,000 18,000 18,000 18,000 18,000 18,000 TOTAL 91,419 91,419 91,419 91,419 91,419 91,419 REVENUE - STATE SOURCES MFPA 26,778,326 27,184,007 25,857,573 26,374,724 26,902,219 27,440,263 SETTLEMENT PROCEEDS 6,042,591 3,829,942 683,125 0 0 0 SETTLEMENT LOAN 1,000,000 2,000,000 3,000,000 2,000,000 0 0 APPORTIONMENT 0 0 0 0 0 0 VOCATIONAL 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 HANDICAPPED CHILDREN 1,344,499 1,452,059 1,568,224 1,693,682 1,829,176 1,975,510 EARLY CHILDHOOD 233,992 248,032 262,913 278,688 295,410 313,134 ORPHAN CHILDREN 3,540 3,540 3,540 3,540 3,540 3,540 TRANSPORTATION 3,700,000 3,811,000 3,925,330 4,043,090 4,164,383 4,289,314 COMPENSATORY EDUCATION 580,435 597,848 615,783 634,257 653,285 672,883 M TO M TRANSFERS 3,100,000 3,131,000 3,162,310 3,193,933 3,225,872 3,258,131 ADULT EDUCATION 792,081 800,002 808,002 816,082 824,243 832,485 TOTAL 44,775,464 44,257,429 41,086,800 40,237,996 39,098,127 39,985,261 REVENUE - OTHER SOURCES PUBLIC LAW 874 38,000 35,000 30,000 25,000 20,000 15,000 TRANSFER FROM OTHER FUNDS 500,000 525,000 551,250 578,813 607,753 638,141 TRANSFER FROM BOND ACCT 400,000 300,000 200,000 100,000 100,000 100,000 TOTAL 938,000 860,000 781,250 703,813 727,753 753,141 TOTAL REVENUE OPERATING 112,003,980 112,826,722 110,749,025 111,018,678 111,122,1n 113,290,984 20 LITTLE ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 2) 06-20-94 NO MILLAGE NO CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-FEDERAL GRANTS CHAPTER I 4,406,404 4,494,532 4,584,423 4,676,111 4,769,633 4,865,026 CHAPTER II 122,666 219,342 221,535 223,751 225,988 227,988 TITLE VI B 624,024 600,850 606,859 612,927 619,056 624,000 OTHER 1,400,000 1,428,000 1,456,560 1,485,691 1,515,405 1,545,713 TOTAL 6,553,094 6,742,724 6,869,377 6,998,480 7,130,082 7,262.,727 REVENUE-MAGNET SCHOOLS STATE/LOCAL 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL REVENUE 133,509,608 134,955,604 133,450,758 134,308,653 135,016,207 137,803,814 EXPENSES SALARIES 73,396,806 75,451,917 78,314,570 80,507,378 82,761,585 85,078,909 BENEFITS 10,475,737 10,528,116 10,580,756 10,633,660 10,686,828 10,740,262 SERVICES,SUPP,EQUIP 22,149,419 22,592,407 23,011,384 23,396,611 23,789,543 24,190,334 DEBT SERVICE 8,533,631 8,390,480 8,173,027 7,331,595 7,351,668 7,125,908 CONTINGENCY 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 TOTAL OPERATING EXPENSES 115,555,592 117,962,920 121,079,737 122,869,244 125,589,624 128,135,414 EXPENSES-FEDERAL GRANTS 6,547,138 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 EXPENSES-MAGNET SCHOOLS 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL EXPENSES 137,055,264 140,091,801 143,781,470 146,159,219 149,483,654 152,648,243 INCREASE (DECREASE) IN FUND BALANCE (3,545,656) (5,136,197) {10,330,711) {11 ,850,566) (14,467,447) (14,844,430) BEGINNING FUND BALANCE FEDERAL 79\n044 85,000 85,000 85,000 85,000 85,000 OPERATING 3,992,139 440,527 (4,695,670) (15,026,382) (26,876,948) (41,344,395) ENDING FUND BALANCE FEDERAL 85,000 85,000 85,000 85,000 85,000 85,000 OPERATING 440,527 (4,695,670) (15,026,382) (26,876,948) (41,344,395) (56,188,825) TOTAL 525,527 (4,610,670) (14,941,382) (26,791,948) (41,259,395) (56,103,825) 21 UTTI.E ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 2) 06-20-94 NO MILLS WITH CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-LOCAL SOURCES CURRENT TAXES 38,600,327 39,372,334 40,159,780 40,962,976 41,782,235 42,617,880 40% PULLBACK 21,420,949 22,020,949 22,360,949 22,708,949 23,063,949 23,438,949 DELINQUENT TAXES 4,802,692 4,826,705 4,850,839 4,875,093 4,899,469 4,923,966 EXCESS TREASURERS FEES 140,000 140,000 140,000 140,000 140,000 140,000 DEPOSITORY INTEREST 300,000 310,000 320,000 330,000 340,000 350,000 REVENUE IN LIEU OF TAXES 180,000 176,400 172,872 169,415 166,026 162,706 MISC. AND RENTS 345,892 352,810 359,866 367,063 374,405 381,893 INTEREST ON INVESTMENTS 322,232 328,6n 335,250 341,955 348,794 355,TTO ATHLETIC RECEIPTS 87,005 90,000 90,000 90,000 90,000 90,000 TOTAL 66,199,097 67,617,874 68,789,556 69,985,451 71,204,878 72,461,164 REVENUE - COUNTY SOURCES COUNTY GENERAL 73,419 73,419 73,419 73,419 73,419 73,419 SEVERANCE TAX 18,000 18,000 18,000 18,000 18,000 18,000 TOTAL 91 ,419 91 ,419 91,419 91,419 91,419 91,419 REVENUE - STA TE SOURCES MFPA 26,TT8,326 27,184,007 25,857,573 26,374,724 26,902,219 27,440,263 SETTLEMENT PROCEEDS 6,042,591 3,829,942 683,125 0 0 0 SETTLEMENT LOAN 1,000,000 2,000,000 3,000,000 2,000,000 0 0 APPORTIONMENT 0 0 0 0 0 0 VOCATIONAL 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 HANDICAPPED CHILDREN 1,344,499 1,452,059 1,568,224 1,693,682 1,829,176 1,975,510 EARLY CHILDHOOD 233,992 248,032 262,913 278,688 295,410 313,134 ORPHAN CHILDREN 3,540 3,540 3,540 3,540 3,540 3,540 TRANSPORTATION 3,700,000 3,811,000 3,925,330 4,043,090 4,164,383 4,289,314 COMPENSATORY EDUCATION 580,435 597,848 615,783 634,257 653,285 672,883 M TO M TRANSFERS 3,100,000 3,131,000 3,162,310 3,193,933 3,225,872 3,258,131 ADULT EDUCATION 792,081 800,002 808,002 816,082 824,243 832,485 TOTAL 44,nS,464 44,257,429 41,086,800 40,237,996 39,098,127 39,985,261 REVENUE - OTHER SOURCES PUBLIC LAW 874 38,000 35,000 30,000 25,000 20,000 15,000 TRANSFER FROM OTHER FUNDS 500,000 525,000 551,250 578,813 607,753 638,141 TRANSFER FROM BOND ACCT 400,000 300,000 200,000 100,000 100,000 100,000 TOTAL 938,000 860,000 781,250 703,813 727,753 753,141 TOTAL REVENUE OPERATING 112,003,980 112,826,722 110,749,025 111,018,678 111,122,1n 113,290,984 22 LfTTLE ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT2) 06-20-94 NO MILLS WITH CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-FEDERAL GRANTS CHAPTER I 4,406,404 4,494,532 4,584,423 4,676,111 4,769,633 4,865,026 CHAPTER II 122,666 219,342 221,535 223,751 225,988 227,988 TITLE VI B 624,024 600,850 606,859 612,927 619,056 624,000 OTHER 1,400,000 1,428,000 1,456,560 1,485,691 1,515,405 1,545,713 TOTAL 6,553,094 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 REVENUE-MAGNET SCHOOLS ST A TE/LOCAL 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL REVENUE 133,509,608 134,955,604 133,450,758 134,308,653 135,016,207 137,803,814 EXPENSES SALARIES 73,396,806 75,451,917 78,314,570 80,507,378 82,761,585 85,078,909 BENEFITS 10,475,737 10,528,116 10,580,756 10,633,660 10,686,828 10,740,262 SERVICES,SUPP,EQUIP 22,149,419 22,592,407 23,011,384 23,396,611 23,789,543 24,190,334 DEBT SERVICE 8,533,631 8,390,480 8,173,027 7,331,595 7,351,668 7,125,908 POSITION/PROGRAM CUTS (4,700,000) (10,400,000) (11,800,000) (14,500,000) (14,800,000) CONTINGENCY 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 TOTAL OPERATING EXPENSES 115,555,592 113,262,920 110,679,737 111,069,244 111,089,624 113,335,414 EXPENSES-FEDERAL GRANTS 6,547,138 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 EXPENSES-MAGNET SCHOOLS 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL EXPENSES 137,055,264 135,391,801 133,381,470 134,359,219 134,983,654 137,848,244 INCREASE (DECREASE) IN FUND BALANCE (3,545,656) (436,197) 69,288 (50,566) 32,553 (44,430) BEGINNING FUND BALANCE FEDERAL 79,044 85,000 85,000 85,000 85,000 85,000 OPERATING 3,992,139 440,527 4,330 73,618 23,052 55,605 ENDING FUND BALANCE FEDERAL 85,000 85,000 85,000 85,000 85,000 85,000 OPERATING 440,527 4,330 73,618 23,052 55,605 11,175 TOTAL 525,527 89,330 158,618 108,052 140,605 96,175 23 LITTLE ROCKSCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 2) 06-20-94 5 MILLS NO CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE - LOCAL SOURCES CURRENT TAXES 38,600,327 39,372,334 43,769,195 44,644,579 45,537,471 46,448,220 40% PULLBACK 21,420,949 24,820,949 24,945,054 25,069,TT9 25,1 95,128 25,321,104 DELINQUENT TAXES 4,802,692 4,826,705 4,850,839 4,875,093 4,899,469 4,923,966 EXCESS TREASURERS FEES 140,000 140,000 140,000 140,000 140,000 140,000 DEPOSITORY INTEREST 300,000 310,000 320,000 330,000 340,000 350,000 REVENUE IN LIEU OF TAXES 180,000 176,400 172,872 169,415 166,026 162,706 MISC. AND RENTS 345,892 352,810 359,866 367,063 374,405 381,893 INTEREST ON INVESTMENTS 322,232 328,677 335,250 341,955 348,794 355,TT0 ATHLETIC RECEIPTS 87,005 90,000 90,000 90,000 90,000 90,000 TOTAL 66,199,097 70,417,874 74,983,076 76,027,884 n,091,292 78,173,658 REVENUE - COUNTY SOURCES COUNTY GENERAL 73,419 73,419 73,419 73,419 73,419 73,419 SEVERANCE TAX 18,000 18,000 18,000 18,000 18,000 18,000 TOTAL 91,419 91,419 91,419 91,419 91,419 91,419 REVENUE - STATE SOURCES MFPA 26,778,326 27,184,007 25,857,573 26,374,724 26,902,219 27,440,263 SETTLEMENT PROCEEDS 6,042,591 3,829,942 683,125 0 0 0 SETTLEMENT LOAN 1,000,000 2,000,000 3,000,000 2,000,000 0 0 APPORTIONMENT 0 0 0 0 0 0 VOCATIONAL 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 HANDICAPPED CHILDREN 1,344,499 1,452,059 1,568,224 1,693,682 1,829,176 1,975,510 EARLY CHILDHOOD 233,992 248,032 262,913 278,688 295,410 313,134 ORPHAN CHILDREN 3,540 3,540 3,540 3,540 3,540 3,540 TRANSPORTATION 3,700,000 3,811,000 3,925,330 4,043,090 4,164,383 4,289,314 COMPENSATORY EDUCATION 580,435 597,848 615,783 634,257 653,285 672,883 M TO M TRANSFERS 3,100,000 3,131,000 3,162,310 3,193,933 3,225,872 3,258,131 ADULT EDUCATION 792,081 800,002 808,002 816,082 824,243 832,485 TOTAL 44,775,464 44,257,429 41,086,800 40,237,996 39,098,127 39,985,261 REVENUE - OTHER SOURCES PUBLIC LAW 874 38,000 35,000 30,000 25,000 20,000 15,000 TRANSFER FROM OTHER FUNDS 500,000 525,000 551 ,250 578,813 607,753 638,141 TRANSFER FROM BOND ACCT 400,000 300,000 200,000 100,000 100,000 100,000 TOTAL 938,000 860,000 781,250 703,813 727,753 753,141 TOTAL REVENUE OPERATING 112,003,980 115,626,722 116,942,545 117,061,112 117,008,591 119,003,479 24 llTT1.E ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 2) 06-20-94 5 MILLS NO CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-FEDERAL GRANTS CHAPTER I 4,406,404 4,494,532 4,584,423 4,676,111 4,769,633 4,865,026 CHAPTER II 122,666 219,342 221,535 223,751 225,988 227,988 TITLE VI B 624,024 600,850 606,859 612,927 619,056 624,000 OTHER 1,400,000 1,428,000 1,456,560 1,485,691 1,515,405 1,545,713 TOTAL 6,553,094 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 REVENUE-MAGNET SCHOOLS STATE/LOCAL 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL REVENUE 133,509,608 137,755,604 139,644,278 140,351,086 140,902,621 143,516,308 EXPENSES SALARIES 73,396,806 75,451,917 78,314,570 80,507,378 82,761,585 85,078,909 BENEFITS 10,475,737 10,528,116 10,580,756 10,633,660 10,686,828 10,740,262 SERVICES,SUPP,EQUIP 22,149,419 22,592,407 23,011,384 23,396,611 23,789,543 24,190,334 DEBT SERVICE 8,533,631 8,390,480 8,173,027 7,331,595 7,351,668 7,125,908 CONTINGENCY 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 TOTAL OPERATING EXPENSES 115,555,592 117,962,920 121,079,737 122,869,244 125,589,624 128,135,414 EXPENSES-FEDERAL GRANTS 6,547,138 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 EXPENSES-MAGNET SCHOOLS 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL EXPENSES 137,055,264 140,091,801 143,781,470 146,159,219 149,483,654 152,648,243 INCREASE (DECREASE) IN FUND BALANCE (3,545,656) (2,336,197} (4,137,192) (5,808,132) (8,581,033) (9,131,935) BEGINNING FUND BALANCE FEDERAL 79,044 85,000 85,000 85,000 85,000 85,000 OPERATING 3,992,139 440,527 (1,895,670) (6,032,862) (11,840,995) (20,422,028) ENDING FUND BALANCE FEDERAL 85,000 85,000 85,000 85,000 85,000 85,000 OPERATING 440,527 (1,895,670) (6,032,862) (11,840,995) (20,422,028) (29,553,963) TOTAL 525,527 (1,810,670) (5,947,862) (11,755,995) (20,337,028) (29,468,962) 25 LITTlE ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 2) 06-20-94 5 MILLS WITH CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-LOCAL SOURCES CURRENT TAXES 38,600,327 39,372,334 43,769,195 44,644,579 45,537,471 46,448,220 40% PULLBACK 21,420,949 24,820,949 24,945,054 25,069,779 25,195,128 25,321,104 DELINQUENT TAXES 4,802,692 4,826,705 4,850,839 4,875,093 4,899,469 4,923,966 EXCESS TREASURERS FEES 140,000 140,000 140,000 140,000 140,000 140,000 DEPOSITORY INTEREST 300,000 310,000 320,000 330,000 340,000 350,000 REVENUE IN LIEU OF TAXES 180,000 176,400 172,872 169,415 166,026 162,706 MISC. AND RENTS 345,892 352,810 359,866 367,063 374,405 381,893 INTEREST ON INVESTMENTS 322,232 328,677 335,250 341,955 348,794 355,770 ATHLETIC RECEIPTS 87,005 90,000 90,000 90,000 90,000 90,000 TOTAL 66,199,097 70,417,874 74,983,076 76,027,884 77,091,292 78,173,GSa REVENUE - COUNTY SOURCES COUNTY GENERAL 73,419 73,419 73,419 73,419 73,419 73,419 SEVERANCE TAX 18,000 18,000 18,000 18,000 18,000 18,000 TOTAL 91,419 91,419 91,419 91,419 91,419 91,419 REVENUE - STA TE SOURCES MFPA 26,778,326 27,184,007 25,857,573 26,374,724 26,902,219 27,440,263 SETTLEMENT PROCEEDS 6,042,591 3,829,942 683,125 0 0 0 SETTLEMENT LOAN 1,000,000 2,000,000 3,000,000 2,000,000 0 0 APPORTIONMENT 0 0 0 0 0 0 VOCATIONAL 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000 HANDICAPPED CHILDREN 1,344,499 1,452,059 1,568,224 1,693,682 1,829,176 1,975,510 EARLY CHILDHOOD 233,992 248,032 262,913 278,688 295,410 313,134 ORPHAN CHILDREN 3,540 3,540 3,540 3,540 3,540 3,540 TRANSPORTATION 3,700,000 3,811,000 3,925,330 4,043,090 4,164,383 4,289,314 COMPENSATORY EDUCATION 580,435 597,848 615,783 634,257 653,285 672,883 M TO M TRANSFERS 3,100,000 3,131,000 3,162,310 3,193,933 3,225,872 3,258,131 ADULT EDUCATION 792,081 800,002 808,002 816,082 824,243 832,485 TOTAL 44,775,464 44,257,429 41,086,800 40,237,996 39,098,127 39,985,261 REVENUE - OTHER SOURCES PUBLIC LAW 874 38,000 35,000 30,000 25,000 20,000 15,000 TRANSFER FROM OTHER FUNDS 500,000 525,000 551,250 578,813 607,753 638,141 TRANSFER FROM BOND ACCT 400,000 300,000 200,000 100,000 100,000 100,000 TOTAL 938,000 860,000 781,250 703,813 727,753 753,141 TOTAL REVENUE OPERATING 112,003,980 115,626,722 116,942,545 117,061,112 117,008,591 119,003,479 26 LfTTlE ROCK SCHOOL DISTRICT 1994-00 REVENUE AND EXPENDITURE PROJECTION (DRAFT 2) 06-20-94 5 MILLS WITH CUTS 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 REVENUE-FEDERAL GRANTS CHAPTER I 4,406,404 4,494,532 4,584,423 4,676,111 4,769,633 4,865,026 CHAPTER II 122,666 219,342 221,535 223,751 225,988 227,988 TITLE VI B 624,024 600,850 606,859 612,927 619,056 624,000 OTHER 1,400,000 1,428,000 1,456,560 1,485,691 1,515,405 1,545,713 TOTAL 6,553,094 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 REVENUE-MAGNET SCHOOLS ST A TE/LOCAL 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL REVENUE 133,509,608 137,755,604 139,644,278 140,351\n086 140,902,621 143,516,308 EXPENSES SALARIES 73,396,806 75,451,917 78,314,570 ' 80,507,378 82,761,585 85,078,909 BENEFITS 10,475,737 10,528,116 10,580,756 10,633,660 10,686,828 10,740,262 SERVICES,SUPP,EOUIP 22,149,419 22,592,407 23,011,384 23,396,611 23,789,543 24,190,334 DEBT SERVICE 8,533,631 8,390,480 8,173,027 7,331,595 7,351,668 7,125,908 POSITION/PROGRAM CUTS (2,000,000) (4,100,000) (5,800,000) (8,600,000) (9,100,000) CONTINGENCY 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 1,000,000 TOTAL OPERATING EXPENSES 115,555,592 115,962,920 116,979,737 117,069,244 116,989,624 119,035,413 EXPENSES-FEDERAL GRANTS 6,547,138 6,742,724 6,869,377 6,998,480 7,130,082 7,262,727 EXPENSES-MAGNET SCHOOLS 14,952,534 15,386,157 15,832,356 16,291,494 16,763,948 17,250,102 TOTAL EXPENSES 137,055,264 138,091,801 139,681\n470 140,359,219 140,883,654 143,548,243 INCREASE (DECREASE) IN FUND BALANCE (3,545,656) (336,197) (37,192) (8,132) 18,967 (31,935) BEGINNING FUND BALANCE FEDERAL 79,044 85,000 85,000 85,000 85,000 85,000 OPERATING 3,992,139 440,527 104,330 67,138 59,005 77,972 ENDING FUND BALANCE FEDERAL 85,000 85,000 85,000 85,000 85,000 85,000 OPERATING 440,527 104,330 67,138 59,005 77,972 46,038 TOTAL 525,527 189,330 152,138 144,005 162,972 131,038 27 Exhibit 7 BUSINESS CASES The following business cases are being withdrawn from consideration at this time: 1. 2. 3. 4. 5. 6. Description Teaching Assistants/Substitutes Franklin Incentive School Communications Technology Theme Rockefeller Incentive School Computer Science Theme Rightsell Incentive School Career Awareness and Mass Media Theme Garland Incentive School Multi-Media Technology and Educational Research Theme Garland Incentive School Multi-Media Technology Theme - Phase II New business cases are being submitted and attached as follows: 1. Staff Attorney 2. Director of Student Assignment and Desegregation 28 Original Court Submission Date May 18, 1994 April 15, 1994 April 15, 1994 April 15, 1994 April 15, 1994 April 15, 1994 BUSINESS CASE STAFF ATIORNEY FOR THE LITI'LE ROCK SCHOOL DISTRICT EXECUTIVE SUMMARY Throughout the stages of the District's desegregation litigation, the Little Rock School District has contracted out its legal services with local law firms. The Friday Firm currently represents the LRSD, and in July of 1993, the firm agreed to house one if its partners at the district However, the representative remains a member of the firm and must devote some of his time to his clients and their needs for timely legal counsel. Furthermore, the desegregation case has become increasingly complex and the district's continued financial problems have caused us to carefully scrutinize our budget In addition to the desegregation litigation, the Little Rock School District has experienced a surge in the number of lawsuits directed at the District for a variety of claims. Typically, these claims and lawsuits that are brought against the District are handled through the same firm that discharges matters related to the desegregation suit at additional cost to the District A staff attorney working directly with The Board and Superintendent would have the responsibility of sorting cases and putting in place a process that would allow the staff attorney to respond to legal issues at the district level where feasible, and have other more complex cases reviewed and reacted to by the firm that represents the district under normal circumstances in those matters. Therefore, it appears to be in the District's best interest to hire an attorney on staff to ensure that the district is working toward good faith compliance of its desegregation obligations and to effectively deal with legal issues that relate to the following: Collective Negotiations - Contracts review\nStudent discipline and suspensions\nFacilities studies\nSpecial Education litigation - and review of Legislation\nLegal implications related to federal and state funding\nAdvise the Board and Superintendent regarding pending legislation that impacts the district fiscally\nDevelop a mechanism to keep track of all the District's desegregation obligations in conjunction with the Associate Superintendent for Desegregation\n29 Business Case Staff Attorney Page 2 Discharge litigation issues related to suits brought against the District\nPrepare District officials for court appearances and proceedings and assist in the development of documents for court submission\nAssist the District in assessing evaluation criteria to measure its progress towards implementing the desegregation plan as well as identifying plan provisions that need modification\nAssess the District's compliance with employee obligations and litigation\nAdvise the District and prepare court documents to modify LRSD's desegregation obligations to further the goals of the plan\nAssist in the development of long-term strategies and procedures for the District to achieve unitary status from the court\nand Provide the District with monthly desegregation status reports. By hiring a staff attorney to deal with the District's desegregation obligations and other legal issues, the District would receive the direction and support it needs to work toward achieving unitary status. Although the budget will be increased by hiring an attorney on staff, providing him or her with clerical assistance, and purchasing needed equipment\nthese costs will be offset by savings the District will realize within the first year from the reduction in outside legal services. A. BACKGROUND Throughout the stages of the District's desegregation litigation, the LRSD has contracted its legal services with local law firms. The Friday Law Firm currently represents the District and in July of 1993, the Friday Firm committed to house one of its legal partners with the LRSD. Given the need to fulfill obligations to longtime clients of the firm, the partner is unable to spend all of his time at the District As the District reevaluates means to reduce its burgeoning budget deficit, the costs of litigating the District's desegregation plan and other legal issues becomes one of the primary targets. The District must find ways to provide quality, accessible education for all of its patrons in addition to finding non-intrusive ways to trim the District's budget 30 Business Case Staff Attorney Page 3 B. PROBLEM DEFINITION The District does not have the services of a full-time attorney dedicated to the District's desegregation and other school-related litigations that are inherent in an urban school district The LRSD needs to hire an attorney to ensure that the District is working toward good faith compliance with its desegregation obligations as well other local, state, and federal statues. C. ANALYSIS OF ALTERNATIVES 1. Continue to contract all legal services with the Friday Firm. 2. Hire an attorney to represent the District's desegregation interests and other legal issues. Some of the legal services would include the following: Develop a mechanism to keep track of all the District's desegregation obligations. Ensure that the District identifies and understands all legal directives. Assist the District in developing evaluation criteria to measure its progress towards implementing its desegregation commitments as well as identifying plan provisions that need modification. Assess the District's compliance with its desegregation obligations. Advise the District and prepare all court documents to modify the District's desegregation obligations to further the central goals of the plans. Assist in the development of long-term strategies and procedures for the District to achieve unitary status from the court. Provide the District with monthly desegregation status reports. 31 Business Case Staff Attorney Page 4 D. RECOMMENDATIONS Alternative two is recommended to hire a staff attorney to deal with the District's desegregation and other legal obligations. Timeline: 1. 2. 3. 4. 5. Present business case to the LRSD Board Advertise position Interview for position Board approval Staff attorney begins employment E. RESOURCE ANALYSES Personnel 5-26-94 5-30-94 - 6-10-94 6-15-94 - 6-17-94 6-27-94 TBA The District would add an attorney to its staff. The District would also provide the attorney with support staff which could be accomplished by hiring additional staff or through reorganization. Financial \u0026amp;penditures Estimated recurring costs of salary at $60,000 and benefits at $6,680. If additional staff support is needed, his or her salary is estimated at $20,000 with benefits at $2,575. Additionally, a one time expense for a computer, printer, and software at approximately $5,000 is needed. Total cost - $94,255. Revenue Source Funding for this position, staff support, and equipment would come from the money saved by reducing the number of hours the District contracts its legal services with the Firm providing legal services. 32 Business Case Staff Attorney Page 5 F. IMP ACT ANALYSIS Negative The budget will be impacted by a recurring staff position\nhowever, this budget increase will be completely offset by the savings the district will realize by reducing the number of hours it contracts outside legal services. Positives 1. The District will save money by reducing the number of hours it contracts its legal services. It is estimated that the District will reduce its legal fees regarding the desegregation case by fifty percent within the first year. 2. The District will have a full-time employee, who will be devoted to assisting the District _to move toward full compliance with its desegregation and other legal obligations associated with an urban school district. 1. The number and complexities of legal issues, (desegregation and non-desegregation) are likely to increase and without full time legal council, we will be unable to respond in a timely and efficient manner. The District must move quickly toward seeking unitary status from the court through compliance with our court approved plan. 2. The risk of implementing this recommendation is criticism for adding another staff position\nhowever, as stated before, the District will actually reduce its legal fees. 33 Little Rock School District Director of Student Assignment and Desegregation A Business Case Addition .ll_ Modification Deletion June, 1994 34 Little Rock School District Director of Student Assignment and Desegregation Business Case I 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. Toe 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 superoision 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. More efficient monitoring of progress of desegregation by the Associate Superintendent for Desegregation\n2. Greater focus and attention given to daily decisions relating to student assignment\n3. 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\n4. Quicker response to parent inquires\nand, 5. 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 35 I Director of Student Assignment and Desegregation Business Case 2 registration and assignments are strongly encouraged during the month of February, the process continues through August when it becomes oveiwhelming. Time for 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 bud.gel. The foil owing are milestones for implementing this position modification. Milestone Date Person I. Present Business Case to the Superintendent for aooroval 6/14/94 Mayo 2. Present Business Case to the Board of Directors for aooroval 6/14/94 Williams 3. Discuss this modification with all parties 6/16/94 Williams 4. Present Business Case to attorneys to submit plan modification 6/17/94 Mayo 5. Submit olan modification to the Court for aooroval 6/20/94 Attorneys 5\n Court aooroval .  . -  .. -- ~ - - 6/29/94 Williams 7. Advertise the oosition 7/1/94 Hurley 8. Interview 7/16/94 Mayo 9. Reoort for work 8/15/94 Appointee Timely consideration of this modification is respectfully requested. Russ Mayo Associate Superintendent for Desegregation June, 1994 6113194 DIRSAO.OOC 36 Director of Student Assignment and Desegregation Business Case 3 ! Background I 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 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. 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. I Problem Deflnltion 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 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. 37 611 J/9.4 DIRSAO.DOC I Director of Student Assignment and Desegregation Business Case 4 I 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 position and personnel costs. 2. Allow things to remain as they are. SAO and parents will continue to receive less than adequate attention. 3. 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 Associate Superintendent Organizational Chart Associate Superintendent Director of Director of student Assignment Transportation and Desegregation Student SAO Assignment Information Coordinator Coordinator (5) Student Assignment Assistants Figure I 38 Director of (2) Recruiters Programmer Community Development Coordinator (VIPS) I Director of Student Assignment and Desegregation Business Case s the Deputy Superintendent, Associate Superintendent for Desegregation, Director of Planning, Research, and Evaluation, and staff development personnel do most of the functions of the Desegregation Facilitator. Additional 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) Supervises and coordinates the day-to-day operation of the Student Assignment Office\nb) Keeps the Associate Superintendent informed and updated on progress made in perf onning responsibilities relating to student assignment and on any relevant information discovered in the performance of these duties\nc) Assists 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\nd) Assists with monitoring and evaluating the district's desegregation plan\ne) Assists in ensuring that desegregation assessments, studies, surveys, and evaluation results are used to improve the operations of the schools\n0 Identifies problems or practices that impede the implementation of quality desegregation in the student assignment process\ng) Provides immediate feedback on the day-to-day operations relating to student assignment\nh) Observes the progress of desegregation implementation by reading and writing performance reports relating to implementation\ni) Stays informed of current issues before the Board of Directors by attending Board Meetings\nj) Provides for the development, implementation, and evaluation of staff training for Student Assignment Office personnel\nk) Coordinates monitoring groups such as the Parent Council, Bi-Racial Committee, and others as assigned\nl) Focuses on all aspects of desegregation implementation inducting, but not limited to, achievement disparity, extracurricular activities, class assignments, guidance and counseling, staffing and staff interaction, student interaction, and parent involvement\nand, m) Performs other duties as assigned. 6/l:JJ9 DIRSAO DOC 39 Director of Student Assignment and Desegregation Business Case 6 j Recommendation I 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 current duties and include student assignment responsibilities. Th.is 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. j Objective 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. More efficient monitoring of progress of desegregation by the Associate Superintendent for Desegregation\n2. Greater focus and attention given to daily decisions relating to student assignment\n3. 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\n4. Quicker response to parent inquires\nand, 5. 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 district's desegregation obligations will be compromised. 40 oil 3194 DIRS.t.O.OOC I I Director of Student Assignment and Desegregation Business Case Positives 7 I. 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\n3. bring more focus and attention to daily decisions relating to student assignment\n4. provide 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\n5. allow quicker response to parent inquires\nand, 6. 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. Tuning 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 Personnel This is a position modification requiring no increase or decrease in the number of positions existing. 41 6113194 DIRS\u0026gt;.O.OOC I Director of Student Assignment and Desegregation Business Case 8 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 the currently used line item of the budget. ! 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. I General Information Plan The following are milestones for implementing this position modification. Milestone Date Person I. Present Business Case to the Suoerintendent for aooroval 6/14/94 Mayo 2. Present Business Case to the Board of Directors for aooroval 6/14/94 Williams 3. Discuss this modification with all oarties 6/16/94 Williams 4. Present Business Case to attorneys to submit plan modification 6/17/94 Mayo 5. Submit plan modification to the Court for aooroval 6/20/94 Attorneys 6. Court approval -..\n~ _. -- . :~~~-\n-::: -~~~- \n... -~- ----~  6/29/94 Williams\n... , ..... 7. Advertise the oosition 7/1/94 Hurley 8. Interview 7/ 16/94 Mayo 9. Report for work 8/15/94 Aooointee 42 I I\n.,, i3i'94 DIRSAO.OOC Little Rock School District Budgeting Management Timeline Update ID Name %Complete Scheduled Start 1 Prepare initial financial forecasts for coming year. 100% Dec 1 '93 2 Issue instructions for budget preparation at all levels. 100% Nov 30 '93 3 Develop budget preparation training material. 100% Nov 18 '93 4 Conduct budget preparation training sessions. 100% Dec 6 '93 5 Budget managers submit 94-95 budget requests. 100% Jan 14 '94 6 Begin budget development. 100% Jan 18 '94 7 Revise financial forecast for coming year 100% Mar 1 '94 8 Submit proposed budget to Board. 100% Mar 24 '94 Page 1 FY95 Scheduled Finish Feb 11 '94 Dec 3 '93 Nov 30 '93 Dec 17 '93 Feb 28 '94 Jan 18 '94 Apr 15 '94 Mar 24 '94 Resource Names Milhollen Milhollen Milhollen Milhollen Milhollen Milhollen Milhollen Milhollen 6/20/94 ,.,, \u0026gt;\u0026lt; :::r O~.' co Little Rock School District Budgeting Management Timeline Update ID Name %Comolete Scheduled Start Scheduled Finish Resource Names g Conduct Board work sessions on budget. 100% Mar28 '94 Apr 15 '94 Milhollen 10 Revise budgets, as needed. 75% Mar24 '94 Jul28'94 Milhollen 11 Secure seniority list. 100% Apr 1 '94 Apr 14 '94 Gadberry.Hurley 12 Identify elementary enrollment (tentative) for 1994-95 and 100% Apr 1 '94 Apr 19 '94 Gadberry.Hurley determine teachers needed. 13 Review master schedules. Note possible cuts based on 100% Apr 1 '94 Apr14 '94 Gadberry ,Hurley low classes. 14 Make detenninalion by subject area (secondary) of 100% Apr 1 '94 Apr19'94 Gadberry.Hurley possible reductions and elementary enrollment. 15 Verification of need, based on manpower report and by 100% Apr 1 '94 Apr 19 '94 Gadberry ,Hurley program (program managers and principals). 16 Check results of ID#'s 12-15 against known retirement, 100% Apr20 '94 Apr26 '94 Gadberry.Hurley resignations, and intern positions. Page 2 FY95 6/20/94 Little Rock School District Budgeting Management Timeline Update ID Name %Complete Scheduled Start Scheduled Finish Resource Names 17 Identify teachers for Reduction in Force (RIF), if needed. 100% Apr 20 '94 Apr 29 '94 Gadberry.Hurley 18 Board approval of RIF, if needed. 100% Apr 28 '94 Apr 28 '94 Gadberry,Hurley 19 Notify certified personnel of possible staff reduction. 100% Apr29'94 Apr 29 '94 Gadberry.Hurley 20 Prepare modified tentative budget. 100% Apr 25 '94 May 18 '94 Milhollen 21 Board of Directors work session on budget. 100% May 12 '94 May 12 '94 Milhollen,Board 22 Board approval of modified tentative budget. 100% May 2 '94 May 26 '94 Milhollen,Board,Willlams 23 Evaluate early retirement incentive numbers. 100% May 20 '94 May 22 '94 Gadberry.Hurley 24 Recall from RIF, if needed. 50% May 23 '94 Jul 1 '94 Gadberry.Hurley Page 3 FY95 6/20/94 Little Rock School District Budgeting Management Timeline Update ID Name o/oComolete Scheduled Start Scheduled Finish Resource Names 25 Review of Outsourcing 90% Feb 17 '94 Jun 23 '94 Williams,Milhollen ,Mayo 26 Notify classified personnel of staff reduction. 0% May 3 '94 Jun 24 '94 Gadberry.Hurley 27 Account reconciliation and Purchase Order (PO) cleanup. 10% Jun 15 '94 Jul 15'94 Milhollen 28 Receipt of state-generated revenure numbers (payroll 10% Jun 15'94 Jul 15'94 Milhollen liabilities, adjusted supplemental payroll, last payroll, Carl Perkins, M to M, JTPA, Voe Ed, Sp Ed, Chapters 1 and 2, Compensatory Education, MFPA, Transportation, ABC). 29 Prepare proposal to temporarily relocate Stephen's 100% Mar29 '94 Apr 28 '94 Wiiliams,Council students. 30 Evaluate final proposal to temporarily relocate Stephen's 100% Apr29 '94 May 18 '94 Willlams,Board students. 31 Submit to court (if approved by Board) proposal to 100% May6'94 May 20 '94 Willlams,Board temporarily relocate Stephen's students. 32 Court hearing on proposal to temporarily relocate Stephens 100% Jun 7 '94 Jun 7 '94 Williams Page4 FY95 6/20/94 .p. --..J ID 33 34 @ 36 37 36 39 40 Page 5 Little Rock School District Budgeting Management Timeline Update Name % Comolete Scheduled Start Prepare proposal for second school closing. 100% Apr 25 '94 Evaluate final proposal for second school closing. 99% Jun 1 '94 Submit to Court (if approved by Board) proposal for second 0% Jun 24 '94 school closing. Review philosophy and/or objectives for incentive schools' 100% Apr 25 '94 programs. Schedule and hold meetings for organizing the project. 100% Apr 26 '94 Establish framework for: instructional day\ncurriculum 100% Apr 26 '94 offerings\nservices and support programs\nmaterials/supplies/equipment\nstaffing needs and staff develoment needs. Relate program recommendations to program offerings in 100% May 17 '94 designated area and magnet schools. Develop business case for incentive schools' program 40% Apr 26 '94 modifications for submitting to Superintendent and Council. FY95 Scheduled Finish Resource Names Jun 1 '94 Williams,Council Jun 23 '94 Williams.Board Jun 24 '94 Williams,Board Apr 26 '94 Matthis,Curriculum Supervisors Apr 26 '94 Matthis.Curriculum Supervisors May 17'94 Matthls,Curriculum Supervisors May 31 '94 Matthis,Currlculum Supervisors Jan 31 '95 Matthis,Currlculum Supervisors 6/20/94 Little Roel\u0026lt; School District Budgeting Management Timeline Update ID Name %Complete Scheduled Start Scheduled Finish Resource Names 41 Observation of Great Expectations Schools 100% May31 '94 May 31 '94 Williams,lngram,Board Members.Principals/Teachers 42 Reviewed instructional delivery of Incentive Schools 100% Jun 1 '94 Jun 1 '94 Williams,Matthis,lngram Program 43 Submit to Board a proposal to pilot Great Expectations 100% Jun 14 '94 Jun 14 '94 Williams Schools (Mitchell and Rightsell) 44 Submit to Court (if approved by Board) incentive schools' 50% Jun 14 '94 Jul 5 '94 Williams.Board program modifications (i.e., Great Expectations pilot study, modification of foreign language and Academic Progress Incentive Grant. Technology withdrawn) 45 Request for Proposal (RFP) on outsourcing malled. 100% May 6 '94 May 6 '94 Mayo,Mont9omery 46 Pre-proposal conference on Outsourcing. 100% May 16'94 May 16 '94 Mayo.Montgomery 47 Proposals due on Outsourcing. 100% May 31 '94 May 31 '94 Mayo,Montgomery 48 Board of Directors' decision on Outsourcing. 75% Jun 9 '94 Jun 23 '94 Williams.Board Page 6 FY95 6/20/94 Little Rocle School District Budgeting Management Timeline Update ID Name % Comolete Scheduled Start Scheduled Finish Resource Names 49 Board of Directors' work session on budget 100% Jun 14 '94 Jun 14 '94 Milhollen 50 Court hearing on 1994-95 modified tentative budget. 0% Jun 28 '94 Jun 29 '94 Williams 51 Close-out of 1993-94 accounts: adjust physical inventory, 0% Jul1 '94 Jul20 '94 Milhollen (fiscal) federal grants, magnets, state grants, accruals 52 Compute ending fund balance. 0% Jul 21 '94 Jul 21 '94 Milhollen 53 Adminstrative review of budget. 0% Jul22'94 Jul28'94 Williams,Council 54 Submit to Board 1994-95 Budget. 0% Jul25'94 Jul 25 '94 Williams 55 Court hearing on 1994-95 proposed budgets of LRSD, 0% Jul27 '94 Jul29'94 Williams NLRSD, PCSSD. 56 Board review and adoption of 94-95 Budget. 0% Jul28'94 Jul28'94 Board Page 7 FY95 6/20/94 u, 0 ID 57 58 Page 8 Name Submit 94-95 Budget to Court/Parties. Submit 94-95 Budget to State. Little Rock School District Budgeting Management Timeline Update % Complete Scheduled Start Scheduled Finish Resource Names 0% Aug 1 '94 Aug 22 '94 Williams 0% Aug 22 '94 Aug 28 '94 Board,Mllhollen FY95 6/20/94 Exhibit 9 SPECIAL REPORT - JUNIOR HIGH CAPACITIES AND PROJECTIONS JUNE 1994 I. INTRODUCTION This Special Report amends the Special study of the Little Rock School District Junior High Capacities and Projections dated January 1993. The report is a compilation by a committee composed of members from the Little Rock School District, Pulaski County Special School District, and North Little Rock School District. Attached to this Special Report are annexes comprising an updated Little Rock School District Junior High Study, Pulaski County Special School District Junior High Study, and North Little Rock School District Junior High Study. The Committee consisted of members from the offices of Support Services and Desegregation Office, Pulaski County Special School District\nPlant Services, and Student Assignments, Little Rock School District\nand, Plant Services, Office of Desegregation, North Little Rock School District. The purpose of this Committee was to: 1) review the Special S~udy done by the Little Rock School District in January of 1993, and to provide input regarding the review of that Study\n2) examine the methods of calculation of capacities in their respective School Districts, along with conclusions and recommendations thereof\nand, 3) correlate the needs of the three (3) Districts with regard to capacity and student projections. The Committee discussed philosophy with regard to desegregation efforts, programmatic needs and M-to-M transfers, the intent and meaning of the May '92 Court Order, with respect to analysis of the Little Rock School District. Special reports were created by both Pulaski County and North Little Rock to outline the method used in calculating capacity and correlating capacity with projections, and their subsequent conclusions and recommendations as they pertain to their independent School Districts. Once these two ( 2) studies were completed, the Committee was able to tie together all of the projections and submit this Report. II. CAPACITY CALCULATION ANALYSIS An analysis was made of the capacity calculation methodology of all three ( 3) Districts. It was determined that the considerations in capacity and the general methodologies used were identical. There is, however, a slight difference in the calculation steps between Little Rock School District and Pulaski County, North Little Rock School District. The Little 1 51 Rock School District uses eighty percent (80%) of its adjusted capacity as its desired capacity, whereas Pulaski County and North Little Rock School Districts use eight-five percent (85%) of the adjusted capacity as desired capacity. There is no specific reason why different percentages are used. It is simply a matter of the School District's method in calculating its capacity. In comparing these two (2) methods, Little Rock School District's school capacity would approach one hundred percent ( 100%) faster than either Pulaski County or North Little Rock because they correlate to a lower capacity figure, i.e., eighty percent (80%). Whereas Pulaski County and North Little Rock, targeting eighty-five percent (85%), indicate that as they approach one hundred percent (100%) capacity, they are, in fact, much more crowded than Little Rock School District Schools. The eighty percent ( 80%) figure used by Little Rock leaves more room for incoming students under the M-to-M Transfer Program, or private school transfers. There is, of course, capacity in Pulaski County and North Little Rock for the same programs, however, the numbers of seats may differ because of the eighty-five percent (85%) desired capacity and the size of the schools. This difference in desired capacity must be taken into consideration when one views the projection trends of the three (3) Districts against their existing capacities. III. SPECIAL STUDY ANALYSIS The Committee analyzed many areas of the Little Rock School District Capacity Study, Pulaski County and North Little Rock Capacity Studies, and their subsequent impacts on each other, and relationship to M-to-M transfers and the desegregation plan. The following analysis of various subject areas is provided. A) Immediate and Long-Term Effects of Intra-District Transfers Upon Enrollment: Intra-district transfers within the Districts appear to be relatively stable. Students are assigned by attendance zone ( except Magnet Schools). Students desiring transfers to junior highs out of their attendance zone are handled on a case-by-case basis through the various offices of Student Assignments. In the past, junior highs have had sufficient capacity to meet the needs of the respective attendance zones\nhowever, this need must be taken into consideration with projected Mto- M transfer needs of all Districts in calculating new construction efforts. Since the projections of the junior highs include all LRSD, PCSSD, and NLRSD students, capacity exists overall. However, local problems persist as will be explained later. The 2 52 delineation of attendance zones to support the junior high schools appears to be in li~e with the capacity of the junior high schools, and except for minor localized problems caused by small shifts in population and the addition of academic requirements necessitating additional classrooms, the alignment of zones appears to compliment the location of the schools and subsequent capacities. There is no reason to believe that this general trend will change in the foreseeable future unless there are policy changes dealing with the assignment of students or a realignment of attendance zones. B) Immediate and Long-Term Effects of M-to-M Transfers, Both Out of and Into the District: The Majority-to-Minority Transfer Program is voluntary for all participating students. Because of this, it is extremely difficult to project how many students will participate in this program. The Districts agree that junior high projections will include students rolled over from the elementary schools . This has been calculated into the projection figures through the year 2000. The attractor for the M-to-M Program is the educational curriculum at any of the elementary, junior or senior high schools. Essentially, academic programs at the junior high schools throughout the three (3) Districts are basically identical and in conformance with State Academic Standards. There are no specific programs called for in the Desegregation Plan aimed specifically at attracting students at the junior high level. A chart indicating M-to-M transfers is attached as an enclosure. A survey of this chart indicates that the M-to-M Program is increasing at all levels of the School District. At the junior high level, between 1991 and 1994, we have seen an increase of 190 students transferring from the Little Rock School District to Pulaski County, North Little Rock, and an increase of 36 students transferring from Pulaski County, North Little Rock, to the Little Rock School District. Although these numbers appear small, it is felt by all three (3) districts that the success of the M-to-M Program at the junior high level rests largely, in part, with the District's ability to retain M-to-M elementary children who are recruited under the interdistrict, or magnet school, concept. If the trend continues, with the success of King Interdistrict and Crystal Hill Interdistrict and with the new 3 53 Clinton Elementary School, we could expect a rise in the M-to-M Program at the junior high level. C) . The Immediate and Long-Term Effects of Programmatic Changes on Capacity: D) The state-derived academic curriculum offered the children of Pulaski County at the 7th, 8th, and 9th grades, in all three (3) Districts, is quite similar. There may be new programmatic needs on the horizon, as we move toward equipping students to be successful in the 21st century. Such initiatives should not have a monumental effect on any district's capacity. Major instructional emphasis will be on improving the quality and delivery of instruction. The addition of the 7th period at Mabelvale Junior High School in School Year '93-'94 was compensated by the addition of portables to meet their academic needs. The reduction in class sizes for resource or specialpurpose classes will, of course, have an effect on the capacities in all the Districts. These are not significantly important to justify major construction efforts, but rather the addition, or additions, of permanent structures and/or portables in localized situations to meet these needs. Districts' Obligation to Recruit White Private School Students: With regard to the Little Rock School District, a continued effort is being made to recruit Little Rock area private school students to the public school system. The methodology of utilizing eighty percent (80%) of adjusted capacity as your desired capacity allows for any increase in the Little Rock School District junior highs and for a similar increase, although in smaller numbers in both Pulaski County and North Little Rock. The concept that private schools provide an educational need to the community which will remain constant in the future indicates that success in recruiting private school students is not a predictable matter. Small successes have been achieved, and these students have been adequately incorporated into the public school system. There are no projected quotas, nor goals established for recruiting junior high students. The ongoing effort will continue and the students will be incorporated into the public school system in space that is currently available. 4 54 E) Lack of Non-Magnet Junior High in East Little Rock: Between the 1980 and 1990 census in Pulaski County, there was a slight increase in population of approximately 2.6%. This population increase was predominantly in west Little Rock, western North Little Rock and the adjacent Pulaski County area. Little Rock appeared to have lost population primarily in the east, central, and southwest sections of the city. At present, within Little Rock, there is sufficient capacity in the eight (8) junior high schools to house all of their students at least through the year 2001. The area east of I-30 is the attendance zones of Dunbar Junior High School, Pulaski Heights Junior High School, and Cloverdale Junior High School. Also in this area is Mann Magnet Junior High School. For at least the last two ( 2) school years, all junior high students desiring to attend Dunbar have been permitted to do so. With the general trend of a decrease in population in eastern Little Rock, the construction or addition to junior highs in this area does not seem justified. Schools follow populations. They rarely lead populations into an area. As the population shifts in the three ( 3) School Districts accommodating these -'shifts in population may be accomplished by a number of different methods: One, of course, is the construction of new junior highs\nsecondly, the addition to existing junior highs on a localized basis\nor three, the realignment of attendance zones to keep junior highs close to existing capacity without construction\nand, four, realigning grades between school levels. The Little Rock School District has made major additions to both Forest Heights Junior High and Cloverdale Junior High, and is desirous of additions to Southwest and Mabelvale Junior High. These are needed because -of: ( 1) the shifting population\n(2) the age of the buildings\nand, (3) changes in the academic program over the years which have necessitated more specialized classrooms. Preliminary figures indicate that in the area of eastern Little Rock (east of I-30) there are only between 350 and 400 junior high students in this area. This, in and of itself, is not a sufficient number to warrant the construction of a junior high school. In addition, rezoning in this area for a new junior high school would most assuredly impact the racial balances of Dunbar, Pulaski Heights and Cloverdale Junior High Schools. Given that students from this area not assigned to 5 55 F) the Dunbar attendance zone are assigned for racial balances purposes, and given that the present situation, district-wide, is that we are only at 95% of capacity, and will remain at or below that figure for at least the next seven ( 7) years. Consideration for a new junior high school in eastern Little Rock is not warranted at this time. Equitable Distribution of Bussing: The question of bussing was examined in light of the percentages of children being bused by race against the overall racial composition at the junior high level. In School Year '93-' 94, the Little Rock School District was essentially thirty percent (30%) white and sixty-nine percent (69%) black at the junior high level. When one examines a random sample of a hundred students being bused within the Little Rock School District, it is found that the racial balance very closely approximates the general racial balance of the junior high schools. For instance, in School Year '93-'94, of the junior high students bused within their attendance zones, seventy-fpur percent (74%) were black and twenty-six percent (26%) were white. Of the numbers of junior high students bus'ed outside of their attendance zones, seventy-seven percent (77%) of the students were black and twenty-three percent (23%) of the students were white. This marks a noted increase over School Year '92-' 93. The figures indicate that the burden of bussing appears to approximate the racial balance of the schools for children being bussed within their attendance zones. For children being bussed outside their attendance zones, the percentage of children has increased over School Year '92-' 93 figures. This disparity is most likely attributed to the decrease in the number of white students from School Year '92-'93 to '93-'94. The definition of disparity in bussing is not clearly defined. However, one should be able to approximate that the number of children being bussed, both within and outside their attendance zones, should approximate the overall percentage of children of that race in the School District. This is based on the premises that the designation of attendance zones was primarily to racially balance the schools. In the case of children being bussed out of the attendance zones, we have an eight percent ( 8%) difference of the number of black children attending by race, as compared to the number of black children being bussed out of their 6 56 G) zone. This is due ( 1) to shifting populations within the School District\nand, . (2) a disproportionate decrease in the number of junior high school students. In 1992-1993, approximately fifty percent (50%) of the Little Rock junior high school students attending junior highs within Little Rock were bused. In 1993 - 1994, the percentage was fifty-five percent ( 55%). This indicates that transportation to the schools, other than bussing, is within the reach of the students and could lead you to believe that the location of the junior highs is adequate to meet the current population and expected growth trends. However, this is only a snapshot in time. Periodically, growth trends must be examined, and population cluster transfers must be looked at to see if the population is moving toward or away from existing junior high schools. Within Pulaski County, this problem is far greater. Seven ( 7) junior high schools servicing over 740 square miles mean a far greater transportation problem and a closer scrutiny of new construction to meet the needs of the moving population. The Need for Community Input: The Committee generally felt that at this planning stage, community input was not necessarily required. However, input from the Joshua Intervenors was requested. As the Districts identify problems and formulate solutions which could result in changes in transportation methodology or the addition to, or construction of, new junior high schools, community input will be aggressively sought. The philosophy of securing the community support for a school is evident in the thinking of all three (3) Districts. IV. SUMMARY AND CONCLUSIONS A) Studv of the Capacities / Analyzation: The study of the capacities and the analyzation of projections must be done independently in each of the three (3) school districts. The desegregation plan is a voluntary plan. The M-to-M Program, which is a principal component of this plan, allows the inter-district transfer of students at all grade levels and is the only method by which children from one district could go to another district and take advantage of any excess in capacity. When one studie$ the capacities of the school districts by incorporating existing M-to-M 7 57 students by projecting a roll-over from the elementary ~o the junior high schools, you can be relatively accurate that you have incorporated the general trend of transfer students between districts and have, subsequently, included that trend in your capacities and projections. There is no method by which excess capacity in the school district can be advantageous to surrounding school districts unless a forced trans fer situation was allowed to prevail. Subsequently, the recommendations made in the attached annexes are made on a district-by-district basis to solve their localized problems. B) Little Rock School District: The analysis and conclusions as identified in Annex \"A\" Pages Five (5) and Six (6) remain constant for the Little Rock School District. It is expected that the junior high capacity will peak in School Year '94-'95, and then begin a steady decline over the next six (6) school years. The localized problems at Mabelvale Junior High School and Southwest Junior High School, however, will persist. Adding classrooms to Mabelvale Junior High and to Southwest to replace portable classrooms, and support academic programs, will provide adequate space in Southwest Little Rock. The addition of the 7th period at Mabelvale Junior High School in School Year '93- '94, and the changes in academic programs for both these two (2) schools necessitates the additions of classrooms in the near future. C) Pulaski County Special School District: The analysis on Page Four (4) of Annex \"B\" supports the need in Pulaski County for construction in the northwest quadrant of the county to support population growth and anticipated attendance due to the success of the Crystal Hill Elementary School. The long-range forecast of Pulaski County Special School District indicates a projected rise in student attendance from School Year '93-'94 to a high in School Year '98-'99. This, of course, will be tempered by the success of the new Clinton Elementary School. As is the case with Little Rock, Pulaski County has a localized problem in the northwest quadrant. To offset excessive  transportation and to facilitate expanding growth in this section of Pulaski County, additions to, or a new junior high, will need to be constructed. 8 58 D) North Little Rock School District: The analysis and . conclusions on Page Four ( 4) of .Annex \"C\" indicate a relatively stable situation in North Little Rock. From an anticipated peak enrollment in School Year '93-'94, it is projected that enrollment will decrease slightly and then level off in a total difference between '93-'94 and the year 2000 of only 1. 2%. As such, North Little Rock's position is that its capacity is adequate for the foreseeable future. The District's philosophies in reviewing the Little Rock School District Junior High Capacity were essentially identical. The support of the Desegregation Plan, the M-to-M Program, the recruiting efforts for private schools and interdistrict schools are all fully understood and supported by the Districts. The general methodology of capacity calculations closely parallel each other and the need to look at isolated problems within Pulaski County and the Little Rock School District with regard to capacity as a subset of an analysis of the overall capacity must be made. In addition, it was felt that capacity is a moving target. As academic programs change, as the M-to-M Program becomes $uccessful, and as populations move within the county, we must continuously analyze our capacities at all grade levels. This continuing analysis will focus not only on the question of whether there exists sufficient capacity for the education of our students, but also whether new construction is warranted for some other good reason, such as support of our desegregation efforts. DCE/rlh/specrep 9 59 M TOM TRANSFERS (W/O MAGNET) (ALL SCHOOLS) TO FROM TO FROM YEAR PCSSD PCSSD NLR NLR 87/88 76 98 7 5 88/89 145 31 69 6 89/90 264 68 131 81 90/91 406 85 222 37 91/92 406 255 256 118 92/93 804 296 314 120 93/94 992 488 328 101 M TOM TRANSFERS (W/O MAGNET) (JUNIOR HIGH) TO PCSSD FROM PCSSD SY NLR NLR 91/92 192 53 92/93 231 69 93/94 299 86 DCE/rlh/range 60 L_I TTL f\n,: .. : I\u0026lt; :3\\: H_Q_,:OL__[Vi TRE S:H ,:\"X Yf\n:AR ~1L9Z u.L9..l ~ ilL.li .9Ufil CAPACITY 6145 6 3 13 6391 6391 6391 ENROLLMENT 6062 6166 6109 ~ 6135 5962 F'EF\nCENTAGE 98.6 9 7. 7 95.6 95.9 93.3 NORTH LIIILI: ROC~ S~HC-QL QiaR SCHQOL YEAF. 91/92 UL.ti. ~ illll _film CAPACITY 2419 2419 2419 2419 2419 ENF:OL LM ENT 2262 2225 2245 2155 2154 PERCEUTAGE 93. 5 91.9 92.8 89.0 89.0 PULA~I\u0026lt;:! CCLINTY SP~CIAL ~-CHOi:1. c\nIi' ,C_J.) ~CHOoJL YEAf\n 9 l /92 lliil ~ ~ ~ CAPAC ITV 5044 5044 S0H S044 5044 ENROLLMENT. 5075 4942 5002 S220 5281 PEF:CEtHAGE 100.6 97.9 99.2 103. 5 104.7 I. SPECIAL STUDY JUNIOR HIGH CAPACITIES \u0026amp; PROJECTIONS INTRODUCTION: JANUARY, 1993 (UPDATED MARCH, 1994) This study was conducted in reply to Court Orders issued on 1 May 1992 and 30 December 1992. It explains how capacities for junior high schools are calculated within the Little Rock School District and how those capacities support immediate and long-term needs. This study serves to outline the following areas: A) The study serves to define capacity and explain considerations in determining capacity. It assessed seating capacity as of school year '92 - '93 given criteria established today does not change, and further establishes that criteria and defines it. the the the it B) It records projected enrollments to the ye':~ 2000 and their impact on the District. II. CAPACITY: A) Definition: Capacity is a multi-defined term. When one considers capacity of elementary schools, where students are basically sedentary and do not move between classrooms to meet course requirements, capacity may be calculated by taking the State standard per grade, per room, and extending it by the number of rooms. This may be done for ordinary classes, i.e., kindergarten through sixth grade, and special classes such as self-contained or special education programs. Once this capacity has been defined, in reality only the addition of new classrooms, the conversion of other than classroom space into classrooms within the facility or changing class size requirements would impact or change capacity. In the case of the junior and senior high schools, the calculation of capacity is not as clear cut. Capacity can mean the maximum number of students that can be placed in every classroom space in the building. While this definition is more appropriate for elementary schools where students infrequently change classes, it does not work well in the secondary schools. An entirely different definition must be used. Therefore, capacity in the junior high is defined as a \"snapshot\", at a given 1 62 B) in the junior high is defined as -a \"snapshot\", at a given point in time, of the number of students that can be housed at a given facility based on an ~stablished criteria. The criteria is explained below. Capacity Considerations: The following nine (9) areas must be considered when calculating capacity of a secondary facility. (1) Size of School: The size of the school refers to the overall make-up of all aspects of the facility. One must consider administrative, special use and classroom space as education is not conducted solely in the classroom. Administrative space such as Media Centers and counselors' areas can be used for instructional purposes. (2 ) Number of Rooms: The number of rooms refers to the number of general purpose and special purpose classrooms constructed or renovated in the facility for the intended purpose of teaching an academic subject. (3) Type of Classroom: The type of classroom impacts the capacity due to size or uniqueness of subject. State standards allow academic classrooms to seat up to 30 individuals. However, a special purpose classroom, such as Home Economics or Band, may only seat 25 or up to 150 depending on the function. (4) Special Class Requirements: Special class requirements are consideration given the subject, which may mandate that the class be taught to a group smaller than 30\neven though that is the room capacity. Examples of this type subject may be courses requiring much vocal student input such as debate or journalism or highly technical classes such as AP courses. (5) Class Size Limits: Class size limits are not only established by the State of Arkansas, but by the Federal Government. Examples are remedial reading classes with maximum capacity of 15, resource courses with maximum capacity of 10, and selfcontained classrooms with maximum capacity of 8. (6) Number of Teachers: The number of teachers directly affects classroom utilization. Sufficient teachers must be on hand to fully utilize classes to the number of periods allowable in the day in order to achieve maximum overall capacity. 2 63 C. ( 7) Number of Periods: The number of periods corresponds to the accreditation requirements and is a factor in determining the number of courses offered and the number of times those courses are offered. This affects scheduling that subsequently affects capacity as all students do not take all courses in the secondary level. ( 8) Scheduling Efficiency: Scheduling Efficiency is the ability of the school to accommodate the students' needs in taking the classes he or she desires. A target of 85% scheduling efficiency is desirable. (9) Room Usage: Each secondary school has a variety of classroom spaces -- one school may use a regular classroqm for in-school suspension, where another may use a renovated workroom or where one school may have 25 computers in a classroom, another may have only 18. Room usage assists in determining capacity especially if a room is used for a purpose which disallows a maximum of 30 persons to be /assigned. Calculation Methodology: The following is the methodology used to calculate capacity: Step One: Identify each room in the facility, by purpose, and its related capacity by either size or law. Step Two: Add the capacities of each room. The sum total is referred to as \"Total Physical Capacity\". Step Three: Adjust for special classes, programs, pullout students, other rooms used for highly-individualized programs. Subtract this total from your Total Physical Capacity. Step Four: Multiply the difference by 17%, if Period day, or by 14%, if a seven-period day. this number as \"Prep Time\". a sixIdentify Step Five: Sum your total adjustments, and subtract that number from the Total Physical Capacity. This is referred to as the \"Adjusted Physical Capacity\". Step Six: Calculate for scheduling efficiency. Multiply your Adjusted Physical Capacity by 85%. This constitutes your Scheduling Efficiency Capacity, or desired level of efficiency. 3 64 D. E. Step Seven: Multiply your Adjusted Physical Capacity by 80%. This 5% differential accounts for unanticipated errors in enrollment projections, area students desiring to enroll in local high schools, and M-to-M transfers. This figure becomes your Target Enrollment and Capacity. The rationale for arriving at 80% of your adjusted physical capacity allows for scheduling leeways by the school staff and the over-assignment of children against the capacity figure with the relative certainty of knowing that the school can physically handle this number of students. Analysis: The calculation of capacity is only as good as the figures you are using in determining the nine (9) criteria. Each time any criteria changes, by all rights, the capacity should be re-calculated. Since the figures are so large, and the adjustments so small, capacity calculations need only be done if there are significant changes to criteria. Additions of one or two classrooms at maximum capacity of 60 after adjustments are made may only change the overall capacity of the school by 15. I should point out that capacity is calculated assuming all students are in place at all times. No credit nor consideration is given the absentee rate which can in effect change your capacity upward. Conclusion: At the present time, the capacity of our junior high schools is relatively stable. An increase between school year '91-'92, and school year '92-'93, is attributed to the completion of the expansion of Cloverdale Junior High School and the addition of trailers to Southwest, Pulaski Heights, and Mabelvale Junior Highs. The change in capacity between school year '92-'93 and '93-'94 is based upon the completion of the major expansion at Forest Heights Junior High. At the present time, expansions have been planned for Mabelvale Junior High School and Southwest Junior High School. This was done in concert with the millages passed two (2) years ago. These projects have not yet begun, and when completed, may not have a serious impact on capacity if temporary buildings at these locations are in fact replaced with permanent structures. III. PROJECTED ENROLLMENTS: A. Projections: Enrollment projections are calculated estimates of future attendance based on either historical data, demographic analysis or a combination of both. It takes into consideration known or planned losses or gains to the student enrollment figures. The projections portrayed in the accompanying chart are based on current 4 65 B. C. enrollments of the Little Rock School District elementary and junior high schools for the '93-'94 school year. I consider projections based on these enrollment figures to be accurate. An analysis of projected enrollments versus actual enrollments over a three (3) school year period indicated that by using actual enrollments as a basis for projections, the School District has maintained an error rate of . 45% differential. This should be considered extremely accurate. Based on this low error rate and the general demographic trends within the Little Rock School District area, that do not indicate either large increases or decreases in enrollments, I consider this to be as accurate a projection as can be possibly achieved. To compensate for the unknown factors of M-to-M transfers at the elementary and secondary school levels and private school transfers from within the Little Rock School District, I have added an additional .5% and have used that adjusted figure as my projections from '93-' 94 through '99-2000. Calculations Methodology: In calculating projections, I have taken each subsequent three ( 3) -year period of students presently enrolled in the elementary school level which would be junior high students in a given school year, and added .5%. This figure constituted the projection. Students considered incorporate all students presently enrolled in grades K through 8 in School Year '92-'93 and ungraded children in both the elementary and secondary level. Analysis: In 1991, the Little Rock School District forecasted a peak of junior high enrollment in '90-'91 that was followed by a decrease for a couple of years, and then an increase slightly in '93-'94. The projections I have made beginning with actual figures of '91-'92 through the year '99-2000 indicate that we were accurate in our summation in 1991. There is a projected slight increase in enrollments from 95.6% to 95.9% in '94-'95, and then a gradual decline over the next six (6) school years to an increase in the year '99-2000. The increase in the year '99-2000 is because that year will incorporate into the junior high level students who have been recruited for the King and Stephens Interdistrict Elementary Schools. It is extremely difficult to predict what children will enroll in those schools during the period of '94-'95 to '99-2000. So, the assumption was made that a compensation would take place prior to the school year '99-2000 to accommodate these children at the secondary level. Secondary capacity between '94-'95 and '99-' 00 appear sufficient to accommodate any children transferring to the new interdistrict schools that will reach the junior high level during that period. 5 66 D. Conclusions: Although the overall capacity of the Little Rock School District will range from a low of 89% in '96- '97 to 92% in '99-2000, certain junior high schools will be riding above their desired capacity at all times. Of utmost concern is Mabelvale Junior High School. Adding classrooms to Mabelvale Junior High, and possibly replacing some of the portable classrooms, will provide adequate space for Mabelvale in Southwest Little Rock. Projected plans to increase Southwest Junior High by four (4) classrooms, and the subsequent replacement of portable buildings, will add to capacity\nhowever, Southwest calculations of capacity range from 93% to 104% over this seven (7)- school year period. Junior high schools through the year 2000 will be operating below capacity. Unless there are significant changes to core curriculums, added subjects, or increased enrollment through M-to-M transfers or private school student recruitment, capacities should be sufficient in those junior highs for the immediate future. However, I should point out that all of the junior high schools are in the high 90's in as far as capacity is concerned. Even the slightest increase in the number of students, for whatever reason, and the inability of the school to accommodate the scheduling changes could cause the school to exceed the 100% capacity level very quickly. This would be compensated by the addition o~ portable buildings as a temporary measure. Preliminary review of 1990 census data indicates in some respect that trends which were evident in 1980 continued into the 90's. In particular, the population in central and eastern Little Rock continued decreasing whereas northwest Little Rock continued to increase. Southwest Little Rock also decreased, but at a much lower rate. The School District's program of the completion of the expansion of Cloverdale Junior High School and Forest Heights Junior High School, and the anticipated additions to Mabelvale and Southwest Junior High School are in line with the general demographic trends of the City of Little Rock. It appears at this time that, the long-range capacity needs of the District are met. DCE/rlh/capprol 6 67 LRSD JUNIOR HIGH SCHOOL STUDENT PROJECTIONS SCHOOL YEAR ENROLLMENT GRADE LEVELS ADJUSTED CALCULATED ENROLLMENT 91/92 6082 ( 1) 6062 92/93 6201 (1) 6166 93/94 6079 ( 1) 6109 94/95 6105 6,7,8 6135 95/96 5932 5,6,7 5962 96/97 5686 4,5,6 5714 97/98 5705 3,4,5 5733 98/99 5739 2,3,4 5768 99/00 5865 1,2,3 5894 00/01 5852 K,1,2 5881 NOTES: ( 1) Grade Level Calculated: This column signifies the elementary grade levels used in the enrollment calculation. ( 2) Adiusted Enrollment: This is the final projected enrollment. It is . 05% above the: Enrollment coiurnn. ( Up da\n:ed 16 Mar 1994) 68 SPECIAL STUD! JUNIOR HIGH CAPACITIES \u0026amp; PROJECTIONS JULY. 1993 I  INTRODUCTION: This study was conducted in reply to court Orders issued on May l, 1992 and December 30, 1992. It explains how capacities for junior high schools are calculated within the Pulaski County Special School District and how those capacities support immediate and long-term needs. rr  CAPacrn: A) Definition: Capacity is a multi-defined term. When one considers capacity of elementary schoois, where students are basically sedentary and do not move between classrooms to meet course requirements, capacity may be calculated by taking the State standard pet grade, per room, and extending it by the number of rooms. This may be done for ordinary classes, i.e., kindergarten through sixth grade, and special classes such as self-contained __ or special education programs. Once this capacity has been defined, in reality only the addition of new classrooms, the conversion of other than classroom space into classrooms within the facility or changing class size requirements would impact or change the capacity. In the case of the junior and senior high schools, the calculation of capacity is not as clearly defined. Capacity can mean the maximum number of students that can be placed in every classroom space in the building. While this definition is more appropriate for elementary schools where students infrequently change classes, it does not work well in the secondary schools, therefore an entirely different definition must be used. Capacity B) in a the junior high is defined as a \"snapshot,\" at a given point in time, of the number of students that can be housed at a specific facility based on established criteria. The criteria are explained below. Capacity Considerations: must be considered when secondary facility. The following nine (9) calculating capacity areas of a (1) Size 'of School: The size of the school refers to the overall make-up of all aspects of the facility. Since instruction is not conducted sol~ly in the classroom, one must consider administrative, special 69 -2- use, and classroom space when determining capacity. Administrative space such as Media Centers and counselors' areas can be used for instructional purposes. (2) Number of Rooms: The number of rooms refers to the number bf general purpose and special purpose classrooms constructed or renovated in the facility for the intended purpose of teaching an academic subject. (3) Type of Classroom: The type of classroom impacts the capacity due to size or uniqueness of subject. State standards allow academic classrooms to seat up to 30 individuals. However, a special purpose classroom, such as Horne Economics or Band, may only seat 25 or, up to 150 depending on the function. 1 ( 4) Special Class Requirements: With special class requirements, consideration is given the subject, which may mandate that the class be taught to a group smaller than JO\neven though that -ds the room capacity. Examples of this type subject may be courses requiring much vocal student input .6uch as debate or journalism or highly technical classes such as AP courses. ( 5) Class Size Limits: Class size limits are established not only by the state of Arkansas, but also by the Federal Government. Examples are remedial reading classes with maximum capacity of 15, resource courses with maximum capacity of 10, and self-contained classrooms with maximum capacity of B. ( 6) Number of Teachers: The number of teachers directly affects classroom utilization. Sufficient teachers must be on hand to fully utilize classes to the number of periods allowable in the day in order to achieve maximum overall capacity. ( 7) Number of Periods: The number of periods ( 7) corresponds to the accreditation requirements and is a factor in determining the number of courses offered and the number of times those courses are offered. This affects scheduling that subsequently affects capacity as all students do not take all courses in the secondary level. 70 -3- (a) Scheduling Efficiency: Scheduling Efficiency is the ability of the school to accommodate the students' needs in taking the classes he or she desires. A target of 85% scheduling efficiency is desirable. (9) Room Usage: Each secondary school has a variety of classroom spaces -- one school may use a regular classroom for in-school suspension, another may use a renovated workroom or one school may have 25 computers in a classroom, another may have only 18. Room usage assists in determining capacity especially if a room is used for a purpose which disallows a maximum of 30 persons to be assigned. C. Calculation Methodology: The following is the methodology used,to calculate capacity: D. Step One: Identify each room in the facility, by purpose, and its related capacity by either size or law. (Refer to PCSSD Capacity Worksheet.) Step Two: Add the capacities of each room~ The sum total is referred to as \"Total Physical Capacity.\" Step Three: Adjust for pullout students, other individualized programs. special rooms classes, programs, used for highly- Step Four: Subtract this total from the Total Physical Capacity. Step Five: Calculate for Multi ply the Total Physical constitutes your Scheduling desired level of efficiency. Desired Capacity.) scheduling efficiency. Capacity by 85%. This Efficiency Capacity, or (Referred to by PCSSD as Analysis: The calculation of capacity is only as good as the figures used in determining the nine ( 9 ) criteria.. Each time any criterion changes, by all rights, the capacity should be re-calculated. Since the figures are so large, and the adjustments so small, capacity calculations need only be done if there are significant changes to criteria. Additions of one or two classrooms at maximum capacity of 60 after adjustments are made may only change the overall capacity of the school by 15. It should be noted that capacity is calculated assuming all students are in place at all tirn7s. 71 -4- III. PROJECTED ENROLLMENTS: A. Projections: Enrollment projections are calculated estimates of future attendance based on either historical data, demographic analysis or a combination of both. It takes into consideration known or planned losses or gains to the student enrollment figures. The projections portrayed in the accompanying chart are based on current enrollments of the Pulaski County Special School District elementary and junior high schools for the '92 - '93 school year. B. Calculations Methodology: Each subsequent three ( 3 )-year period of students presently enrolled in the elementary school level who will be junior high students in a given school year, constitute a projection. Students considered incorporate all students presently enrolled in grades K through 8 in School Year '92 - '93 and ungraded children in both the elementary and secondary level. c. Analysis: In '90 - '91 through '92 - 1 93 school years, the Pulaski County Special School Distri~t (PCSSD) experienced a decline at the junior high level. This decline parallels the number of students participating in the magnet and M to M programs in the Little Rock School District (LRSD). However, in 192 - '93, the Junior High -population began to increase because of a steady growth which is projected to continue through the '98 - '99 school year. Since all schools are operating near or at Desired Capacity, PCS SD will have to consider Junior High capacity in the near future. As an example, calculations from the North West quadrant of PCSSD (which is the Oak Grove High School attendance area covering more geographic area than either Little Rock or North Little Rock school districts) will reflect that the enrollment of Oak Grove Junior-Senior High School in the '92 - '93 school year was close to desired Capacity possible for the complex (9\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_578","title":"Principal selection process, interviews","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":["1994-06/1995-08"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School principals","School administrators","Parents' and teachers' associations"],"dcterms_title":["Principal selection process, interviews"],"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/578"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nName Item No. 3 of OEM Request PRINCIPAL INTERVIEW TEAMS June, 1994 Position Address Telephone CARVER Dexter Doyne Vai Henry Donna Thrower Linda Ammel Teata Pace Margaret GremiUion Larry Robertson Dennis Glasgow Parent Parent Parent Teacher Teacher Administrator Administrator Administrator P. O. Box 166, College Station 401 West 4th, NLR 5427 Thrush Road 2105 Dorchester 25027 Highway 365 North, NLR Little Rock School District n tt n 490-1255 374-5115 565-3012 225-9438 851-0434 324-2006 324-2007 324-0518 FRANKLIN Sherry Fields Sandra McIntosh Karen Carter Almeda Giles Carolyn Gray Sterling Ingram Larry Robertson Kirke Herman Parent (did not show) Parent Teacher Teacher Teacher Administrator Administrator Joshua Rep. 5824 West 14th Street 19118 Denny Road 1770 Barrow Road No. 96 1607 Shumate Little Rock School District n N 1723 Broadway (Walker Law Firm) , 821-2113 221-2779 227-5928 324-2124 324-2007 374-3758 MITCHELL Donna Bennett Teresa Lockhart Mildred Walker Mary Ann Hanson Delores Iverson Sterling Ingram Margaret GremiUion Kirke Herman Parent 1719 Charlotte Circle Parent (did not show) Teacher Teacher Teacher Administrator Administrator Joshua Rep. P.O. Box 524 (72053) 2108 State 1811 Schiller Little Rock School District 490-1009 374-7054 tt M 1723 Broadway (Walker Law Firm) 324-2124 324-2006 374-3758RIGHTSELL Sherry Pripusich Tommy Dodson Rosalyn Zeigler Jacque Kesler Stacy BlacknaU Sterling Ingram Margaret Gremillion Delois Sykes Parent (did not show) Parent Teacher Teacher Teacher Administrator Administrator Joshua Rep. #1 Dodson Drive, Menifee 1517 Pulaski 47 LeFever Lane #2A Chimney Rock Little Rock School District It It 1723 Broadway (Walker Law Finn) 374-3517 664-8650 888-4628 324-2124 324-2006 374-3758 GIBBS Willie Jones Zachary Polett Easter Tucker Vicki Gonterman Wilhemina LeweUan Margaret Gremillion Larry Robertson Marie McNeal Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 614 North Taylor 9510 Vanderbilt P.O. Box 502, Alexander 1922 Wolfe Little Rock School District tl It 664-9259  227-9870 847-3485 372-5612 324-2006 324-2007 324-0514 WILLIAMS Brenda Casey Richard Kalkbrenner Charles Moore Ella Mobley Ann Washington Margaret Gremillion Larry Robertson Sterling Ingram Mable Donaldson Parent Parent Parent Teacher Teacher Administrator Administrator Administrator Administrator 4617 Eastwood Road 1716 Beechwood 222 Apple Valley Drive, NLR 11283 Southridge Drive 11919 Pleasantree Drive Little Rock School District It ft n ft ft n 663-1678 834-7216 227-6496 225-5254 324-2006 324-2007 324-2124 324-2197 CLOVERDALE JR. HIGH Monica Ellis Mildred Walker Rose Williams Sara Gaines Samuel Hunt Dr. Russ Mayo Estelle Matths Sheryl Rose Parent (did not show) Parent (did not show) Parent Teacher Teacher Administrator Administrator Administrator 5813 Baseline, No. 253 7900 Bumelle Drive P.O. Box 517, Augusta Little Rock School District ft ft ft It 568-4567 565-5813 347-2031 324-2271 324-2010 324-2188 FOREST HEIGHTS JR. HIGH Doris Hendrix Shirley T am Irin Melissa Moody Denise Kornegay Glenn Holloway Dr. Russ Mayo Estelle Matthis Dennis Glasgow Parent (did not show) Parent 1806 South Monroe Parent (did not show) 663-6588 Teacher Teacher Administrator Administrator Administrator 11 Riata Court 2109 Romine Little Rock School District 565-0893 H (t M ft 324-2271 324-2010 324-0518 J. A. FAIR HIGH SCHOOL Barbara Gilkey James Keown Patsy Reese Ruthie Hiett Robert Palmer Dr. Russ Mayo Estelle Matthis Gene Parker Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 10513 Diamond Drive 12 Willow Oak Court #9 Wildberry Place #9 Lisa Court #9 Coral Court Little Rock School District tf tl n 562-4162 373-6471 455-3584 224-1041 225-2435 324-2271 324-2010 324-0513 SOUTHWEST Paulette Blevins Debbie Elder Ron Sterling Bettie Williford Sherrie Lack Dr. Russ Mayo Estelle Matthis Alice Stovall Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 5912 Pecan Lake 31 Rosemont 10001 Yellow Pine Lane 8425 Labette Drive 19 Lawrence Road, Greenbrier Little Rock School District n ft fl 568-9262 565-1907 455-1785 225-3485 324-2271 324-2010 324-0526LRSD SUPTS OFFICE 003 P02 JUL 14 94 16:03 Name CARVER Dexter Doyne Vai Henry Donna Thrower Linda Ammel Teata Pace Margaret Gremillion vLarry Robertson jbennis Glasgow FRANKLIN^ Sherry Fields Sandra McIntosh Karen Carter Almeda Giles Carolyn Gray Sterling Ingram Larry Robertson Kirke Herman MITCHELL Donna Bennett Teresa Lockhart Mildred Walker Mary Ann Hanson Delores Iverson Sterling Ingram Margaret Gremillion Kirke Herman PRINCIPAL INTERVIEW TEAMS June, 1994 !? o Position Address Telephone Parent Parent Parent Teacher Teacher Administrator Administrator Administrator P. 0, Box 166, College Station 401 West 4th, NLR 5427 Thrush Road 2105 Dorchester 25027 Highway 365 North, NLR Little Rock School District M M It n 490-1255 374-5115 565-3012 225-9438 851-0434 324-2006 324-2007 324-0518 Parent (did not show) 9820 Wilderness Parent Teacher Teacher Teacher Administrator Administrator Joshua Rep. Parent 5824 West 14th Street 19118 Denny Road 1770 Barrow Road No. 96 1607 Shumate Little Rock School District H 11 1723 Broadway (Walker Law Firm) 1719 Charlotte Circle Parent (did not show) 3101 Marshall Teacher Teacher Teacher -Administrator -Administrator Joshua Rep. P.O. Box 524 (72053) 2108 State 1811 Schiller Little Rock School District 1723 Broadway (Walker Law Firm) 565-2800 ??? 821-2113 12T2779 227-5928 324-2124 324-2007 374-3758 666-0836 ??? 490-1009 374-7054 375-0053 324-2124 324-2006 374-3758LRSD SUPTS OFFICE 008 P03 JUL 14 94 16:04 RIGHTSELL Sherry Pripusich Tommy Dodson Rosalyn Zeigler Jacque Kesler Stacy Blacknail Sterling Ingram Margaret GremiUion Delois Sykes Parent (did not show) 2000 Arch Parent Teacher Teacher Treacher Administrator ^Administrator Joshua Rep. #1 Dodson Drive, Menifee 1517 Pulaski 47 LeFever Lane #2A Chimney Rock Little Rock School District H H 1723 Broadway (Walker Law Finn) ??? 354-1633 374-3517 664-8650 888-4628 324-2124 324-2006 374-3758 GIBBS Willie Jones Zachary Polett Easter Tucker Vicki Gonterman Wilhemina Lewellan Margaret GremiUion Larry Robertson Marie McNeal Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 1022 West 11th 614 North Taylor 9510 Vanderbilt P.O. Box 502, Alexander 1922 Wolfe Little Rock School District It II II It 374-2193 664-9259 227-9870 847-3485 372-5612 324-2006 324-2007 324-0514 WILLIAMS Brenda Casey Richard Kalkbrenner Charles Moore Ella Mobley Ann Washington Margaret GremiUion Larry Robertson Sterling Ingram Mable Donaldson Parent Parent Parent Teacher Teacher -Administrator Administrator ^Administrator Administrator 4617 Eastwood Road 1716 Beechwood 222 Apple Valley Drive, NLR 11283 Southridge Drive 11919 Pleasantree Drive Little Rock School District It It (I tt H It 227-1945 663-1678 834-7216 227-6496 225-5254 324-2006 324-2007 324-2124 324-2197 CLOVERDALE JR. HIGH Monica Ellis Mildred Walker Rose Williams Sara Gaines Samuel Hunt Dr. Russ Mayo Estelle Matths Sheryl Rose Parent (did not show) 5205 Keats Drive Parent (did not show) 10501 Warren Drive Parent Teacher Teacher ^Administrator \\zAdministrator v/Administrator 5813 Baseline, No. 253 7900 Burnelle Drive P.O. Box 517, Augusta Little Rock School District tt tt 568-7268 562-1780 568-4567 565-5813 347-2031 324-2271 324-2010 324-2188 oI II II LRSD SUPTS OFFICE 008 P04 JUL 14 94 16:05 FOREST HEIGHTS JR. HIGH Doris Hendrix Shirley Lamkin Melissa Moody Denise Kornegay Glenn Holloway Dr. Russ Mayo Estelle Matthis Dennis Glasgow Parent (did not show) 2223 South Pine Parent 1806 South Monroe Parent (did not show) 12307 Pleasant Forest Teacher Teacher ^Administrator Administrator Administrator 11 Riata Court 2109 Romine Little Rock School District 11 It 11 It 664-0406 663-6588 227-8710 565-0893 224-1922 324-2271 324-2010 324-0518 J, A. FAIR HIGH SCHOOL Barbara Gilkey James Keown Patsy Reese Ruthie Hiett Robert Pahner Dr, Russ Mayo Estelle Matthis Gene Parker Parent Parent Parent Teacher Teacher ^/Administrator Administrator Administrator 10513 Diamond Drive 12 Willow Oak Court #9 Wildberry Place #9 Lisa Court #9 Coral Court Little Rock School District II n 11 h 562-4162 373-6471 455-3584 224-1041 225-2435 324-2271 324-2010 324-0513 SOUTHWEST Paulette Blevins Debbie Elder Ron Sterling Bettie Williford Sherrie Lack Dr. Russ Mayo Estelle Matthis Alice Stovall Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 5912 Pecan Lake 31 Rosemont 10001 Yellow Pine Lane 8425 Labette Drive 19 Lawrence Road, Greenbrier Little Rock School District  tt It tl 568-9262 565-1907 455-1785 225-3485 329-6380 324-2271 324-2010 324-0526LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS JUL 1 9 1994 May 26, 1994 Office of DesfegregafKjn M\u0026amp;r.i(WHig TO: FROM: Forest Height Jr. High School Principal Interview 4 ' - C' ommittee Members Estelle Matthis, Deputy Superintendent SUBJECT: Principal Interviews Thank you for accepting our invitation to participate in the selection process for the principal of Forest Heights Jr. High School for the 1994-95 school year. The interviews will be held in the Little Rock School District Board Room, 810 West Markham Street, on June 8, 1994, from 1 to 4 p.m. Your assistance and cooperation are appreciated.Name Item No. 3 of OEM Request PRINCIPAL INTERVIEW TEAMS June, 1994 Position Address CARVER Dexter Doyne Vai Henry Donna Thrower Linda Ammel Teata Pace Margaret Gremillion Larry Robertson Dennis Glasgow Parent Parent Parent Teacher Teacher Administrator Administrator Administrator P. O. Box 166, College Station 401 West 4th, NLR 5427 Thrush Road 2105 Dorchester 25027 Highway 365 North, NLR Little Rock School District H It n FRANKLIN Sherry Fields Sandra McIntosh Karen Carter Almeda Giles Carolyn Gray Sterling Ingram Larry Robertson Kirke Herman Parent (did not show) Parent Teacher Teacher Teacher Administrator Administrator Joshua Rep. 5824 West 14th Street 19118 Denny Road 1770 Barrow Road No. 96 1607 Shumate Little Rock School District n M 1723 Broadway (Walker Law Firm) MITCHELL Donna Bennett Teresa Lockhart * Mildred Walker Mary Ann Hanson Delores Iverson Sterling Ingram Margaret Gremillion Kirke Herman Parent 1719 Charlotte Circle Parent (did not show) Teacher Teacher Teacher Administrator Administrator Joshua Rep. P.O. Box 524 (72053) 2108 State 1811 Schiller Little Rock School District rt rt 1723 Broadway (Walker Law Firm) Telephone 490-1255 374-5115 565-3012 225-9438 851-0434 324-2006 324-2007 324-0518 821-2113 221-2779 227-5928 324-2124 324-2007 374-3758 490-1009 374-7054 324-2124 324-2006 374-3758 7 RIGHTSELL Sherry Pripusich Tommy Dodson Rosalyn Zeigler Jacque Kesler Stacy BlacknaU Sterling Ingram Margaret GremiUion Delois Sykes Parent (did not show) Parent Teacher Teacher Teacher Administrator Administrator Joshua Rep. #1 Dodson Drive, Menifee 1517 Pulaski 47 LeFever Lane #2A Chimney Rock Little Rock School District n N 1723 Broadway (Walker Law Firm) 374-3517 664-8650 888-4628 324-2124 324-2006 374-3758 GIBBS Willie Jones Zachary Polett Easter Tucker Vicki Gonterman Wilhemina Lewellan Margaret GremiUion Larry Robertson Marie McNeal Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 614 North Taylor 9510 Vanderbilt P.O. Box 502, Alexander 1922 Wolfe Little Rock School District tt tt tt It 664-9259 227-9870 847-3485 372-5612 324-2006 324-2007 324-0514 WILLIAMS Brenda Casey Richard Kalkbrenner Charles Moore EUa Mobley Ann Washington Margaret GremiUion Larry Robertson Sterling Ingram Mable Donaldson Parent Parent Parent Teacher Teacher Administrator Administrator Administrator Administrator 4617 Eastwood Road 1716 Beechwood 222 Apple VaUey Drive, NLR 11283 Southridge Drive 11919 Pleasantree Drive Little Rock School District tt It tt It tt It 663-1678 834-7216 227-6496 225-5254 324-2006 324-2007 324-2124 324-2197 CLOVERDALE JR. HIGH Monica ElUs Mildred Walker Rose Williams Sara Gaines Samuel Hunt Dr. Russ Mayo Estelle Matths Sheryl Rose Parent (did not show) Parent (did not show) Parent Teacher Teacher Administrator Administrator Administrator 5813 Baseline, No. 253 7900 BumeUe Drive P.O. Box 517, Augusta Little Rock School District tl It tt 11 568-4567 565-5813 347-2031 324-2271 324-2010 324-2188FOREST HEIGHTS JR. HIGH Doris Hendrix Shirley Lamkin Melissa Moody -Denise Kornegay Glenn Holloway Dr. Russ Mayo Estelle Matthis Dennis Glasgow Parent (did not show) Parent 1806 South Monroe Parent (did not show) 663-6588 Teacher Teacher Administrator Administrator Administrator 11 Riata Court 2109 Romine Little Rock School District 565-0893 fl fl II 324-2271 324-2010 324-0518 J. A. FAIR HIGH SCHOOL Barbara Gilkey James Keown Patsy Reese Ruthie Hiett Robert Palmer Dr. Russ Mayo Estelle Matthis Gene Parker Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 10513 Diamond Drive 12 Willow Oak Court #9 Wildberry Place #9 Lisa Court #9 Coral Court Little Rock School District fl tl n tl 562-4162 373-6471 455-3584 224-1041 225-2435 324-2271 324-2010 324-0513 SOUTHWEST Paulette Blevins Debbie Elder Ron Sterling Bettie Williford Sherrie Lack Dr. Russ Mayo EsteUe Matthis Alice Stovall Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 5912 Pecan Lake 31 Rosemont 10001 Yellow Pine Lane 8425 Labette Drive 19 Lawrence Road, Greenbrier Little Rock School District 568-9262 565-1907 455-1785 225-3485 II ft fl tl 324-2271 324-2010 324-0526Name Item No. 3 of OEM Request PRINCIPAL INTERVIEW TEAMS June, 1994 Position Address Telephone CARVER Bester Boyne--------- ValHcniy-------------- Bonna Thrower------- - Linda-Afflanei---------- Teata-Pace------------ Margaret Gremdlion Larry Robertson Bennis Glasgow Farent---------- Fareat---------- Farent---------- Teacher-------- Teacher-------- Administrator Administrator Administrator F. O. Box 166, College Station 401 West 4th, NLR----------------- -543-7-Thrush Road------------------- 2105 Dorchester--------------------- 25027 Highway 365 North, NLR Little Rock School District M n II It 490-1255 - 374-5115 - 565-3012 - 225-9438 - 851-0434- 324-2006 324-2007 324-0518 FRANKLIN t Sherry Fields Sandra McIntosh Karen Carter----- Ahneda Giles - Carolyn Gray----- Sterling Ingram Larry Robertson Parent (did not show) Parent Teacher------------- Teacher Teacher Administrator Administrator 5824 West 14th Street 19118 Denny Road 1770 Barrow Road No. 96 photOc-T so 221-2779 1607 Shumate----------  Little Rock School District fl tt 324-2124 324-2007 MITCHELL Bonna Bennett------- Teresa Lockhart Mildred Walker Mary Ann Hanson Belores Iverson Sterling Ingram Margaret Gremillion - Kirke4Ieiman--------- PiircuL 719 Charlotte Cii'cle Parent (did not show) Teacher Teacher Teacher Administrator Administrator Joshua Rep. P.O. Box 524 (72053) T? 2108 State oF' 1811 Schiller Little Rock School District tt tl 490-1009 nl.p. 374-7054 1723 BToadway (Walker Law Firm) 324-2124 324-2006 ----- -^74=375^ RIGHTSELL \u0026gt;// Sherry Pripusich Toi IHHI ly Dudsuu Parent (did not show) Parent -Teacher #1 Dodson Drive) Menifee 15-17 Pulaski-------------------- 47 LeFever Lane-------------- - Stacy Blacknail-------- Sterling Ingram Margaret Gremillion - Delois-Syfcea---------- Teacher------- Administrator Administrator   JvTSlztztr Little Rock School District ft It 374-3517- 664-8650 888-4628 324-2124 324-2006 374-3758- GIBBS Willie Jones------- Zachary Polctt -Easter Tucker Vicki Gonterman Parent -Parent  Parent  Teacher Margaret Gremillion Larry Robertson Administrator Administrator 614 North-Taylor--------- 9510 Vanderbilt--------------- P.O. Box 502,^AiejEander -1922 Wolfe---------------------- Little Rock School District ft ft Marie McNeal. Administrator , , ft ft 664-9259^ -  84! -3485----- -----372-5612 - 324-2006 324-2007 324-0514 WILLIAMS (Olii VKCKTtexi Uoi/j Brenda Casey---------- Richard Kalkfarenner 'Charles Moore--------- Ella Mobley------------ Margaret Gremillion Larry Robertson Sterling Ingram Mable Donaldson -----Parent---------- -----Parent---------- -----Parent---------- -----Teacher-------- _______1 __________ rdiviivr Administrator Administrator Administrator Administrator 4617-Eastwood Road---------------------- 1716 Beechwood---------------------------- 222-Apple Valley Drive, NHt 11283 Southridge Drive------------------- Little Rock School District ft ft ft ft ft ft 663-1678^ 834-72ie 227-6496^ 225-5254 324-2006 324-2007 324-2124 324-2197 CLOVERDALE JR. HIGH Monica Ellis Mildred Walker Rose Williams Sara Gaines----- Samuel Hunt Dr. Russ Mayo Estelle Matths Sheryl Rose Parent (did not show) Parent (did not show) Parent----- Teacher Teacher Administrator Administrator Administrator 7900 Bumelle Drive RrGrfiox 517, Augusta Little Rock School District ft ft rt 568-4567- 565-5813 -^7-2031 324-2271 324-2010 324-2188FOREST HEIGHTS JR. HIGH 'Doris Ileudi'ix  ' Shiriey'Lamfcin Melissa Moody Parent (did not show) Parent 1606 South Monroe Parent (did not show) 663-6588 Glenn Holloway Dr. Russ Mayo EsteUe Matthis Dennis Glasgow Teacher-------- T-eacher-------- Administrator Administrator Administrator -11 Riata Court---------------- 2109 Romine------------------ Little Rock School District n It tt 565=089? 324-2271 324-2010 324-0518 J. A. FAIR HIGH SCHOOL Barbara Gilkey JamesTfeown - Ruthie Hiett Robert Palmer Dr. Russ Mayo Estelle Matthis Gene Parker -Parent------ Parent---------- Parent--------- Teacher^' -Teacher---- Administrator Administrator Administrator 105 IS Diamond Drive #9 Lisa Court-----------------  #9 Coral Court--------------- Little Rock School District tt 11 n tl ------------ 562-4462 ---------- 3T3-6471 ------------ 455-3584- ------------ 224-10-41 - - ---------- 225-2435 - 324-2271 324-2010 324-0513 SOUTHWEST C /l^A, -Debbie Elder  Ron Sterling BettieAViHifor4 -Sherrie Lack Dr. Russ Mayo Estelle Matthis Alice Stovall Parent---------- Parent---------- Parent---------- Teacher-------- Teacher Administrator Administrator Administrator S912PecanLake-------------------- 31-RosemeHt------------------------- 10001 Yellow Pine Lane--------- 8425 Labette Drive----------------- 19 Lawrence Road, Greenbrier Little Rock School District 568-9262 5654907 455-1785 125=3485- tl tt tt 11 324-2271 324-2010 324-0526 LRSD SUPTS OFFICE 008 P02 JUL 14 94 16:03 Name CARVER Dexter Doyne Vai Henry Donna Thrower Linda Ammel Teata Pace Margaret Gremillion Larry Robertson Dennis Glasgow FRANKLIN Sherry Fields Sandra McIntosh Karen Carter Ahneda Giles Carolyn Gray Sterling Ingram Larry Robertson Kirke Herman MITCHELL Donna Bennett Teresa Lockhart Mildred Walker Mary Ann Hanson Delores Iverson Sterling Ingram Margaret Gremillion Kirke Herman PRINCIPAL INTERVIEW TEAMS June, 1994 Position Address Telephone Parent Parent Parent Teacher Teacher Administrator Administrator Administrator P. 0. Box 166, College Station 401 West 4th, NLR 5427 Thrush Road 2105 Dorchester 25027 Highway 365 North, NLR Little Rock School District tl It tt (1 490-1255 374-5115 565-3012 225-9438 851-0434 324-2006 324-2007 324-0518 Parent (did not show) 9820 Wilderness Parent Teacher Teacher Teacher Administrator Administrator Joshua Rep. Parent 5824 West 14th Street 19118 Denny Road 1770 Barrow Road No. 96 1607 Shumate Little Rock School District It It 1723 Broadway (Walker Law Firm) 1719 Charlotte Circle Parent (did not show) 3101 Marshall Teacher Teacher Teacher Administrator Administrator Joshua Rep. P.O. Box 524 (72053) 2108 State 1811 Schiller Little Rock School District tl M 1723 Broadway (Walker Law Firm) 565-2800 ??? 821-2113 221-2779 227-5928 324-2124 324-2007 374-3758 666-0836 ??? 490-1009 374-7054 375-0053 324-2124 324-2006 374-3758LRSD SUPTS OFFICE 008 P03 JUL 14 94 16:04 RIGHTSELL Sherry Pripusich Tommy Dodson Rosalyn Zeigler Jacque Kesler Stacy Blacknall Sterling Ingram Margaret Gremillion Delois Sykes Parent (did not show) 2000 Arch Parent Teacher Teacher Teacher Administrator Administrator Joshua Rep. #1 Dodson Drive, Menifee 1517 Pulaski 47 LeFever Lane #2A Chimney Rock Little Rock School District n tl 1723 Broadway (Walker Law Firm) ??? 354-1633 374-3517 664-8650 888-4628 324-2124 324-2006 374-3758 GIBBS Willie Jones Zachary Polett Easter Tucker Vicki Gonterman Wilhemina Lewellan Margaret Gremillion Larry Robertson Marie McNeal Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 1022 West nth 614 North Taylor 9510 Vanderbilt P.O. Box 502, Alexander 1922 Wolfe Little Rock School District tt II II It 374-2193 664-9259 227-9870 847-3485 372-5612 324-2006 324-2007 324-0514 WILLIAMS Brenda Casey Richard Kalkbrenner Charles Moore Ella Mobley Ann Washington Margaret Gremillion Larry Robertson Sterling Ingram Mable Donaldson Parent Parent Parent Teacher Teacher Administrator Administrator Administrator Administrator 4617 Eastwood Road 1716 Beechwood 222 Apple Valley Drive, NLR . 11283 Southridge Drive 11919 Pleasantree Drive Little Rock School District 11 II (I tl H H 227-1945 663-1678 834-7216 227-6496 225-5254 324-2006 324-2007 324-2124 324-2197 CLOVERDALE JR. HIGH Monica Ellis Mildred Walker Rose Williams Sara Gaines Samuel Hunt Dr. Russ Mayo Estelle Matths Sheryl Rose Parent (did not show) 5205 Keats Drive Parent (did not show) 10501 Warren Drive Parent Teacher Teacher Administrator Administrator Administrator 5813 Baseline, No. 253 7900 Burnelle Drive P.O. Box 517, Augusta Little Rock School District tl tt II 11 568-7268 562-1780 568-4567 565-5813 347-2031 324-2271 324-2010 324-2188LRSD SUPTS OFFICE 008 P04 JUL 14 94 16:05 FOREST HEIGHTS JR. HIGH Doris Hendrix Shirley Lamkin Melissa Moody Denise Kornegay Glenn Holloway Dr. Russ Mayo Estelle Matthis Dennis Glasgow Parent (did not show) 2223 South Pine Parent 1806 South Monroe Parent (did not show) 12307 Pleasant Forest Teacher Teacher Administrator Administrator Administrator 11 Riata Court 2109 Romine Little Rock School District n It rt rt 664-0406 663-6588 227-8710 565-0893 224-1922 324-2271 324-2010 324-0518 J, A. FAIR HIGH SCHOOL Barbara Gilkey James Keown Patsy Reese Ruthie Hiett Robert Palmer Dr. Russ Mayo Estelle Matthis Gene Parker Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 10513 Diamond Drive 12 Willow Oak Court #9 Wildberry Place #9 Lisa Court #9 Coral Court Little Rock School District \u0026gt;1 n H rt 562-4162 373-6471 455-3584 224-1041 225-2435 324-2271 324-2010 324-0513 SOUTHWEST Paulette Blevins Debbie Elder Ron Sterling Bettie Williford  Sherrie Lack Dr. Russ Mayo Estelle Matthis Alice Stovall Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 5912 Pecan Lake 31 Rosemont 10001 Yellow Pine Lane 8425 Labette Drive 19 Lawrence Road, Greenbrier Little Rock School District rt rt rt n 568-9262 565-1907 455-1785 225-3485 329-6380 324-2271 324-2010 324-0526ODM PARENT INVOLVEMENT TELEPHONE SURVEY SCRIPT Introduction Hello... this is , an with the Office of Desegregation Monitoring. Our office is looking into the processes used by the LRSD in the recent hiring of principals. As part of our inquiry we are surveying all parents who served on school interview teams. You were contacted recently by our office to schedule a convenient time to complete this survey. You should have also received a copy of the questions I will be asking you. Did you receive the material? Do you have any questions about it before we start the interview? Let me assure you that your individual responses will be confidential. Our findings will represent a composite of survey responses. First... (Ask the first question)ODM PARENT INVOLVEMENT SURVEY QUESTIONNAIRE School: Respondent (include race/sex): Position: Interviewer: Date/ Time: 1) How were you selected to be a member of the interview committee? - When were you selected? - Did you receive a written or oral description of your role? 2) What was your understanding of the principal selection process? - What written or oral instructions did you receive? - When did you receive these instructions?3) What did your committee do in advance to prepare for the interview? - Prepared interview questions - Reviewed applicant flies - Reviewed job description and the criteria for making the selection 4) Briefly describe the interview process followed by your committee.5) In your opinion, was the number and quality of applicants provided for your consideration was adequate? If not, why? 6) What was your understanding of who would make the final selection of the principal?7) What weight do you believe your input was given in the final selection? 8) How satisfied were you with the process? What parts of the process worked well? What needs improvement? - What was your understanding about the next step in the hiring process?9) Is there anything else you would like to share about your experience as an interview team member? Thank you for taking the time to respond to our survey. If you think of any additional information you would like to share, please call us at 376-6200. After all the survey information has been gathered, our office will be preparing a written report for the court. While your name will not appear in the report, we may be seeking parents willing to testify in court about this process. Would you be willing to testify, if asked? In order to make sure that our report information is as accurate as possible, we are planning to have a feedback session with all interested survey participants. During that session, you will be able to review a draft of the report and make comments regarding the content. We will mail you a notice regarding the meeting, as soon as we set the date and time.TO: Ann , Bill, and Horace FROM: Melissa and Margie DATE: 7/15/94 RE: Questions for Interviews with Administrators We met, reviewed the information submitted by LRSD and came up with some suggested questions. Please review them and make any additions/changes you like. We can all meet to discuss final questions next week. Note: Items in () refer to the numbers on LRSD submisions in response to our memo of 6/30/94. Proposed Questions 1. How were you appointed to your interview committee(s)? (#4) 2. What was your role on the committee(s)? (#5) 3. In the absence of a written procedure for the interview process, how did you know how to conduct the interviews? (#5) 4. Why did you use generic job descriptions for each position, rather than a site-specific job description? Who made that decisions? (#7) 5. Who conducted the pre-screening? (#9) 6. Why wasnt Human Resources involved in the process of screening applicants? (#9) 7. We asked for all copies of correspondence from patrons. You furnished one letter. where are the rest?* (#10) * This final question is designed for Estelle and Hank onlyAdministrators to be Interviewed Administrator School(s) Interview Date/Time Mable Donaldson Williams Dennis Glasgow Carver Forest Heights Jr. Margaret Gremillion Carver Mitchell Rightsell Gibbs Williams Sterling Ingram Franklin Mitchell Rightsell Williams Marie McNeal Gibbs Estelle Matthis Cloverdale Jr. Forest Heights Fair Southwest Russ Mayo Cloverdale Jr. Forest Heights Jr. Fair Southwest Gene Parker Fair Larry Robertson Carver Franklin Gibbs Williams Sheryl Rose Cloverdale Jr. Alice Stovall SouthwestLRSD Administrator Interviews (General Form) Respondent: Position: Interviewer: Date/ Time/ Location: 1. How were you appointed to your interview committee(s)? (#4) On how many committees did you serve? 2. What was your role on the committee(s)? (#5) Did your role vary from committee to committee? 3. Describe how parents and teachers were selected to serve on interview committees.4. In the absence of a written procedure for the interview process, what guided the interview process? (#5) 5. Who was responsible for training the interview committee members? Describe the training. When was the training provided? What written information was given each committee member? When did each committee member receive this information?6. What type of questions did the committee ask? A. Pre-written B. Committee developed C. Combination of both Who developed the interview questions? 7. Describe the process used for scoring and ranking candidates. 8. Describe how materials such as applications and resumes were used during the interview process. 9. How satisfied were you with the interview process? What parts of the process worked well? What needs improvement?LRSD Principal Hiring Process: Initial Contact Script Hi. Im with the Office of Desegregation Monitoring. Have I reached ? Were looking into the processes the Little Rock School District used recently in hiring principals. According to information we received from the district, you were a member of the committee that interviewed principal candidates for school, is that correct? Id like to make arrangements to phone you at a convenient time to ask you a few questions about that interview process. Weve put together a short list of questions that should take about 20 minutes to talk over with you. All of your individual answers will be confidential. 111 mail you a copy of those questions beforehand so you can know what to expect and think over your answers. Will that be OK with you? Were working to gather this information in the next few days. When would be a good time for one of us to call you? (Day and time: .) 111 be mailing a letter with more information and the list of questions to you today. However, Im not asking you to vmte out any answers\nwe will call and ask you to tell us your answers. What mailing address would you like us to use, or would you like us to fax you the information? What phone number should I call on (day, time)? One of my colleagues or 1 will be calling you during that time. Remember that we will eventually be publishing our findings and submitting them to the Court, but we will not use your name in that report. Before we finalize our report, well have a meeting to give feedback to the survey participants and to make sure that weve gotten our information straight. You may attend that meeting if you wish, but you will not be required to come. Also, its possible that the Court will hold a hearing to review the principal selection process, but you would not be required to attend or to testify. However, if you would like to attend, you will be able to do so, and if you wish to be testify, you would have that opportunity. We certainly appreciate your help. If you should think of any questions either before or after you receive our letter, please call me at 376-6200. Thank you very much.LRSD Principal Hiring Process: Initial Contact Script Hi. Im with the Office of Desegregation Monitoring. Have I reached ? Were looking into the processes the Little Rock School District used recently in hiring principals. According to information we received from the district, you were a member of the committee that interviewed principal candidates for school, is that correct? Id like to make arrangements to phone you at a convenient time to ask you a few questions about that interview process. Weve put together a short list of questions that should take about 20 minutes to talk over with you. All of your individual answers will be confidential. 111 mail you a copy of those questions beforehand so you can know what to expect and think over your answers. Will that be OK with you? Were working to gather this information in the next few days. When would be a good time for one of us to call you? (Day and time: .) Ill be mailing a letter with more information and the list of questions to you today. However, Im not asking you to write out any answers\nwe will call and ask you to tell us your answers. What mailing address would you like us to use, or would you like us to fax you the information? What phone number should I call on (day, time)? One of my colleagues or I will be calling you during that time. Remember that we will eventually be publishing our findings and submitting them to the Court, but we will not use your name in that report. Before we finalize our report, well have a meeting to give feedback to the survey participants and to make sure that weve gotten our information straight. You may attend that meeting if you wish, but you will not be required to come. Also, its possible that the Court will hold a hearing to review the principal selection process, but you would not be required to attend or to testify. However, if you would like to attend, you will be able to do so, and if you wish to be testify, you would have that opportunity. We certainly appreciate your help. If you should think of any questions either before or after you receive our letter, please call me at 376-6200. Thank you very much.Time 8:00 8:30 9:00 4^ \\jCin. Co Friday, July 15 Horace Margie Meiissa Ann PtCFard Kalkbrenner (Wiliams) 372-6175 9:30 Y JJerflse Kornegay (Forest Heights Jr.) 565-0893 ztlnda Ammel (Carver) will call Friday morning. - These people are to call anytime next week: Gibbs 7 !\\,CCvr^ Dexter Doyne Carver Willie Jones Gibbs iifRe Herman Franklin \u0026amp; Mitchell  Shirley Lamkin Forest Heights Jr.Time Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 Teata Pacs (Carver) 851-0434 6:30 7:00 7:30 8:00 Monday, July 18 Margie Easier Tucker (Gibbs) 340-6650 Wilhemina Lewellan (Gibbs) 324-2006 Vai Henry (Carver) 374-5115 Melissa Robert Palmer (Fair) 225-2435 9:40 Sara Gaines (Clov Jr. 565-5813 Rose Williams (Clov Jr.) 568-4567 Loo Karen Carter (Franklin) 821-2113 Ms Ann Ruthie Hiett (Fair) 224-1041 Vicki Gonterman (Gibbs) 847-3485 Donna Thrower (Carver) 373-4987Time Horace 8:00 8:30 Ella Mobley (Williams) 227-6496 9:00 9:30 10:00 Bettie Williford (Southwest) 225-3485 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Tuesday, July 19 Margie Melissa Ann James Keown (Fair) 373-6471 Rosalyn Zeigler (Rightsell) 374-3517 Stacy Blacknail (Rightseil) 888-4628Time Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Wednesday, July 20 Margie Melissa Ann Delois Sykes (Rightsell) 372-4811Time Horace 8:00 8:30 Paulette Blevins (Southwest) 568-9262 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Thursday, July 21 Margie Melissa AnnI * LRSD SUPTS OFFICE 008 P01 JUL 14 94 16:03 LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 FAX (501) 324-2146 DATS: 14, \u0026lt;^^4 TO: \\c T \u0026lt;A Wv FROM: SENDER'S PfiQl^Si^\n-O.Q 10 SUBJECT: SPECIAL INSTRUCTIONS\nNuKiher of Pages (include cover page J-V Fax Phon Number \"S'Tt- 0 t O'O Speed Dial ___ ________ _ LRSD SUPTS OFFICE U08 P02 JUL 14 94 16:03 Name CARVER Dexter Doyne Vai Henry Donna Thrower Linda . s inmel Teata Pace Margaret Gremillion l.arry Robertson Dennis Glasgow rR?\\NKLIN Sherry Fields Sandra McIntosh Karen Carter Almeda Giles Carolyn Gray Sterling Ingram Larry Robertson Kirke Herman MITCHELL Di n na Bennett If- ssa Lockhart Mhd red Walker Mary Ann Hanson De lores Iverson Sterling Ingram Margaret Gremillion Kirke Herman PRINCIPAL INTERVIEW ILAMS June, 1994 * Position Address Telephone Parent Parent Parent Teacher Teacher Administrator Administrator Administrator P. O. Box 166, College Station 401 West 4th, NLR 5427 Thrush Road 2105 Dorchester 25027 Highway 365 North, NLR Little Rock School District  (I 11 II 490-1255 374-5115 565-3012 225-9438 851-0434 324-2006 324-2007 324-0518 Parent (did not show) 9820 Wilderness Patent Teacher Teacher Teacher Administrator Administrator Joshua Rep. Parent 5824 West 14th Street 19118 Denny Road 1770 Barrow Road No. 96 1607 Shumate Little Rock School District u II VlZi Broadway (Walker Law Firm) 1719 Charlotte Circle P?j ent (did not show) 3101 Marshall Teacher feacher Teacher Administrator Administrator Joshua Rep. P.O. Box 524 (72053) 210$ State 1811 Schiller Little Rock School District It H 1723 Broadway (Walker Law Firm) 565-2800 ??? 821-2113 221-2779 227-59.28 324-2124 324-2007 374-3758 4L'L. 374 375-l 4 324-2124 ' 324-2006 374-3758LRSD SUPTS OFFICE 0U8 P03 JUL 14 94 16:04 RIGHISELL Sherry Pripusich Tommy Dodson Rosalyn Zeigler Jacque Kesler Stacy BlacknaU Sterling Ingram Margaret Gremillion Delois Sykes Parent (did not show) 2000 Arch #1 Dodson Drive, Menifee Parent Teacher Teacher Teacher Administrator Administrator Joshua Rep 1517 Pulaski 47 LeFever Lane #2A Chimney Rock Little Rock School District II n 1723 Broadway (Walker Law Firm) ??? 354-1633 374-3517 664-8650 888-4628 324-2124 324-2006 374-3758 GIBBS Willie Jones Zachary Polett Easter Tucker Vicki Gonterman Wilhemina Lewellan Margaret Gremillion I^rry Robertson Marie McNeal Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 1022 West 11th 614 North Taylor 9510 Vanderbilt P.O. Box 502, Alexander 1922 Wolfe Little Rock School District It M II U 374-2193 664-9259 227-9870 847-34S5 372-5612 324-2006 324-2007 324-0514 WILLIAMS Brenda Casey Richard Kalkbrenner Charles Moore Ella Mobley Ann Washington Margaret Gremillion Larry Robertson Sterling Ingram Mable Donaldson Parent Parent Parent Teacher Teacher Administrator Administrator Administrator Administrator 4617 Eastwood Road 1716 Beechwood 222 Apple Valley Drive, NLR 11283 Southridge Drive 11919 Pleasantree Drive Little Rock School District It It It tl H It 227-1945 663-1678 834-7216 227-6496 225-5254 324-2006 324-2007 324-2124 324-2197 CLOVERDALE JR. HIGH Monica Ellis Mildred Walker Rose Williams Sara Gaines Samuel Hunt Dr. Russ Mayo Estelle Matths Sheryl Rose Parent (did not show) 5205 Keats Drive Parent (did not show) 10501 Warren Drive Parent Teacher Teacher Administrator Administrator Administrator 5813 Baseline, No. 253 7900 Burnelle Drive P.O. Box 517, Augusta Little Rock School District It tl If h 568-7268 562-1780 568-4567 565-5813 347-2031 324-2271 324-2010 324-213$LRSD SUPTS OFF ICE 800 F'04 JUL 14 94 16:05 FOREST HEIGHTS JR. HIGH Doris Hendrix Shirley I..amkin Melissa Moody Denise Kornegay Glenn Holloway Dr. Russ Mayo Estelle Matthis Dennis Glasgow Parent (did not show) 2223 South Pine Parent 1806 South Monroe Parent (did not show) 12307 Pleasant Forest Teacher Teacher Administrator Administrator Administrator 11 Riata Court 2109 Romine Little Rock School District n n 0 664-0406 663-6588 227-8710 565-0893 224-1922 324-2271 324-2010 324-0518 J, A. FAIR HIG SCHOOL Barbara Gilkey James Keown Patsy Reese Ruthie Hiett Robert Palmer Dr. Russ Mayo Estelle Matthis Gene Parker Parent Parent Parent 'Teacher Teacher Administrator Administrator Administrator 10513 Diamond Drive 12 Willow Oak Court #9 Wildberry Place #9 Lisa Court #9 Coral Court Little Rock School District II tl H II 562-4162 373-6471 455-3584 224-1041 225-2435 324-2271 324-2010 324-0513 SOUTHWEST Paulette Blevins Debbie Elder Ron Sterling Bettie Williford Sherrie Lack Dr. Russ Mayo Estelle Matthis Alice Stovall Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 5912 Pecan Lake 31 Rosemont 10001 Yellow Pine Lane 8425 Labette Drive 19 Lawrence Road, Greenbrier Little Rock School District 11 It tl II 568-9262 565-1907 455-1785 , 225-3485 329-6380 324-2271 324-2010 324-0526Proposed Plan to Interview LRSD Administrators Interviews will take place in person rather than by phone. We will attempt to carry on as many simultaneous interviews as possible. If scheduling can proceed beginning J uly 20, the interviews may commence on Monday, July 25. It is our objective to complete the interviews by July 29. Interview assignments have been made according to LRSD worksites. Horace (IRC) Margie (Annex) Melissa (Main/Stud. Assign.) Marie McNeal Dennis Glasgow Gene Parker Mable Donaldson Sheryl Rose Margaret Gremillion Larry Robertson Russ Mayo Bill Ann/Polly Sterling Ingram Dr. Henry Williams Estelle MatthisQuestions for Interviews with Administrators 1. How were you appointed to your interview committee(s)? (#4) 2. What was your role on the committee(s)? (#5) 3. 4. 5. 6. 7. 8. 9. 10. 11. In the absence of a written procedure for the interview process, how did you know how to conduct the interviews? (#5) Why did you use generic job descriptions for each position, rather than a site-specific job description? Who made that decision? (#7) Why wasnt Human Resources involved in the process of screening applicants? (Hank \u0026amp; Estelle) We asked for all copies of correspondence from patrons. You furnished one letter. Where are the rest? (#10) (Estelle \u0026amp; Hank only) What was your criteria for vacating principal positions? (Hank) On what basis would you reject a decision (recommendation) by a school interview team? (Hank) Concerning the \"well-known long-standing past practices of interview protocol.\" How did you decide when to use an interview team and when to make an administrative appointment? (Hank) Who made these decisions? Was these \"well-known long-standing past practices of interview protocol\" used last year? Were the two the same? Is the draft of the \"Selection of Applicants\" the documented \"well-known long-standing practices of interview protocol\"? When was it drafted? Has it been approved by the board? Why doesnt the draft define when you will use a team and when you dont? What kind of interview training were the committee members given? (EEO/ AA/ SH) 12. What do you interpret \"consult the MRC\" to mean in practice? (Hank) Pil^oOtS^ O^d*i2. I (o zJo Cibht^'l --(y'P^ C\u0026gt; F\" b3.fi \u0026gt;a d.ic\n(1, tiitirf,Cs#- AI Ok-/ Ct3/hr\\i /\u0026lt;//o u)/z3 -rs ~Z\u0026gt;. '~{^,\u0026gt; s\u0026gt; VOa^-zO i/\\r4 /^- 6Xt 'ryf'^ O '-y z'Al / X t^te 0Committee Member's: Name Position Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Staff member ^sS^ Date Time 2:^ I*' I C \u0026lt; O\u0026gt;^ /tt /Y/^* aVO d' OQ Ip orCommittee Member's: Name Position y Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number 3- Confirmed address I(o\\{ua City, State Zip Code Staff member Date 1 hi 1^1 Time Committee Member's: Name Position Parent Teacher Administrator School z Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Date Staff member Time Committee Member's: Name o co Position Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Staff member Date Time '/ys /t)c /tics7 Zip Code Time Horace 8:00 8:30 9:00 9:30 10:00 Jacque Kesler (Rightsell) 664-8650 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 z Friday, July 22 Margie Melissa Ann Donna Bennett (Mitchell) 666-0836 Stacy Blacknall (Rightsell) 888-4628Time Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 Brenda Casey (Williams) 227-1945 1:30 2:00 Monday, July 25 Margie Melissa Ann Ann Washington (Williams) 225-5254 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Wednesday, July 27 3:30 Ron Sterling (Southwest) 682-6220Time Horace 8:00 8:30 9:00 9:30 10:00 Patsy Reese (Fair) 455-0292 or 455-3584 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 8:30 Tuesday, July 26 Margie Melissa Charles Moore (Williams) 834-7216 Ann Barbara Gilkey (Fair) 562-4162Time Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 Ron Sterling (Southwest) 682-6220 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Wednesday, July 27 Margie Melissa Samuel Hunt (Cloverdale Jr.) 347-2031 AnnTime Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Thursday, July 28 Margie Melissa AnnTime Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Friday, July 28 Margie Melissa AnnTime Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 I 12:30 1:00 Brenda Casey (Williams) 227-1945 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Monday, July 25 Margie Melissa Ann Mabel Donaldson 11:45 Dana Chadwick Ann Washingfor?(V^ams) 225-5254 Richard Hurley Russ MayoTime Horace 8:00 8:30 9:00 9:30 10:00 Patsy Reese (Fair) 455-0292 or 455-3584 10:30 11:00 11:30 12:00 12:30 1:00 Marcia Harding 1:30 2:00 Oliver Dillingham 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 8:30 Tuesday, July 26 Margie Melissa Ann Donna Creer Evelyn Jackson Charles Moore (Williams) 834-7216 Barbara Gilkey (Fair) 562-4162Time Horace 8:00 8:30 Dennis Glasgow 9:00 Marie McNeal 9:30 Gene Parker 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 Ron Sterling (Southwest) 682-6220 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Wednesday, July 27 Margie Melissa Ann Larry Robertson Samuel Hunt (Cloverdale Jr.) 347-2031Time Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Thursday, July 28 Margie Melissa AnnTime Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Thursday, August 4 9:00 a.m. Friday, July 28 Margie Melissa Ann Margaret GremiUionCommittee Member's: Name ye Position School Parent Teacher Administrator Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Staff member Date Time Committee Member's: Name Position 'll. Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Staff member Date Time y-'f7 Committee Member's: Name Position Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Date Time Staff member (Di// / o me Committee Member's\nName Position A Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address Staff member Date Time City, State / A / V Zip CodeCommittee Member's: Name Position Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Staff member Date Time Committee Member's: IS. Name Position Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Staff member Date TimeCommittee Member's: Name Position Parent X Teacher Administrator Date Time School ?/}(// Interview Date Interview Time Confirmed phone number Confirmed address City, State Staff member ^:^:5 Zip Code z'^5 'J I S'\" 37 10:*-^ 2^c\u0026lt;r'q \u0026lt;2\u0026gt;e.r)-He. MOT) \u0026lt;CLQOLOere - 4V\u0026gt;e Kcj~)3on'3 ere o oP unit! 4Ae cWco-T Committee Member's\nName Position Parent School Teacher Administrator Interview Date Interview Time Confirmed phone number Confirmed address City, State Staff member Date Time A// Zip Code Committee Member's: Name SHEnizy PR I PUS I en Position V (t\u0026gt;iP Nsr Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Staff member Sill Date Time )( /hoo Committee Member's: Name Position Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address // City, State Zip Code Staff member Date Time i\no?' pc-1 tSs Do c.niu\u0026gt;erin \"To A-/ 3- r^cuc-lnine . /2\u0026gt; czcJm. bciL Icc^er Committee Member's: Name Position Parent '\u0026lt;7/0 Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Staff member Date _2M23 Time /['XaCommittee Member's: Name z2z2zG a Position Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Staff member Date TimeCommittee Member's: Name /\u0026gt;/Q\nPosition Parent Teacher Administrator School c:\nInterview Date Interview Time Confirmed phone number Confirmed address Staff member Date Time City, Slate Zip CodeCommittee Member's: Name Position Parent Teacher Administrator School 6ofxfbaJ Interview Date Interview Time Confirmed phone number Mi? K(q Ccyatodr '^330 Confirmed address --------- City, State Zip Code Staff member Date Time 1/ ' IO7 e# I \\ e\u0026gt;r/ T'eCyt^ /^\"i :s. rX^ z\u0026lt;f^ll '/C\u0026gt; /\\. /// .fi Jf. ::3r/jiroZ/e T ~-P^ i\u0026gt;'S. ir '\"/r) A o ( 08\u0026gt;I 0/1995 15!45 FR OM JOHN U.WALKER P.A. TO 3710100 P. 01 JOHN W. WALKER, PJL ATTORNEY AT LAW 1723 BROADWAY LITTLE ROCK, ARKANSAS THSM TELEPHONE (601) 374O76S FAX (601) 374-4187 JOHN W. WALKER RALPH WAEHINQTON MARKBURNEHE AUSTIN PORTER, JR. FACSIMILE COVER 2 3'^ ('(31 y FROM: B A DATE: SUBJECT: T B PAGES: NOTES: I u Th infonniiUon contalnd in this faeslmlle messago I* anomay prtviiagad and eoofldontiai InformaUon intendod only for tha uoa the IndMdi^ or onttty nomad abovo. If tha raadar of thio moosage ia not tha Intondod rodpiant, at Um omptoyoa or agont rosponaibla to dattvor it to tha intendod recipient, you are horoby notUlod that any dlMominatlon, distribution or copying of this communication te otrletly prohlbttod. If you havo rocoivad thia communication In orror, ptoasa immadbdoiy notify ua by tolaphona, and return tha original tnossaga to ua at tha above addroM via tha U.S. Postal Sorvfoa. Thank you. 08/10/1995 15:45 FROM JOHN U.UfiLKER P.fl. TO 3710100 P. 02 JOHN W, WALKER, P.A. attorney AT LAW 1723 BROADWAY qtTLE ROCK. ARKANSAS 72208 telephone (501) 374-3758 FAX (501) 374-4187 if it J. JOHN W. WALKER RALPH WASHINGTON mark BURNETTE AUSTIN PORTER JR- HAND-DELIVERED: PERSONAL \u0026amp; CONFIDENTIAL Ms. Linda Pondexter, President Board of Education of the Little Rock School District 810 West Markham Little Rock, AR 72201 August 10,1995 Dr. Henry Williams, Superintent Little Rock School District 810 West Markham Little Rock. AR 72201 Dear Ms. Pondexter and Dr. Williams: This letter tois to formally protest principal assignments that havo^n made by The basis for the assignments is two-fold: In tte cases of Dr Williams. The basis for the assignments is wo-tuiu, m preferential secondary principals, persons, whom we hayeprevi^idaritifi^ to^ discriminatory in their treatment of students administration of their present staffs, are being promoted .^Ms. LinJ Brown^ an assistant principal at Horace Mann and Pulaski Heights. C^r preferential treatment to white students and was ,, t e__________I S..Aff\u0026gt; Uanh RAhAOl IS OHG OT gave Gayle Bradford, her record at Cloverdale Jr. High School is one of ^'ing7n U?Xist of constant turmoil involving allegations treXnt students, parents and staff. Those llegat.oonbn^^^ High, according to our monitoring reports and some of staff. We do not believe that these principal assignments should y\n understand that Mr. Victor Anderson, whom wo also oppose^or assistant superintendent of secondary setters, InRueryed fliis If rGdSons as w. ---------------------\u0026lt; ______.. un that is the case we can understand Uto decision better. But we sfaH High School is too important to the students and the community to people who have a record of mistreating black children. Moreover. It should not be a08-'10/1995 15:46 FROM JOHN U.WALKER P.fl. TO 3710100 P. 03 i Page Two Ms. Linda Pondexter Dr. Henry Williams August 10,199S school which is left for Mr. Anderson's return by his choice due to collegiality between himself and other staff. In like vein we oppose the assignments of Ms. Ethel Dunbar and Uonel Ward as incentive school principals. First, this continues a pattern of racial assignments to the inSntive schools\nand, second, it was done without following the desegregation plan, i e involvement of Joshua Intervenors in the process before a decision was made. Finallv we oppose the policy of allowing school principals to choose their assistants. In this vein, we note that Mr. Mosby has been tran^erred from Pulaski Heiahts and Mr. Knighten has been transferred from Henderson. Both apparently were principal appeasements. A school district simply cannot operate this way. all due respect to Dr. Williams, there have been more than 36 principal changes in two years. This is not a sign of good administration. We sincerely ask that all these acti^ be the caveat that if they are not rescinded, we would like to appear before the board at its UIV M rw- J _____ rUllWtllCA Of In administration. xt or spod.1. to request the te,\u0026lt;i to oonsitier purchase of his contract. I am also m^ing the same comment with respect to Dr. Russ Mayo because of the fact that many of the changes that he has proposed in the desegi^ation plan, ina TaCl uiai  nany wi uiw ,----u-itr which no one has attempted to discuss with us\nand. because his performance is, in our opinion, very deficient Please share this letter with other board members. In view of the fact m I am raising personnel matters, I would like to be heard in closed session regarding Dr. Williams and Dr. Mayo, in the event that the principal changes are ncn rescind^ immediately and made through appropriate, competent proi^ures with a mirto strengthening our school system rather than weakening it The time has come to recognize that we can have a school system which is in either array or tS^e do not want to be here, as is the case of Dr. Williams, there is a tende^ to ^ate chaos and confusion. That no longer will be tolerated by us arxl we will aggressively pursue this matter in court if necessary, including renewing our motion to hold Dr. Williams and the school district in contempt of court08Z10Z1995 15:47 FROM JOHN U.UflLKER P.fl - uMitf Mii^ TO 3710100 P. 04 Page Three Ms. Unda Pondextsr Dr. Henry Williams Thank you for your immediate attention to this matter. We ask to be on the agenda If necessary this evening and any other evening when matters of such Import regarding the desegregation plan or Its compliance are in issue. jncsrely, Attorney for Joshua Intervenors JWW-.lp cc: Mr. deny Malone\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_558","title":"Principal selection process, questionnaires","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":["1994-06"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School principals","Parents"],"dcterms_title":["Principal selection process, questionnaires"],"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/558"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nGIBBS ELEMENTARY PARENT ASSOCIATlOf MEMORANDUM 6/4/94 TO: Dr. Henry Williams, LRSD Superintendent Ms. Estelle Matthis, LRSD Deputy Superintendent FROM: Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Gibbs Parent Association Members on Gibbs Principal Selection Committee RE: Meeting Preparation for Gibbs Principal Selection Committee By this memorandum, we are again requesting the list of names of applicants currently scheduled for interview by our committee. Please deliver a copy to Gibbs Elementary, attention Easter Tucker and fax a copy to 376-2423. Attached are the following materials: 1) interviews. A list of questions we intend to ask all applicants at Tuesday's 2) A brief list of procedures we propose to help facilitate the interview process. 3) A list of applicants that we request the LRSD administration schedule for interview by the Gibbs Committee on Tuesday, June 7, in case any of these are not already scheduled. Thank you for your assistance with these matters. AttachmentsZach Polett  501-376-2423 3tE7/15/94 01:32 PM  3/5 Partial List of Questions for Gibbs Principal Selection Committee 1) Briefly describe a lesson you have taught or observed recently that you believe was very successful. Explain why this lesson worked well. 2) Do the same for a lesson or activity that you taught or obsserved which did not succeed. Why did this lesson fail, in your opinion? 3) When you informally observe classroom instruction what are the 3 most important things you look for, or hope to see? 4) How would you encourage appreciation of and proficiency in reading and writing among staff and students (and parents)? 5) As principal, what can you offer Gibbs? 6) What are your goals for Gibbs? 7) In what ways do you see yourself supporting the staff in disciplinary matters? 8) In regards to non-academic programs, what ideas or philosophies would you initiate? 9) What do you see the balance to be between the basic instructional needs of reading, science, math, etc. with the international studies theme of the school? 10) What do you think about using the school as a resource for the community as a whole, including after 5 p.m.? 11) What would be your strategies for removing the achievement disparity between at-risk minority and/or lower income children and majority and/or higher income children?Zach Polen  SO1-376-2423 107/15/94 01:33 PM  4/5 Partial List of Applicants We Would Like to Interview on Tuesday, June 7 Diane Barksdale Sharon Brooks Deborah Mitchell Cassandra Norman-Mason Stan Strauss, ZaehPolen a 501-376-2423 ^S7/1S/94 01:33 PM D5/5 Proposed Procedures for Interview Process 1) We believe that we will not be prepared to make recommendations at the completion of the Tuesday morning interviews, so would like it understood from the beginning that there will be a follow-up committee meeting at a later date for the committee to evaluate the applicants and make its recommendations. We understand from discussion with Estelle Matthis on Friday, May 27 that the application process was being kept open. If after the Tuesday morning interviews we do not believe we have seen the next principal of Gibbs, then we hope and expect that the District will continue to seek additional applicants and schedule further interviews. 3) We look forward to working closely and cooperatively with the administration and Gibbs staff members of the committee to come up with the best possible principal for Gibbs Elementary.LRSD PRINCIPAL SURVEY RESPONSES CARVER - 4 Responses 1. How were you selected to be a member of the interview committee? The superintendents office secretary called - she had been at the school a long time. Called May 27 (about a weeks notice). Received a written reminder of appointment and that team would be asking candidates questions Does not know why she was selected. Received a note in her box from Ms. Mathis requesting that serve on the committee. No written or oral role descriptions provided prior to the day of the interview. Was told to inform EM if she couldnt serve\nassumed that more than two other staff members would also be serving on the team. Asked the departing principal to allow her to be on the committee. No information provided prior to the interviews. As co-PTA president, he and the other president decided who would represent the parents. Upon discovering that the principal was leaving, the two presidents initiated telephone communication about the replacement process. The only information from the district was that the interview team was to be racially balanced. Committee members were selected around May 10\nfirst interviews were June 6, and re-interviews occurred well into July. During the first round of interviews, the committee did not receive any oral or written role description or what was to occur. They did receive a copy of \"Interview Protocols\" at the second round of interviews. 2. What was your understanding of the principal selection process? The committee would ask questions\neach applicant would be assigned a score on a 0-4 scale. Sheets were tallied and given to M. Gremillion or her appointee. The superintendent would look over the files with the scoring sheets included and personally interview the top 2 or 3 applicants. These instructions were given orally on the day of the interviews. Team members had about 30 minutes to look over the questions and the scoring procedures. Team members divided the questions with each member having 1 or 2 questions. They were allowed to take notes, but no scoring in front of the candidate. After the interview, there was time to think about a score, but there was no discussion among team members. They looked over their notes, went to the next candidate and at the end of the process, turned over the file to MG. Was told that staff would have input, but her role was not explained. No written instructions received. Received oral instructions upon arriving at the school. They were told they would be rating the candidates, asking previously prepared questions, and told that Dr. Williams would make the ultimate decision. She felt he would be there. Team members would be provided with candidates, interview and rate them on a scale of 4-1 and tally the results. Present the superintendent with the top candidates and he would make the decision. Received written questions and oral instructions on the day of the interviews. Did not have any. Called downtown for information but didnt get any. They wanted to know names of applicants and what questions would be asked,but werent told. For the first round of interviews the committee members didnt learn anything until they walked through the door. At that time, they were given oral instructions along with a list of candidates and a list of 10 questions they were required to ask. They also received a score sheet, some resumes, or other background information on each candidate. The committee did not have sufficient time to look over the information, only 20 minutes. The responded did inquire if the committees input would be taken into serious consideration or if they were \"down here playing games.\" M. Gremillion gave them instructions and assured them they were being taken seriously, but Dr. Williams had the final say. Copies of the Interview Protocol was handed out at the second round of interview. 3. What did your committee do in advance to prepare for the interview? Some parents met prior to the interviews\nthe whole committee never could do so. At the time of the interviews some members had prepared questions. The districts prepared questions were broad and general. Team members could ask some of their own questions in order to go a little deeper or to probe. The team had about 30 minutes before the meeting to get acclimated. The job posting was available for review. The committee didnt prepare questions\nthey didnt know who was on the committee. The staff wasnt truly represented. Information was received late, no opportunity to contact teachers to find out what they wanted in a principal. The counselor was the only staff representative. Teachers had no time to voice concerns or expectations. The team reviewed applicant files just before the interviews. Did not see job description. Met prior to the process and prepared questions and determine the expectations of the type of principal needed. This meeting was with parents. Team members looked at the questions and stated that they wanted to ask their own questions. Doesnt remember if any of the teams questions were asked. Did not look at job description. They met for about one and a half hours and reviewed the job posting\nthey prepared a list of 30 interview questions, and tried to get the names and information on each candidate, but couldnt. They were never told what the selection criteria would be. 4. Briefly describe the interview process followed by your committee. The applicant came in\nteam members introduced themselves and asked the applicant questions. Team members took notes and probed with some of their own questions, then terminated the interview. Each member privately assigned points to each candidate and recorded the points on a scoring sheet. The next candidate would enter and the process would start again. Each candidate had a folder that had been prepared in advance.Team members looked at the files\nread over 10 questions and were asked to decide which ones they would ask. The interview process and the rating scale was explained. Members took notes and rated the candidates between interviews. After the interviews, team was told the results would go back to Ms. Mathis and then to the superintendent. He would review the top three and select from the. A parent asked - 'What if the committee decided to reject all applicants and reopen the interviews.\" The district representative said they could call and the district would facilitate. Team members were told the rules\nthey divided and assigned the 10 prepared questions. Members took notes\ntallied scores and interviewed the next applicant. The district representative tallied all of the results and submitted them to the superintendent. During the first round of interviews, they interviewed five candidate for about 30 minutes or less each. The brief time between interviews did not allow for meaningful discussion. Margaret encouraged them to rate each candidate after each interview. They did not ask additional questions because they were told that all candidates had to be asked the same questions. The rating sheets were handed in with no discussion, and there was no consensus on the best candidate. The respondent felt that the only acceptable candidate (the schools white female assistant principal) would lose out because of E. Mathiss bias against her. Gremillion told them to call the next day for the interview tallies\nthey did, and were told the assistant principal was rated way above the others. After two weeks and no decision, the co-PTA presidents met with Estelle and Dr. Williams and were told that the assistant principal did not have enough building experience. The co-presidents pointed out that she met the requirements outlined in the job posting and should get the job. Estelle stated she wanted the best possible person, and Hank wanted a strong principal. The assistant principal had to reapply for the second round of interviews in J uly. 5. In your opinion, was the number and quality of applicants provided for your consideration adequate? If not, why? Was surprised there were only five. No mention made of interviewing more. All of the applicants were at the assistant principal level, except one who had experience as a principal in a rural district. Would have liked to have seen more. Respondent relayed this concern to the interview chairperson. Some members felt the job was advertised. Does not feel that the team reached consensus on the candidate. Yes. The majority of applicants were knowledgeable and provided in-depth answers to the questions. None were adequate. None of the applicants met the respondents standard. The PTA president felt they were adequate, however the respondent feels the candidates were lacking in experience for a school like Carver. The first time only one candidate was acceptable\nthe second time, yes\nthey were given seven candidates (one no show).6. What was your understanding of who would make the final selection of the principal? Dr. Williams. M. Gremillion explained how the processed worked. The team would make recommendations, but the superintendent had the final say. Told up front the superintendent would make the final selection. Dr. Williams would be presented with a list and he would make the decision. Dr. Williams would make the final selection based on their input in the form of their top candidates, ranked in order. 7. What weight do you believe your input was given in the final selection? Difficult to say\nthe process is not over.... the process is reopened and the team will be interviewing more applicants today. Wondered at first, but apparently the committee had influence since some felt (the respondent didnt) that the pool of applicants wasnt adequate. Felt her input was given weight. During the first round, input was ignored. The second time they were unanimous with the final selection and the administration agreed. (Note: the candidate declined the position and the assistant principal wound up serving as Acting Principal) 8. How satisfied were you with the process? What parts of the process worked well? What needs improvement? Wished the process was speedier, not dragged out. The school still doesnt have a principal but they will begin again the following Monday. The preparation of the questions by the administrators, the flexibility to probe, and the organization of each applicants file worked well. The timeliness of the process needs work. The team, parent, school personnel process is unsettling. Not very satisfied with the process\nit was rushed and respondent did not understand expectations until the morning of the interviews. Need to have advance notice to the staff and allow time for teachers to provide input to their representatives on the committee. If there are three parents on the committee, there should be three teachers. Cant determine what worked well\nthe district planned well in terms of process\nthey just didnt provide participants with prior knowledge. Complied with the process, but not satisfied with it. Felt that since it was their school, they should have been able to ask their questions. The actual interviews worked well, but overall all none of the process worked well. The questions need improvement\ntheyre vague and not individualized for the situation. Understood that Williams would choose.Not satisfied with anything the first round. Things improved the second time, including the quality of the candidates. None of the process worked well the first time, leaving the committee members frustrated and angry. Improvement would be if the district has a clear definition of the interview process and what happens afterward\ngive the committee time lines for the process and decision\nhave clear understanding of what questions will be posed and be open with information about the candidates so they can research and prepare for the interviews in advance. The district should have specific job qualifications, and candidates on the interview list should meet the qualifications. All members should have equal weight and the full (and same) interview team should participate in all interviews, including reinterviews. Understood that Dr. Williams would reveal his decision, but they had to work to get it and then they had to bug Estelle for information on the second round of interviews. 9. Is there anything else you would like to share about your experience as an interview team member? No. No. I feel Ive shared everything. Nothing else. Has never participated in principal selection, but has helped interview and select an assistant principal. Felt the first set of interviews were a wasted day, because he had to take off from work not knowing how long the process would take. Didnt get a letter of appreciation, but a verbal thanks from Estelle.ODM Parent Involvement Survey Compilation School: Cloverdale 1. How were you selected to be a member of the interview committee? - Asked as a second choice by Estelle Matthis office - Asked by Dennis Glasgow at a curriculum revision meeting - Asked as VIPS chair - president of the PT A recommended When were you selected? - Two days prior to the interviews Did you receive a written or oral description of your role? - No - Letter of confirmation from Estelle Matthis - Received letter from LRSD - role explained at the interview site What was your understanding of the principal selection process? - Committee would be able to ask questions based on what we wanted to know. - Didnt have a good understanding when receiving the confirmation letter What written or oral intructions did you receive? When did you receive these instructions? - Estelle Matthis explained orally at the time of the interviews. - Oral instructions on the day of interviews - Oral instructions on the day of the interviews What did your committee do in advance to prepare for the interview? - Were given questions - no period of planning - did get to add questions - No advance preparation or knowledge of other committee members - Looked at question the morning of the interviews. Prepared interview questions - We used the prepared questions, but were allowed to add more. - Added more at the time - Got to add questionsReview applicant files - No - No - One applicant brought in a resume Reviewed job description and the criteria for making the selection - No - No 4. Briefly describe the interview process followed by your conunittee. - A) Interviewed candidates. B) Had ranking scale explained C) Ranked the candidates D) Ended up with two top candidates. E) Estelle said that the choices would be passed on to the superintendent to make a final decision. If he wasnt happy with the choices the committee could be called back. - A) Interviewed B) Tallied individually 3) Discussed applicants 4) Voted - had a dead heat between two candidates 5) Submitted the top two, but Estelle told the committee that they could interview other candidates if they desired. - A) Interviews, questions asked in turn as agreed. B) Rating individually after each applicant. C) After the interviews, the committee discussed the candidates and totaled points. 5. In your opinion, was the number and quality of applicants provided for your consideration adequate? If not, why not? - Yes it was adequate - The one chosen made it adequate. The other four were not. As a restructured school, we need some specific things which most of the candidates lacked. - Yes, the number and qualifications were adequate 6. What was your understanding of who would make the final selection of the principal? - Estelle would take recommendations to the board to make the final decision. - Dr. Williams - Committee would vote and the decision would ultimately be made by the superintendent7. What weight do you believe your input was given in the final selection? - Believe it had a great impact on the decision - Dont think it made that much difference. The one that got the position was so much more qualified, that anyone would have picked her. - I think we got lucky and picked the one he wanted 8. How satisfied were you with the process? - Satisfied - Couldnt think of a better way to do it - Satisfied somewhat What parts worked well? - I liked having teachers and parents there - Liked the prepared questions and the ones the committee generated What needs improvement? - If the process worked like it should have, there should have been better parent representation. Committee should have more weight. - Nothing needs improvement - If parents had more input it would alleviate some problems at school and increase involvement. Parents should be invited to participate 9. Is there anything else you would like to share about your experience as an interview team member? - Appreciated it and would serve if asked again. Mrs. Estelle sent a note of appreciation and coonfirmation that I would serve - We did not want the other principal to leave. About 70-74 teachers signed a petition to keep her - NoODM Parent Involvement Survey Compilation School: JA. Fair 1. How were you selected to be a member of the interview committee? - Participates in PT A - Received a call from Mrs. Matthis office through the school secretary to serve. - No idea how selected. Received a call from Estelle Matthis office. - No idea - a parent called and asked if I would serve - needed racial balance. When were you selected? - Sometime in May - About a week before semester exams - About 5-7 days before the interviews. Did you receive a written or oral description of your role? - Received a confirmation notice - Received a letter of confirmation - Received no written role description, only a letter thanking her for serving and indicating the interview date, time, and place. Letter did not indicate an amount of time the task would require. - No 2. What was your understanding of the principal selection process? - Team would ask certain questions, rate according to a given scale, add up ratings, and give the name of the highest ranking candidates. - Just from the confirmation letter, that members would be responsible for nominating a principal for Fair. - Interviewing candidates for principal of J.A Fair and then collaborate and make recommendations. - Had no idea of the process. What written or oral instructions did you receive? When received? - None - Received no written instructions, oral instructions were given at the time of the interviews. - Set of questions and a rating sheet given out the day of the interviews. 3. What did your committee do in advance to prepare for the interview?- Nothing, had no information upon which to act. - As a committee, nothing before the day of the interview. On the day of the interviews, was given a packet of questions, rating sheets, and list of applicants. - Nothing, was late arriving, the committee was already interviewing the first candidate. - Nothing prior to the day of interviews - never met. Prepared interview questions? - LRSD provided pre-selected questions. Had some flexibility to ask other questions following the \"canned\" questions, but had to ask all applicant the same ones. - Divided up questions among the committee. After asking questions on the sheet, were allowed to ask individual questions. Could be spontaneous. - The committee did not meet to formulate questions, but Ruthie developed some she and other staff members thought were important. - The interview team did get to incorporate questions of their own. The teachers were able to contribute questions, but the parents werent prepared to. Reviewed applicant files? - Were given no resumes or other written information about the candidates from Estelle. However, one or two candidates brought vitae and another brought a couple of letters of recommendation. - Did not view applicant files. Some applicants brought in resumes or recommendations. - One applicant had a resume. Estelle said the applications were available for review if they wanted to do so. Reviewed job description and the criteria for making the decision? - No job description - Saw no job description or criteria, nor was there any discussion of criteria - No job description 4. Briefly describe the interview process followed by your conunittee. - Met downtown. Estelle spent about ten minutes describing the process. One of the teachers spoke at that time about the staffs support for Vernon Smith, the Asst. Principal. Estelle shook her head that the comments were inappropriate. The committee interviewed five candidates, spending approximately 20 min. with each. Estelle did not ask questions, but facilitated the process and filled out rating sheets. After the interviews, Estelle asked each team member their first choice. Next, they went around for a second choice. There was a brief discussion but the group did not reach concensus on rankings or the best person for the job. The team was asked whether they were satisfied with the quality of the applicants. Everyone agreed they were. - On each question, rated applicants from 1 to 5 with 5 being the highest. Tallied scores while waiting for next applicant. After last applicant, discudded the applicants - did anyone feel the need to start over? All felt the applicants were qualified. Same people asked the same questions of each candidate during the process - Ms Matthis acted as chair. Some of the \"canned\" questions were wordy - could have been more specific. - Estelle introduced applicants 2) Started asking previously assigned questions in order. 3) Applicants asked questions or madestatements to the team. 4) Applicant left room 5) Team rated individually, tallied scores and ranked the applicants. 5. In your opinion, was the number and quality of applicants provided for your consideration adequate? If not, why? -Yes - Had pretty good candidates and a sufficient number. - Had one person on the list who did not interview (someone within the school district). Heard that she would continue in current position, since that time found out that she was on medical leave. Had six applicants (not including the no-show). - Yes - Yes 6. What was your understanding of who would make the final selection? - Estelle said Dr. Williams would make the final selection. She said she would give him the committees recommendations. Ruthie understood that Estelle would submit the committees first and second choices in rank order. - Understood that the superintendent would make the final selection from the top three names. - Superintendent would make the final selection. Hopefully he would choose the #1 recommendation. - The superintendent 7. What weight do you believe your input was given in the final selection? - Had a lot - As a committee - moot question. The person selected was the #1 choice of the committee. - She believes their input didnt carry much weight\nthat the administration had already decided beforehand tha they could name Broadnax, who interviewed well, but was \"too slick\" and did not seem to be a \"good fit\" for J.A. Fair. - The applicant the interviwee chose was already assigned to Mabelvale. She wondered why they were applying at Fair when already assigned. Committee was \"weighted\" by administrators. Interviewee did not know that Estelle would vote - thought she was only running the show and would not vote.8. How satisfied were you with the process? - Not at all satisfied with the process - Process was very good as far as actual objective. - On a scale of 1-10, a 4 1/2 - Other than having administrators there to weight the committee, it was fine. What parts of the process worked well? - Each candidate brought a different perspective to the job. Liked the opportunity for input into the selection. - Adequate number of committee members and good mixture - especially having administrators and parents. - \"Not much\". - Rating score sheet. What needs improvement? - Would liked to have added more questions specific to the needs at Fair. Need prior knowledge of who the applicants are, and other pertinent background information. Allow team members to express opinions on what qualities are important in the principal for the particular school and who the staff believes would make a good principal. Dr. Williams had discouraged writing letters of contacting school board members about preferences. The asst. prin. at Fair felt that Estelle didnt like him and that writing letters of support would ultimately make things worse for him. Need a seating arrangement which assures that the candidate cant see the rating sheets being coompleted by individuals. The interviews need to be longer. The interviews were only 20 min. long with only 5 min. between them. - More information on applicants beforehand. Would like to have had time to get to know other team members better. - Committee could have used more flexibility. Disliked \"canned\" questions. - Teachers felt intimidated by Estelle. The administrators tended to \"weight\" the committee. What was your understanding about the next step in the hiring process? - That Estelle would give the rankings to the superintendent with the first and second choices of the committee in rank order. About a month to six weeks later Ruthie received a letter from Hank Williams announcing Broadnax as principal and thanking her for her participation. - Estelle was very clear about who was the 1st, etc. choice and that the superintendent would make the final choice. If the superintendent feels we need more applicants, then certainly more applicants could be taken (if the superintendent was not satisfied with the teams choice).9. Is there anything else you would like to share about your experience as an interview team member? - Would like another opportunity to participate in the process. - Pleased to see the process including parents and teachers. Could use some refinement, especially allowing committee members prior access to resumes and job descriptions. Would have liked to ttdk to someone who had experience with dealing with the admnistrators in a school. Thought process was good. - In the LRSD, in her opinion, there are a very few people who weild a disproportionate amount of power. If you cross people, you will not get anywhere. She said she was really talking about Estelle Matthis. She mentioned several people who have gotten \"crosswise\" of Estelle and \"thats that\". \"Estelle is keeping a of good people out of jobs for which they are well qualified. Fairs assistant principal is one of them. Ruthie believes that Estelle is costing the district many good people.School: Forest Heights Jr. High 1. How were you selected to be a member of the interview committee? - Dont know what the selection process was. Contacted by Estelle Matthis by phone - Wondered how he was chosen. Told by Estelle that she was looking for respected, experienced teachers to serve. When were you selected? - Near the end of school Did you receive a written or oral description of your role? - Received no advance information 2. What was your understanding of the principal selection process? - a) Assign questions b) Interview applicants c) Rate applicants d) Rank applicants - Prior to the day of the interviews, had no information. Knew that applicants would be interviewed and that recommendation would probably go to Dr. Williams. What written or oral instructions did you receive? - Only received a confirmation letter - no instructions - Questions, rating sheets When did you receive these instructions? - 15 min. before the interviews were to start 3.What did your conunittee do in advance to prepare for the interview? - a) Received instructions b) Reviewed and assigned questions c) Discussed qualifications - Received rating sheets and a set of 10 questions Prepared interview questions - Received prepared questions from the district person Previewed applicant files - One applicant brought a resume- Committee didnt review applicant files Reviewed job description and the criteria for making the selection - Talked about qualifications, but did not review the job description. 4. Briefly describe the interview process followed by your committee. - a) Committee reviewed a list of prepared questions b) Each applicant asked the same questions by the same people, c) After all interviews, each member rated the answers and tallied the scores, d) The committee members revealed their highest ranking applicants, e) Only the top 2 were discussed, f) Committee reached concensus on the top two. f) Two recommendations would be sent to Dr. Williams for final approval. - a) Questions asked of all candidates in round-robin fashion. Candidates could elaborate on an answer b) At the end, candidates could pose question of the committee c) Rated applicants S. In your opinion, was the number and quality of applicants provided for your consideration adequate? If not, why? -Yes. Interviewed six, all were qualified - Yes. The applicants represented a broad spectrum. 6. What was your understanding of who would make the final selection of the principal? - Before interviews, Estelle informed the group that the supt. would have the final say - could accept choices or send it back to the committee with another pool of applicants. - Dr. Williams 7. What weight do you believe your input was given in the final selection? - Personal input was equal to that of others, no one person had more influence on the committee. - Initially, felt that influence was significant as a teacher at the school. However, in the final analysis felt the input was not important after the recommendation was made. 8 How satisfied were you with the process? - At the start, okay - at the conclusion, not well. Listened to six applicants. One applicant was absent, but someone (district spec. ed. person) was there to speak on his behalf. The candidates resume was also passed out to the comittee. The committee was told that this person had interviewed with the superintendent and had been a candidate for the principalship of Central. This applicant was the #1 choice of the other members (not the teachers) of the committee. The Dep. Supt. continually told the committee \"The superintendent is impressed with this person.\" - Well satisfied What parts worked well? - Equal say by all in the process - All parts until the absent candidate was considered What needs improvement? - Committee members should be involved in the preparation of questions - Dont consider absent applicants 9. Is there anything else you would like to share about your experience as an interview team member? - Unhappy that one applicant was not in attendance - Input significant at first, but \"they knew who they wanted all along.\"LRSD PRINCIPAL SURVEY RESPONSES FRANKLIN - 2 Responses 1. How were you selected to be a member of the interview committee? Was a member of the regular staffing committee. There was no written or oral description of her role. Joshua received a letter from LRSD requesting a representative on the principals selection committee\nMr. Walker sends whoever is available. The request came in well within time to allow him to participate. There were no written or oral instructions. 2. What was your understanding of the principal selection process? Committee members were to ask the questions and choose the best one. Sterling Ingram explained the interview committee Committee members would score candidates based on a formula provided by the LRSD (Good, Excellent, Adequate, etc.). The committee would use a numerical scoring system. Sterling lead the discussions. The committee could decide which questions each member would ask. They were told that the three highest rated people would be recommended to the superintendent. The superintendent would interview the three top choices and make his recommendations to the school board. The questions were written beforehand by the LRSD. 3. What did your committee do in advance to prepare for the interview? Nothing, no, no, no. Nothing prior to day of interview. On the day of the interview, committee members got acquainted with each other. Looked to see what questions they wanted to ask. Members were extended the curtesy of adding wording to a prepared questionnaire\nthey could also do a little prodding. There were no files, resumes, etc. All information was gathered during the interview. There was no real preparation. 4. Briefly describe the interview process followed by your committee. When the committee got together we saw the questions provided. Members went through the questions in order\nawarded points\ngot point totals and took the top three. Nothing prior to day of interview. On the day of the interview, committee members got acquainted with each other. Looked to see what questions they wanted to ask. Members were extended the curtesy of adding wording to a prepared questionnaire\nthey could also do a little prodding. There were no files, resumes, etc. All information was gathered during the interview. There was no real preparation. 5. In your opinion, was the number and quality of applicants provided for your consideration adequate? If not, why? Yeah. Yes, however he questioned why the applicant from Dunbar who had never been a principal or an assistant principal was referred. The LRSD defended her application because she had previously been a supervisor. 6. What was your understanding of who would make the final selection of the principal? Dr. Williams The superintendent. 7. What weight do you believe your input was given in the final selection? Not a bunch. None. There were certain candidates who got higher scores who werent even considered. For example J. J. Lacey scored relatively high at Franklin,but was not given any weight with regards to referrals to principal jobs. Dont believe he was even interviewed. The district was just going through the motions. 8. How satisfied were you with the process? What parts of the process worked well? What needs improvement? 50/50 satisfied. The process worked well, cant pinpoint why. They need to improve the questions\nthey were too \"textbook\". Disliked that committee could not add to the questions or change them. The process is fine if they actually followed it. However, the LRSD, starts throwing curves. Committee members are not given any instructions on what they are really looking for, what the goal is. Applicants are scored on charisma, mannerisms and voice. Questions should be discussed beforehand in order to determine what information the questions are supposed to elicit. The deputy superintendent of elementary schools (Larry R.) sat in on the interviews\nno problem with that, but district administrators should not score the applicants. They are too biased. Doesnt remember if the LRSD said the superintendent would interview all three candidates. The committee knew who the top three candidates were. Sterling made every effort to be above board.9. Is there any thing else you would like to share about your experience as an interview team member? I did not realize how important the scoring was. The people from downtown scored people they didnt like rock bottom.. For example the spread between district personnel scores ranged from 15 to 40 (with 40 being a perfect score). The range between the other committee members was between 5-7 points. While recognizing that peers can be helpful, bias may interfere with the scoring process. For example a teacher may know an applicant from another school and think '7 know he is a hard principal, I dont want him at my school.\" That would be teacher bias. Some may give \"friends\" inflated scores. Sterling also asked questions of the applicants and scored them. This committee member specifically remembers that one applicant (Julie Davenport) did not score in the top, however, she wound up as the principal at Franklin. However, when the principal list was published, Davenport was listed as a transfer. If that was the case, she should not have been interviewed. Feels the interview process the districts principals use for hiring new staff members is fairer. In the case of the principals teachers get communications prior to the interviews which is unfair.Summary of Gibbs Responses Information gathered from a total of five interviews with committee members: two teachers, two parents, one observer. 1) How were you selected to be a member of the interview committee? After Donna Davis decided to retire, she sent a letter to all Gibbs parents, informing them of her decision. The PTA Board knew that parents at other elementary schools had been involved in the principal selection process. In anticipation of the process, the PTA held a school-wide meeting to discuss the hiring process with all the parents and to talk about parent appointees for the interview committee. The Gibbs parents selected five representatives to serve on the interview committee. Zack Pollett, on of the five named to represent the parents, contacted Larry Robertson to express the parents desire to be included in the hiring process. Larry Robertson referred Pollett to Estelle Matthis. The district did not allow all five parents to serve on the interview committee. The LRSD indicated that only three parents would be used on the interview team. The Gibbs parents sent the three allowed and the other two parents attended the interviews as observers. The observers did not vote. Neither of the teachers interviewed were sure how they were selected for the committee. One teacher member actively lobbied for appointment, but she spoke to some many individuals about it that she had no idea \"what worked\". 2) What was your understanding of the principal selection process? None of the parent or teacher members of the committee were not given any advance information. Some parents contacted LRSD administrators (Matthis, Gremillion, and Robertson), but they received nothing. On the day of the interviews, the committee received a brief orientation from Margaret Gremillion and Larry Robertson. Some parents who served on the Gibbs interview team had extensive experience with personnel matters. As the result of their own experience in hiring, these team members expected to be full participants in the hiring process. They wanted to have a list, well in advance of the interviews, of all applicants who requested Gibbs\nto review the applications and resumes filed by each candidate\nto be able to recruit candidates for interviews\nand to have an active role in determining the candidates to be interviewed by the full committee. None of the parents expectations were met. District officials refused to release the names of candidates or any information about them. A Gibbs parent who is an attorney (but not one of the committee members) filed an FOI request in order to obtain the names of the job seekers. The district waited the maximum three days before responding, and then tried to mail the information rather than have it ready for pick-up, as requested. It took the threat of prosecution for Hurley to turn the names over to the parent. The committee then obtained the list of 27-28 names from the author of the FOI request.Despite the problems surrounding information requests regarding the applicants, all the parents had a good understanding of their role in the actual hiring process. They all said that they knew that their committee was to pick three top candidates, based on their numerical ranking. The superintendent would then chose one of the top three as the next principal. 3) What did your committee do in advance to prepare for the interview? The parent and teacher representatives met before the interviews to prepare questions, review the applicants names gained through FOI, and make plans to contact individuals who would have knowledge of the various applicants professional work . The parents did not include the administrative members of the committee because they did not know, in advance, who those representatives would be. During the advance meeting, the Gibbs group prepared a list of ten questions they wanted asked at the interviews, and included the list of questions in a memo mailed to Estelle Matthis and Hank Williams on 6/4/94. Also in the 6/4/94 memo, the committee again asked for names of the applicants, and they indicated five candidates they would like to interview. The LRSD selected five candidates to be interviewed for Gibbs\nonly one of the five LRSD selected also appeared among the names the Gibbs patrons requested. The Gibbs group also recommended procedures for the interview process. As part of the list of proposed procedures, the committee made it clear that they would not be prepared to make recommendation for the principal immediately after the interviews. They asked for another meeting to evaluate the candidates and make recommendations. The procedures section of the memo also stated that the parents had talked with Estelle Matthis and she assured them that the position would remain open for some time. After Estelles assurances, the parents clearly stated (in their memo) that they expected the district to keep seeking new candidates. 4) Briefly describe the interview process followed by your committee. As committee members arrived for the interviews, each received a packet of materials that contained the names of all committee members, the interview questions, the rating sheets, and the names of the candidates to be interviewed. Despite the fact that the Gibbs committee members sent a copy of their ten questions to Estelle and Hank, the questions contained in the packet had been developed by LRSD administrators without parent input. Margaret Gremillion, who seemed to coordinate the Gibbs interview, seemed unfamiliar with the earlier correspondence and questions sent by the Gibbs patrons. After some discussion, the committee incorporated four of their original questions into the LRSD questions. While the Gibbs questions were added to the preset items, the scoring sheets did not include any items except those written by the administration. After the committee interviewed all candidates, They began to discuss the various applicants and the consensus was that none of those interviewed had the right qualifications for Gibbs. All the teacher and parent representatives were in agreement that they would like to interview more applicants. Margaret Gremillion asked the committee members to go ahead and fill out the districts rating forms to document that they had completed the interviews. Margaret stated that she understood that the committee was making no recommendation and she agreed to schedule more interviews. It was agreed that Zack Pollett would contact Margaret at home to find out about the additional interviews. One committee member (Easter Tucker) agreed to complete the rating form only after she was assured the scores would not be construed as a recommendation. When Zack Pollett contacted Margaret Gremillion about the additional interviews, she told him that the superintendent had decided that no more interviews would be conducted. 5) In your opinion, was the number and quality of applicants provided for you consideration adequate? No! Most of the candidates had limited experience. Only Ed Jackson was an experienced principal. Committee members were also concerned because they were told that all five persons they interviewed had expressed an interest in Gibbs. Committee members later learned that at least two of the five interviewed had not asked for Gibbs, and several individuals who applied for Gibbs were not given interviews. 6) What was your understanding of who would make the final selection of the principal? We understood that the committee would submit the top three ranked candidates and the superintendent would nominate one of those individuals for the position. The LRSD Board of Directors would then approve or disapprove the decision. 7) What weight do you believe your input was given? None of the Gibbs parents, teachers, or observers believed that they had any meaningful involvement in the principal selection process. The following quotations represent the depth of their frustration. \"0.\" \"None. It was a fake. They wasted our time.\" \"We understand it was all (the principal decision) preordained. Parent involvement was superficial.\" 8) How satisfied were you with the process? What parts of the process worked well? What needs improvement? Generally the Gibbs group was not satisfied with any of the districts actions. Some parents had praise for the method the Gibbs PTA used to select parent representatives. The schoolwide meeting that the PT A held to select parent representatives was, by far, the most inclusive method of selection used at any school. Some suggestions offered were: Have the full committee meet prior to the interviews for comprehensive training\nProvide committee members with the names of candidates in advance so that they may research the professional accomplishments of each\nAllow the committee to submit names of individuals they would like to interview\nBegin the process earlier in the year to avoid a time crunch and loss of good candidates to other jobs\nAllow more time for interviews\nthirty minutes is not enough. Never again schedule interviews on the final day of the school year. The teachers members missed most of their last day with their classes, and applicants who are currently working in schools need to be in their schools on the final day as well. 9) .. Anything else? After the Gibbs committee learned that they would not be given any more candidates to interview, they scheduled an appointment with Dr. Williams to discuss the process. About fifteen parents from Gibbs attended the meeting, during which the superintendent indicated that although he had not yet interviewed any applicants he had someone in mind for the job. During the meeting the superintendent said that he had the rankings that the committee developed. The parents took issue with that and explained that they had made no recommendations, and they wanted to interview more people. Dr. Williams clearly stated that they would interview no more candidates. Later in the moth. Dr. Williams selected Ed Jackson as the next principal of Gibbs. Many Gibbs parents attended the Board meeting that month and several spoke in protest, explaining their perception of the process. After the Board voted to support of Dr. Williams, the Gibbs parents continued to meet and work to reopen the process. The parents secured over 50 signatures on a petition calling for a special meeting of the Board of Directors. The meeting was held on July 7,1994. At the special meeting, the superintendent announced that the district planned to reopen the interviews for the Gibbs principal. As a result, Ed Jackson remains unassigned. At the beginning of this same meeting, the superintendent made a statement regarding the importance of parent involvement. He offered this statement to contradict the impression left by the media when they \"misquoted\" his earlier statement about numerous studies showing that schools worked very well without parent involvement. The original statement caused much consternation at the meeting with Gibbs parents, and caused a mini-furor when it was later reported in the local newspaper. The second round of interviews is set to begin on July 25, 1994. Some Gibbs parents have expressed concern because so many potential candidates have been placed in other positions. They fear that no one will be left to hire. On July 13 or 14, 1994 the district placed Ed Jackson at Gibbs to \"open the school year\". Many parents were upset because he immediately began to walk, talk, and act like the Gibbs principal. Some parents and teachers reported that he discussed major changes in the schools curricular focus, saga continues .. . The 7/29/94 Late breaking update: Marjorie Bassa of PRE selected as Gibbs principal.LRSD PRINCIPAL SURVEY RESPONSES MITCHELL - 2 Responses 1. How were you selected to be a member of the interview committee? Not real sure\nI try to be involved with my kids school activities. Was selected approximately two weeks before the actual interviews. There were no oral or written descriptions. Received a confirmation letter. Notified by letter from the LRSD\nthinks it came from Hank or Sterling - not sure. Joshua sends whoever is available at the time. The letter requesting Joshuas presence can well in time to allow Joshua to participate in the interviews, descriptions. There were no written or oral 2. What was your understanding of the principal selection process? None,. Was told she would be a part of the interviewing committee to select a principal. Received oral instructions on the day of the interviews. The committee would score candidates based on a formula provided by the LRSD. Numbered ratings would represent good, excellent, adequate, etc. Sterling lead the discussion. He let the committee decide on which questions they would ask. Committee was told that the three highest ranked candidates would be recommended to the superintendent. The superintendent would interview the top three and make his recommendation to the school board. The questions were prepared by the LRSD. 3. What did your committee do in advance to prepare for the interview? Nothing while she was there. The school secretary (who served as a parent representative) got there just as the interviews were starting. The committee members selected the questions they would ask. She asked one of ten questions. Each applicant was asked the same question each time. Committee was told they could ask follow-up or clarification questions. Nothing prior to day of the interview. Committee members got acquainted with each other\nlooked to see what questions they wanted to ask. They were extended the courtesy of adding wording to a prepared question\ncould do a little prodding. There were no file, resumes, et. All info gathered during the interviews\nno real preparation. 4. Briefly describe the interview process followed by your committee. As the process went on, the respondent could not determine what the questions were designed to discover. The questions contained too much educational jargon and the applicants used language unfamiliar to the lay-person. It also seemed that some of the applicants did not understand the questions. After the first few applicants completed their interviews the survey participant said she felt more familiar and could look the applicants in the eye. Committee members tallied responses by points. Members could make comments concerning selection of an applicant. Nothing prior to day of the interview. Committee members got acquainted with each other\nlooked to see what questions they wanted to ask. They were extended the courtesy of adding wording to a prepared question\ncould do a little prodding. There were no file, resumes, et. All info gathered during the interviews\nno real preparation. 5. In your opinion, was the number and quality of applicants provided for your consideration adequate? If not, why? Yes, some seemed too qualified. Yes. Had no problem, except wondered why on one school interview a candidate from Dunbar was allowed to apply since she had never been a principal or an assistant principal. The LRSD defended her application because she had previously been a supervisor. 6. What was your understanding of who would make the final selection of the principal? The superintendent would make the final decision. The committee submitted their top three choices. The recommendations would be considered but not necessarily chosen. The superintendent would interview the committees top three candidates and make his recommendation to the school board. 7. What weight do you believe your input was given in the final selection? Some - since the superintendent chose one of the committees top three. Satisfied with the choice. None. There were certain candidates who got higher scores who werent even considered. For example J. J. Lacey scored relatively high at Franklin and Mitchell, but was not given any weight with regards to referrals to principal jobs. Dont believe he was even interviewed (by the superintendent). The district was just going through the motions. 8. How satisfied were you with the process? What parts of the process worked well? What needs improvement? Satisfied with the process because she did not have to develop the questions. Did not feel qualified to design questions for a principal. Would have liked more time prior to the interviews to review the questions - understand the terminology - understand what the questions were designed to elicit from the applicants. The process is fine if they actually followed it. However, the LRSD starts throwing curves. Committee members are not given any instructions on what they are really looking for, what the goal is. Applicants are scored on charisma, mannerisms and voice. Questions should be discussed beforehand in order to determine what information the questions are supposed to elicit. The deputy superintendent of elementary schools (Larry R.) sat in on the interviews: no problem with that, but district administrators should not score the applicants. They are too biased. Doesnt remember if the LRSD said the superintendent would interview all three candidates. The committee knew who the top three candidates were. Sterling made every effort to be above board. 9. Is there anything else you would like to share about your experience as an interview team member? Was interesting - glad to have done it. While recognizing that peers can be helpful, bias may interfere with the scoring process. For example a teacher may know an applicant from another school and think \"I know he is a hard principal, I dont want him at my school.\" That would be teacher bias. Some may give \"friends\" inflated scores. Sterling also asked questions of the applicants and scored them. This committee member specifically remembers that one applicant (Julie Davenport) did not score in the top, however, she wound up as the principal at Franklin. However, when the principal list was published, Davenport was listed as a transfer. If that was the case, she should not have been interviewed. Feels the interview process the districts principals use for hiring new staff members is fairer. In the case of the principals teachers get communications prior to the interviews which is unfair.Summary of Rightsell Responses Information from interviews with five committee members: three teachers, one parent, and one representative of Joshua. 1) How were you selected to be a member of the interview conunittee? For the most part, the Rightsell committee consisted of the same individuals who serve on the schools regular staffing committee. One teacher, a white female, said that she was not a member of the staffing committee and she assumed her appointment to the interview to resulted from a need for racial diversity on the committee. None of the committee members received written or oral information on their role prior to the interviews. Committee members received written notice of their appointment about a week prior to the interviews. 2) What was your understanding of the principal selection process? All candidates reported that they received oral instructions about the interview process just prior to conducting the interviews. Margaret Gremillion and Sterling Ingram both provided instructions during the orientation. During the orientation Sterling emphasized that all candidates must be asked the same questions (each committee member interviewed at any school emphasized this requirement). After the orientation, all committee members reported understanding that they would interview the candidates and select the top three contenders. Committee members understood that their choices would be forwarded to the superintendent, who would make the final selection. 3) What did your conunittee do in advance to prepare for the interviews? The Rightsell committee was able to add some clarifying questions to those prepared by the LRSD. Committee members did not meet in advance, nor did they review any applicant files or job descriptions. 4) Briefly describe the interview process. The interview session began with the orientation. During that time, the committee divided the interview questions among the members. Each candidate also received an orientation and then was interviewed in turn. Committee members took turns asking their assigned interview questions. Each individual developed his/her own system for ranking the candidates. Some scored candidates after each interview. Others waited until the end of all the interviews and then assigned scores to the various candidates, the participants used a 0-4 point rating scale. After committee members completed their scoring, they spent some time discussing the merits of various candidates.5) In your opinion, was the number and quality of applicants provided for your consideration adequate? Four of the five committee members interviewed responded, \"Yes.\" The fifth team member, a parent, said that he was not sure that the number was adequate. In his opinion two of the five interviewees were \"just tossed in\", and were not interested in the job. This parent characterized the process as simply \"going through the motions.\" 6) What was your understanding of who would make the final selection of the principal? The superintendent. 7) What weight do you believe your input was given in the final selection? Four of the five respondents believed that their input received adequate weight in the final selection. The fifth said that the district administrators \"scored the people they wanted high and they werent the ones the committee wanted.\" The individual who reported this went on to say that he did not believe that the committees input had any bearing on the final selection. 8) How satisfied were you with the process? What parts of the process worked well? What needs improvement? Four of the five committee members were quite satisfied with the process and made no recommendations for process changes. The fifth member reported dissatisfaction with the general process, but did feel that the interview questions had merit. Some suggestions were: Have earlier team input into individuals to be interviewed Hold the interviews in a more relaxed area (they were held in the LRSD Board room) Suggest adding a question or two regarding how the principal would select other staff members 9) Is there anything else you would like to share about your experience as an interview team member? All the team members interviewed said that they enjoyed their experience. Several commented about the friendly and cordial relations between committee members. One committee member said that he would be happy to serve on such committee if he knew that his input was meaningful. This respondent said that he did not want to waste his time, if a decision had already been made. At the time of the interview, the district had not provided feedback to the committee members regarding the ultimate decision.School: Southwest Jr. High 1. How were you selected to be a member of the interview committee? - School secretary told her that the superintendents office called and asked if she would serve on the committee - The preseident of the PTA called since she and her husband were active in PTA - Active in PTA - Estelles office called When were you selected? - End of the school year - Last week in May. The interviews were June 9 - About oe week before the actual meeting Did you receive a written or oral description of your role? - Got a confirmation from Matthis - No written or oral - No. Received a written note thanking me for being on the committee - no \"how to\" 2. What was your understanding of the principal selection process? -No understanding - Didnt know anything - Interview and rank candidates and supt. would make the final selection What written or oral instructions did you receive? - Oral instructions regarding the selection process - and received written questions - None - None When did you receive these instructions? - On the day of the interviews - Just before starting on the day of the interviews 3.What did your committee do in advance to prepare for the interview? - Nothing prior - Nothing - Introduced to each otherPrepared interview questions - Reviewed and assigned questions - no additional questions added - Looked at questions Previewed applicant files - No - Didnt review files. Some applicant brought resumes Reviewed job description and the criteria for making the selection - No 4. Briefly describe the interview process followed by your committee. - a) Leader introduced everyone b) Questions assigned c) Interviews d) Each member chose top 3 in order of preference e) Form used to rank order the candidates - a) Dr. Mayo reviewed questions b) Asked volunteers to ask questions c) Clarified that all applicants must be asked the same quetions, although you could ask a followup or clarification question - a) Gadberry (actually Mayo) gave instruction on how the process would go b) Questions were already prepared c) Each interviewer was asked to ask 1-2 questions d) Had to rank from highest to lowest and score each candidate, e) At the end, told to rank f) Went around the table to rank 1,23- g) Told the supt. would pick from these three. The administrators rushed the process - told the committee that they had to go to a board meeting. Done so fast, the team couldnt understand how it was done. The committee never rached concensus on candidates or ranking - not done by scale at all. Committee told that they couldnt keep the scoring or ranking papers - that they may be pulled for court. 5. In your opinion, was the number and quality of applicants provided for your consideration adequate? If not, why? - Only one person brought in a resume. There wasno prepared or written information on the candidates. One candidate did not show up because of miscommunication. (The committee member talked later to this candidate, who is a friend of hers) The candidate said that she did not receive an invitation to be interviewed - although Estelle Matthis said she did. - More than adequate - Dont know. 6. What was your understanding of who would make the final selection of the principal?- Superintendent - Dr. Williams - Superintendent 7. What weight do you believe your input was given in the final selection? - Selected their #1 choice. Would like to think he put faith in their selection. Really think he chose who he wanted - Apparently a lot - the committees choice was also the superintendents - No earthly idea 8 How satisfied were you with the process? - Not satisfied at all with final ranking and scoring. - Satisfied with the process Not very What parts worked well? - Interviews - Having questions prepared. THe process itself worked well - Diversity of the committee. Asking set questions of all candidates. Selection of candidates. What needs improvement? - Would like to have been informed of how the rankings would be done - that caused some confusion - Would like to preview applicants and check qualifications. Would like to have screened applicants for interviews. More time. Would like to have developed te questions. - Scoring process should be clarified beforehand 9. Is there anything else you would like to share about your experience as an interview team member? - It was different - not saying it was good or bad. -No - appreciate the opportunity to participate - No - Dr. Mayo said the committee would be informed of the selection before it was published. Found out first in the newspaper and received written notification from the district a week later.Summary of Williams Responses The following summary is based on interviews with four committee members: three parents, and one teacher. 1) How were you selected to be a member of the interview committee? As usual, the teacher representative had no idea how she was chosen to participate, and the PTA leadership selected the parent members of the committee. All committee members reported receiving a written confirmation of their appointment from the LRSD about a week before the interviews were scheduled. None of the participants received a written description of his/her role. 2) What was your understanding of the principal selection process? All interview team members reported receiving and oral orientation given by Sterling Ingram immediately before the interviews began. Until the time of this orientation, participants knew little other than that they would be interviewing candidates for the principals job. The orientation took about five minutes, during which the committee members received their interview packets which included the prepared questions. 3) What did your committee do in advance to prepare for the interview? In response to this question, most parents explained the orientation period provided at the beginning of the interview session. Other than that preparation, on the day of the interview, the committee undertook no advance work of any type. One committee member, who is an attorney, wrote to Estelle requesting copies of the applications and resumes for the Williams applicants. Estelle responded that the information requested was confidential and that it was not the practice of the district to share this information. The packet the district provided to the Williams committee included: the names for each candidate with the time of his/her interview, the list of questions to be asked, the ratings forms, and a list of the committee members. The list of pre-written questions was amended to include a couple of question parents were concerned about adding. The committee did not receive written information about any applicants, nor did they see a job description. 4) Briefly describe the interview process. The session began with the aforementioned orientation, during which the committee members finalized their questions and divided them among the members. That accomplished the first applicant entered the room, was introduced by Margaret Gremillion, and then interviewed according to the standard process. Committee members used their own system to keep up with a candidates scores. Some members ranked each individual as he/she completed the interview\nother took notes during the interviews and completed their ranking after all interviews were finished. After each individual completed his/her personal evaluation of the candidates Sterling Ingram and Mabel Donaldson totaled the scores for each candidate. None of the committee members voice any dissent with the top three at the time of the interviews. One of the LRSD administrators thanked the members for their participation, and then their work was done. Members reported receiving a thank you note from the superintendent. 5) In your opinion, was the number and quality of applicant provided for your consideration adequate? Two of the four respondents replied that both the number and quality of applicants was adequate or better. The other two respondents felt that the number of applicants was sufficient, but that several of the interviewees did not have adequate knowledge of magnet schools. 6) What was your understanding of who would make the final selection of the principal? The superintendent with the Boards approval. 7) What weight do you believe your input was given in the final selection? Most participants agreed it was given some weight. Some parents expressed the opinion that parental input was not given that much weight due to an earlier meeting the parents had with Dr. Williams regarding Ed Jacksons removal. Dr. Williams made it clear that no amount of parent support would change his mind that Jackson needed to be reassigned. 8) How satisfied were you with the process? What parts of the process worked well? What needs improvement? Responses to this question varied widely from the opinion expressed by one parent who seemed truly pleased with every aspect of the process and would use the same procedures in the future to the opinion expressed by others that felt that the process was superficial and parent involvement was not meaningful. Some suggested improvements were: Ensure that factors in addition to the interview are considered in the final selection Provide more advance preparation. Committee members need more time to look at resumes of like material and time to become familiar with the questions and develop their own questions.Improve the advance planning for the interviews. Some parents felt that the district contacted them at the last minute to serve on the interview team in an effort to placate vocal parent groups. 9) Is there anything else you would like to share about your experience as an interview team member? One parent closed with two question he said he had been trying to get answered since the change in principals assignments began. These questions were: 1. What school district goal is met by mass reassignment of the principals? 2. What desegregation goal is served by these reassignments? The parent asking these questions stated that parents fear nothing more than instability and upheaval. He fears that the instability caused by the reassignment of so many principals will scare some parents away from LRSD. This parent also commented that if the district wanted to give the parents opinion serious weight, the parents should have been involved in screening the applicants and deciding who to interview for their school.4. Briefly describe the interview process followed by your conunittee. The majority of parent and teacher respondents described an interview process which consisted of the following components: Orientation: According to all respondents, at each school the districts designated committee leader provided a brief orientation on the day of the interviews minutes prior to beginning the first interview. Respondents described these sessions as having been 10-15 minutes long. The leaders began orientations by having committee members introduce themselves. Committee members then received packets containing prepared questions and rating sheets. Question Review: Committee leaders gave parent and teacher representatives an opportunity to read the districts prepared questions. At some schools, participants were permitted to discuss and add questions to the list. Each committee member chose the question(s) they wanted to ask the interviewees. Survey results indicate that the district representatives at all of the schools strongly advised the committee members to ask the same questions of all candidates in the same way. Interviews: Survey results indicate that individual interviews ranged in time from 20 to 30 minutes. Candidates were introduced to the interview committee by the district administrator coordinating the process. Each committee member in turn asked previously assigned questions of the candidate. Respondents from each school indicated that individual committee members could ask followup questions. Although candidate information such as applications and resumes were not viewed by the committees prior to the interviews, candidates at several schools brought and distributed resumes to the committees during their interviews. At each school, at the end of the interview the committee gave each candidate the opportunity to ask questions or provide additional pertinent information. Rating and Ranking: Most survey respondents generally mentioned using a zero to four point scale to rate candidates on each question. Parent respondents from one school stated that although the district allowed them to develop and ask additional questions, the only ones candidates were rated on were the ones provided by the district. Survey responses indicate that individual committee members used varied methods in rating candidates. For example, some committee members provided point ratings as they listened to responses to the questions during the interviews. Other committee members made notes during the interviews and provided point totals for responses after each individual interview or after all interviews were completed. Upon completion of the interviews, varied methods of ranking were described to the monitors by parents and teachers. At some schools, point totals were taken by the process coordinator and a straight ranking by points determined the top three candidates in order. Another option described involved the committee members individually ranking candidates based on their point totals, followed by determining the number of firsts, second, and third place rankings of each candidate.Survey responses indicate that committee discussions after the interviews generally dealt with not only determining the top three candidates, but also whether the committee was satisfied with their choices and the range of applicants they had interviewed. 8. How satisfied were you with the process? Most parents and teachers on school committees expressed general satisfaction with the district hiring process, although they also admitted that there were areas needing improvement. More specifically, although some respondents had no problems with the process, they felt that their participation represented no more than a feint of parental involvement by the district. It was these individuals, who more often felt that some hiring decisions had already been made by the district prior to the interviews. The following aspects of the district hiring process were most frequently identified by parents and teachers as having worked well.  The size and diversity of the interview committees  Having questions prepared in advance  Having parent, teacher and administrator representation on the interview committees  The methods individual PTA groups used to recruit and choose parents for the interview committees. The following suggestions represent a composite of the ones most frequently offered by parents and teachers to improve the district hiring process. The suggestions are categorized according to aspects of the interview process. Parent Recruitment and Contact  Improve advance preparation as it relates to contacting parents to participate. Many committee members were contacted on extremely short notice. This lead to some parents expressing the opinion that their involvement was only \"window dressing\" to placate vocal parent groups. Screening  Have earlier team input into choosing the individuals to be interviewed.Timing of Interviews  Avoid holding interviews during the last week(s) of the school year. Some teachers on the committee missed the last day of classes, and applicants currently working in schools need to be in their schools on the final day as well.  Begin the entire process earlier in the year to avoid crunch time and the loss of good candidates to other jobs. Setting  Hold interviews in a more relaxed setting rather the LRSD Board Room. Orientation  Provide more specific instructions to committee members regarding the goals of the process and what they should be looking for in a candidate.  Provide more advance preparation such as reviewing resumes, becoming more familiar with the prepared questions, and developing additional ones.  Have the full committee meet prior to the interviews for comprehensive training. Information About Applicants  Ensure that factors in addition to the interview are considered in the final selection.  Provide committee members with the names of candidates in advance so that they may research the professional accomplishments of each. Interview Questions  Add questions regarding how the potential principal would select other staff members  Allow the committee more time to develop additional questions which are more specific to the individual school. Actual Interviews  The interview committees should not consider candidates who fail to show up for the interview.  Individual interviews need to be longer\nthirty minutes is not enough. The period of time provided the committee between individual interviewees should also be lengthened.Rating and Ranking  A better job needs to be done of explaining the rating and ranking process prior to the interviews. A lack of understanding brought about confusion.  Evaluate the weighting of the rating system. Extremely low ratings by a district administrator on the committee could completely offset high ratings by other committee members and cause a candidate to receive an overall lower final rank.SURVEY RESPONSES Q 5, 6, 7 5. In your opinion, was the number and quality of applicants provided for your consideration adequate: If not, why? A vast majority of the respondents felt that an adequate number of applicants interviewed for the positions, the exceptions being Gibbs and Carver, where most of the interview team members expressed dissatisfaction with the number of applicants provided. On the other hand, results were mixed with regard to the quality of the applicants. Some committee members expressed dissatisfaction with applicants who did not have experience as principals or who had no experience with magnet schools or programs. Candidate interviews were limited in time and scope and not all candidates provided resumes. For the most part, interview teams did not object to the number of applicants. However, several team members felt that the administration \"stacked the deck\" by referring unqualified or poorly qualified applicants along with one candidate who was clearly better qualified professionally, but who was not necessarily temperamentally suitable for the school in question. 6. What was your understanding of who would make the Unai selection of the principal? Responses fell into two main categories. One body of respondents understood that Dr. Williams would make the final selection based upon the committeess top three choices, and while the superintendent may not select their top choice, he would select one of the top three choices. Another group of respondents recognized that Dr. Williams would give their recommendations serious consideration, it was possible that he would not accept any of their recommendations. Additionally, there were a few respondents among both groups who understood that the Board of Directors had the ultimate say in the selection process. Perhaps because LRSD officials did not have an inservice for the selection committees, there was some misunderstanding of the final selection process. Many committee members expressed frustration with the short orientation period provided just before the interviews began. It is easy to see that a lack of adequate preparation time leaves room for miscommunication or poor communication. There was no time for district personnel to get an adequate reading of the committee members understanding of the selection process. 7. What weight do you believe your input was given? Responses ranged from \"none\" to \"a lot\", depending on whether the respondents candidate was selected or not. Several committee members expressed a belief that the superintendent had preselected who he wanted and the interview process was a sham. The administrators were permitted to vote on the candidates also, which lead some of the committee members to feel that the administrators actually determined the top candidate. Some of the members revealed that administrators scored some candidates far too high and others were scored far too low.For the most part committee members did not believe that really selected their principal. Their responses reveal a pattern of accepting that although they provided input during the selection process, unless they selected the person that the superintendent wanted, it made no difference who they wanted for the job. Despite believing that they had no actual control over the selection process, many of the interview team members said they enjoyed being a part of the team.Trends Noted in Responses to ODM Survey of Parents and Teachers 1) How were you selected to be a member of the interview committee? At the incentive schools, the interview committees consisted of the same people who serve on the schools regular staffing committees. In some cases, an additional person might have been added to the committee for racial balance purposes. At the other schools, the PTAs were the agents responsible for appointing the parent members to the committees. Despite the PTA involvement, monitors noted that quite a few of the parents who served on committees were also LRSD employees. None of the teacher members knew how they were selected to serve on a committee, but selection of the teachers did not involve the LRCTA. Nearly all the committee members reported being selected about a week before the interviews and receiving a letter of confirmation from the district that also gave the date and time of the interviews. SfTmnT7|-ynnfl Conclusions: While the process used to appoint committee members was not written, it was pretty consistent from school to school. The incentive schools were the anomaly, since they used the regular staffing committees. The incentive school staffing committees included a Joshua representative, but the district sought no participation from Joshua on any of the magnet, area, or secondary school committees. It seems particularly inconsistent to exclude Joshua from the magnet school committees, since a Joshua representative serves on the MRC, just a representative of each of the districts serves on that body. It also seems odd that the district went to the PTA leadership to appoint the parent members, but bypassed the LRCTA membership in the appointment of teachers to the committees. In the past, the union has been asked to provide the names of the teacher appointees to interview committees. A sizable portion of the parent representatives who served on the interview committees were also LRSD employees. While district employees have a great deal of knowledge about how schools operate, the presence of so many teachers and support staff members among the ranks of the parents looks suspect. Individuals who are employed by the district may be more reticent to speak out or question the process followed by the LRSD, than a \"civilian\" would be. 2) What was your understanding of the principal selection process? While many committee members reported a pretty fair understanding of the process, most explained that this was the understanding they had based upon the orientation delivered by LRSD administrators, just minutes before they began to interview candidates. This orientation constituted the sum total of information imparted to committee members. According to the respondents, the district did not furnish any written description of the role of committee members, nor did the district provide any advance written or oral information regarding the candidates identities or qualifications. The Gibbs committee did obtain some information about candidates identities through a FOI request lodged by a parent from outside the committees membership. Many individuals who served on committees said they had no idea what their role would be until they showed up and heard the orientation. In some other instances, notably Gibbs, parents had some awareness of the process because they talked to other parents who had served on interview committees in earlier years. Some of these previous committees had been very active and recruited candidates for interviews. As a result of the consultations with members of prior committees and personnel experience with hiring decisions, some committee members developed very high expectations for meaningful involvement in the process. inclusions: It seems clear that a lot of the misunderstandings and hard feelings generated by the principal hiring process could have been avoided if the LRSD had clearly defined the role of the interview committees at the start. Luckily for the district, many committee members seemed to construe their notification of appointment to an interview committee as no more than a nice opportunity to serve the district and their childs school. These people were content to wait until the day of the interviews for further instructions. A significant minority of the participants took their charge much more seriously. This second group of individuals expected to be full partners in the hirings and took a great deal of time and trouble to prepare questions, conduct background checks, and generally try to become well-informed, active committee members. This dedication to task caused certain parents to expend a great deal of effort as they tried to fulfill their role, as they imagined it should be. If the district had made its intentions clear from the beginning, perhaps the parents would not have felt that they had been mislead and taken advantage of. 3) What did your committee do in advance to prepare for the interview? With the exception of the Gibbs committee and one member of the Williams committee, none of the school committees did anything in advance to prepare for the interviews. The parents and teachers who served on the Gibbs committee met in advance and spent a great deal of time developing interview questions and defining what they expected from the process. The Gibbs group forwarded the material they generated to both the superintendent and the deputy superintendent. According to respondents from Gibbs, none of the administrators serving on their committee seemed to have any knowledge of the information previously provided to the LRSD leadership. The members of the Williams interview committee did not meet in advance of the interviews, but one member of the committee reported engaging in correspondence with Estelle Matthis, in an attempt to gain some information to help him prepare for the interviews. This individual and some others reported developing interview questions that they wanted included in the process. While the district used pre-determined questions at every interview, most committee members reported that the committee was able to amend the districts questions, to a certain extent. . JjUUUlUM^^St Conclusions: Advance preparation was nonexistent. If the district had engaged in more advance planning for the interviews, there would have been adequate time to conduct an orientation well in advance of the interview dates. Such advance preparation could have headed off some of the misunderstandings that cropped up at several schools. The commitment of time and effort required to properly train the committee members would be one indication that the district truly valued the committees efforts, and wanted to make the process meaningful. The minimal orientation prior to the interviews may have helped create the widespread impression that much of the process was a front for predetermined decisions.\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_650","title":"Principal selection process, Gibbs Elementary School","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":["1994-05/1994-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Gibbs Magnet Elementary School (Little Rock, Ark.)","School principals","Parents' and teachers' associations"],"dcterms_title":["Principal selection process, Gibbs Elementary School"],"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/650"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nGibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 May 18,1994 Ms. Estelle Matthis Deputy Superintendent Little Rock Public Schools 810 West Markham Street Little Rock, Arkansas 72201 Dear Ms. Matthis: The Gibbs School PTA convened yesterday evening for the special purpose of considering how to best engage parents and patrons in the important decision of choosing a new principal for Gibbs Elementary School. Enclosed to this letter are the nomination of five parents of Gibbs students who we believe would positively contribute to the selection decision. We are submitting five names for several reasons. First, we wish to assure a true representation and cross section of Gibbs parents and student needs. You will notice our nominations are balanced among mothers and fathers, black and white parents, and across grade levels. Second, we are aware that one year ago, somewhat larger selection committees were successful in choosing principals for other LRSD schools. At Pulaski Heights Elementary, for example, the larger committee interviewed all applicants, ranked their top three preferences among the candidates,. and the LRSD administration made the final choice from these three. This process seems to capture the right balance of participation and decision-making between parents and the LRSD. Finally, two other suggestions were adopted at our meeting. The PTA wishes to recommend that the Gibbs faculty have the prerogative to appoint five faculty members to the selection committee. Also, Ms. Marie McNeal, the Social Studies Supervisor for the LRSD, is viewed as very knowledgeable of Gibbs since its inception as an International Magnet School since 1988-89. Ms. McNeal has been instrumental in thedevelopment of Gibbs international studies curriculum and theme, hope she also will find a place on the selection committee. We We are very interested in hearing from you about proceeding with the selection of a new Gibbs principal, numbers and address indicated. We can be reached at the telephone Best Regards. \\ MAA Dorothy D. Rhodes Co-President Gibbs PTA 16 Lenon Drive Little Rock, Arkansas 72207 Home 661-0406 Work (morning only) 324-2330 im Lynch Co-President Gibbs PTA 16 Lenon Drive Little Rock, Arkansas 72207 Home 661-0406 Work 569-8572 Enclosure: Gibbs PTA Parent Nominations cc: Executive Board Members, Gibbs PTA Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 May 18,1994 Telephone 324-2490 RSCE?'*'^?) Ms. Estelle Matthis Deputy Superintendent Little Rock Public Schools 810 West Markham Street Little Rock, Arkansas 72201 MAY 2 0 1994 eiiiiSe Qt D3scgrsoai\non \u0026gt; Dear Ms. Matthis: The Gibbs School PTA convened yesterday evening for the special purpose of considering how to best engage parents and patrons in the important decision of choosing a new principal for Gibbs Elementary School. Enclosed to this letter are the nomination of five parents of Gibbs students who we believe would positively contribute to the selection decision. We are submitting five names for several reasons. First, we wish to assure a true representation and cross section of Gibbs parents and student needs. You will notice our nominations are balanced among mothers and fathers, black and white parents, and across grade levels. Second, we are aware that one year ago, somewhat larger selection committees were successful in choosing principals for other LRSD schools. At Pulaski Heights Elementary, for example, the larger committee interviewed all applicants, ranked their top three preferences among the candidates, and the LRSD administration made the final choice from these three. This process seems to capture the right balance of participation and decision-making between parents and the LRSD. Finally, two other suggestions were adopted at our meeting. The PTA wishes to recommend that the Gibbs faculty have the prerogative to appoint five faculty members to the selection committee. Also, Ms. Marie McNeal, the Social Studies Supervisor for the LRSD, is viewed as very knowledgeable of Gibbs since its inception as an International Magnet School since 1988-89. Ms. McNeal has been instrumental in the . ..J.ingdevelopment of Gibbs international studies curriculum and theme, hope she also will find a place on the selection committee. We We are very interested in hearing from you about proceeding with the selection of a new Gibbs principal, numbers and address indicated. We can be reached at the telephone Best Regards. Dorothy D. Rhodes Co-President Gibbs PTA 16 Lenon Drive Little Rock, Arkansas 72207 Home 661-0406 Work (morning only) 324-2330 im Lynch Co-President Gibbs PTA 16 Lenon Drive Little Rock, Arkansas 72207 Home 661-0406 Work 569-8572 Enclosure: Gibbs PTA Parent Nominations cc: Executive Board Members, Gibbs PTA Gibbs PTA Parent Nominations for Gibbs Principal Selection Committee Mr. Willie Jones Black Male 5th Grade Mr. Dotie Angulo White Male 1st Grade Ms. Easter Tucker Black Female 3rd Grade Ms. Ann Cashion White Female 4th \u0026amp; 6th Grade Mr. Zachary Polett White Male 1st GradeGibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 'T^ (aJoaa^C'C/ 7^ //s^' s H.ja '^\u0026gt;'f'^*'\u0026lt;' \"rkt i z:/\" /)lptt^^ lMA5 , ,' X^SiMVl ^1,1^ /jMi^i^ y /j/\u0026lt;6 l/Jdi kM/^  I I \u0026lt; 1 (aaA aa. C/ Ia\\^Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 May 25, 1994 Ms. Estelle Matthis Deputy Superintendent Little Rock Public Schools 810 West Markham Street Little Rock, Arkansas 72201 Dear Ms. Matthis: As we informed you in our letter of May 18, we have selected five parents to represent the Gibbs parents in the principal selection process. However, while respecting your and Dr. Williams request for only three parent nominations, the following parents are offered: Mr. Willie Jones 1022 West 11th Street Little Rock, Ark. 72202 Work 374-5472 Home 374-2193 Ms. Easter Tucker 9510 Vanderbilt Drive Little Rock, Arkansas 72204 Home 227-9870 Mr. Zachary Polctt 614 North Taylor Little Rock, Arkansas 72205 Work 376-7151 Home 664-9259 We also request that the following two persons be added as non-voting alternates with the opportunity to observe the committees working sessions:Zach Polen  501-376-2423 3E 7/17/94 6:42PM 22/4 Mary Virginia Mayeux 614 N. Taylor Street Little Rock, Arkansas 72205 June 26, 1994 Honorable Susan Weber Wright Federal Building 600 W. Capitol Little Rock, Arkansas 72201 Dear Judge Wright: I am writing as a concerned parent of two children at Gibbs Elementary Magnet School concerning the process by which the Little Rock School District administration is attempting to appoint Dr. Ed Jackson as the principal of our school. In May, when our previous principal announced her early retirement (under pressure from the district administration to move to another school), a Gibbs PTA representative contacted assistant superintendent Larry Robertson and deputy superintendent Estelle Matthis about what role, if any, parents would play in the selection of a new principal to fill this vacancy. We were told that we would follow the same procedure that has been in place in the district for several years in which a committee of parents, teachers and district administrators interview a number of candidates for the position and select their top three preferences, in rank order. The superintendent then chooses one from among these three and recommends that choice to the school board. The district administration appointed such a committee, the Gibbs Elementary School Principal Selection Committee, and included on it three Gibbs parents, two Gibbs faculty, and three district administrators. Prior to the interviews, the parents and teachers on the committee requested from the administration a list of all applicants for the position and those from that list selected by the administration to be interviewed by the committee. This information was denied to them by Dr. Richard Hurley, the custodian of the records, Estelle Matthis and the office of Dr. Williams. This denial was made even after the district had supplied a copy of this list to an Arkansas citizen not on the committee who hadZach Polett  501-376-2423 3117/17/94 3:42 PM  3/4 filed an FOI request. Subsequently, the parent and teacher members of the comittee were able to obtain the list from this citizen, and prepared a letter to Dr. Williams and Ms. Matthis asking to interview five of the applicants. This letter was hand-delivered by a member of the selection committee to the offices of Dr. Williams and Ms. Matthis the day before the interviews were to be conducted. The letter was never responded to and the request was eventually effectively denied. This selection committee met on June 7 and interviewed five candidates (selected by district administrators with no input from Gibbs parents or the selection committee). The committee unanimously, by consensus, decided not to recommend to the superintendent any candidates from those interviews, and was assured by the administration-appointed chair of the committee, an assistant superintendent, that the committee would be able to interview additional candidates within a few days. On June 9, this assistant superintendent informed us that Dr. Williams had refused to honor this commitment and that the selection committee portion of the process was over. Thus, the committee met and interviewed, but emphatically consideration as Gibbs principal. did not select three candidates for Despite many subsequent conversations with administrators and board members and a group meeting with Dr. Williams on June 1 5 in which we made clear the committee's decision that it needed additional interviews. Dr. Williams proceeded to name Ed Jackson as Gibbs principal and to claim that the committee participated in that selection. The problems which have resulted form this procedure are numerous and serious, including: (1) Parents have lost all confidence in district administrators to speak to them truthfully. (2) Parents are shocked and angered that they have been directly and emphatically told on two occasions by Dr. Williams that their participation in their children's education is not needed. (3) A principal whose strengths are in basic skills and discipline has been appointed, against his will, to a school where the emphasis is on international studies, as reflected in reading, writing, art, music, andZach Polett  501-376-2423 3E 7/17/94 08:43 PM 24/4 languages. We believe that this is an inappropriate mismatch of principal and school theme and could endanger the vital distinct magnet program. ive character of our Prior to the present controversy, Gibbs parents and students loved the warm supportive atmosphere and positive learning environment of our school and had spoken so highly of it to many others that there was a surge in applications for the school this spring resulting in lengthy waiting lists for admission, longer than Carver and other historically popular magnet programs. However, in a few short weeks the Little Rock School District administration has endangered what has taken years of hard work by principal, teachers and parents to create -- a successfully integrated, very popular school located in an old building in the middle of central Little Rock. Parents are distressed and angry about being shut out of any meaningful input in deciding the school's future. The prospect of losing a large number of middle class black, white and Asian students from the school is very real. Instead of attracting students and parents as magnet schools are supposed to do, the Little Rock School District is apparently trying to repel them. Please consider directing the Little Rock School District administration to allow the district's Gibbs Elementary School Principal Selection Committee to complete its work by interviewing a group of five (or so) additional suitable candidates and recommending three of them to Dr. Williams so that he can select an appropriate principal to recommend to the school board for the school we love so much. Sincerely, Mary Mayeux P. S.: You may enjoy the enclosed picture of my son and his two best friends, all of whom are Gibbs students. Enclosure++ I: / /o t 7 7 /3(X\u0026gt;\u0026gt;U. / - '\"f (Xot\u0026gt;u/i/t\u0026gt;\u0026lt;v\u0026lt;4 Uj- iAiti/tx\u0026gt;i^' Bli l^'^ + 3:e\u0026gt;c) 6cje^  6i\u0026gt;i/i 1/ Jt) r O n 4 \u0026lt;/ /1C\u0026lt;^ '^T'^xJL. C^a 1^ ^:\u0026lt;i^ Zach Poieff  501-376-2423 37/15/94 1'32 PM 22/5 GIBBS ELEMENTARY PARENT ASSOCIATlOf MEMORANDUM 6/4/94 TO: Dr. Henry Williams, LRSD Superintendent Ms. Estelle Matthis, LRSD Deputy Superintendent FROM: Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Gibbs Parent Association Members on Gibbs Principal Selection Committee RE: Meeting Preparation for Gibbs Principal Selection Committee By this memorandum, we are again requesting the list of names of applicants currently scheduled for interview by our committee. Please deliver a copy to Gibbs Elementary, attention Easter Tucker and fax a copy to 376-2423. Attached are the following materials: 1) interviews. A list of questions we intend to ask all applicants at Tuesday's 2) A brief list of procedures we propose to help facilitate the interview process. 3) A list of applicants that we request the LRSD administration schedule for interview by the Gibbs Committee on Tuesday, June 7, in case any of these are not already scheduled. Thank you for your assistance with these matters. Attachment:Zach Poiett-'  501-376-2423 117/15/94 G1 32 PM 23/5 Partiai List of Questions for Gibbs Principal Selection Committee 1) Briefly describe a lesson you have taught or observed recently that you believe was very successful. Explain v\nhy this lesson worked well. Do the same for a lesson or activity that you taught or obsserved which did not succeed. Why did this lesson fail, in your opinion? 3) When you informally observe classroom instruction what are the 3 most important things you look for, or hope to see? 4) How would you encourage appreciation of and proficiency in reading and writing among staff and students (and parents)? 5) As principal, what can you offer Gibbs? 6) What are your goals for Gibbs? 7) In what ways do you see yourself supporting the staff in disciplinary matters? 8) In regards to non-academic programs, what ideas or philosophies would you initiate? 9) What do you see the balance to be between the basic instructional needs of reading, science, math, etc. with the international studies theme of the school? 10') What do you think about using the school as a resource for the community as a whole, including after 5 p.m.? 11) What would be your strategies for removing the achievement disparity between at-risk minority and/or lower income children and majority and/or higher income children? rZac^i Poietf 0'501-376-2423 ai 7/15/94 01:31 PM ZS1/5 DATE: TO: Friday. July 15, 1994 MEMO \u0026lt; LL FAX: FROM: Melissa Ripling. Office of Desegretation Mnnitorinn 371-0100 Here is the memo you requested for your study Zach Polett PAGES: 5 Zah Pelen\" S 501-376-2423 Jl7/15/94 G 1:33 PM 24/5 Partial List of Applicants We Would Like to Interview on Tuesday. June 7 Diane Barksdale Sharon Brooks Deborah Mitchell Cassandra Norman-Mason Stan StraussZach 05'6'.!  501-376-2423 3t 7/15/94 G 1:33 PM 25/5 Proposed Procedijres for Interview Proce: 1) We believe that we will not be prepared to make recommendations at the completion of the Tuesday morning interviews, so would like it understood from the beginning that there will be a follow-up committee meeting at a later date for the committee to evaluate the applicants and make its recommendations. 2) We understand from discussion with Estelle Matthis on Friday, May 27 that the application process was being kept open. If after the Tuesday morning interviews we do not believe we have seen the next principal of Gibbs, then we hope and expect that the District will continue to seek additional applicants and schedule further interviews. 3) We look forward to working closely and cooperatively with the administration and Gibbs staff members of the committee to come up with the best possible principal for Gibbs Elementary.Ct- . GIBBS ELEMENTARY PARENT ASSOCIATlOf TO: FROM: RE: Meeting MEMORANDUM 6/4/94 REC aEj.5 Jbl 1 5 19941 Dr. Henry Williams, LRSD Superintendent Ms. Estelle Matthis, LRSD Deputy Superinten^^l^j Desegregation Monitonna Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion on Gibbs Parent Association Members on Gibbs Principal Selection Committee Preparation for Gibbs Principal Selection Committee By this memorandum, we are again requesting the list of names of applicants currently scheduled for interview by our committee. Please deliver a copy to Gibbs Elementary, attention Easter Tucker and fax a copy to 376-2423. Attached are the following materials: 1) interviews. A list of questions we intend to ask all applicants at Tuesday's 2) A brief list of procedures we propose to help facilitate the interview proce: ^2. 3) A list of applicants that we request the LRSD administration schedule for interview by the Gibbs Committee on Tuesday, June 7, in case any of these are not already scheduled. Thank you for your a: istance with these matters. Attachments Zach Poiett  501-376-2423 327/15/94 01:32 PM C3/5 Partial List of Questions for Gibbs Principal Selection Committee 1) Briefly describe a lesson you have taught or observed recently that you believe was very successful. Explain why this lesson worked well. 2) Do the same for a lesson or activity that you taught or obsserved which did not succeed. Why did this lesson fail, in your opinion? 3) When you informally observe classroom instruction what are the 3 most important things you look for, or hope to see? 4) How would you encourage appreciation of and proficiency in reading and writing among staff and students (and parents)? 5) As principal, what can you offer Gibbs? 6) What are your goals for Gibbs? 7) In what ways do you see yourself supporting the staff in disciplinary matters? 8) In regards to non-academic programs, what ideas or philosophies would you initiate? 9) What do you see the balance to be between the basic instructional needs of reading, science, math, etc. with the international studies theme of the school? 1 0) What do you think about using the school as a resource for the community as a whole, including after 5 p.m.? 11) What would be your strategies for removing the achievement disparity between at-risk minority and/or lower income children and majority and/or higher income children?Zach Polett  501-376-2423 3C7/15/94 01:33 PM 24/5 Partial List of Applicants We Would Like to Interview on Tuesday, June 7 Diane Barksdale Sharon Brooks Deborah Mitchell Cassandra Norman-Mason Stan StraussZach Polett  501-376-2423 aa 7/15/94 01:33 PM  5/5 Proposed Procedures for Interview Process 1) We believe that we will not be prepared to make recommendations at the completion of the Tuesday morning interviews, so would like it understood from the beginning that there will be a follow-up committee meeting at a later date for the committee to evaluate the applicants and make its recommendations. 2) We understand from discussion with Estelle Matthis on Friday, May 27 that the application process was being kept open. If after the Tuesday morning interviews we do not believe we have seen the next principal of Gibbs, then we hope and expect that the District will continue to seek additional applicants and schedule further interviews. 3) We look forward to working closely and cooperatively with the administration and Gibbs staff members of the committee to come up with the best possible principal for Gibbs Elementary.JUN-28-94 TUE 14:14 SUSAN W WRIGHT FAX NO. 5013246576 P. 10 S' GIBBS ELEMENTARY PARENT ASSOCIATION MEMORANDUM 6/4/94 TO\nDr. Henry Williams, LRSD Superintendent Ms. Estelle Matthis, LRSD Deputy Superintendent FROM: Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Gibbs Parent Association Members on Gibbs Principal Selection Committee RE\nMeeting Preparation for Gibbs Prindpai Selection Committee By this memorandum, we are again requesting the list of names of applicants currently scheduled for interview by our committee. Please deliver a copy to Gibbs Elementary, attention Easter Tucker and fax a copy to 376-2423. Attached are the following materials: 1) A list of questions we intend to ask all applicants at Tuesday's interviews. 2) A brief list of procedures we propose to help facilitate the interview process. 3) A list of applicants that we request the LRSD administration schedule for interview by the Gibbs Committee on Tuesday, June 7, in case any of these are not already scheduled. Thank you for your assistance with these matters. AttachmentsJUN-28-94 TUE 14:15 ' 4201 ruitfu SUSAN W WRIGHT FAX NO. 5013246576 P. 11 Partial List of Questions for Gibbs Principal Selection Committee 1) Briefly describe a lesson you have taught or observed recently that you believe was very successful. Explain why this lesson worked well. Z) Do the same for a lesson or activity that you taught or obsserved which did not succeed. Why did this lesson fail, in your opinion? 3) When you informally observe classroom instruction what are the 3 most important things you look for, or hope to see? 4) How would you encourage appreciation of and proficient^ in reading and writing among staff and students (and parents)? 5) As principal, what can you offer Gibbs? 6) What are your goals for Gibbs? 7) matters? In what ways do you see yourself supporting the staff in disciplinary 8) In regards to non-academic programs, what ideas or philosophies would you initiate? 9) What do you see the balance to be between the basic instructional needs of reading, science, math, etc. with the international studies theme of the school? 10) What do you think about using the school as a resource for the community as a whole, including after 5 p.m.? 11) What would be your strategies for removing the achievement disparity between at-risk minority and/or lower income children and majority and/or higher income children?JUN-28-94 TUE 14:15 SUSAN W WRIGHT FAX NO. 5013246576 P. 12 Partial List of Applicants We Would I Ike tn Interview on Tupsday, June 7 Diane Barksdale Sharon Brooks Deborah Mitchell Cassandra Norman-Mason Stan StraussJUN-28-94 TUE 14:16 4acn roien SUSAN W WRIGHT FAX NO. 5013246576 P. 13 I Proposed Procedures for Interview Process 1) We believe that we will not be prepared to make recommendations at the completion of the Tuesday morning interviews, so would like it understood from the beginning that there will be a follow-up committee meeting at a later date for the committee to evaluate the applicants and make its recommendations. 2) We understand from discussion with Estelle Matthis on Friday, May 27 that the application process was being kept open, if after the Tuesday morning interviews we do not believe we have seen the next principal of Gibbs, then we hope and expect that the District will continue to seek additional applicants and schedule further interviews. 3) We look forward to working dosely and cooperatively with the administration and Gibbs staff members of the committee to come up with the best possible prindpal for Gibbs Elementary.JUN-28-94 TUE 14:14 SUSAN U WRIGHT FAX NO. 5013246576 P, 09 TO: GIBBS ELEMENTARY PARENT - TEACHER ASSOCIATION MEMORANDUM 6/15/94 Dr. Henry Williams, LRSD Superintendent FROM: Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Gibbs Parent Association Members on Gibbs Principal Selection Committee Wilhelmina Lewellen Vickie Oonterman Gibbs Staff Members on Gibbs Principal Selection Committee RE: Follow Up to Our Memorandum of June 4, 1994 As members of theLRSD's Gibbs Principal Selection Committee, we again respectfully request to interview the following people for the principalship of Gibbs at the earliest convenience: Sharon Davis Sharon Brooks Deborah Mitchell Diane Barksdale Katherine Tweedie Please ask your staff to schedule these interviews as soon as it is feasible. ThanK you in advance for your assistance in this matter.JUN-28-94 TUE 14:13 SUSAN W WRIGHT FAX NO. 5013246576 P.07 GIBBS elementary - teacher association PARENT .CHAi^SRS OF SUSAN WR?SH'r JUN 2 0 1994 U. S. DfSTS/GT J!JOGE June 17, 1994 Dr. Katherine Mitchell T. Kevin O'Malley Dorsey Jackson John A. Riggs, IV Linda Pondexter Patricia Gee Oma Jacovelli RE: Principal Selection Process for Gibbs Magnet School Dear Members of the Little Rock School Board: Enclosed please find a copy of a letter sent to Dr. Henry Williams following out committee's meeting with him on June 15, 1994 . This letter is being provided to each of you so that you will be aware of our concerns regarding the selection process and procedures employed by the district administration which was designed to result in the superintendent's recommendation to you of a new principal for Gibbs Magnet School. We believe that it is important for each of you to know that the parent-teacher members of the committee unanimously believe that the process was inherently and fatally flawed, if for no other reason than it substantially eliminated any significant and meaningful input by the parents and faculty at Gibbs. Additionally, the selection committee did not recommend any names to Dr. Williams for consideration for the principal position at Gibbs.. JUN\n28-94 TUE 14:14 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 Members of Little Rock School Board June 17, 1994 page Two As you can see, we have simply asked Dr. Williams to allow us the opportunity to interview additional candidates for the position of Gibbs principal. Sincerely, Gibbs Parent-Teacher Principal Selection Cojnmittee Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Wilhelmina Lewellen Vicki Gonterman BY\nA AFAjt/jc Enclosure 3861d JUN-28-94 TUE 14:11 SUSAN W WRIGHT FAX NO. 5013246576 P, 02 PARENT GIBBS ELEMENTARY ' - TEACHER ASSOCIATION June 17, 1994 Dr. Henry P, Williams superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 RE: OF SUSA'-Z WFQP.F-R y.'.RjCHT JUN 2 0 19S4 U. S. DfSTHtCT JIJDGE HAND DELIVERED Principal Selection Process for Gibbs Magnet School Dear Dr, Williams: Again, on behalf of the Committee, I would like to thank you for your time in discussing the selection process with us. think we can all agree that an important component to this I successful functioning of not only an individual school such as Gibbs but of the entire school district is the meaningful and significant involvement of parents and teachers in the decision-making process. As patents and teachers, we observe, on a daily basis, how our schools operate and, therefore, can offer relevant input in the selection of a principal for our school. At the conclusion of our meeting, you indicated that you would review the process and procedures which have taken place to date. You agreed to advise the committee whether or not you would permit us to interview additional candidates for the Recognizing that you will be involved in principal's position. other activities through the end of this week, we ask that you notify us by 2:00 p.m., Monday, June 20, 1994, Although I believe we made it quite apparent during the course of our meeting, I would like to reiterate that our primary concern is with the validity of the procedure by which the next principal of Gibbs is to be determined. has been stated by the administration that this particular Although it procedure had worked\" in prior applications, it has been our experience that the process in this instance is inherently and fatally flawed.JUN-28-94 TUE 14:11 SUSAN M WRIGHT FAX NO. 5013246576 P, 03 Dr. Henry P, Williams June 17, 1994 Page Two When we initially learned that there would be a vacancy, the Gibbs PTA met and determined that we would like to be involved Subsequently, we undertook efforts to in the selection process, determine what the process would be and what we, the parents and faculty of Gibbs, needed to do in order to become a part of the At no time were we ever given specific or accurate process. . _ . information regarding the process and procedures to be employed in the selection of a new principal nor were we told what our Upon the recommendation of Deputy Superintendent Estelle Matthis, we met and selected a committee to represent role would be. Gibbs and drafted communications to the school district We also requested requesting involvement in the process. information regarding the names of applicants for the position but were not provided that information until third party filed a freedom of information request. Dpon obtaining this information, the committee met and on June 4, 1994, submitted a list of names of candidates that we wished to interview, a list of questions to be posed to the applicants, and after learning by word of mouth some aspects of the selection procedure, 11 a list This of proposed procedures that we wished to be included. letter was hand delivered to both your office and that of Estelle Matthis, Deputy Superintendent by a member of the Gibbs committee. However, it is apparent that neither you nor any administration representative on the selection committee ever saw this communique prior to the June 7, 1994 interview session. On June 7, 1994, the parents and faculty of Gibbs posed several questions to the administrative representatives on the selection committee. we asked how the five interviewees were selected and were told that all five had been selected based on We are now told their expressed interest in the Gibbs position. by you that that was \"misinformation*. It was not until the interview session that we were informed as to what the procedure Both before the for selection of the principal would be. interview process and at the conclusion of the interviews, inquired of the administrative representatives whether, in the event that we were not satisfied with any of the applicants we interviewed, could we interview additional applicants. In response to our inquiries,we were told that the answer to our inquiry was unknown but were later told that, yes, if we could not come to a consensus on the applicants to be recommended to you, the process would remain open and we would be able toJUN-28-94 TUE 14:12 SUSAN W WRIGHT FAX NO. 5013246576 P, 04 Dr. Henry P. Williams June 17, 1994 Page Three interview additional candidates. During the course of our meeting of June 15, you indicated that your representatives were \"misinformed*. The parent and faculty members of the selection committee also expressed serious reservations about the utilization of the Our concerns were the lack of prior input evaluation forms. into the questions to be posed to the applicants as well as the use the forms would serve in the selection process. we were assured that it would not simply be a matter of tabulating the scores and then selecting the top three candidates based on There was substantial reluctance on the simple mathematics. part of the faculty and parent members of the committee to fill out the forms until we gained assurances from the administration that those forms would not be used as set forth above. At the conclusion of the interview process, the consensus was that we had not interviewed a candidate that wecould recommend to the administration for the Gibbs principal After lengthy discussions, the group agreed not to position. . . submit any names to the administration and that we would request the opportunity to interview additional candidates. Administration representatives insisted that the forms be filled out and that was done only after again receiving assurances that the forms not be used and the scores tabulated to arrive at three candidates based on the highest scores obtained. We were told that the only reason to fill out those forms was to document the fact that the committee had interviewed the five Additionally, several members of the committee. applicants. committee, expressly stated that any recommendation to the administration would not be based solely on the evaluation forms as those forms did not accurately reflect an individual's choices. As a general matter, it is difficult to understand how a principal can be selected based solely on a thirty minute interview. Dr. williams, based on the foregoing, we simply ask that you provide us with an opportunity to interview additional candidates and complete what we believe is an incomplete process. I am, under separate cover, sending a copy of this letter to the individual members of the Little Rock School Board as well as to Judge Susan Webber Wright and Donna Creer of the Magnet Review Committee.JUN-28-94 TUE 14:12 SUSAN W WRIGHT FAX NO, 5013246576 P, 05 Dr. Henry P. Williams June 17, 1994 Page Four We look forward to your response. Sincerely, Gibbs Parent-Teacher Principal Selection Committee Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Wilhelmina Lewellen Vicki Gonterman BY: A^red^. Angulo, Jz. AFAjr/jc cc: Dr. Katherine Mitchell Shorter College 604 Locust Street North Little Rock, AR 72114 T. Kevin O'Malley Ark. Board of Review Tower Building, Suite 700 Little Rock, AR 72201 Dorsey Jackson 1400 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 John A. Riggs, IV J. A. Riggs Tractor Co. P.O. BOX 1399 Little Rock, AR 72203JUN-28-94 TUE 14:13 SUSAN W WRIGHT FAX NO, 5013246576 P. 06 Linda Pondexter Fuller Jr. High P.O. Box 8601 Little Rock, AR 72216 Patricia Gee 8409 Dowan Drive Little Rock, AR 72209 Owa Jacovelli 6622 Gold court Little Rock, AR 72209 The Honorable Susan Webber Wright U.S. District Judge P.O. BOX 3316 Little Rock, AR 72203 Donna Creer Magnet Review Committee 1920 N. Main North Little Rock, AR 72114 3860dAAai^_^mocrat :^(^azctte FRIDAY, JUNE 24. 1994 a ijtQa Rock Newaoaoen. ine. Parents input LRSD unnecessary, Williams says BY CHRIS REINOLDS Oemocrai-Gazene Staff Writer Little Rock Superintendent Henry Williams angered a roomful of parents Thursday night by suggesting that their involvement wasnt necessary in running a successful school system. That remark followed an angry exchange over parents insistence on being involved in the selection of a new principal at Gibbs Magnet Elementary school. Ive read a great deal of literature that suggests schools can be successful without parental involvement, Williams told the parents. I just want you to tell it like it is. The audience reacted with an exclamation of disbelief at that comment. He was responding to a complaint by a parent, Alfred Angulo Jr., that he and other parents met with Dr. Williams and. were told schools can run without parental involvement. Williams has decided to reassign 17 elementary and junior high principals for the 1994-95 school year, saying he recommended the moves to.improve See LRSD, Page 13A  Continued from Page 1A and revitalize the schools involved. The reassignments were presented to the Little Rock School Board for action Thursday, according to the agenda for the meeting. At Gibbs. Williams assembled a committee of parents, staff and district officials to interview candidates and recommend one for the principals position. The committee interviewed five candidates but decided against recommending any of them for the vacancy caused by Donna Davis retirement. Parents said they asked to interview more candidates but were denied. If we did not see an appropriate candidate, then the process should remain open, Angulo told board members. Why go through the sham _ and pretense of involving us in Angulo asked a process? 9 Williams. We are asking for meaningful participation. Angulos remarks prompted a deafening standing ovation from the packed room of more than 65 people. Theyre asking to make the decision on who the principal should be, Williams said, referring to the parents. I would not put people in positions that would not improve the schools, he said. After that exchange, the board approved several agenda items, then brought up the issue of approving the 17 principal transfers. When Williams said Ed Jack- son, principal of Williams Elementary, would be reassigned to Gibbs, a cry of protest sounded from the audience members with children in the magnet school. Patricia Gee, a board member, made a motion that Gibbs parents be allowed the opportunity to continue interviewing candidates for principal. The motion failed 3-3. Gee, T. Kevin OMalley and O.G. Jacovelli voted for the motion, while Katherine Mitchell, Dorsey Jackson and John A. Riggs IV voted against it. Linda Pondexter had become ill and left the meeting. We ask for parental involvement, and we shouldnt slam the door in their face,\" Gee said. The board then swiftly moved into executive session. Gee and Jacovelli voted against that move. Both agreed that parents should have a say about the assignment of a principal to Gibbs. When the board returned from behind closed doors and resumed business less than five minutes later, members noted that the reassignments had been completed and a vote was unnecessary, despite the matters inclusion on the board agenda. That left no doubt Jacksorr'is now the principal at Gibbs Elementary. Another issue that has spurred controversy during the past two months was apparently put to rest earlier Thursday. The board voted 4-3 against using a private company to run the districts school buses. A cheer resounded from bus drivers and others when the board took that action. Gee, Jacovelli, Pondexter and Mitchell cast the majority vote. The board also voted 4-3 to hire a staff attorney at a salary of $60,000 to deal with routine legal matters. The district will still retain the Friday Eldredge \u0026amp; Clark law firm, which has been representing it in the Pulaski County desegregation lawsuit ,,jGibbs School PTA RECEJ^fSO 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 SUSAN Wi JUN 27 1934 U. S. CStSTftlCT JUDGE kftx'Lru^L\u0026lt; zc + cbM-^ -a-^- ' du. PnA u?-K\u0026lt; .cbL(LkJ^ J-, s\u0026gt; I 5^eAyU\u0026gt;^ I ) 5^\u0026gt;ut\u0026gt;^ L/U^^ r\\ )\u0026lt;u 0)^ \"^wo^ ^UlWii\u0026gt; U\u0026gt;-^ (_,4- 5 ^^Az\\ C^tO'^ JWax ,,j\ni,J), \u0026lt;cu2j 'Vz^sRa -ta u\u0026gt;Pui^^sc^X\u0026lt;, Sxj-WBBRRIffWW Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 t/AAh ttu '^y^D(X^c^ (2X^xj(Ta,\u0026lt;:cJ^ -tn-O tAJAXM: (\nt^ ti-Ukh^.^ (zO~t(K  n, wwA ^r hJi[/CM it luhb^'^^ U\u0026gt;1 w~\u0026gt; ,l/un\u0026gt;^ ZpA A. ' ^i) [M- (AH- y) [/^^ I (/H WA- 1}J^ f lit \u0026lt;7^^  XAp-^ .2 -i.^^\u0026lt;T' r 5 Zach Poien W 501-376-2423 3B7/17/94 06:42 PM 2/4 Mary Virginia Mayeux 614 N. Taylor Street Little Rock, Arkansas 72205 June 26, 1994 Honorable Susan Weber Wright Federal Building 600 W. Capitol Little Rock, Arkansas 72201 Dear Judge Wright: I am writing as a concerned parent of two children at Gibbs Elementary Magnet School concerning the process by which the Little Rock School District administration is attempting to appoint Dr. Ed Jackson as the principal of our school. In May, when our previous principal announced her early retirement (under pressure from the district administration to move to another school), a Gibbs PTA representative contacted assistant superintendent Larry Robertson and deputy superintendent Estelle Matthis about what role, if any, parents would play in the selection of a new principal to fill this vacancy. We were told that we would follow the same procedure that has been in place in the district for several years in which a committee of parents, teachers and district administrators interview a number of candidates for the position and select their top three preferences, in rank order. The superintendent then chooses one from among these three and recommends that choice to the school board. The district administration appointed such a committee, the Gibbs Elementary School Principal Selection Committee, and included on it three Gibbs parents, two Gibbs faculty, and three district administrators. Prior to the interviews, the parents and teachers on the committee requested from the administration a list of all applicants for the position and those from that list selected by the administration to be interviewed by the committee. This information was denied to them by Dr. Richard Hurley, the custodian of the records, Estelle Matthis and the office of Dr. Williams. This denial was made even after the district had supplied a copy of this list to an Arkansas citizen not on the committee who hadZach Polen  501-376-2423 3E7/17/94 0:42 PM 23/4 filed an FOI request. Subsequently, the parent and teacher members of the comittee were able to obtain the list from this citizen, and prepared a letter to Dr. Williams and Ms. Matthis asking to interview five of the applicants. This letter was hand-delivered by a member of the selection committee to the offices of Dr. Williams and Ms. Matthis the day before the interviews were to be conducted. The letter was never responded to and the request was eventually effectively denied. This selection committee met on June 7 and interviewed five candidates (selected by district administrators with no input from Gibbs parents or the selection committee). The committee unanimously, by consensus, decided not to recommend to the superintendent any candidates from those interviews, and was assured by the administration-appointed chair of the committee, an assistant superintendent, that the committee would be able to interview additional candidates within a few days. On June 9, this assistant superintendent informed us that Dr. Williams had refused to honor this commitment and that the selection committee portion of the process was over. Thus, the committee met and interviewed, but emphatically consideration as Gibbs principal. did not select three candidates for Despite many subsequent conversations with administrators and board members and a group meeting with Dr. Williams on June 15 in which we made clear the committee's decision that it needed additional interviews. Dr. Williams proceeded to name Ed Jackson as Gibbs principal and to claim that the committee participated in that selection. The problems which have resulted form this procedure are numerous and serious, including\n(1) Parents have lost all confidence in district administrators to speak to them truthfully. (2) Parents are shocked and angered that they have been directly and emphatically told on two occasions by Dr. Williams that their participation in their children's education is not needed. (3) A principal whose strengths are in basic skills and discipline has been appointed, against his will, to a school where the emphasis is on international studies, as reflected in reading, writing, art, music, andZach Poiett tt 501-376-2423 307/17/94 08:43 PM D4/4 languages. We believe that this is an inappropriate mismatch of principal and school theme and could endanger the vital distinct magnet program. ive character of our Prior to the present controversy, Gibbs parents and students loved the warm supportive atmosphere and positive learning environment of our school and had spoken so highly of it to many others that there was a surge in applications for the school this spring resulting in lengthy waiting lists for admission, longer than Carver and other historically popular magnet programs. However, in a few short weeks the Little Rock School District administration has endangered what has taken years of hard work by principal, teachers and parents to create -- a successfully integrated, very popular school located in an old building in the middle of central Little Rock. Parents are distressed and angry about being shut out of any meaningful input in deciding the school's future. The prospect of losing a large number of middle class black, white and Asian students from the school is very real. Instead of attracting students and parents as magnet schools are supposed to do, the Little Rock School District is apparently trying to repel them. Please consider directing the Little Rock School District administration to allow the district's Gibbs Elementary School Principal Selection Committee to complete its work by interviewing a group of five (or so) additional suitable candidates and recommending three of them to Dr. Williams so that he can select an appropriate principal to recommend to the school board for the school we love so much. Sincerely, Mary Mayeux P. S.: You may enjoy the enclosed picture of my son and his two best friends, all of whom are Gibbs students. EnclosureJUN-27,-94 MON 10:26 SUSAN M WRIGHT FAX NO. 5013246576 P. 02 Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 June 26, 1994 CHA SUSAN Vr i ''.mGHT District Judge Susan Webber Wright 600 W. Capitol Little Rock, AR 72201 JUN 27 ldS4 s, n(STir?!CT JLIDGE Dear Judge Wright, I am the mother of a second grader, Jake Tull, at Gibbs Magnet School and am writing to you about some recent events regarding this school that I find very troubling. Let me preface my concerns, however, with praise and positive feedback for this wonderful school. Gibbs has been a perfect environment for my child, and one in which he is very happy. The faculty is outstanding and the curriculum is well suited to his need for more than a basic skills track. He has been enriched by Gibbs excellent art, music, language, and science programs, especially the Dunbar Garden\". As a tactile, kinesthetic child with diagnosed learning differences Jake has blossomed in the two years at this school. More importantly, he has learned respect for individuals of race and religion other than his own, and has been given respect himself. As a parent, I have also been enriched by the association with the children, faculty, and parents of Gibbs school. It is the most amazing and cooperative collection of multi-racial, multi-cultural, and multireligious persons that I have ever had the pleasure to be around. I am very concerned for several reasons. First of all, I am distraught with the so-called selection process of a new principal in which I have been involved. This process was misrepresented to us from the very beginning and we were sand-bagged\" every step of the way by Dr. Williams and his immediate staff. Our only intent as parents in this process was to have some input regarding the person whom we thought most appropriate to maintain the level of excellence and professionalism at Gibbs School that we have enjoyed. We by no means wanted complete control over the determination of the new principal. I find it inexcusable that we had to threaten the Little Rock School District with a Freedom of Information lawsuit in order to obtain information regarding principal applicants. Furthermore, I find it appalling that only one out of seven of our requested applicants was present on June 7th to interview. We were not under any circumstances allowed to interview the candidates that we had wanted to and did not submit three names to Dr. Williams for contention in-JUN-27-94 MON 10:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 the Gibbs School principal position. As far as we were concerned we had not seen the \"right\" person for the job and were promised that the selection process would remain open. This did not happen and it became apparent that we had been set-up\". Secondly, I find it inconceivable that the superintendent of the Little Rock School district would even allude to the fact that parental involvement is unnecessary for strength within the district and individual schools, much less quote this thought three times and have studies to prove it. He obviously needs a history lesson regarding the Little Rock public schools. As far as I am concerned, the parents rank third behind both the students and the faculty in providing strength to a school. 1 have held PTA positions, been a room parent, and tutored individual students at Gibbs school for two years. Nothing, with the exception of my family, holds greater importance to me. Thirdly, I find Dr. Williams' arbitrary and \"fruit basket turnover approach of transferring principals very unsettling. If his purpose is to stabilize the school district, he is accomplishing just the opposite. In all honesty, I cannot find the rationale for transferring Dr. Jackson from a strong magnet school\" to another strong magnet school\" with a totally different curriculum and philosophy. 1 think highly of Dr. Jackson and feel that perhaps he is just a pawn in Dr. Williams power play\na game in which everyone loses. I am asking you to review these matters and counsel the Gibbs PTA on our next step. We are in the public schools because we believe in them and feel that they provided the best education for Jake. Please continue your efforts in making them the best environment for our children. Thank you. Sincerely, Sue Tull, Gibbs PTA Treasurer and concerned parentZach Poiett W 501-376-2423 36:7/17/94 6:42PM  2/4 Mary Virginia Mayeux 614 N. Taylor Street Little Rock, Arkansas 72205 June 26, 1994 Honorable Susan Weber Wright Federal Building 600 W. Capitol Little Rock, Arkansas 72201 Dear Judge Wright: I am writing as a concerned parent of two children at Gibbs Elementary Magnet School concerning the process by which the Little Rock School District administration is attempting to appoint Dr. Ed Jackson as the principal of our school. In May, when our previous principal announced her early retirement (under pressure from the district administration to move to another school), a Gibbs PTA representative contacted assistant superintendent Larry Robertson and deputy superintendent Estelle Matthis about what role, if any, parents would play in the selection of a new principal to fill this vacancy. We were told that we would follow the same procedure that has been in place in the district for several years in which a committee of parents, teachers and district administrators interview a number of candidates for the position and select their top three preferences, in rank order. The superintendent then chooses one from among these three and recommends that choice to the school board. The district administration appointed such a committee, the Gibbs Elementary School Principal Selection Committee, and included on it three Gibbs parents, two Gibbs faculty, and three district administrators. Prior to the interviews, the parents and teachers on the committee requested from the administration a list of all applicants for the position and those from that list selected by the administration to be interviewed by the committee. This information was denied to them by Dr. Richard Hurley, the custodian of the records, Estelle Matthis and the office of Dr. Williams. This denial was made even after the district had supplied a copy of this list to an Arkansas citizen not on the committee who hadZach Polen  501-376-2423 237/17/94 (Sfl:42PM  3/4 filed an FOI request. ubsequently, the parent and teacher members of the comittee were able to obtain the list from this citizen, and prepared a letter to Dr. Williams and Ms. Matthis asking to interview five of the applicants. This letter was hand-delivered by a member of the selection committee to the offices of Dr. Williams and Ms. Matthis the day before the interviews were to be conducted. The letter was never responded to and the request was eventually effectively denied. This selection committee met on June 7 and interviewed five candidates (selected by district administrators with no input from Gibbs parents or the selection committee). The committee unanimously, by consensus, decided not to recommend to the superintendent any candidates from those interviews, and was assured by the administration-appointed chair of the committee, an assistant superintendent, that the committee would be able to interview additional candidates within a few days. On June 9, this assistant superintendent informed us that Dr. Williams had refused to honor this commitment and that the selection committee portion of the process was over. Thus, the committee met and interviewed, but emphatically consideration as Gibbs principal. did not select three candidates for Despite many subsequent conversations with administrators and board members and a group meeting with Dr. Williams on June 1 5 in which we made clear the committee's decision that it needed additional interviews. Dr. Williams proceeded to name Ed Jackson as Gibbs principal and to claim that the committee participated in that selection. The problems which have resulted form this procedure are numerous and serious, including: (1) Parents have lost all confidence in district administrators to speak to them truthfully. (2) Parents are shocked and angered that they have been directly and emphatically told on two occasions by Dr. Williams that their participation in their children's education is not needed. (3) A principal whose strengths are in basic skills and discipline has been appointed, against his will, to a school where the emphasis is on international studies, as reflected in reading, writing, art, music, andZach Polett  SOI-376-2423 S: 7/17/94 0:43PM  4/4 languages. We believe that this is an inappropriate mismatch of principal and school theme and could endanger the vital distinct magnet program. ive character of our Prior to the present controversy, Gibbs parents and students loved the warm supportive atmosphere and positive learning environment of our school and had spoken so highly of it to many others that there was a surge in applications for the school this spring resulting in lengthy waiting lists for admission, longer than Carver and other historically popular magnet programs. However, in a few short weeks the Little Rock School District administration has endangered what has taken years of hard work by principal, teachers and parents to create - a successfully integrated, very popular school located in an old building in the middle of central Little Rock. Parents are distressed and angry about being shut out of any meaningful input in deciding the school's future. The prospect of losing a large number of middle class black, white and Asian students from the school is very real. Instead of attracting students and parents as magnet schools are supposed to do, the Little Rock School District is apparently trying to repel them. Please consider directing the Little Rock School District administration to allow the district's Gibbs Elementary School Principal Selection Committee to complete its work by interviewing a group of five (or so) additional suitable candidates and recommending three of them to Dr. Williams so that he can select an appropriate principal to recommend to the school board for the school we love so much. Sincerely, Mary Mayeux P. S.: You may enjoy the enclosed picture of my son and his two best friends, all of whom are Gibbs students. Enclosure JUL-21-94 THU 15:51 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS U. S. DISTRICT JUDGE SUSAN WEBBER WRIGHT (501) 324-5422 FAX LINE (501) 324-6576 DATE: July 21, 1994 TO: Ms. Ann Brown F.Y.I, FROM: Judge Susan Webber Wriaht NUMBER OF PAGES INCLUDING COVER SHEET 7JUL-21-94 THU 15:52 SUSAN W WRIGHT FAX NO, 5013246576 i6\u0026lt;h P, 02 V cf-i.'-r-iv/i'i?' SIJSAM V.S-T' \" l.i, JU I 2 I !U04 Dif^HIGT JUf:2GE /L Atvidi ... oC^aMa f AaA li, m(^ .............. I *6, L. 'p 1 Xe\u0026gt; .A. . -/- /7,  'y^C X ./-/^ . -/ '2'kf AL, . . ! r. yi\u0026gt; f   / a. ^tC'T^\u0026lt;^'\u0026lt;JC zd) A A.. ^ctATJuAbA A'V ypAhbcAA ' \" / - / JUL-21-94 THU 15:52 SUSAN W WRIGHT FAX NO. 5013246576 P.03 /^ '! } 7 / tti-cA /C-7-^ ^^''A'y'ie^edL ,7ac^bL^\u0026gt;/:Z(r^^ 'ZuoiT^ \"'a' 1 / ! / /cAj-ChJ^ r ^-CC^ aZ.\u0026amp;^\u0026lt;auj-^ AA\\^tj^''L/t '(JyjJ-^'^ f AU'AT.i^AitJL L / .. '7 A 'iU^d  i. A \"'L AW- TvA^I - '2Ual. JUL-21-94 THU 15:53 .3\u0026gt;.................................... SUSAN W WRIGHT FAX NO. 5013246576 P, 04 7 /OO /KrUJ ^0 \u0026amp;7. /\u0026amp;:) /t , J /OyAzTiyi-  I'Uyj2^.(.^^'^\u0026lt;^ \" '.------------- ^c \u0026lt;' /^ ^-G \u0026lt;^^6L-2-^yi:CL\u0026lt;yc^ , y.T 7 'U 7 fy '^Lx' 1 A ^-t ' ,  n ' ' ''7V9 C6h:. d) Z^'LCj^yd^y A .9 4 y /^ '^\u0026lt;J2,. tTL. /'o .-7 ,(\u0026gt; i-^ A-^ c\u0026lt;L^\"^ JUL-21-94 THU 15:53 4 SUSAN W WRIGHT FAX NO. 5013246576 P, 05 y^/-^ yziid^ t. /^ Ul '/Coy cy( ^ Cd ( y-i .7^ 4 tc^yi^^L 1 CC^C ,1 dd/y) \u0026lt; L.- ^'^/yy uL 'i '^CQ/ /.1,-^J/ci /dd\u0026gt; //^'d /^ C-CjC d^ccA'i 4 Cil^ J ,\u0026lt;? / y^nunyt^} CcfJZ) -U^'-J. ') (5 ----_ ---------. ^p\u0026lt;$^Ctyz\u0026lt;C //iy A-C'Cl'^Z ^'Xeyj-TK^U--^ C^'7^ ) -^^0 ydd /Cy y , t \"Adji. (y . yi'.,. J ,4 r dC^''-~iS:^^/\\J 4^?-lZi't4 JUL-21-94 THU 15:54 SUSAN W WRIGHT FAX NO. 5013246576 P, 06 /U\\^- aI /6Lc dii Mjl ./3cAffv^ /(^}tJ6c.j^. 6 /6ci . ,CC-}U.a, //y 7) 63) ^6c 't:c. Z' w r'J fi /? / Ccc^i 3 i^- c L' CCAi 'tXc. /tcz^'6 \u0026gt;1 0, -1 ./r\u0026gt;vle. ^6'  /) *  ..3bi.o^3^UNAyCi:^ ^'^)e^ctun^ .. ..^\u0026amp;CC6 .d^K -.^-^ \u0026lt; /W^y,. 0 /. /Ca~cdL - 4'/ ' . liJx. .\u0026lt;3A^ } L /UCAa^ ' JUL-21-94 THU 15:55 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 //\n^iC^ 'J a /' -^i ,sW tJAZnu *7- 1'^k( Skip Rutherford 5604 Hawthorne Road Little Rock, Arkansas 72207 June 24, 1994 Mr. Dorsey Jackson KPMG 1400 Worthen Bank Building 200 West Capitol Little Rock, Arkansas 72201 dUH 2 7 1994 Dear Dorsey: Office of In all my years of supporting public education never have 1 seen sucli outrageous and insensitive public statements as the ones made by Dr. Henry Williams regarding parental involvement in the school (clipping attaclred). His actions also completely contradict both the intent and the spirit of the desegregation plan which calls for parental involvement. Dr. Wilhams' continuing actions are comparable to the insensitive public attitudes of former superintendent Ed Kelly. Dr. Kelly's \"controlled choice\" plan and his actions blindly \"rubber stamped\" by a majority of the school board forced over 1,000 students to leave the district and many families to leave the city. Tlrere is a rapidly growing feeling  particularly among those with children in the public schools - that Dr. Williams is taking the district and tire city in the same disastrous direction. Perhaps, however. Dr. Williams' uncaring and arrogant attitude regarding the public does explain why he \"job-hopped\" so much before coming to Little Rock for a lucrative contract with a \"pension for pals\" provision. With tlrat kind of sweetheart deal, he doesn't need the public even thou^r he is head of a public school system. Someday though the district will need to go back to the public for a vote of support and to the Federal Court to explain why it is directly violating the court-approved plan. Good luck. Sincerely, Skip Rutherford SR:sw Enclosure cc: Judge Susan Webber Wright Ms. Ann Brown v Ms. Pat Gee Ms. O.G. Jacovelli Dr. Katherine Mitcliell Arkansas Democrat \"O' (Oazell ARKANSAS NEWSPAPER Copyright  1994, Little Rock Newspapers, Inc. LITTLE ROCK, JUNE 24,1994 108 PAGES 10 SECTIONS Parents input unnecessary, Williams says BY CHRIS REINOLDS Democrat-Gazette Staff Writer Little Rock Superintendent Ileniy Williams angered a roomful of parents Thursday night by suggesting that their involvement wasnt necessary in running a successful school system. That remark followed an angry exchange over parents insistence on being involved in the selection of a new principal at Gibbs Magnet Elementary school. I've read a great deal of literature that suggests schools can be successful without parental involvement, Williams told the parents. 1 just want you to tell it like it is. The audience reacted with an exclamation of disbelief at that comment. He was responding to a complaint by a parent, Alfred Angulo Jr., that he and other parents met with Dr. Williams and were told schools can run without parental involvement. Williams has decided to reassign 17 elementary and junior high principals for the 1994-95 school year, saying he recommended the moves to improve See LRSD,- Page 13A and revitalize the schools involved. The reassignments were presented to the Little Rock School Board for action Thursday, according to the agenda for the meeting. At Gibbs, Williams assembled a committee of parents, staff and district officials to interview candidates and recommend one for the principals position. The committee interviewed five candidates but decided against recommending any of them for the vacancy caused by Donna Davis retirement. Parents said they asked to interview more candidates but were denied. If we did not see an appropriate candidate, then the process should remain open, Angulo told board members. Why go through the sham and pretense of involving us in a process? Angulo asked Williams. We are asking for meaningful participation. Angulos remarks prompted a deafening standing ovation from the packed room of more than 65 people. Theyre asking to make the decision on who the principal should be, Williams said, referring to the parents. I would not put people in positions that would not improve the schools, he said. After that exchange, the board approved several agenda items, then brought up the issue of approving the 17 principal transfers. When Williams said Ed Jack- son, principal of Williams Elementary, would be reassigned to Gibbs, a cry of protest sounded from the audience members with children in the magnet school. Patricia Gee, a board member, made a motion that Gibbs parents be allowed the opportunity to continue interviewing candidates for principal. The motion failed 3-3. Gee, T. Kevin OMalley and O.G. Jacovelli voted for the motion, while Katherine Mitchell, Dorsey Jackson and John A. Riggs IV voted against it. Linda Pondexter had become ill and left the meeting. We ask for parental involvement, and we shouldnt slam the door in their face, Gee said. The board then swiftly moved into executive session. Gee and Jacovelli voted against that move. Both agreed that parents should have a say about the assignment of a principal to Gibbs. When the board returned from behind closed doors and resumed business less than five minutes later, members noted that the reassignments had been completed and a vote was unnecessary, despite the matter.s inclusion on the board agenda. That left no doubt: Jackson is now the principal at Gibb.s Elementary. Another issue that has spurred controversy during the past two months was apparently put to rest earlier Thursday. The board voted 4-3 against using a private company to run the district's school buses. A cheer resounded from bus drivers and others when the board took that action. Gee, Jacovelli, Pondexter and Mitchell cast the majority vote. The board also voted 4-3 to hire a staff attorney at a salary of $60,000 to deal with routine legal matters. The district will still retain the Friday Eldredge \u0026amp; Clark law firm, which has been representing it in the Pulaski County desegregation lawsuit.CTfl iUwxm I I/CO S't-jV'' fbv uAaa?X^ ^'fT^ U^ (J^ i (D-tt (/U4^ r/o ^d~ \\cha  f X.JUN-17-94 FRI 14:42 SUSAN W WRIGHT FAX NO. 5013246576 P. 10 Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 May 18,1994 Ms. Estelle Matthis Deputy Superintendent Little Rock Public Schools 810 West Markham Street Little Rock, Arkansas 72201 Dear Ms. Matthis\nThe Gibbs School PTA convened yesterday evening for the special purpose of considering how to best engage parents and patrons in the important decision of choosing a new principal for Gibbs Elementary School. Enclosed to this letter are the nomination of five parents of Gibbs students who we believe would positively contribute to the selection decision. We are submitting five names for several reasons. First, we wish to assure a true needs. representation and cross section of Gibbs parents and student You will notice our nominations are balanced among mothers and fathers, black and white parents, and across grade levels. Second, we are aware that one year ago, somewhat larger selection committees were successful in choosing principals for other LRSD schools. At Pulaski Heights Elementary, for example, the larger committee interviewed all applicants, ranked their top three preferences among the candidates,, and the LRSD administration made the final choice from these three. This process seems to capture the right balance of participation and decision-making between parents and the LRSD. Finally', two other suggestions were adopted at our meeting. The PTA wishes to recommend that the Gibbs faculty have the prerogative to appoint five faculty members to the selection committee. Also, Ms. Marie McNeal, the Social Studies Supervisor for the LRSD, is viewed as very knowledgeable of Gibbs since its inception as an International Magnet School since 1988-89. Ms. McNeal has been instrumental in theJUN-17-94 FRI 14:42 SUSAN W WRIGHT FAX NO. 5013246576 P. 12 development of Gibbs international studies curriculum and theme, hope she also will find a place on the selection committee. We We arc very interested in hearing from you about proceeding with the selection of a new Gibbs principal, numbers and address indicated. We can be reached at the telephone Best Regards. Dorothy D. Rhodes Co-President Gibbs PTA 16 Lenon Drive Little Rock, Arkansas 72207 Home 661-0406 Work (morning only) 324-2330 Co-President Gibbs PTA 16 Lenon Drive Little Rock, Arkansas 72207 Home 661-0406 Work 569-8572 Enclosure\nGibbs PTA Parent Nominations cc\nExecutive Board Members, Gibbs PTA JUN-17-94 FRI 14:42 SUSAN W WRIGHT FAX NO. 5013246576 P. 11 Gibbs PTA Parent Nominations for Gibbs Principal Selection Committee Mr. Willie Jones Black Male Sth Grade Mr. Dotie Angulo White Male 1st Grade Ms. Easter Tucker Black Female 3rd Grade Ms. Ann Cashion White Female 4th \u0026amp; 6th Grade Mr. Zachary Poiett White Male 1st GradeGibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 ,^}a\u0026gt;^e.d y^U do n  \"'v I i^iki i/k /^.^sb (//AS hoLc \\ MtvCk / IM/[S (if ''yl/^^C II 'flit' \u0026gt; ! I t X^SMAIA JlJt- A:l,lf ^1 /)/t.i- l^- iO t t t e  d\u0026gt;Md (aaA 4/I.C,t^JUN-17-g4 FRI 14:41 SUSAN W WRIGHT FAX NO. 5013246576 P. 09 RECEIVED SUSAN CHAMBERS OF IN - -norr^ WRIGHT Gibbs School PTA MAY 20 1994 1115 West 16th Street, Little Rock, Arkansas lZl22.(12S1 RiCT JUDGE Telephone 324-2490 My /II 0 tx/tl % i/ZA P^^Siix^UT' PVh Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 May 18,1994 Telephone 324-2490 receiwo Ms. Estelle Matthis Deputy Superintendent Little Rock Public Schools 810 West Markham Street Little Rock, Arkansas 72201 MAY 2 0 1994 Qfi'iM ot Desegregaiion u. Dear Ms. Matthis: The Gibbs School PTA convened yesterday evening for the special purpose of considering how to best engage parents and patrons in the important decision of choosing a new principal for Gibbs Elementary School. Enclosed to this letter are the nomination of five parents of Gibbs students who we believe would positively contribute to the selection decision. We are submitting five names for several reasons. First, we wish to assure a true representation and cross sectionof Gibbs \"parents and student j\u0026lt;oL's3 needs. You will notice our nominations are balanced among mothers and fathers, black and white parents, and across grade levels. .cV. Second, we are aware that one year ago, somewhat larger selection committees were successful in choosing principals for other LRSD schools. At Pulaski Heights Elementary, for example, the larger committee interviewed all applicants, ranked their top three preferences among the candidates, and the LRSD administration made the final choice from these three. This process seems to capture the right balance of participation and decision-making between parents and the LRSD. Finally, two other suggestions were adopted at our meeting. The PTA wishes to recommend that the Gibbs faculty have the prerogative to appoint five faculty members to the selection committee. Also, Ms. Marie McNeal, the Social Studies Supervisor for the LRSD, is viewed as very knowledgeable of Gibbs since its inception as an International Magnet School since 1988-89. Ms. McNeal has been instrumental in the 331-. X7O ...-ifingdevelopment of Gibbs international studies curriculum and theme, hope she also will find a place on the selection committee. We We are very interested in hearing from you about proceeding with the selection of a new Gibbs principal, numbers and address indicated. We can be reached at the telephone Best Regards. Dorothy D. Rhodes Co-President Gibbs PTA 16 Lenon Drive Little Rock, Arkansas 72207 Home 661-0406 Work (morning only) 324-2330 \\ im Lynch Co-President Gibbs PTA 16 Lenon Drive Little Rock, Arkansas 72207 Home 661-0406 Work 569-8572 X\n V ^7  jw odw j oj diiw av/  o! iiffUfi evil 3PIt -516 'sW Enclosure: Gibbs PTA Parent Nominations /O Ef'E .,iSOfr\\ TOitSJ.Tri\n-If tfi '' '!C  :U'I s cc: Executive Board Members, Gibbs PTA - - p n i { Gibbs PTA Parent Nominations for Gibbs Principal Selection Committee Mr. Willie Jones Black Male Sth Grade Mr, Dotie Angulo White Male 1st Grade Ms. Easter Tucker Black Female 3rd Grade Ms. Ann Cashion White Female 4th \u0026amp; 6th Grade Mr. Zachary Polett White Male 1st GradeODM Interoffice Communication Log Date: To: ilkUi From:' (3^ y.' Attachment Subject: kc/p VvLt Jb (jbx . Qa^ZcavI^ , CXto oJiiJLJ u^ST) (fo lA/Ui c k L I'l r Please com, by Date: Attachment Comments on action or results: Cd C/c^- X)//zca^'inMAY-10-94 THU 14:26 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 .-af- .4 0(3 (T\u0026gt; U/VA*/ n - I \u0026lt;-{ t\nAV.c5 0^ a'\nC May 17, 1994 Hon. Susan Webber Wright United States District Judge 600 West Capitol Ave. Little Rock, AR 72201 t. W/iy ig *.u' VV\n^334 S. Cl,'='f''iri'x^,! Cr Dear Judge Wright, I am writing today, net only as an involved parent of Williams Magnet, but also of the Little Rock School District. As the individual with the final authority in all district staffing changes, I am addressing my concerns to you. I am concerned about the transfer of Dr. Ed Jackson from Williams Magnet to another school. This is a concern shared by what I feel is a majority of the parents, teachers, staff at the school. elementary enrolling because schools. My wife both public and and I investigated our of oldest child at Williams. private, prior and many to We chose Williams its discipline, accomplishments. reputation. and the presence and influence of Dr. strict Jackson. I truly believe that his role in the success of Williams Magnet can't be overated. When news of his transfer reached the school, there was an immediate outcry not to do this. The issue was brought to the attention of Dr. Williams, and he met with a group of parents to discuss the change. Dr. Williams prefaced the meeting by explaining that he was moving Dr. Jackson so that his He expertise also made could be used to strengthen a weaker school. justify, s tand-it perfectly in his opinion. clear that unless we could As a business decision another district. changing that decision. it would person, I can understand Dr. Williams to try and use Dr. school. not He is just williams. his seeming indifference. the legitimate at williams. Jacksons abilities to improve superintendent of the entire What I do not understand is and condescending attitude toward concerns of the parents. teachers and staff If Dr. Williams truly feels that the transfer of Dr. Jackson is in the best interest of the district and you and However, the Magnet Review Committee agree, so be it. how can he make that decision without knowing who the replacement will be? I feel we have a right to know. cont. MAY-13-94 THU 14:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 page .2 Hon. Susan Webber Wright It ' decisions would ! and help their if he would be more hesitant to explain justification. Dr. open about his Williams seemed parents of the the changes in detail/ schools involved have a Part rounds. of the problem Some are the rumors say that this Dr. Jackson and some of his superiors. which I believe right to know. that are making the is a personal problem between Another is that this is an attempt to get Dr. Jackson to retire/ thus saving the district his salary which is said to be the highest of any elementary school principal. The most moving Dr. disturbing rumor is that Dr. williams is friend/ a Jackson in order to replace him with a personal These rumors/ neighbor in f act / from outside the district. and Dr. Williams reluctance to either confirm or dispel them, are basic to the conflict. Cne final thought. I Williams as support for keeping Dr. attended the meeting with Dr. Jackson. I could tell from his opening remarks that the decision was made, with no chance However, of reversal/ another Williams decision. so I had decided to remain parent in attendance/ made the were trying to keep Dr. Jackson, quiet. a supporter of Dr. statement that he thought we not for his abilities, but to prevent the placement of a black person as principal. He felt it was all racially motived. I then felt compelled to speak, making it clear that I don't care about the race of a principal, only in the education of my children. I can't speak for all the parents and staff there, but I personally was offended and angry. get two children into Williams, I have camped-out to and I'm planning to do the same for my third, all the while living in a predominately white is, elementary district. Race is not the issue. If it then I suggest making assistant Mitchel the new principal. principal Deborah She is experienced in the Magnet School system, .she knows the Williams Magnet philosophy, and she is respected by the parents. teachers, and staff. We just want some assurance that this change is best interests of the students and not truly in the personal conflicts. I don' t believe this move 1 s based on Standards, but on petty politics. I believe educational it is Dr. Williams flexing his muscles to show the district who's the boas / and he will never change his mind for fear of appearing weak. school board. My wife wrote all of these concerns to the and one member called her at home to let her know she was correct in her nothing that member could do. do. assumptions, but there was There is something you can cont.MAY-19-94 THU 14:27 SUSAN W WRIGHT FAX NO, 5013246576 P.07 page 3 Hon. Susan Webber Wright This is that these important to the district. staff changes/ especially Dr. Please make Jackson's/ sure will benefit William's Magnet as well as the district. Don't let a staring contest between administrators, waiting to see who will blink first/ model to tear down Williams's Magnet. schools. copy/ not a source of material to Make it the patch other Thank you very much for your time. As a taxpayer and a parent/ I believe that it is not only my right but ray duty to question decisions that affect my children. I am a firm believer in the saying and so are my children\"/ decision. \"My heart is in the public schools/ and I want to feel safe in that Sincerely/ 'c Kenny Clark 6 Calais Court Little Rock, AR 72211 (501)821-2983 Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 June 27, 1994 Kenny Clark 6 Calais Court Little Rock, AR 72211 Dear Mr. Clark: I am responding to your letter on behalf of Judge Susan Webber Wright. Although she is sensitive to the concerns community members have about desegregation and other educational issues, as a matter of policy. Judge Wright does not correspond directly with citizens. Instead she relies on us in her Office of Desegregation Monitoring (ODM) to discuss school matters with individuals and organizations. I am one of the associate monitors working at ODM. As Im sure your aware, the LRSD Board of Directors voted on June 23,1994 to assign Dr. Ed Jackson to iBbs and Ms. Mary Menking to Williams. I understand that the Magnet Review Committee (MRC) intends to discuss the issue of principal assignments at a meeting this afternoon. On several occasions in the past, the MRC has successfully advocated for the magnet schools. While we at ODM are very concerned about all the schools in Pulaski County, we have no direct authority over school operations. Each school district continues to be responsible for their own operations. One of the districts responsibilities is adherence to the court-approved desegregation plans. If we find evidence that a district is not complying with their desegregation obligations, we will bring that situation to the attention of the court. The desegregation plans address staffing issues in a broad general fashion. The plans do not outline requirements for staff transfers. We will continue to monitor staffing changes throughout the summer, looking closely at the process by which staff members are hired or assigned. Thank you for taking the time to convey your concerns to the court. We appreciate your willingness to work for quality education in Pulaski County. Sincerely, Melissa Guldin Associate MonitorJUN-28-94 TUE 14:10 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS U. S. DISTRICT JUDGE SUSAN WEBBER WRIGHT (501) 324-5422 FAX LINE (501) 324-6576 DATE\nTO\n5tI-oIoo FROM: NUMBER OF PAGES INCLUDING COVER SHEET 15 JUN-28-94 TUE 14:11 SUSAN W WRIGHT FAX NO, 5013246576 P. 02 PARENT GIBBS ELEMENTARY ' - TEACHER ASSOCIATION June 17, 1994 Dr. Henry P. Williams Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 RE: recssvsd OF SUSAN WEBRFR WW'GiNT JUN 2 0 19S4 U. S OfSTH'C'T JIJDQS HAND DELIVERED Principal Selection Process for Gibbs Magnet School Dear Dr. Williams\nAgain, on behalf of the Committee, I would like to thank you for your time in discussing the selection process with us. think we can all agree that an important component to this I successful functioning of not only an individual school such as Gibbs but of the entire school district is the meaningful and significant involvement of parents and teachers in the decision-making process. As patents and teachers, we observe, on a daily basis, how our schools operate and, therefore, can offer relevant input in the selection of a principal for our school. At the conclusion of our meeting, you indicated that you would review the process and procedures which have taken place to data. You agreed to advise the committee whether or not you would permit us to interview additional candidates for the principal's position. Recognizing that you will be involved in other activities through the end of this week, we ask that you notify us by 2:00 p.m., Monday, June 20, 1994. Although I believe we made it quite apparent during the course of our meeting, I would like to reiterate that our primary concern is with the validity of the procedure by which the next principal of Gibbs is to be determined. has been stated by the administration that this particular Although it procedure had worked\" in prior applications, it has been our experience that the process in this instance is inherently and fatally flawed.JUN-28-94 TUE 14:11 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 Dr. Henry P. Williams June 17, 1994 Page Two When we initially learned that there would be a vacancy, the Gibbs PT.A met and determined that we would like to be involved in the selection process. Subsequently, we undertook efforts to determine what the process would be and what we, the parents and faculty of Gibbs, needed to do in order to become a part of the At no time were we ever given specific or accurate process. information regarding the process and procedures to be employed in the selection of a new principal nor were we told what our role would be. Upon the recommendation of Deputy Superintendent Estelle Matthis, we met and selected a committee to represent Gibbs and drafted communications to the school district requesting involvement in the process. We also requested information regarding the names of applicants for the position but were not provided that information until third party filed a freedom of information request. upon obtaining this information, the committee met and on June 4, 1994, submitted a list of names of candidates that we wished to interview, a list of questions to be posed to the applicants, and after learning by word of mouth some aspects of the selection procedure, a list of proposed procedures that we wished to be included. This letter was hand delivered to both your office and that of Estelle Matthis, Deputy Superintendent by a member of the Gibbs Committee. Eowever, it is apparent that neither you nor any administration representative on the selection committee ever saw this communique prior to the June 7, 1994 interview session. On June 7, 1994, the parents and faculty of Gibbs posed several questions to the administrative representatives on the selection committee. we asked how the five interviewees were selected and were told that all five had been selected based on their expressed interest in the Gibbs position. We are now told It was not until the by you that that was misinformation*, interview session that we were informed as to what the procedure for selection of the principal would be. Both before the interview process and at the conclusion of the interviews, we inquired of the administrative representatives whether, in the event that we were not satisfied with any of the applicants interviewed, could we interview additional applicants. In response to our inquiries, we were told that the answer to our inquiry was unknown but were later told that, yes, if we could not come to a consensus on the applicants to be recommended to you. the process would remain open and we would be able toJUN-28-94 TUE 14:12 SUSAN W WRIGHT FAX NO. 5013246576 P, 04 Dr. Henry P. Williams June 17, 1994 Page Three interview additional candidates. During the course of our meeting of June 15, you indicated that your representatives were 'misinformed*. The parent and faculty members of the selection committee also expressed serious reservations about the utilization of the evaluation forms. Our concerns were the lack of prior input into the questions to be posed to the applicants as well as the use the forms would serve in the selection process. We were assured that it would not simply be a matter of tabulating the scores and then selecting the top three candidates based on simple mathematics. There was substantial reluctance on the part of the faculty and parent members of the committee to fill out the forms until we gained assurances from the administration that those forms would not be used as set forth above. At the conclusion of the interview process, the consensus was that we had not interviewed a candidate that we could recommend to the administration for the Gibbs principal After lengthy discussions, the group agreed not to position. submit any names to the administration and that we would request the opportunity to interview additional candidates. Administration representatives insisted that the forms be filled out and that was done only after again receiving assurances that the forms not be used and the scores tabulated to arrive at three candidates based on the highest scores obtained. We were told that the only reason to fill out those forms was to document the fact that the committee had interviewed the five applicants. Additionally, several members of the committee expressly stated that any recommendation to the administration would not be based solely on the evaluation forms as those forms did not accurately reflect an individual's choices. As a general matter, it is difficult to understand how a principal can be selected based solely on a thirty minute i nterview. Dr. williams, based on the foregoing, we simply ask that you provide us with an opportunity to interview additional candidates and complete what we believe is an incomplete process. I am, under separate cover, sending a copy of this letter to the individual members of the Little Rock School Board as well as to Judge Susan Webber Wright and Donna Creer of the Magnet Review Committee,JUN-28-94 TUE 14:12 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 Dt. Henry P. Williams June 17, 1994 Page Four We look forward to your response. Sincerely, Gibbs Parent-Teacher Principal Selection Committee Easter Tucket Willie Jones Zach Polett Dodie Angulo Ann Cashion Wilhelmina Lewellen Vicki Gonterman BY\nAngulo, Jr, AfAjr/jc cc: Dt. Katherine Mitchell Shorter College 604 Locust Street North Little Rock, AR 72114 T. Kevin O'Malley Ark. Board of Review Tower Building, Suita 700 Little Rock, AR 72201 Dorsey Jackson 1400 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 John A, Riggs, IV J. A. Riggs Tractor co. P.O. Box 1399 Little Rock, AR 72203JUN-28-94 TUE 14:13 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 Linda Pondexter Fuller Jr. High P.O. Box 8601 Little Rock, AR 72216 Patricia Gee 8409 Dowan Drive Little Rock, AR 72209 Owa Jacovelli 6622 Gold court Little Rock, AR 72209 V The Honorable Susan Webber Wright U.S. District Judge P.O. Box 3315 Little Rock, AR 72203 Donna Cceer Magnet Review Committee 1920 N. Main North Little Rock, AR 72114 3860dJUN-28-94 TUE 14:13 SUSAN M WRIGHT FAX NO. 5013246576 P. 07 GIBBS ELEMENTARY - TEACHER ASSOCIATION PARENT C-IAHS^S OF SUSAN .VR?SHT JUN 2 0 1334 U. S. DfS-m/CT JfJDGE June 17, 1994 Dr. Katherine Mitchell T. Kevin O'Malley Dorsey Jackson John A. Riggs, IV Linda pondexter Patricia Gee Oma Jacovelli RE: Principal Selection Process for Gibbs Magnet School Dear Members of the Little Rock School Board: Enclosed please find a copy of a letter sent to Or. Henty Williams following out committee's meeting with him on June 15, 1994 . This letter is being provided to each of you so that you will be aware of our concerns regarding the selection process and procedures employed by the district administration which was designed to result in the superintendent's recommendation to you of a new principal for Gibbs Magnet School. We believe that it is important for each of you to know that the parent-teacher members of the committee unanimously believe that the process was inherently and fatally flawed, if for no other reason than it substantially eliminated any significant and meaningful input by the parents and faculty at Gibbs. Additionally, the selection committee did not recommend any names to Dr. Williams for consideration for the principal position at Gibbs.JUN-28-94 TUE 14:14 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 Members of Little Rock School Board June 17, 1994 Page Two As you can see, we have simply asked Dr. Williams to allow us the opportunity to interview additional candidates for the position of Gibbs' principal. sincerely, Gibbs Parent-Tsacher Principal Selection committee Easter Tucker Willie Jones Zach Poiett Dodie Angulo Ann Cashion Wilhelmina Lewellen Vicki Gonterman BY: A AFAjr/jc Enclosure 3861d JUN-28-94 TUE 14:14 SUSAN H WRIGHT FAX NO. 5013246576 P, 09 TO*. GIBBS ELEMENTARY PARENT \u0026gt; TEACHER ASSOCIATION MEMORANDUM 6/15/94 Dr. Henry Williams, LRSD Superintendent FROM: Easter TucKer Willie Jones Zach Polett Dodie Angulo Ann Cashion Gibbs Parent Association Members on Gibbs Principal Selection Committee Wilhelmina Lewellen Vickie Oonterman Gibbs Staff Members on Gibbs Principal Selection Committee RE: Follow Up to Our Memorandum of June 4, 1994 As members of the LRSO's Gibbs Principal Selection Committee, we again respectfully request to Interview the following people for the principalship of Gibbs at the earliest convenience: Sharon Davis Sharon Brooks Deborah Mitchell Diane Barksdale Katherine Tweedie Please ask your staff to schedule these interviews as soon as it is feasible. Thank you in advance for your assistance in this matter.JUN-28-94 TUE 14:14 \u0026amp;AUI rwivu SUSAN W WRIGHT FAX NO, 5013246576 P. 10 GIBBS ELEMENTARY PARENT ASSOCIATION MEMORANDUM 6/4/94 TO\nDr. Henry Williams, LRSD Superintendent Ms. Estelle Matthis, LRSD Deputy Superintendent FROM: Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Gibbs Parent Association Members on Gibbs Principal Selection Committee RE\nMeeting Preparation for Gibbs Principal Selection Committee By this memorandum, we are again requesting the list of names of applicants currently scheduled for interview by our committee. Please deliver a copy to Gibbs Elementary, attention Easter Tucker and fax a copy to 376-2423. Attached are the following materials\n1) A list of questions we intend to ask all applicants at Tuesdays interviews. 2) A brief list of procedures we propose to help facilitate the interview process. 3) A list of applicants that we request the LRSD administration schedule for interview by the Gibbs Committee on Tuesday, June 7, in case any of these are not already scheduled. Thank you for your assistance with these matters. AttachmentsJUN-28-94 TUE 14:15 SUSAN W WRIGHT FAX NO. 5013246576 P. 11 Partial List of Questions for Gibbs Principal Selection Committee 1) Briefly describe a lesson you have taught or observed recently that you believe was very successful. Explain why this lesson worked well. 2) Do the same for a lesson or activity that you taught or obsserved which did not succeed. Why did this lesson fail, in your opinion? 3) When you informally observe classroom instruction what are the 3 most important things you look for, or hope to see? 4) How would you encourage appreciation of and proficiency in reading and writing among staff and students (and parents)? 5) 6) As principal, what can you offer Gibbs? What are your goals for Gibbs? 7) matters? In what ways do you see yourself supporting the staff in disciplinary 8) In regards to non-academic programs, what ideas or philosophies would you initiate? 9) What do you see the balance to be between the basic instructional needs of reading, science, math, etc. with the international studies theme of the school? 10) What do you think about using the school as a resource for the community as a whole, including after 5 p.m.? 11) What would be your strategies for removing the achievement disparity between at-risk minority and/or lower income children and majority and/or higher income children?JUN-28-94 TUE 14:15 r zacn roieu SUSAN W WRIGHT FAX NO, 5013246576 P. 12 Partial List of Applicants We Would Like to Interview on Tuesday, June 7 Diane Barksdale Sharon Brooks Deborah Mitchell Cassandra Norman-Mason Stan StraussJUN-28-94 TUE 14:16  4acn rwen SUSAN M WRIGHT FAX HO. 5013246576 P. 13 Propcsed Procedures for Interview Process 1) We believe that we will not be prepared to make recommendations at the completion of the Tuesday morning interviews, so would like it understood from the beginning that there will be a follow-up committee meeting at a later date for the committee to evaluate the applicants and make its recommendations. 2) We understand from discussion with EsteJie Matthis on Friday, May 27 that the application process was being kept open. If after the Tuesday morning interviews we do not believe we have seen the next prindpai of Gibbs, then we hope and expect that the District will continue to seek additional applicants and schedule further interviews. 3) We look forward to working closely and cooperatively with the administration and Gibbs staff members of the committee to come up with the best possible prindpai for Gibbs Elementary.JUN-27-94 MON 10:26 SUSAN W WRIGHT FAX NO, 5013246576 fcU-l44t n-l-q*! P.Ol UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS U. S. DISTRICT JUDGE SUSAN WEBBER WRIGHT (501) 324-5422 FAX LINE (501) 324-6576 DATE\nJune 27, 1994 TO: Ms. Ann Brow FAX: 371-0100 FROM\nJudge Susan Webber Wright.. JUK-27-94 MON 10:26 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 June 26. 1994 SUSAN WTiSSWi Vf^G/iT District Judge Susan Webber Wright 600 W. Capitol Little Rock, AR 72201 JUN 27 1924 U. SDfSTRfCT JUDGE Dear Judge Wright, I am the mother of a second grader, Jake Tull, at Gibbs Magnet School and am writing to you about some recent events regarding this school that 1 find very troubling. Let me preface my concerns, however, with praise and positive feedback for this wonderful school. Gibbs has been a perfect environment for my child, and one in which he is very happy. The faculty is outstanding and the curriculum is well suited to his need for more than a \"basic skills\" track. He has been enriched by Gibbs excellent art, music, language, and science programs, especially the Dunbar Garden\". As a tactile, kinesthetic child with diagnosed learning differences Jake has blossomed in the two years at this school. More importantly, he has learned respect for individuals of race and religion other than his own, and has been given respect himself. As a parent, I have also been enriched by the association with the children, faculty, and parents of Gibbs school. It is the most amazing and cooperative collection of multi-racial, multi-cultural, and multireligious persons that I have ever had the pleasure to be around. 1 am very concerned for several reasons. First of all, I am distraught with the so-called selection process of a new principal in which I have been involved. This process was misrepresented to us from the very beginning and we were sand-bagged\" every step of the way by Dr. Williams and his immediate staff. Our only intent as parents in this process was to have some input regarding the person whom we thought most appropriate to maintain the level of excellence and professionalism at Gibbs School that we have enjoyed. We by no means wanted complete control over the determination of the new principal. I find it inexcusable that we had to threaten the Little Rock School District with a Freedom of Information lawsuit in order to obtain information regarding principal applicants. Furthermore, I find it appalling that only one out of seven of our requested applicants was present on June 7th to interview. We were not under any circuipstances allowed to interview the candidates that we had wanted to and did not submit three names to Dr. Williams for contention inJUN.-27-94 MON 10:27 SUSAN W WRIGHT FAX NO. 5013246576 P.03 the Gibbs School principal position. As far as we were concerned we had not seen the right person for the job and were promised that the selection process would remain open. This did not happen and it became apparent that we had been set-up\". Secondly, I find it inconceivable that the superintendent of the Little Rock School district would even allude to the fact that parental involvement is unnecessary for strength within the district and individual schools, much less quote this thought three times and have studies to prove it. He obviously needs a history lesson regarding the Little Rock public schools. As far as I am concerned, the parents rank third behind both the students and the faculty in providing strength to a school, 1 have held PTA positions, been a room parent, and tutored individual students at Gibbs school for two years. Nothing, with the exception of my family, holds greater importance to me. Thirdly, I find Dr. Williams arbitrary and fruit basket turnover\" approach of transferring principals very unsettling. If his purpose is to stabilize the school district, he is accomplishing just the opposite. In all honesty, I cannot find the rationale for transferring Dr. Jackson from a strong magnet school\" to another strong magnet school\" with a totally different curriculum and philosophy. 1 think highly of Dr. Jackson and feel that perhaps he is just a pawn in Dr. Williams \"power play\na game in which everyone loses. I am asking you to review these matters and counsel the Gibbs PTA on our next step. We are in the public schools because we believe in them and feel that they provided the best education for Jake. Please continue your efforts in making them the best environment for our children. Thank you. Sincerely, Sue Tull, Gibbs PTA Treasurer and concerned parenti : in iivi I u Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 '(^ZaAF (Xt\u0026lt;z\u0026gt;( cjjjJiAPX iA.iXuz\u0026lt; Kz-\u0026lt;-^x. R)x tejxxii (vr\"^ hJil/CM U^Ji ^C-' ,(A(n\u0026gt;^ d ZZ  ' '^1) IZA w I (/X -f{_ UA' 5  ''\"'''jkj!^^ ^^jrUAyRECEJ^/Szi Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 SUSAN Vi!i JUN 27 1334 u. s, DiSTSiCT JUDGE PtA .cbL(U\u0026lt;-J^ HA- -wj ' , i ^i/QoJl  TW.(3WM p I jy } \u0026lt;^(jCilUx.cJi CA lA I 0ZU)Ci^^ '^wotA- '- J^-UuZ^ b^'^ J. 5 C^tO'^ t4uc.^-t\u0026lt;as^5 irp^JLha ^p SWJlCi- I I'AU' -^ q-tus CAi-\u0026lt; f \u0026lt;JV\u0026lt;1 i F t s i  h' V r: L .' * \"V k -'* * V t l * 4 \\-  \u0026gt; 1 . J t 1 r . 7  J .  J\" 1  ai! *- X^5^S 1 T|? b\n\u0026gt;-o (S*^ 7 '.*1 F^ .-\u0026lt; 1* u A *\"^^j4SJLl *34 WED 11:26 SUSAN W WRIGHT FAX NO, 5013246576 P.Ol UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS U. S. DISTRICT JUDGE SUSAN WEBBER WRIGHT (501) 324-5422 FAX LINE (501) 324-6576 DATE: July 13, 1994 TO: Ms. Ann Brown F.y.l. FROM: Judge Susan Webber Wright NUMBER OF PAGES INCLUDING COVER SHEET lor Tr^JaS?^: - v' ^2- *- \u0026gt;~^z*\u0026lt;',  r. JUL-13-94 WED 11:27 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 SUSAfe* Hontsrcib/^ Ct Ub^ba*^ U\nJU,\\' /'Tlu Ili\u0026lt;sb?c2n^ c^/t^l( 'T^ /ia,t\u0026gt;\u0026lt; t r J^art,c -i^t^ ^'T/I t\u0026gt;/ ($/bbj: Scb^)/ -y/^c ko^ 4c see '^Ue^ttaM^ noi^ -Tc ajj ^7 ! t i- r 'll f J 7 ckn/efre^ e^^ttca^kea ^thhr, IaJ^. C^Pesj- kou^ co^bk -/. _l7 a^ a. fat y -n ei skrf^^ l^te^rcsk t't^ S6- - ' C(r\u0026gt;U.,r^^J -ho O^ffKUtty -^ho. , 7lAtcA\u0026lt;^ rhe^s/ta^ej fr,c,f,^. -7-^ tS'/U^ ^l\u0026lt;^c//cn 'ra^ -fi^^ \u0026lt;^1^ ^,4/, ~PanC'/(tS\u0026gt;tt^ r:,/ f 'J C)Cf~D ^\u0026lt;J7M/ytC L J / -7%^ J2i^ n Dct^ 'H^ -fojSty a.'tf^r.^B-fg^ -6 g,'i^ 2i-. ce^ f /4t.AeLM-13-94 WED 11:27 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 As . (jJi? \u0026amp;uy) \u0026lt;::Sh-t 'iz. z \u0026gt;^1JUL-13-94 WED 11:28 SUSAN W WRIGHT FAX NO. 5013246576 P, 04 Gibbs School PTA 1115 West 16Lh Street, Little Rock, Arkansas 72202 Telephone 324-2490 ifC'l'i.. 'H (^U-yLi. cC 1 :) a^bC' 'ZCuu ^jJCCCc. / cTc^Ct'^ ^^Cc-fi^i-^ /L't''-LLCC'^^' . b Ly {/ b'C'' .C^. RSCE^VL^O SUSAN CHAMiA^j r t\u0026gt;' ESUb. fi: WRU.\u0026gt;IT JUN 28 WIM LL S. DISTRICT JUDGE cC t..\u0026lt;^i \u0026lt;L,C.^^' Z6 r* -7 . c M-13-94 wed 11:28 SUSAN W WRIGHT FAX NO, 5013246576 P. 05 HAND DELIVERED Gibbs School PTA 1115 West 16th Street, Little Rock, Arkansas 72202 Telephone 324-2490 Juns 28, 1994 TO! Judge Susan Weber Wright From: Chuck and Nancy Hamilton, Co-Presidents/Gibbs PTA Subject: Principal Changes in the Little Rock School District In a school district that must continually be sensitive to the need for stability, why is the LRSD changing principals in more than 25 of its schools, including 4 elementary magnet schools? This question has been repeatedly asked of the administration with contradictory responses being given. responsible or accountable for this decision? Is no one holding the district Patrons are worried, anxious. This leads to instability. and confused. This leads to distrust. The LRSD cannot afford to lose the faith and trust of its patrons. History has proven that parental support brings stability. Please ask the question \"why\", Judge Wright, and expect a responsible answer. Respectfully -mcH ent? Chuck and Nancy Hamilton or -?S t3S4 s. 'OGeJUL-13-94 WED 11:28 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 Mary Virginia Mayeux 614 N. Taylor Street Little Rock, Arkansas 72205 June 26. 15S4 Honorable Susan Weber V/right Federal Building 600 W. Capitol Little Rock, Arkansas 72201 SUS,AN WScstJcR WRJGHT JJN 271394 Dear Judge Wright: L'. S. DISTRICT JUDG^ I am writing as a concerned parent of two children at Gibbs Elementary Magnet School concerning the process by which the Little RocK School District administration is attempting to appoint Dr. Ed Jackson as the principal of our school.\"\" * In May, when our previous principal announced her early retirement (under pressure from the district administration to move to another school), a Gibbs PTA representative contacted assistant superintendent Larry Robertson and deputy superintendent Estelle Matthis about what role, if any, parents would play in the selection of a new principal to f Hi this vacancy. We were told that we would follow the same procedure that has been in place in the district for several years in which a committee of parents, teachers and district administrators interview a number of candidates for the position and select their top three preferences, in rank order. The superintendent then chooses one from among these three and recommends that choice to the school board. The district administration appointed such a committee, the Gibbs Elementary Schoo! Principal Selection Committee, and included on it three Gibbs parents, two Gibbs faculty, and three district administrators. Prior to the interviews, the parents and teachers on the committee requested from the administration a list of all applicants for the position and those from that list selected by the administration to be interviewed by the committee. This information was denied to them by Dr. Richard Hurley, the custodian of the records, Estelle Matthis and the office of Dr, Williams, This denial was made even after the district had supplied a copy of this list to an Arkansas citizen not on the committee who hadJUL-13-94 WED 11:29 SUSAN W WRIGHT FAX NO. 5013246576 P, 07 filed an FO! request. Subsequently, the parent and teacher members of the comittee were able to obtain the list from this citizen, and prepared a letter to Dr. Williams and Ms. Matthis asking to interview five of the applicants. This letter was hand-delivered by a member of the selection committee to the offices of Dr. Williams and Ms. Matthis the day before the interviews were to be conducted. The letter was never responded to and the request was eventually effectively denied. This selection committee met on June 7 and interviewed five candidates (selected by district administrators with no input from Gibbs parents or the selection committee). The committee unanimously, by consensus, decided not to recommend to the superintendent any candidates from those interviews, and was assured by the administration-appointed chair of the committee, an assistant superintendent, that the committee would be able to interview additional candidates within a few days. On June 9, this assistant superintendent informed us that Dr, Williams had refused to honor this commitment and that the selection committee portion of the process was over. Thus, the committee met and interviewed, but emphatically iid.nat.select three candidates for consideration as Gibbs principal. Despite many subsequent conversations with administrators and board members and a group meeting with Dr. Williams on June 1 5 in which we made clear the committee's decision that it needed additional interviews, Dr. Williams proceeded to name Ed Jackson as Gibbs principal and to claim that the committee participated in that selection. The problems which have resulted form this procedure are numerous and serious, including: (1) Parents have lost al! confidence in district administrators to speak to them truthfully. Parents are shocked and angered that they have been directly (2) and emphatically told on two occasions by Dr. Williams that their participation in their childrens education is not needed. (3) A principal whose strengths are in basic skills and discipline has been appointed, against his will, to a school where ths emphasis is on international studies, as reflected in reading, writing, art, music, andJUL-13-34 WED 11:30 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 languages. We believe that this is an inappropriate mismatch of principal and school theme and could endanger the vital distinctive character of our magnet program. Prior to the present controversy, Gibbs parents and students loved the warm supportive atmosphere and positive learning environment of our school and had spoken so highly of it to many others that there was a surge in applications for the school this spring resulting in lengthy waiting lists for admission, longer than Carver and other historically popular magnet programs. However, in a few short weeks the Little Rock School District administration has endangered what has taken years of hard work by principal, teachers and parents to create  a successfully integrated, very popular school located in an old building in the middle of central Little Rock. Parents are distressed and angry about being shut out of any meaningful input in deciding the school's future. The prospect of losing a large number of middle class black, white and Asian students from the school is very real. Instead of attracting students and parents as magnet schools are supposed to do, the Little Rock School District is apparently trying to repel them. Please consider directing the Little Rock School District administration to allow the district's Gibbs Elementary School Principal Selection Committee to complete its work by interviewing a group of five (or so) additional suitable candidates and recommending three of them to Dr. Williams so that he can select an appropriate principal to recommend to the school board for the school we love so much. Sincerely, Mary Mayeux P. S.: You may enjoy the enclosed picture of my son and his two best friends, all of whom are Gibbs students. EnclosureJOL-13-^4 WED 11:30 SUSAN W WRIGHT FAX NO, 5013246576 P. 09 GIBBS ELEMENTARY PARENT TEACHER ASSOCIATION SCREENING COMMITTEE June 27, 1994 SUS/fW' lAi '- .J O- .VPJCHT JUN 23 1994 The Honorable Susan Webber Wright U.S. District Judge P.O. Box 3316 Little Rock, AR u, s. District judg\nRE: 122(^3 Principal Selection process Little Rock School District Dear Judge Wright: I just learned some disturbing news regarding the principal selection process employed by the Little Rock School District. It is my understanding that on this date the Magnet Review Committee met in special session to discuss the process by which principals are being reassigned in light of the mRC guidelines. It is my further understanding that the Magnet Review Committee determined that the school district had not complied with those guidelines which require consultation prior to implementing such changes. However, based on the erroneous representations made by district representatives and without any input from our group, the Committee determined that the selection process was followed with integrity and did function as designed. This conclusion was premised, in part, on the assertion by district representatives that the Gibbs' selection committee (consisting of three administrative representatives, two members of the Gibbs' faculty, and three Gibbs' parents) recommended three names to the Superintendent as candidates for the Gibbs principal position. That is simply not true. At the conclusion of the interviews conducted on June 7, the only concensus the selection committee reached was that it could not and would not recommend any names to the superintendent and that the process should continue so that additional candidates could be interviewed. Our group is gravely concerned that the Magnet Review committee has not been given accurate information and that it's determinations are not based on true and complete facts.JUL-13-94 WED 11:31 SUSAN W WRIGHT FAX NO. 5013246576 P. 10 * The Honorable Susan Webber Wright June 27, 1994 Page Two would welcome the opportunity to provide the Court with additional information if the Court deems it appropriate. sincerely, Gibbs Elementary Parent Teacher Association Screening Committee BY: 57 Jr'. Aj/f'red Fz Angal6 ,'~jf. cc: Zach polett Willie Jones Easter Tucker Ann Cashion 3961d 11    et   t Wo  y/^/^Y 0). JO. 0)^ 1 '( /9 If 5015698576 APfiC 288 P01 JUL 18 94 14:54 Date: .FROM: RE- FAX COVER SHEET FAX No. G100 (zWV ___ FAX No. Numb.er of Pages (Including Cover Sheet) Message:5015698576 APAC 288 P03 JUL 18 94 14:56 Dr. Henry Wiiiiams 7/e/94 Make sure that the position is advertised QN: Wilt you let us have a list of the names of the candidates who have applied for elementary principal positions? not give you a list of anything. (shouting) 1 will not give you a list with Jesus Christs name on it. You're being irrational about this. I'm the person who is ultimately responsible for what happens in th* ' building. I 4 I r f H e'-' r 1 V 3 -fU (6 U'P J, i\\A5015698576 APAC 288 P02 JUL 18 94 14:55 Memorandum for the Record July 18. 1994 Re: Availability of Resumes for Gibbs Principal Applicants and Status of Gibbs Principals Position from Deputy Superintendent Estelle Mathis at approximately 1:40 pm and I inquired of her what was meant by the sign inside the Gibbs School door that said was gone and would not be at the school on Monday or Tuesday, the sign was probably prepared by Ed Jackson who although her understanding was that he was still the Principal She said Mathis said she understood was in the building unassigned. Ms. my concern (I already had said that Gibbs School had no principal that I knew about) but that was just Ed Jacksons way. I also said that the Gibbs PTA was requesting the full list and resumes of all applicants for the principals job at Gibbs. LRSD Superintendent, had told another Gibbs I said that Dr. Williams, the information would not be publicly available. parent filing a formal Freedom of Information (FOI) parent 10 days ago that such I noted the necessity of a iuuig a ivuuAi rreeaom or iniormation (FOI) request several weeks ago during the first sequence of screening interviews to obtain applicant resumes. I noted that such resumes were considered a routine part of the public file. She said she would work with Gibbs on this oroblem. The telephone call was concluded. on this problem. The At 1.55 pm., Ms, Mathis called my office a second time and said she had spoken to the Superintendent and that he had agreed that the would be available after the closing of the application date which was Friday, July 22nd. I thanked her for smoothing out this exchange of information and said that r '  resumes someone from Gibbs would be contacting her on Monday, July 25th, to obtain copies of the information. indicated her agreement with this arrangement. The telephone call was concluded. arrangement. Ms. Mathis lAAA, dm Lyn^ jibbs Ele tary School PTAX X X X X X X X LENDER 14:4f o01669oo!O P.Ol TRANSACTION REPORT JUL-18-94 MON 14:49 1 RX TIME PAGES 1' p\nc:.\" 1 00 3 RECE I TYPE NOTE  1 I r. OK )K X X X X X X X XXlx,. f\u0026lt;. M:xxt**Umonxl\nii!\nixii(ilUXX)knx*OXO'XX)|(ti.t|)k':i\n.|ii(XOOI*!i:*.\u0026gt;if.j|!OO*m*)|(**O)i:il#**nxilx*n5015698576 APAC 288 P01 JUL 18 94 14:54 FAX COVER SHEET Date: ! !Ti TO: __fax No. .FROM: J t4A\u0026lt; i YA^C-H________ RE: Number of Pages (Including Cover Sheet) Message:5015698576 APAC 238 P03 JUL 18 94 14:56 Dr. Henry Witiiams 7/8/94 Make sure that the position is adv/ertised QN\nWill you let us have applied for elementary principal positions'^* a list ot the names of the candidates who hsv^ 9ve you a list of anything. (shouting) I will not give you a list with Jesus Christs name on it. being irrational about this. Pson who is ultimately responsible for what happens in th^^t  hili Hinn building. I ... 'I pc ,1 I L  * r rh''\nj f. I , j}-( CH H, I \\ 'A V'-^ i' A' V ..A5 0^ V,.* J, I 01 M A-^5015698576 APAC 288 P02 JUL IS 94 14:55 Memorandum for the Record July 18. 1994 Re: Availability of Resumes for Gibbs Principal Applicants and Status of Gibbs Principals Position Today I received a return telephone call from Deputy Superintendent Estelle Mathis at approximately 1:40 pm and I inquired of her what meant by the sign inside the Gibbs School door that said the was Principal was gone and would not be at the school on Monday or Tuesday. the sign was probably prepared by Ed Jackson who was in the building although her understanding was that he was still unassigned. Mathis said she understood She said Ms. my concern (I already had said that Gibbs School had no principal that I knew about) but that was just Ed Jacksons way. I also said that the Gibbs PTA was requesting the full list and resumes of all applicants lor the principals job at Gibbs. I said that Dr. Williams the (fV LRSD Superintendent, had told another Gibbs parent 10 days aeo thatsuch y information would not be publicly available. parent filing a formal Freedom of Information (FOI) parent 10 days ago that such I noted the necessity of a request several weeks ago during the first sequence of screening interviews to obtain applicant Z resumes. I noted that such resumes were considered a routine part of the public 1,-nrV c-ibbs on this problem. The telephone call was concluded. . file. She said she would work with Gibbs At 1:55 pm., Ms. Mathis called rny office a second time and said she had spoken to the Superintendent and that he had agreed that the would be available after the cIosins resumes of the application date which ---- -J. J-_______ W3S Friday, July 22nd. 1 thanked her for smoothing out this exchange of c* information and said that someone from Gibbs would be contacting her on Monday, July 25th, to obtain copies of the information. indicated her agreement with this arrangement. The telephone call was concluded. arrangement. Ms. Mathis dm Lyn^ jibbs Ele- tary School PTAJuly 18, 1994 Members of the Little Rock School Board 800 West Markham Street Little Rock, Arkansas 72201 Dear Little Rock School Board Members: JUL 1 8 1991 Office of Desegrogaiion Monitoring My name is Sera Vena and I am a parent of children at Gibbs Magnet School. I am active in the Gibbs PTA and I am following the events to screen and choose and new principal for Gibbs. I wish to inform you as our elected representatives that despite your assurances to us on July 7th that the Gibbs selection process would remain open and everyone would try their best for a successful result, the following has happened, much to our sadness and disappointment. First, Mr. Ed Jackson has been housed at Gibbs School and is working out of the Gibbs school building. This decision undermines what we had hoped would be a climate of cooperation between parents and administrators. The process apparently is not open but rather tilted very heavily toward Mr. Jackson. He is already discussing Gibbs plans for next year. There is a sign today at Gibbs School referring to the Gibbs principal which was prepared by Mr. Jackson. Second, the presence of Mr. Jackson unfairly pressures the faculty members of Gibbs who serve on the screening committee and presents a clear ethical and professional conflict of interest. How can any screening process be objective and open when faculty representatives brazenly are confronted by a principals candidate who already is occupying an office at their school building? Other elementary buildings in the District require summer supervision and Mr. Jackson easily could have been assigned to any such school. His assignment to Gibbs was deliberate and can only be interpreted as yet another high-pressure tactic to discourage genuine participation by the screening committee.Third, on July 13th parents from Gibbs met with the Superintendent to discuss the steps of the re-opened screening process. Upon specific inquiry, we were told by the Superintendent that a Central Office Administrator would oversee Gibbs for this interim period. Never were we told that Ed Jackson was the Central Office Administrator. So much for honesty and openess. How would each of you feel if you learned that a previously-rejected principal candidate was being given interim authority over the school under discussion? Gibbs parents have never asked for anything more than a chance to recommend three names from the field of candidates. Yet at every turn we are confronted with pressure, half-truths and outright manipulation. As our elected representatives, we ask you to put the process back on a fair, solid footing. Mr. Jacksons presence at Gibbs is not necessary and undermines your decision of July 7th. Would you please assure us the pressure will stop, the ethical and professional conflicts-of-interest will stop, and parents and community can participate as reasonable, well-motivated persons who care a great deal about quality education in Little Rock? Thank you. Best Regard Sera Vena 3011 Echo ValleyDrive Little Rock, Arkansas 72227 223-9602 July 18, 1994 Members of the Little Rock School Board 800 West Markham Street Little Rock, Arkansas 72201 Dear Little Rock School Board Members: RECEIV^^ JUL 1 8 1994 Office of Dosegrogation Monitoring My name is Sera Vena and 1 am a parent of children at Gibbs Magnet School. I am active in the Gibbs PTA and 1 am following the events to screen and choose and new principal for Gibbs. 1 wish to inform you as our elected representatives that despite your assurances to us on July 7th that the Gibbs selection process would remain open and everyone would try their best for a successful result, the following has happened, much to our sadness and disappointment. First, Mr. Ed Jackson has been housed at Gibbs School and is working out of the Gibbs school building. This decision undermines what we had hoped would be a climate of cooperation between parents and administrators. The process apparently is not open but rather tilted very heavily toward Mr. Jackson. He is already discussing Gibbs plans for next year. There is a sign today at Gibbs School referring to the Gibbs principal which was prepared by Mr. Jackson. Second, the presence of Mr. Jackson unfairly pressures the faculty^ members of Gibbs who serve on the screening committee and presents a clear ethical and professional conflict of interest. How can any screening process be objective and open when faculty representatives brazenly are confronted by a principals candidate who already is occupying an office at their school building? Other elementary buildings in the District require summer supervision and Mr. Jackson easily could have been assigned to any such school. His assignment to Gibbs was deliberate and can only be interpreted as yet another high-pressure tactic to discourage genuine participation by the screening committee.Third, on July 13th parents from Gibbs met with the Superintendent to discuss the steps of the re-opened screening process. Upon specific inquiry, we were told by the Superintendent that a Central Office Administrator would oversee Gibbs for this interim period. Never were we told that Ed Jackson was the Central Office Administrator. So much for honesty and openess. How would each of you feel if you learned that a previously-rejected principal candidate was being given interim authority over the school under discussion? Gibbs parents have never asked for anything more than a chance to recommend three names from the field of candidates. Yet at every turn we are confronted with pressure, half-truths and outright manipulation. As our elected representatives, we ask you to put the process back on a fair, solid footing. Mr. Jacksons presence at Gibbs is not necessary and undermines your decision of July 7th. Would you please assure us the pressure will stop, the ethical and professional conflicts-of-interest will stop, and parents and community can participate as reasonable, well-motivated persons who care a great deal about quality education in Little Rock? Thank you. Best Regard Sera Vena 3011 Echo ValleyDrive Little Rock, Arkansas 72227 223-9602 July 19, 1994 Angelo Coppola 1940 Waterside Drive North Little Rock, Arkansas 72116 receives Mr. Richard E. Hurley Director of Human Resources Little Rock School District JUL 2 0 1994 810 W. Markham Street Little Rock, Arkansas 72201 Office of Desegregaiioii Dear Mr. Hurley: I am writing requesting consideration for the position of principal at Gibbs Magnet School.  ' administrative experience. I have over 15 years of 4-4.  J- - ------ member of the Magnet Review Committee for four years\nI organized the Bi-racial Committee . superintendent of schools at Marked Tree\nand I am a certified trainer in teacher evaluations, PET, Effective Schools classroom management. as TESA, and This along with my many other experiences qualifies me for the position. \u0026gt; R^pectfull Angelo Coppola, Ed.D. AC/lfh Enclosure: Current Vita Resume' Dr. Angelo G. Coppola, Sr. Personal Data Home Address: Business Address: 1940 Waterside Drive North Little Rock, AR 72116 #4 State Capitol Mall Little Rock, AR 72201 Home Phone: (501) 758-3738 Business Phone: (501) 682-4358 Educational Background Doctor of Education Public School Administration 1987 University of Arkansas Fayetteville, Arkansas Master of Social Studies University of Mississippi 1973 Oxford, Mississippi Master of Education Secondary Education 1969 University of Arkansas Fayetteville, Arkansas Bachelor of Science Secondary Education 1966 Arkansas State University Jonesboro, Arkansas Associate of Arts Arkansas State University - Beebe 1964 Beebe, Arkansas Professional Experiences 1992 - Present Arkansas State Department of Education Division of Instruction Responsible for 72 individual schools in the areas of teacher certification, annual school reports. North Central Accreditation, Restnictured Schools, Diamond Schools. Break-the-Mold Schools, Comprehensive Outcomes Evaluation (COE), finances - budget process, school improvement team, and staff development.1990 - 1992 Superintendent of Schools Marked Tree Public Schools Marked Tree, Arkansas Passed a 7.5 Millage which was used to build a new science, physics, chemistry, music and socialstudies complex. With the interest earned from the 1 million dollar bond (S75,000), all remaining structures at both the high school and elementary school were totally renovated. With good fiscal management of school funds including total renovations, the district operating fund balance grew from 580,000 to 5275,000 in just two years. There was also a 593,000 balance in the special funds account. I was able to do the above by utilizing Quality Circles and the Effective Schools Model. An extensive drug abuse program was implemented along with a very effective Parent .Xdvisor Council. 1986- 1990 Arkansas State Depanment of Education Division of Planning and Development Developed the process for evaluating Certified Personnel in Arkansas and Co-authored a book with Dr. Schoppmeyer on the model. The book is being used to train all public school administrators in the State. I also provided all the research and documentation on Magnet Schools for the State of Arkansas in defense of the law suit brought against the State by the Little Rock School District. 1985 - 1986 Graduate Assistant to Dr. Martin Schoppmeyer Doctoral Program University of Arkansas While a graduate assistant I taught classes in public school administration, supervision and finances. I also taught three cycles of the Program for Effective Teaching (PET), Classroom Management. Assertive Discipline and TESA (Teacher Expectation - Student Achievement) 1978 - 1985 Director of Federal Programs North Little Rock Public Schools I was responsible for all state and federal programs for th^ entire school district. I had a budget of 2.1 million dollars. I managed Chapter I, Chapter IL Title VI-B. 89:313. Pass Through Funds, and the State Special Education Funds. 1973 -1978 Principal/Supervisor of Instruction Oxford, Mississippi 1970 - 1973 Graduate Fellow - History Department University of .Mississippi University, Mississippi 1968 - 1970 Assistant Principal/Supervisor of Instruction Des Arc Public Schools De.s Arc, Arkansas1967 - 196S Social Studies Teacher Alternative School Fayetteville Public Schools Fayetteville, Arkansas 1966 - 1967 Social Studies Teacher Junior and Senior High School Des Arc Public Schools Des -Arc, Arkansas Other Educational Experiences 1988 Adjunct Assistant Professor. History -Arkansas State University - Beebe Beebe, Arkansas 1987 -Adjunct Assistant Professor Graduate School University of Arkansa-s Fayetteville, Arkansas 1989 - Present State Advisory Board - Program for Effective Teaching (PET) 1986 - Present Reader for Arkansas State Depanment of Education recognition programs for teachers and students 1992 - Coordinator for Hearst Foundation Youth Senate Program 1991 Selection committee for Milkens Family Foundation Award for four teachers each year to receive a cash award of S30,000. Professional Organizations American -Association of School Administrators -Arkanstis -Association of School Administrators -Arkansa-s -Association\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_587","title":"Principal selection process, Williams Magnet School","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":["1994-05/1994-07"],"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","Williams Magnet Elementary School (Little Rock, Ark.)","School principals","Educational statistics","Parents"],"dcterms_title":["Principal selection process, Williams Magnet School"],"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/587"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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^ricansasDe: HURSDAY, MAY 5,1994 Magnet panel goes to bat for principal BY DANNY SHAMEER Democrat-Gazette Education Writer The chairman of the committee overseeing Little Rocks magnet schools threatened Wednesday to ask a federal judge to prevent Superintendent Henry Williams from unseating the principal at a magnet school. Bobby Altom, chairman of the Magnet Review Committee, backed off after Williams assured him that he would go before the committee first  as required by a court order. The matter, though, doesnt appear to be over. We are still concerned about whos going to be in our u magnet schools, Altom said. No question about that. .Any time you change leadership or the appearance of leadership at a school, people loyal to that school become concerned. The days developments between the superintendent and the court-created committee unfolded quickly as talk spread about widespread reshuffling of principals across the Little Rock School District. More than a dozen schools could have new faces in the principals office next school g year. Five principals, includin\nDr. Ed Jackson of Williams Magnet Elementary School, got See PRINCIPALS, Page 11A Principals _ Continued from Page 1A letters from the district saying that because the superinten- ' dent was uncertain about their .positions next year, their contracts as principals would not be renewed. Instead, they would be re- hired for the next school year as unassigned. That would leave them employed at their existing salaries, but would allow the district to .either keep them in their cur- . rent posts or move them elsewhere. . Richard Hurley, the districts personnel director, confirmed the five principals names and schools:  Jackson at Williams Magnet .  Walter Marshaleck at Ma- belvale Junior High.  Gayle Bradford at\nCloverdale Junior High.  Levanna Wilson at Bale El-\n ementary.  Charity Smith at Southwest Junior High. : It was the letter to Jackson .that prompted the threat from  Altom to take the matter to fed- eral court. '\nWilliams and Altom said another principal, Donna Davis, who heads Gibbs Magnet Ele-\nmentary School, is resigning and taking early retirement. Davis\ndeclined to comment Wednes- ^day.  Hurley said the superinten- dent is negotiating with another\nprincipal, .Mary Jane Cheatham :at Baseline Elementary, about other jobs in the district. The status of more than a dozen principals may change next year in the 52-school district. The district is under federal court supervision as part of the Pulaski County school desegregation case. The committee was set up to oversee ma^et schools, which offer academic themes to attract more white students into the district.  U.S. District Judge Susan - Webber Wright said in a Nov. 5, 1992, order that the district must consult with the Magnet Review Committee and seek permission from the court before making any staffing changes at the magnet schools. Williams said in an interview Wednesday that he is assessing leadership and trying to find people to fill various slots in the district. No principal works for a school, Williams said. Every principal works for the school district and serves in the district in whatever capacity we need. We dont own the buildings\nwe work in the buildings. Our responsibility is to the district. Katherine Mitchell, a Little Rock School Board member, said she supports Williams decisions to make any changes he deems necessary. She said Williams has spent a lot of time in the districts schools. I think the changes will bring about positive results, Mitchell said. Change for change is one thing, but when youre making changes for reasons, it can be quite productive.FRIDAY, MAY 6.1994 Parents, staff lobby to keep principal : We want stability is one reaction to transfer from Williams Magnet  BY CYNTHIA HOWELL Democrat-Gazette Education Writer . About 60 parents and staff .members from Williams Magnet\nElementary School praised\ntheir principal Thursday and asked Superintendent Henry 4Williams to reconsider his de- Icision to move Dr. Ed Jackson elsewhere. d A Parent Richard Kalkbrenner called Williams the flagship -Jschool in Pulaski County. The A ,school has the highest test scores in the area and only a rimThimum of discipline prob- Iletfis, he said. He attributed its Success, in part, to Jackson. \nIn the South we have an ex- ^ pression, Kalkbrenner told the Iriew superintendent. Youve /.[Irobably heard it: If it aint l}roke, dont fix it.  y \u0026lt; Williams met with the par- ients and staff members Thurs- .Iday afternoon at their request. J ' .The Arkansas Democrat- Gazette reported Wednesday Uliat Jackson, principal at Williams the last six years, has been rehired but not yet assigned to any school for the 1994-95 school year. More than a dozen principals in the districts 52 schools are expected to change next year because of retirements and involuntary transfers of principals. Williams did not name a new principal for the school, but said he hoped to make recommendations to the school board by late next week. He said he was awaiting retirement decisions from some people. He also said he hadnt ruled out the possibility of hiring one or more principals from outside the district. Parents and staff told Williams they feared a new principal wouldnt be as strong a disciplinarian or as good an influence on the pupils. Others said they feared an exodus of the current school staff and a period of instability as teachers and a new principal develop a working relationship. Others expressed a sense of betrayal, having selected Williams as their childs school based on the belief that Jackson would be the principal. Not all parents at the meeting Thursday expressed opposition to the change. Jerry Bradley objected to the schools PTA leaders taking a position on the principal and said he felt some racism was involved. The superintendent is black. Jackson and many of his supporters at the meeting are white. Bradley said that while he supported the Williams Magnet School concept, he has had extreme difficulty working with Jackson. Williams tried to assure parents and staff that he would not weaken the magnet school or place someone in the building who would destroy the program. As superintendent, his decisions must be based on what is best for the entire school district, not just one school, he said. The superintendent said he had detected some complacency in district schools and that sometimes when you stir the pot, good things at the bottom come to the top. That remark prompted one mother to say she didnt want the pot stirred. We want stability in the schools. We dont like scrambling, she said. Williams empathized with the parents and told of his own experience after being assigned the principals job at the worst school in Rochester, N.Y. The school led the league in the number of slashed tires, broken windows and Inexperienced teachers, he said. After the school became one of the top 10 in New York, Williams was assigned to an- ,other building against his wishes and those of the students parents. Williams moved to Virginia, ( but the Rochester school remained strong and was later visited by a U.S. president because of its record.C a/- May 16, 1994 Editor Arkansas Democrat Gazette East Capitol \u0026amp; Scott Little Rock, AR 72201 MAY 1 7 1994 Dear Editor: Office of Desegregation Monitoring The gross mishandling of the transfer of principals, especially Dr. Edwin Jackson, in the Little Rock School District (LRSD) for the past month has prompted me to write this letter. I have enclosed the Little Rock School District's 1993 Stanford Achievement Test (SAT) scores that have published in the Arkansas Democrat Gazette. not (to my knowledge) been The high scores made by students in Williams Magnet School makes a powerful case for keeping Dr. Jackson in the most successful school in the city! In other words, \"If it ain't broke, why fix it? Does it not surprise you that prominent Little Rock citizens. Governor Jim Guy T'ucker, Senator Jim Keet, and Arkansas Democrat Gazette Owner Walter Hussman, do not have their own children enrolled in Little Rock School District?! One can surely not blame them for enrolling their children in private schools with Little Rock School District's extremely low SAT scores as a clear indication of what is not being taught and/or learned in LRSD! If I have the correct information. Dr. Jackson has over 30 years administrative experience in the Little Rock School District, him the most tenured school administrator in the district. This makes He has been acknowledged by his peers in Arkansas and the nation as a National Distinguished Principal. When I had the pleasure of visiting Williams Magnet School I noticed pictures of Dr. Jackson being honored and recognized for his leadership by then governor, President Bill Clinton\nby former Secretaries of Education, Terrell Bell and William Bennett\nand by former First Lady, Nancy Reagan, that can boast these recognitions. I know of no other school administrator Dr. Jackson appears to be the one bright and shining star in the ranks of school administrators in not only this city but the state and nation. Obviously, Superintendent Williams, has complimented him by saying, \"I'm moving my successful principals to schools that desperately need help. \u0026gt;1 I ask you to look at the SAT test scores of the schools on the list who have unassigned principals. I certainly \"did not fall off the last turnip truck out of town.\" Just check the low scores of these schools - Bale, Baseline, Cloverdale, and Mabelvale - with unassigned principals. Dr. Jackson, according to Little Rock School District files, is 62 years old. It has been rumored that he plans to retire at 65. Why would a school district take the most tenured, successful principal in the most successful school and notify him that he would not be recommended for a principal's position in 1994 and that he would be unassigned? I don't know the answer to this guestion because it is so incomprehensable. Please, LRSD Board Members and Patrons, let Supt. Williams know that the community the superintendent' s boss and you have a voice in school district's future. our Sincerely, A Concerned, Taxpaying CitizenFUTURE PRINCIPAL SCHOOL LAST TYPE NAME FIRST NAME ASSIGNED SCHOOL 1993 SAT, COMPLETE BATTERY PR SCORES ..................GRADES-................. 1ST 2ND 3RD 4TH 5TH 6TH 71H 8TH 9TH 1 VAC 2 HEINS 3 VAC BALE BASELINE FAIR PARK ELE ELE ELE 4 DAVENPORT fRANKLlH INCENTIVE ELE 5 WARD 6 VAC 7 ZEIGLER 8 VAC 9 DAVIS MABELVALE RCMINE INTERDIST WASHINGTON MAGNET WILLIAMS MAGNET WILSON ELE ELE ELE ELE ELE WILSON CHEATHAM HEINS DAVIS DAVENPORT WARD BUCHANAN JACKSON ZEIGLER 10 VAC 11 VAC 12 BUCHANAN 13 VAC 14 15 16 17 18 19 20 21 22 23 CLOVERDALE FOREST HEIGHTS 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 HENDERSON MAGNET MABELVALE OTTER CREEK TERRY BOOKER MAGNET FOREST PARK MCDERMOTT JEFFERSON CLOVERDALE BADGETT RIGHTSELL CARVER MAGNET GIBBS STEPHENS JR HI BRADFORD JR HI MAPLE JR HI WATTS LAVANNA PR MARY J BARBARA FRANKLIN JULIE LIONEL KAREN ED GWEN GAYLE RICHARD CLELL UNASSIGNED UNASSIGNED BASELINE WILSON ELE ELE FRANKLIN INCENTIVE? ELE MA3ELVALE HENDERSON MAGNET UNASSIGNED WASHINGTON MAGNET ELE JR. HIGH ELE 41 VAC FULBRIGHT WATSON WESTERN HILLS BRADY ISH GARLAND CHICOT WOODRUFF DOOD WAKEFIELD ROCKEFELLER MITCHELL PULASKI HEIGHTS MEAD OUCL IFF GEYER SPRINGS METROPOLITAN 38 28 13 39 27 34 34 33 33 31 25 29 46 12 40 30 44 35 35 54 29 38 55 27 27 34 39 43 31 45 48 29 34 57 42 57 47 48 49 53 49 56 84 83 69 81 73 80 80 43 49 4 7 34 39 JR HI KARSHALECK WALTER ELE ELE ELE ELE ELE ELE ELE ELE ELE ELE ELE ELE UNASSIGNED EXPECT RETIREHT RETIRING UNASSIGNED 30 44 43 36 31 45 42 36 36 43 43 36 ELE ELE ELE ELE ELE ELE ELE ELE ELE ELE ELE ELE ELE ELE ELE VOC DILLAHUNTY OOYLE RETIRING 40 66 60 68 59 66 68 55 51 70 4 7 68 41 44 40 55 67 59 71 79 66 79 62 61 60 75 59 62 50 64 46 72 61 70 65 69 45 74 48 59 44 81 17 33 47 22 29 31 43 65 35 41 31 40 76 72 69 74 64 72 41 71 70 76 61 74 46 22 28 33 25 40 46 54 60 64 58 59 27 31 33 39 42 48 44 53 51 55 46 49 38 31 40 32 33 49 14 45 44 41 56 47 23 48 16 30 32 45 23 23 27 49 31 46 30 40 52 45 42 46 19 16 35 37 41 55 28 20 39 34 37 33 40 42 45 34 31 44 29 24 24 38 34 44 54 47 61 64 46 49 21 47 39 41 46 52 20 26 45 44 34 54Editor Arkansas Democrat Gazette East Capitol \u0026amp; Scott Little Rock, AR 72201 May 16, 1994 MAY 1 7 1994 Dear Editor: Office of Desegregation Monitoring The gross mishandling of the transfer of principals, especially Dr. Edwin Jackson, in the Little Rock School District (LRSD) for the past month has prompted me to write this letter. I have enclosed the Little Rock School District's 1993 Stanford Achievement Test (SAT) scores that have published in the Arkansas Democrat Gazette. not (to my knowledge) been The high scores made by students in Williams Magnet School makes a powerful case for keeping Dr. Jackson in the most successful school in the city! ain't broke, why fix it?\" In other words, \"If it Does it not surprise you that prominent Little Rock citizens. Governor Jim Guy Tucker, Senator Jim Keet, and Arkansas Democrat Gazette Owner Walter Hussman, do not have their own children enrolled in Little Rock School District?! One can surely not blame them for enrolling their children in private schools with Little Rock School District's extremely low SAT scores as a clear indication of what is not being taught and/or learned in LRSD! If 'I have the correct information. Dr. Jackson has over 30 years administrative experience in the Little Rock School District, him the most tenured school administrator in the district. This makes He has been acknowledged by his peers in Arkansas and the nation as National Distinguished Principal. Magnet School I When I had the pleasure of visiting Williams noticed pictures of Dr. Jackson being honored and recognized for his leadership by then governor. President Bill Clinton\nby former Secretaries of Education, Terrell Bell and William Bennett\nand by former First Lady, Nancy Reagan, that can boast these recognitions. I know of no other school administrator a Dr. Jackson appears to be the one bright and shining star in the ranks of school administrators in not only this city but the state and nation. Obviously, Superintendent Williams, has complimented him by saying. It I'm I moving my successful principals to schools that desperately need help.\" ask you to look at the SAT test scores of the schools on the list who have unassigned principals. out of town.\" I certainly \"did not fall off the last turnip truck Just check the low scores of these schools - Bale, Baseline, Cloverdale, and Mabelvale - with unassigned principals. Dr. Jackson, according to Little Rock School District files, is 62 years old. It has been rumored that he plans to retire at 6S. Why would a school district take the most tenured, successful principal in the most successful school and notify him that he would not be recommended for a principal's position in 1994 and that he would be unassigned? I don't know the answer to this guestion because it is so incomprehensable. Please, LRSD Board Members and Patrons, let Supt. Williams know that the community i^ the superintendent's boss and you have school district's future. voice in our a Sincerely, A Concerned, Taxpaying CitizenFUTURE PRINCIPAL SCHOOL LAST TYPE NAME FIRST NAME ASSIGNED SCHOOL 1995 SAT, COMPLETE BATTERY PR SCORES ..................GRADES.................- 1ST 2ND 3RD 4TH 5TH 6TH 71H 8T1I 9TH 1 VAC BALE ELE UI LSON LA VAN NA UNASSIGNED 38 2 HEINS 3 VAC BASELINE FAIR PARK ELE ELE A DAVENPORT FRANKLIN INCENTIVE ELE CHEATHAM HEINS DAVIS 5 WARD 6 VAC Z ZEIGLER MABELVALE ROMINE INTEROIST WASHINGTON MAGNET ELE ELE ELE 8 VAC WILLIAMS MAGNET ELE 9 DAVIS WILSON ELE 10 VAC CLOVERDALE 1 1 VAC FOREST HEIGHTS DAVENPORT WARD BUCHANAN PR MARY J BARBARA FRANKLIN JULIE LIONEL KAREN UNASSIGNED BASELINE WILSON ELE ELE FRANKLIN INCENTIVE? ELE MABELVALE ELE JACKSON ZEIGLER ED GWEN HENDERSON MAGNET UNASSIGNED WASHINGTON MAGNET JR. HIGH ELE 13 27 34 33 48 47 84 80 28 39 34 33 31 29 48 83 43 25 40 29 35 A6 29 12 27 39 A3 34 57 A9 53 69 81 49 47 30 35 38 27 31 42 49 73 34 44 54 55 34 45 57 56 80 39 12 BUCHANAN 13 VAC 14 15 16 17 18 19 20 21 22 23 HENDERSON MAGNET MABELVALE JR HI BRADFORD JR HI MAPLE JR HI WATTS GAYLE RICHARD CLELL OTTER CREEK TERRY BOOKER MAGNET FOREST PARK MCDERMOTT JEFFERSON CLOVERDALE BADGETT RIGHTSELL CARVER MAGNET 2A 25 GIBBS STEPHENS 26 27 28 FULBRIGHT WATSON WESTERN HILLS 29 30 31 32 33 BRADY ISH GARLAND CHICOT WOODRUFF JR HI MARSHALECK WALTER ELE ELE ELE ELE ELE UNASSIGNED EXPECT RETIREHT RETIRING UNASSIGNED 30 44 43 36 31 45 42 36 36 43 43 36 ELE ELE ELE ELE ELE ELE ELE ELE ELE ELE ELE ELE ELE ELE ELE 34 35 36 37 38 39 AO 0000 WAKEFIELD ROCKEFELLER MITCHELL PULASKI HEIGHTS MEADOUCLIFF GEYER SPRINGS Al VAC METROPOLITAN ELE ELE ELE ELE ELE ELE ELE VOC DILLAHUNTY OOYLE RETIRING 40 68 41 71 60 46 45 17 43 76 41 46 A6 27 AA 38 14 23 23 30 19 28 40 29 54 21 20 66 55 44 79 75 72 74 33 65 72 71 22 54 31 53 31 45 48 23 40 16 20 42 24 47 47 26 60 68 51 70 40 55 66 79 59 62 61 70 48 59 47 22 35 41 69 74 70 76 28 33 60 64 33 39 51 55 40 32 44 41 16 30 27 49 52 45 35 37 39 34 45 34 24 38 61 64 39 41 45 44 59 47 67 62 50 65 44 29 31 64 61 25 58 42 46 33 56 32 31 42 41 37 31 34 66 68 59 61 64 69 81 31 40 72 74 40 59 48 49 49 47 45 46 46 55 33 44 44 46 49 46 52 34 54* MAY-18-94 THU 14:26 SUSAN W WRIGHT FAX-NO. 5013246576 /7A rV/ P. 05 - 20 ^'Vj May 17/ 1994 Hon. Susan Webber Wright United states District Judge 600 West Capitol Ave. Little Rock, AR 72201 ^AY 19 S WSTSi ''? C?-' \u0026gt;-'y. 1334 Dear Judge Wright/ I am writing today. net only as an involved parent of Williams Magnet, but also of the Little Rock School District. As the individual staffing changes. with the final authority in all district I am addressing my concerns to you. I am concerned about the transfer of Dr. Ed Jackson from Williams Magnet to another school. This is a concern shared by what I feel is a majority of the parents, teachers. staff at the school. elementary enrolling because schools. My wife both public and and I investigated our oldest child at Williams. private. prior and many to We Ghose Williams of its discipline, accomplishments, reputation, strict I truly believe that and the presence and influence of Dr. Jackson. his role in the success of Williams Magnet can't be overated. When news of his transfer reached the school. there was an immediate outcry not to do this. The issue was brought to the attention of Dr. Williams, and he met with a group of parents to discuss the change. Dr. Williams prefaced the meeting by explaining that he was moving Dr. Jackson so that his Ke expertise also made could be used to strengthen a weaker school. justify, stand. it perfectly in his opinion, clear that unless we could changing that decision. it would As a business person, decision to try and use Dr. I can understand Dr. Williams another district, school. He is Jacksons abilities to improve not just williams. superintendent of the entire What I do not understand is his seeming indifference, and condescending attitude toward the legitimate at williams. concerns of the parents. teachers and staff If Dr. Williams truly feels that the transfer of Dr. Jackson is in the best interest of the district and you and However, the Magnet Review Committee agree, so be it. how can he make that decision without knowing who the replacement will be? I feel we have a right to know. cont.HAY-19-94 THU 14:27 SUSAN W WRIGHT FAX NO, 5013246576 P, 06 page 2 Hon. Susan Webber Wright It ' decisions would 1 and help their if he would be hesitant to explain justification. more Dr. open about his Williams seemed patents of the the changes in details schools involved have a Part rounds. of the problem are the Some say that this is a rumors that which I believe right to know. are making the Dr. Jackson and some of his superiors. personal problem between Another is that this is an attempt to get Dr. Jackson to retire, thus saving the district his salary which is said to be the highest of any elementary school principal. The most moving Dr. disturbing rumor is that Dr. Williams is friend, a These Jackson in order to replace him with a personal neighbor in fact/ from outside the district. rumors, and Dr. Williams reluctance to either confirm or dispel them, are basic to the conflict. One Williams final thought. as I attended the meeting with Dr. support for keeping Dr. Jackson. I could tell from his opening remarks that the decision was made, with no chance However, of reversal, another Williams decision. so I had decided to remain parent in attendance, quiet. made the statement a supporter of Dr. were trying to keep Dr. Jackson, that he thought we not for his abilities, but to prevent the placement of a black person as principal. He felt it was all racially motived. I then felt compelled to speak, making it clear that I don't care about the race of a principal, only in the education of my children. I can't speak for all the parents and staff there, but I personally was offended and angry. get two children into Williams, I have camped-out to and I'm planning to do the same for my third, all the while living in a predominately white is, elementary district. Race is not the issue. If it then I suggest making assistant Mitchel ths new principal. principal Deborah She is experienced in the Magnet School system,.she knows the Williams Magnet philosophy, and she is respected by the parents. teachers, and staff. We just want some assurance that this change is best interests of the students and not truly in the personal conflicts. I don' t believe this move IS standards, but on petty politics. based on I believe educational it is Dr. Williams flexing his muscles to show the district who's the boss / and he will never appearing weak. chanae     his mind for fear of My wife wrote all of these concerns to the school board, and one member called her at home to let her know she was correct in her nothing that member could do. do. assumptions, but there was There is something you can cont- MAY'-19-94 THU 14:27 SUSAN U WRIGHT FAX NO. 5013246576 P. 07 page 3 Hon. Susan Webber Wright This ia that these important to the district. staff changes/ especially Dr. benefit William's Magnet as well as the district. Please make Jackson's, sure will Don't let a staring contest between administrators/ waiting to see who will blink first/ model schools. to copy/ tear down Williams's Magnet. Make it the not a source of material to patch other Thank you very much for your time. As a taxpayer and a parent/ I believe that it is not only my right but ray duty to question decisions that affect my children. believer in the saying I am a firm and so are my children\"/ decision. \"My heart is in the public schools/ and I want to feel safe in that S incerely/ Kenny Clark 6 Calais Court Little Rock, AR 72211 (501)821-2983July 11, 1994 Magnet Review Committee Donna Grady Creer, Executive Director 1920 North Main North Little Rock, Ark. Dear Ms. Creer, RECEIVE JUL 1 3 1994 Office of Desegregation moi ...a Concerned parents of Williams Magnet School request a meeting of the Magnet Review Committee to address the selection process for the Principal at Will lams Magnet. Parents were represented on the Interview Team and, at the completion of the Principal interviews, submitted the names of the top three candidates. In comparison of these three candidates, the credentials and qualifications for assignment to a Magnet School would not rank Mary Menking at the top of the list. However, she was assigned to Williams Magnet. Concerned parents woiiLd like to know how the selection process was finalized. What criteria were used to select the new Principal? Our concerns as parents are the following about Ms. Menking: *has experience as an area school Principal ONLY. *has very limited familiarity with the Magnet School Program. *is unfamiliar with the philosophy and tradition of Williams Magnet School. *as Principal of Brady Elementary, was accountable for standardized test ranking substantially less than the 80th percentile of Williams Magnet School. *is unfamiliar with the planned expansion process. The assignment of a Principal should be for the benefit of the magnet program. The parents of Williams Magnet need answers as to how this assignment can truly benefit the magnet program. The future of OCR CHILDREN is at stake! Should one interview be the deciding factor for Principal assignment? Concerned parents do not think so! The individual's credentials, track record\", qualifications, character, and overall personnel file should be reviewed. If they were, in this case, we would like to know how Mary Menking was selected over the other two candidates.At a meeting Williams Magnet parents had with Henry Williams two months ago, he \"assured us that a Principal of equal or better caliber would be assigned to Wi 111ams Magnet.\" We ask, as concerned parents, to evaluate the selection process used and determine if the most appropriate individual was chosen. An overall 90% satisfaction in Principal assignment was NOT achieved, as Dr. Williams had previously indicated. Please inform us when a meeting can be scheduled to discuss our concerns, for your support. Thank you Jebnnie Price Williams Magnet School Parents Representative 1412 Nicole Drive North Little Rock, Ark. 72118-2951 771-1654 cc: Judge Susan Webber Wright Aim Brown, Federal Desegregation Monitor Dr. Henry Williams, Superintendent Little Rock School District Board of Directors\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_621","title":"'Preliminary 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":["1994-04-22"],"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","Education--Finance","Education--Curricula"],"dcterms_title":["'Preliminary 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/621"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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\nLITTLE ROCK DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 3 I r 1 PRELIMINARY BUSINESS CASES APRIL 22,1994 COURT HEARINGLITTLE ROCK DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 3 I i PRELIMINARY BUSINESS CASES APRIL 22, 1994 COURT HEARING Io- S\u0026lt;Jz3/Ti.-7i^z3 ASSIGNMENTS FOR BUSINESS CASE REVIEW April 22 Hearing I S-P, - 3 1 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 I Secretarial Position, Social Studies Department. Foreign Languages K-12 Curriculum Articulation . Horace and Melissa . . Melissa and Horace Incentive School Immersion Spanish Program, 1 st Grade Pilot Project .... Melissa and Horace 1 i4 Spanish Program, Franklin . Spanish Program, Rightsell Stephens Mitchell Garland Rockefeller Melissa and Horace Melissa and Horace 1 i! 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 iii i! Margie Margie Margie Margie Margie J I RECEIVED APR 51994 Office of Desegregation h^onuoring t LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS I March 31, 1994 TO: Board of Directors FROM: Henr 1 intendent SUBJECT: Proposal Funding of Business Cases i, ( 21 Per your request, attached are itemized listings of costs for implementing business cases as submitted for your review on March 29, 1994, 4 I 1 I I BUSINESS CASES CATEGORY I - INCENTIVE SCHOOLS \u0026lt; (Required - Double Funding) a SCHOOL ITEM AMOUNT a 1. Franklin Theme 1.0 Spanish teacher $40,000 25,000 a 2. Rockefeller 1.0 Aide - Alternative Classroom Specialist 1.0 Spanish teacher Technology Theme Implementation 12,000 25,000 75,000 (maximum) 3. Rightsell .5 Spanish teacher Technology Theme Implementation 12,500 75,000 (maximum) 1 3 4. Mitchell .5 Spanish teacher 12,500 5. Garland .5 Spanish teacher Technology Theme Implementation 12,500 75,000 (maximum) 6. Stephens .5 Spanish teacher 12,500 I. No impact on Incentive School Budget. I ll I. ji, 1I BUSINESS CASES CATEGORY II - DESEGREGATION PLAN/ADE I (Required - Need Funding) fl DEPARTMENT ITEM AMOUNT a 1 1. 2. 3. 4. 5. 6. * English Math/Lang. Arts Science/Voc. Ed. Science English/For. Lang. Science English as a Second Language Math/Lang Arts Revision Applied Biology/Chemistry Science Revision For. Language Revision Hands-on Science Total $ 75,880 21,100 93,000* 10,000 7,500 25,000 $139,480 Fund source - Carl Perkins (No LRSD funds) J I3 i i I r 3 I 9 fl fl fl BUSINESS CASES CATEGORY III - RELATED DESEGREGATION/ADE (Not Required-But Essential) DEPARTMENT/SCHOOL ITEM AMOUNT 1. 2. 3. 4. 5. Science/Math (K-3) Foreign Language Social Studies Romine Foreign Language Science/Math Reading $ 18,000 Foreign Lang. K-12 Revision (UALR) Secretary Theme Specialist For. Lang. Immersion Total 15,000 18,000 (use existing position in District) 3,000 $ 54,000 GRAND TOTAL $193,480 I I I JDate: April 18, 1994 MEMORANDUM From: Connie To: Ann \"a Subject: April 15, 1994 LRSD Court Submission Attached you will find the updated business case for the Executive Assistant to the Associate Superintendent for Desegregation. The only change is the addition of a cover page (164) that identifies the level of funding at $16,000, and conflicts with the business case total of $48,750 on pages 166 and 171. J I \u0026lt; 1 Additionally, the district proposed a $100,000 reduction to New Futures, but it did not submit a business case for this budget cut. (pg. 208) The district states that the reduction is justified because the program expenditures have been less than the amount budgeted, (pg. 214) I J 1 fl I * I\nJ i I .1 fl fl I J s I RECEIVEO 1 APR 51994 'i 1 Office of Desegregation Monitoring Little Rock School District Student Assignment Office Reorganization 4 Business Case Ri 3 ill H 1 Assignment i  OJfice of Vtfansportation V Desegregation Involvement Qualityf Equity Service, \u0026amp; Understanding I Communications H I January, 1994 i C. Russell Mayo Associate Superintendentv Executive Summary Background Problem Definition Table of Contents 1 3 4 I Analysis of Alternatives 4 Recommendation 7 1 Objective 7 I Impact Analysis 8 fl Resources Analysis 10 ,4 t Force Field Analysis 11 General Information Plan, 11 Attachment 1 1 13 Attachment 2 14 fl Attachment 3 15 fl M JI Little Rock School District Student Assignment Office Reorganization Business Case Executive Summary The purpose of the Student Assignment Office (SAO) is to assist students and parents in understanding and making their school choices while ensuring racial balance in each school. For many good and bad reasons, poor public relations and inadequate service have plagued the SAO. This research was done with the help of business people, parents, and SAO staff. The problem is that the Student Assignment Office does not provide courteous, and knowledgeable service to the public in an efficient way and thereby creates a negative image of the Little Rock School District. This makes the public less cooperative in the desegregation process. Personnel, the Telephone System, Furniture, and Data Management are interdependent areas basic to the solution. Data Management requirements are beyond the scope of this proposal. The solution is as follows: J 1  Personnel (Attachment 1)  Five positions will be dedicated to serving the public by receiving calls and walk-in traffic. This will increase by 150% the number of positions dedicated to serving public inquiries without adding any positions to the budget. Two positions must be upgraded and one redefined at an annual cost of $3,000.  Telephone System (Attachment 2)  The telephone system proposed will allow these five people to manage the load of approximately 10 people, save personnel costs, and improve service. It provides a limited menu, holds in \"queue\" up to eight calls, permits supervision through daily supervisory reports, records conversations for supervision and training, empowers student assignors to be receptionists as well as assignors, and reduces to one the number of people the public must speak to when calling. This is a one time cost of approximately $24,000 to $30,000. Bidding will be necessary. I I Consultants working with us have suggested that both prices may be as much as 20% lower when put through the bidding process.  Furniture (Attachment 3)  Each of five work stations will be equipped with a terminal, a headset and special phone, lighting, a desk, dividers, shelving, a chair for serving walk-in \"customers\", and wiring for the terminal, lighting, and telephone. These stations will be clustered to reduce wiring costs and in increase convenience for the team of student assignors. It includes stand-up viewing of the office area and other student assignors as well as sit-down privacy with the \"customers\" whether or not he/she is a walk-in or a caller. This will improve the appearance of the outer office seen by the public when they first enter SAO. This is a one time cost of approximately $13,000. Bidding will be necessary. This solution will address obligations relating to student assignment, marketing, and recruitment under our desegregation plan. It will permit assignment of students within twenty-four working hours, reduce patrons' travel to and from SAO, permit ongoing monitoring and training of student assignors. I JStudent Assignment Office Reorganization Business Case 2 improve racial balance by consistent application of procedures, permit prompt answering of calls, improve accuracy on I Most of these benefits will occur SAO forms, and reduce complaints, within three months of complete I implementation. The change in racial balance may take up to one year. Time is important SAO's work intensifies with February pre-registration, the process continues until August when it becomes overwhelming. By August, students become more curious about which school they are to attend with school opening soon. Our staff estimates that 40% of our students wait imtil then to register. Therefore, the solution must be in place by August 1. Time for bidding the telephone system, the furniture, and training personnel should take no more than four months to complete once this proposal is approved. Approval will be necessary no later than April 1. By this business case, I am requesting that this project be included in the 1994-95 budget The following are milestones for implementing this proposal: I I I 1. 2. 3. 4. 5. 6. Milestone Meet with finance person about source of revenue Present Business Case to SAO staff___________ Present Business Case to the Superintendent Present Business Case to the Council__________ Revise as suggested________________________ Resubmit 7. Decision for inciusion in the budget 8. Let blds on furniture and telephone system 9. Open bids for furniture and telephone system 10. Order terminal for stations___________________ 11. Schedule installation of wiring \u0026amp; equipment_____ 12. Schedule training on telephone equip.__________ 13. Plan training for student assignors ___________ 14. Install wiring \u0026amp; equipment____________________ 15. Schedule training sessions for student assignors 16. Complete training for student assignors_________ 17. Complete telephone training for student assignors Date 01/04/93 01/04/93 01/07/94 01/10/94 01/14/94 01/18/94 81/34/94 02/08/94 02/22/94 02/28/94 02/28/94 03/05/94 03/15/94 03/20/94 03/20/94 05/31/94 05/31/94 Person Mayo Mayo Mayo Mayo Mayo Mayo Supt Neal Neal Info. Serv. Mayo Mayo SAO Info. Serv. SAO SAO Vendor I t Timely consideration of this proposal is respectfully requested. 1 I C. Russell Mayo Associate Superintendent for Desegregation January, 1994 S\u0026lt;Munad by Rum Mayo. tef D(lyUuii 01/03/94 II I Student Assignment Office Reorganization Business Case 3 IbocI^ivu^ I The Student Assignment Office (SAO) was established to supervise racial balance under our desegregation plan. SAO is to provide service to patrons. SAO assists students and parents in imderstanding and making their school choices while monitoring racial balance in each school. Exciting programs and opportunities coupled with early, vigorous, and sustained recruitment are expected to inform and intrigue students. In turn, voluntary desegregation ccc\". This theory is not perfect in the best of circumstances. occurs. Student assignment offices have inherent problems with timely processing of students because of numerous, complex stipulations in their plans. Insuring compliance creates a student assignment bottleneck (Figure 1). Guarding against those who would circumvent the criteria demands strict supervision. requires diplomatic skills and refined coordination to Strict supervision frustration. Our SAO has been ease potential public unsuccess! I I I I 3 I Student Assignment Assignment Bottleneck ' WuwMr Those to Register Lr Mng PlifMWNa 1 ________ IWtttig j ' Itefwfwrttfton ( u studant Assignmant Office EnrolM A Assigned *w - chooli - RacM SDfW I Figure 1 jfrustratinn. Unfortunately, afti already complex process has been aggravated by poor coordination and weak diplomacy. The customary conflict between theory and reality has been worsened by insensitivity and attitude. This has compromised both image and credibility for SAO and our district In defense of student assigrunent personnel, they have been plagued by circumstances beyond their control. The lack of continuity in leadership over the past few years, limited personnel, and inappropriate equipment has dampened their enthusiasm. This problem is common knowledge. Statistical evidence does not exist because records are not kept of the number of busy phone Unes, unretumed calls, rings before answering the phone, minutes waiting in the lobby for assistance, incorrectly completed SAO forms, and irate patrons. I am aware of the problem through district personnel, area Realtors, business people, and personal observation. Taking time to do formal surveys of the community and district personnel would tell us what we already know and delay the solution. The solution will not come quickly or inexpensively. It must come, however, or we will continue to lose a significant portion of our population. This business case offers a solution. SuMtitd Rum Uijn, ^MCUKSupvinlwtMrl terPMUii^nion Ol/m/H 8C2.SAOI Student Assignment Office Reorganization Business Case 4 I I Problem Definition I The Student Assignment Office (SAO) does not provide quick, courteous, and knowledgeable service to the public in an efficient way and thereby creates a negative image of the Little Rock School District. SAO affects every student and principal in the district More often than not, new patrons to our district are referred to SAO for assistance with registration, school assignment, and choices available. This contact is a critical moment in the publics' already sensitive relationship with the district For many, it is the beginning of an adjustment to our assignment process. If this is poorly done, a negative image is perpetuated. The contact with SAO must be as courteous, helpful, and knowledgeable as possible. The public must feel that we want to help and that getting help is not time consuming, confusing, or hopeless. Analysis of Alternatives 3 II I1 I1 I i Solutions have been discussed with business people, parents, and SAO Approximate costs of staff, these solutions were studied by SAO staff members with the assistance of the business community. Upon careful study, four dependent parts (Figure 2) emerged as fundamental to the solution. Addressing one or two and not all four seriously compromises an Data Management ' Service Components effective solution. They are Telephone System Personnel Figure 2  Furniture Personnel, Telephone System, Furniture, and Data Management All are inadequate at this time. Our poor data management process has had dramatic impact on efficiency and good public relations. For example, the number of students assigned to a school is not updated on SAO's terminals as it happens. Therefore, SAO may direct a patron to a school to complete the process of assignment and have the patron learn from the school that there is no room for another student and be sent back to SAO. With immediate update of computer information, time is saved and embarrassment is avoid. Recommendations for improving this problem are beyond the scope of this proposal. Inherent in all of the following alternatives is the assumption that continuous monitoring and training of office staff is essential. The alternative solutions considered are listed below: 4 Subnultad by Run Maro. AaacutcSupenniandant \u0026gt;erDM(ri|ttofi Ba_sx) I I Student Assignment Office Reorganization Business Case 5 I 1. Change nothing. This will perpetuate the problem by creating more phone calls, walk-in traffic, upset patrons, and overworked personnel at a time when people are exp\u0026gt;ecting improvement in the district\n2. Provide adequate staff to serve the public by realigning responsibilities of existing personnel, purchasing an adequate telephone system, and purchasing furniture appropriate to the needs of \"customers\" and general supervision of the office. 'Z Personnel (Figure 3 \u0026amp; Attachment 1)  Five positions will be dedicated to serving the public by phone or as walk-in traffic. TTiis will increase by 150%'O 1 the number of positions dedicated Office of Desegregation Organizatumal Chart Aocial Superintendent  I toc.At\u0026lt;K I OMtfor al ' TrupaMIwi abcinf Mi I AHt9OTM\u0026lt; ProcMMm  Caatralr Cwenevr t\u0026gt;M9gMtonFaeaMBr . (8Rwi* CaHuaunn DaaOafUMrt CtiaiOnaai  (*I ,  wr { FlOtfMWHWr I ffi Mdwtf AwtgwwwAwHtortt I Student Assignment Figure 3 I I to serving public inquiries without adding any positions. This alternative will require upgrading two positions and redefining one existing position.  Telephone System (Figure 4 \u0026amp; Attachment 2) - Purchase a telephone system that wiU allow these five people to manage the load of II approximately 10 people and save personnel costs while improving service to the public. Such a phone system provides a limited menu of commonly asked answers which can be chosen by the caller from a touch tone phone. It holds in \"queue\" up to eight calls while giving the waiting caller I information about the student assignment process. When a student I  I I Student Assignment Telephone Ser^'ice  Manu options  WMcoioa to Little Roch  Waiting List Inquiry  Ci^ncbr M syrsnts, tiocumsnis nscssssry IO rsfpatsr, athsro to rsgisior, stc,  Quouoing  Suporvision * ca//nocfM  numbor of rings to snssfor  csitroconhng  District omployoo by~pass Figure 4 assignor hangs up his/her line the next person in the H',queue\" rings in at that station. The system permits supervision of service by producing daily reports to a supervisor on the number of calls received, the number of rings before the call was answered, the number of minutes each caller waited in the \"queue\", which student assignor handled the most calls, etc. Further, it records the conversations between the public and the student assignor so better service may be provided through supervision and training. If a question arises about who mistreated whom, the call can be replayed for better ways to handle the difficult caller. This system empowers all student assignors SubmittedRumMif. AMeeulSupVMMtl(orD^Tir\u0026gt;tMr Student Assignment Office Reorganization Business Case 6 p to be receptionists as well as assignors and minimizes the number of people the public must speak to for services. The first person to answer will be trained to assign, give information about waiting lists, and answer questions about programs. District personnel will be able to reach SAO a separate line and miss the heavy flow of traffic. on Z Furniture (Figure and Attachment 3)  Equip each of five work stations with terminal, \u0026amp; headset and special phone, lighting, a desk, dividers, and shelving, a chair for waiting on walk-in \"customers\", and wiring for the terminal, lighting. and telephone. These statioiis will be grouped to reduce wiring costs and in increase cooperation for the team of assignors. It includes stand-up viewing of the office area and Student Assignment Layout 6 Algnment Stetlons  Student AMionnwnt Aniatant  Tenninal  Spacial Phona  Appropriate Furniture Sm. StMk\u0026gt;n Crc. Counter PsUttK Entranc* Figure 5 other student assignors. While seated, privacy will be maintained with the \"customer\" whether or not he/ she is a walk-in or a caller. 5 a r      I I I L 3. Realign responsibilities of current personnel without additional positions, change the current telephone system so calls enter through a switchboard, and work with our warehouse to get adequate furniture to prooide services for walk-in and telephone \"customers while allowing general supervision of the office. Personnel  Considering that the SAO is understaffed, no increase in 3 I  personnel will place stress on existing personnel as _ . more is required to eliminate the stated problem. The variety of functions, i.e. assigning students, data entry, assisting the public in completing forms, answering questions for the public, typing, filing, and general secretarial work creates a problem of division of labor. Telephone System  Though the cost is considerably less, using a telephone system with a switchboard encumbers one person and prevents flexibility in responsibilities and movement Further, the \"customer\" has to be passed-off with each call. This system gives none of the services in #2 above. Furniture  Our warehouse does not have furniture in storage to accommodate our needs. I 4. Change no personnel, telephone system, or furniture and provide training in people skills. Though this may be attractive from a cost point of view, training alone will not solve a problem of this magnitude. Sutautiad ^Rum Mayo. AMOoatcSupvwivtd** tf Oi/(0/4 Bcz.s*:'Student Assignment Office Reorganization Business Case 7 5. Move current personnel in these student assignment positions to other areas of the district to bring in new people, use the current telephone system, use the current furniture, and provide training in people skills. Certainly, new personnel could have a positive impact on the solution. It is unlikely that it would be enough. This is a very short term solution. Eventually, these folks would be overwhelmed. From a cost point of view, this is attractive but appropriate tools are lacking to solve a problem of this magnitude and greater personnel costs are in the offing. Recommendation 1 Alternative 2 is recommended. 2. Provide adequate staff to serve the public by realigning responsibilities of existing personnel, purchasing an adequate telephone system, and purchasing furniture appropriate to the needs of \"customers\" and general supervision of the office.  This will permit reasonable coverage of all office functions (excepting secretarial help for the Associate Superintendent for Desegregation) and service to the public, i.e., clerical, receptionist, data entry, and student assignment services to the public, our office staff, and district personnel. This will reduce busy phone lines, unretumed calls, too many rings before answering the phone, waiting in the lobby for assistance, disengaged people going through the motions, and the lack of attention to explaining SAO forms and the assignment process. Some I problems will exist still during January, February, August, and September when large numbers of patrons are making requests. We cannot justify maintaining a I staff for twelve months that could handle four months of rush. Temporary help will be considered during these months. I 9 Objective 1 I I r Upon implementation of Recommendation 2, the Student Assignment Office (SAO) will be able to provide quick, courteous, helpful, and knowledgeable service to the public in an efficient and \" user friendly\" way and thereby create a positive image for the Little Rock School District. Solving this problem will address obhgations under the LRSD and s Interdistrict Plans relating to student assignment, marketing, and obligations. recruitment The following is a list of the criteria to be used in determining whether or not the problem is being solved when this solution is implemented: bwbauRd\u0026amp;y KuvUtyo. AaaeutcSupanntvMnt lor UM^raptiorI Student Assignment Office Reorganization Business Case 8 I 1. 2. 3. 4. 5. 6. 7. 8. 9. Students are properly assigned to the correct school within a twenty-four working period (except January, February, August, and September)\nPatrons are referred to the appropriate school or to SAO by a school no more than once\nI Training in people skills will be plaimed, scheduled, and provided based on statistical feedback from telephone use\nDirections and help to \"customers\" will be given in polite and courteous tones, i.e., may I help you, how may I help you, please, thank you, help me understand your concern, help me understand your question, etc.\nAssignments will be consistent with our plan and SAO regulations resulting in racial balance wherever possible\nThe telephone will be answered in no more than three rings\nI Forms completed at SAO will be completed properly\nI E The number of complaints about individuals in the SAO will decrease\nand. Letters of appreciation will be received from the public for the courtesy shown and the help given. 1 p Most of these benefits will occur within three months of complete implementation of Alternative 2. The change in racial balance may take up to one year. Desegregation Plan goals should be met, the public response should be positive as reflected in an increase in the student population, and SAO personnel overtime and concerns will decrease. s i Impact Analysis I p Negatives 1. The budget will be impacted primarily for one-time costs\nand. I I 2. Personnel currently in these five positions may not respond positively to retraining and realignment of position responsibilities, because they wiU be asked to do more than they are doing now. Positives 1. This solution will permit reasonable coverage of all office functions (except secretarial help for the Associate Superintendent for Desegregation) and SMbnitld Aaoe\u0026gt;altSupini4*il lor ui/uj/x Kx:\u0026gt;oStudent Assignment Office Reorganization Business Case 9 service functions to the public and district personnel. This will eliminate the public perception of busy phone lines, unretumed calls, too many rings before answering the phone, waiting in the lobby for assistance, disengaged people going through the motions, and the lack of attention to explaining SAO forms and the assignment process. Some problems will exist still during January, February, August, and September when large numbers of patrons are making requests. We cannot justify maintaining a staff for twelve months that could handle four months of rush. Temporary help will be considered during these months. 2. Implementation will address obligations under the LRSD and Interdistrict Plans relating to student assignment, marketing, and recruitment obligations. 3. Students will be properly assigned to the correct school within a twenty-four working period (except January, February, August, and September)\n4. Patrons will be referred to the appropriate school or to SAO by a school no more than once\n3 I 5. Tools will be available to evaluate training for student assignors\nI a 6. 1 Directions and offers of help to a \"customer\" will be given in polite and courteous tones\nI 7. Assignments wiU be consistent with in racial balance wherever possible\nour plan and SAO regulations resulting 4 J F I F I 8. 9. The telephone will be answered in no more than three rings\nForms completed at SAO will be completed properly\n10. Complaints about individuals in the SAO will decrease\nand. 11. Letters of appreciation will be received from the public for the courtesy shown and the help given. Risks The risks of not implementing this solution are continued loss of district population, increasing complaints, continuous non-compliance with marketing plan obligations, and continuation of a generally poor image. our The risks of implementation of this solution are criticism for sp\u0026gt;ending money from the budget, the perception of favoritism toward SAO, and the SuMninal br Rum Wafa AMoaatcSupvinttMnt torDoa^npiior 01/03/94 Ba_SAOStudent Assignment Office Reorganization Business Case 10 possibility that this solution will not realize all of the benefits exactly anticipated. as Tuning The February to September registration period is the time to address the problem. Though registration and assignment are strongly encouraged during the month of February, the process continues until August when it becomes overwhelming. By August, students begin to think about where they will go to school. Our staff estimates that 40% of our students wait until August to register. Time for bidding the telephone system, the furniture, and training personnel will be necessary. This should take strongly encouraged during no more than four months to complete once approval is given. To prepare for the August rush, approval will be necessary later than April 1. no I Resources Analysis  a Personnel 1 No additional positions are I .s 4 requested by this proposal. However, one of the people who is a student assignor is being used as secretary to the Associate Superintendent for Desegregation. The request for filling or adding an administrative assistant position wiU appear in another business case. 1 i I I A total of five Student Assignment Assistant positions will be dedicated to responding to the public under this proposal. Two of these positions already exist One existing positions will be realigned to serve as student assignor. Two data entry clerk positions must be upgraded in salary. They will rotate with others to cover the data entry needs in addition to doing student assignments. Retraining will be provided by the staff at SAO and others in the district Thus, no additional positions are requested by this proposal. Financial The only recurring annual costs \u0026gt;will be $3,000 per year upgrade for twd, data entry clerks and minimal maintenance of the computer terminals Tor the five student assignment stations. With future pay raises, the upgrade amount could increase proportionallv to the raise. SubmitMd frr Rum Mtfo. Aanoait SupmnlwxMnt tor Eimhi'hiiwh oj/ca/M IStudent Assigiunent Office Reorganization Business Case 11 Calculation for Upgrade to Student Assignment Assistant From To Position Upgrade Data Entry Operator__________ Student Assignment Assistant _____________Increase Benefits Increase (25%) Average Upgrade Cost Salary Range $15,799-$25.439 $17,999-$26.639 $1,200 $300 $1,500  One time costs will be incurred for equipment (two printers and furniture), installation of the wiring and terminals (by our personnel), and fo the telephone system. The furniture and telephonesystem must, lie'^idTCurrent estimates set the furniture at^pproximately $13,000 and the telephone system at $30,000 which includes warranties and installation Consultants working with us have suggested that both prices may be as much as 20% lower when put through the bidding process. Revenue Source I By this business case, I am requesting that this project be included in the 1994-95 budget Force Field Analysis I I I Primary supporters of this proposal wilt be patrons of the district, SAO staff (except those directly affected perhaps). Director of Communications, the Coordinator of VIPS, and the Director of Transportation. Ultimately, this proposal will help them meet their obUgations under our plan and reduce costs. For example, a more efficient process for student assignment will decrease the number of special trips made by buses and thus reduce costs for transportation. I General Information Plan c I The following milestones for implementing this proposal will be monitored by the Associate Superintendent for Desegregation weekly after the decision is made to include the proposal in the budget Until that point, it will be monitored daily. xMxmn*! Kuw AMOcialeSupannttfkMnt tor C1/03/M BC2,SM)I Student Assignment Office Reorganization Business Case 12  a Ij J Il l  1. 2. 3. 4. 5. 6. Milestone Meet with finance person about source of revenue Present Business Case to SAO staff Present Business Case to the Superintendent Present Business Case to the Council Revise as suggested____________ Resubmit 8. Let bids on furniture and teleohone sv.stem 9. telephone system Open bids for furniture and telephone system 10. Order terminal for stations__________________ 11  Schedule installation of wiring \u0026amp; equipment_____ 12. Schedule training on telephone equip.__________ 13. Plan training for student assignors_____________ 14. Install wiring \u0026amp; equipment __________ 15. Schedule training sessions for student assignors 16. Complete training for student assignors_________ 17. Complete telephone training for student assignors Date 01/04/93 01/04/93 01/07/94 01/10/94 01/14/94 01/18/94 iHHi 02/68/94 02/22/94 02/28/94 Q2]2'\u0026amp;I9A 03/05/94 03/15/94 03/20/94 QZI2QI^ 05/31/94 05/31/94 Person Mayo Mayo Mayo Mayo Mayo Mayo Supt Neal Neal Info. Serv. Mayo Mayo SAO Info. Serv. SAO SAO Vendor I SieoutladfrrPuMUivc. A)oct\u0026amp;upu)tn4it ler Cn/ID/4 K2J51O Student Assignment Office Reorganization Business Case 13 Attachment 1a  Personnel Costs Estimates \u0026amp; Job Description^ From To ______________ Position Upgrade Data Entry Operator__________ Student Assignment Assistant _____________Increase Benefits Increase (25%) Average Upgrade Cost Salary Range $15,799-$25,439 $17,999-$26,639 __________ $1,200 __________ $300 ______________ $1J00 Upgrading two (2) Data Entry Operator positions to Student Assignment Assistants will cost $3,000 per year. ~ future years if raises are given. Proportional increases will occur in * Job Description is attached 1 Personnel I  i Subfflinad br Rum Utvc. AMaei*tSuonntnaani Be:.  I Student Assignment Assistant Qualifications and Job Responsibilities Qualifications areas High School Diploma, some college preferred  Experience in data entry or other computer-related____  Willingness to be trained in LRSD Desegregation Plan / Evidence of successful experience with the public and people in general  Evidence of a strong commitment to quality desegregated education  Evidence of a disposition that is both pleasing and comfortable with people Responsibilities 4 3  Report to Coordinator for Student Assignment \u0026amp; Coordinator for Student Assignment Information Services  Provide information to the public via telephone in person  Enter student information in computer  Determine a student's appropriate school based on numerous factors as demonstrated in training sessions  Assist public in completing student assignment forms  Process Student Assignment forms *  Make alternate assignments for transfer students and those not placed in area schools  Process Minority-to-Majority Transfers (M-M)  Work with transportation to determine how newly assigned students will get to school  Maintain waiting lists  Keep school vacant seats filled  Maintain student data files  Word process documents as the need arises^  /  File  Do other duties as assigned / I I IStudent Assignment Office Reorganization Business Case 14 Attachment 2 Telephone System Specifications \u0026amp; Cost Estimates  System Option 1 Option 2 Estimate $26,250.54* $30,992.68* We recommend Option 2. 1 Consultants working with us have suggested that both prices may be as much as 20% lower when put through the bidding process. 3 4 * Plus Tax i Telephone System pI fl SubautM byRuMUapa. Aaaaa(\u0026gt;$up*inidtt tarDwnii(tbn  I Little Rock School District Student Assignment Norstar 8x24 System Equipment List 1 Northern Telecom 8x24 Norstar KSU 1 Centrex+ Software Package 1 2-port Expansion Module 2 Trunk Modules 4 DS Trunk Cartridges 3 M7208 Digital Sets 5 M7310 Digital ACD Sets 5 Busy Lamp Fields 1 Power Bar 1 Remote Access Device !' I I I 1 Leviton Power Conditioner I h 2 Training Video Tapes Two Year Warranty 4 3 Purchase Price (equipment and installation) $10,550.00+tax* fl Finance (60 months) True Lease (60 months) $ $ 212.48+tax/month 212.48+taxymonth * This price is based on reusing existing wiring. If any new wiring needs to be pulled, this price will be subject to change. PROPRIETARY\nNot for disclosure outside Southwestern Bell Telecom, Inc., without written consent.M I Supervisor Features  Each Group can have one Supervisor assigned and a Supervisor can be assigned to multiple groups  Silently monitor an Agent's phone conversation - Press key to JOIN the conversation if needed  Playback an Agent's recorded phone conversation  Create and change recorded announcements directly from a Supervisor's station set  Receive three types of messages on the LCD display windows on the station set: - Informational - can be suppressed - Warning - can be suppressed - Critical - an Agent has requested Help General Features J I  System configuration is simple 1  All configuration is automatically backed up to diskette 1  Voice announcement capabilities are standard (user can choose quality and volume) I  Password securtiy J i  Central Answering Position (CAP) backup fl On-line HELP  Fully and seamlessly integrated with the Norstar  Plug-in ready  Remote maintenance available PROPRIETARY: without written consent. Not for disclosure outside Southwestern Bell Telecom, Inc.,Reporting Features  Ten reports generated from Cinphony's database  Generate reports on-demand or schedule  Archive data for future reporting  Ranges and options can be designated for each report  Report generation is simple using menus and pop-up windows Status Screen Features  System Status Display for system overview  Group Status Display for detailed look at a Group and its Agents I  True* real-time displays of all fields  Color-coded for quick recognition and understanding of information J I  % of disk full always displayed  Day or night routing table currently being used is displayed I V 1 fl PROPRIETARY\nwithout written consent. Not for disclosure outside Southwestern Bell Telecom, Inc., I IOPTION 1 I I 3 I s I  Investment Summary LRSD - Student Assignment Norstar 8X24 System $ 10,550.00 -I- tax StarTalk-Mini Voice Mail System Cinphony ACD \u0026gt; Level I Total Purchase Price Finance \u0026gt; 60 Months True Lease - 60 Months OPTION 2 Norstar 8X24 System StarTalk-Mini Voice Mail System Cinphony ACD - Level 11 Total Purchase Price Finance - 60 Months True Lease - 60 Months PROPRIETARY: without written consent. $ 2,881.26 + tax $ 12,819.28 + tax $ 26,250.54 + tax $ $ 528.69 + tax 528.69 + tax $ 10,550.00 + tax $ 2,881.26 tax $ 17,561.42 + tax $ 30,992.68 + tax $ $ 624.19 + tax 624.19 + tax Not for disclosure outside Southwestern Bell Telecom, Inc.,\u0026amp; 1 StarTalk-Mini Voice Mail System Student Assignment Norstar StarTalk-Mini is a fully integrated voice mail and auto attendant system. It provides comprehensive call answering, call routing, and message taking capabilities for unanswered phones. It is unique because of the display-based capabilities and its extensive intelligent integration with the Norstar Key System. StarTalk-Mini is designed exclusively as an extension of the Norstar Key System and models the Norstar's features and capabilities. The sophisticated integration of the Norstar Key System and StarTalk-Mini is possible through a digital control link. This link allows the Norstar Key System and StarTalk-Mini to communicate easily and reliably via the Norstar telephone's liquid crystal display (LCD). This extensive use of the LCD to command the system is unique within the industry. The Norstar telephone's display prompts the user for the next option and, by simply pressing the corresponding soft key, the user flows effortlessly through the voice messaging system. Verbal prompts are also provided for additional assistance. The intelligent integration of the Norstar StarTalk-Mini makes system administration especially simple. All administration functions are menu driven and are accessed by any M7310 or M7324 digital set by using a special password. Unlike other systems, no additional hardware investment is required to perform this function. This is also a unique advantage for the Norstar StarTalk-Mini system. The many unique features of the Norstar StarTalk-Mini establish a new industry benchmark for user friendliness and integrated functionality. The sophisticated level of integration provides functionality, simplicity, and reliability that is unsurpassed and is only available due to the use of the Norstar's digital architecture. 3 Purchase Price (Equipment and Installation) $ 2,881.26 + tax a M PROPRIETARY: Not tor disclosure outside Southwestern Bell Telecom, Inc., without written consent.Student Assignment Office Reorganization Business Case 15 ! Attachment 3 I II 1! Office Furniture Specifications \u0026amp; Cost Estimates r i i Total Estimate: $13,295.00* I This includes installation \u0026amp; delivery. Bidding will be necessary and may bring a lower price. No tax is charged. 4 4 Furniture I 4 'a.t I 4 I 1 Ol/CO/W K2.S*3I I Ibday^ Office ARKANSAS OWNED AND OPERATED Furniture  Supplies  Design . Spece Plenning 717 West 7m St Little Rock. AR 72201 SOI /37S-S060 OCTOBER 28,1993 LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE AVENIR- REFURBISHED: OPTION B: TY 2EA 4EA 8EA 2EA 2EA lEA 9EA 14EA *4EA 5EA lEA lEA 2BXS 4EA lEA 4EA lEA lEA DESCRIPTION SELL EXTENDED 48 X 52H PANELS WITH POWER 36 X 52H PANELS WITH POWER 24 X 52H PANELS 25 X 52H PANELS WITH POWER 48 X 41H PANELS WITH POWER 24 X 41 CURVED PANEL 24\" BOX ! FILE PEDESTAL 24\" END PANELS PWSCL-24 CLAMP PACKAGE SIDE SUPPORTS MSS (PAIR) POWER POLE 24 X 48 SPECIAL CORNER WORKSURFACE 98683-1D RECEPTACLES (6 PER BX) 36 X 72 CORNER WORKSURFACE SPECIAL 24 X 48 WORKSURFACE 24 X 36 WORKSURFACES 24\" CANTILEVERS STORAGE CABINET 52\"H 3 SHELVES 200.00 400.00 185.00 155.00 172.00 195.00 300.00 125.00 60.00 15.00 8.00 300.00 290.00 75.00 270.00 125.00 105.00 15.00 480.00 740.00 1240.00 344.00 390.00 300.00 1125.00 840.00 60.00 40.00 300.00 290.00 150.00 1080.00 125.00 420.00 30.00 480.00 I - PAGE 2 - OPTION B CON'T: TY DESCRIPTION SELL EXTENDED 4EA BRACKETS 14.00 56.00 4EA BOOKSHELVES 36\" 41.00 164.00 *4EA OF 1207 SIDE CHAIRS 98.00 392.00 *5EA OF1200P SWIVEL CHAIR WITH ARMS 165.00 825.00 S 9,791.00 QUOTES \"NEW\" ITEMS I SECTION II. SECRETARYS AREA\np OPTION B: (TY 2EA lEA 3EA *1EA *2EA 2EA 2EA 4EA 2EA lEA DESCRIPTION SELL EXTENDED 36 X 65H PANELS WITH POWER 48 X 65H PANELS WITH POWER 42 X 65H PANELS WITH POWER BASE POWER END SHARED CANTILEVER 24\" SPECIAL CORNER WORKSURFACE 42 X 78 24 X 48 WORKSURFACE BOX! BOX! FILE PEDESTAL 48\" SHELVES 42\" SHELF 210.00 220.00 200.00 70.00 45.00 225.00 125.00 200.00 43.00 43.00 420.00 220.00 600.00 70.00 90.00 550.00 250.00 800.00 86.00 43.00- PAGE 3 - OPTION B CON'T\nty DESCRIPTION SELL EXTENDED 3EA 36\" SHELVES 40.00 120.00 lEA 72 X 24 WORKSURFACE 150.00 150.00 2EA 24\" CANTILEVERS 15.00 30.00 IBX RECEPTACLES 75.00 75.00 S 3,504.00 TOTAL FOR ENTIRE AREA: (NO TAX) $13,295.00 J ** PRICES INCLUDE INSTALLATION \u0026amp; DELIVERY 3 A 3  3 S V \u0026lt; T - s^ cj \u0026lt;  r T   \u0026gt;3 1 1 I II l! 4 OiD SPIORUIUIB IB THX \"ours omn nc t m OR npKoinD RTTBorr phor 3 c Hm 2S/9 \u0026lt; 24/52 kI\u0026gt;/\u0026gt;2 fS  t\u0026gt; 24/52 Ir/8t r L ! ' AVENIR (REEURB) i I I' I-i. i (i  k 'f CINPHONY ACD FOR NORSTAR LRSD - Student Assignment Cinphony is an ACD (Automatic Call Distribution) system developed for Northern Telecom's Norstar telephone system. It is designed specifically for the unique requirements of the small call center (30 or fewer logged in Agents). Cinphony was designed using Norstar's Open Application Interface resulting in a completely integrated system. Cinphony is a combination of software and DOS-based hardware. It is a comprehensive ACD package - all ACD activities - advanced call routing, \"true* real-time status screens, and MIS reporting - take place on the processor. Whether a department within a larger organization or a small business, the small call center requires a great deal of flexibility. In particular, they need flexibility in regard to: 5 3 3 j I I  Setting up their groups  Overflow* capabilities  Supervisor capabilities  Using and learning the system  Reporting Cinphony provides both power and flexibility to the small call center. While other ACD systems are generally downsized versions of systems that were designed for large, specialized applications, Cinphony was designed very specifically for the small call center. As a result, Cinphony can adapt to the business requirements of any small business, department, or branch location within a larger organization. Cinphony is a unique combination of hardware and software designed for use with Northern Telecom's Norstar telephone system. Cinphony takes advantage of Northern Telecom's unique Open Application Interface to provide true interaction between Cinphony and the Norstar. Cinphony communicates to every level. It \"communicates* to the Agent by displaying messages on the LCD window on the station sets. It 'communicates* to the Supervisor using the LCD window and the real-time status screens. And Cinphony *communicates* to all levels of management with concise, useful reports. Cinphony gives staff and management the tools they need to do their job better. I Cinphony is like no other ACD system. It is more than a call management tool. It's a whole new way to approach business. PROPRIETARY: Not for disclosure outside Southwestern Bell Telecom, Inc., without written consent. I 3 9 4 I 3 2 S, I I i. Clnphonv ACD lor Norstar SYSTEM CAPACITIES Maximum Logged in Agents Maximum Groups Maximum Agent IDs Supervisory Positions Steps in Call Routing Table Call Routing Tables Maximum Lines Voice Cards Announcements Record A Call STATUS DISPLAY Real Time System Status Real Time Agent Status BEPQRTS Agent Profile Agent Profile By Group Group Profile Group Overftow Monthly Summary Routing Table ACD Call Profile Call Categorization Line Profile System Configuration Purchase Price (Equipment \u0026amp; Installation) PROPRIETARY: without written consent. LEYEkJ 12 2 48 1 16 2 per group Norstar Maximum 1 2 NO NO YES YES NO YES NO YES YES YES YES NO YES $ 12,819.28 Not for disclosure outside Southwestern LEVEL II 56 24 224 1 16 2 per group Norstar Maximum 2 or 4 4 or 8 YES YES YES YES YES YES YES YES YES YES YES YES YES $17,561.42 Bell Telecom, Inc., cinphony ACD for Norstar Agent Features  Norstar station set functions do not change  Agents can login/logout from any station set  Agents can login to multiple groups simultaneously  An Agent can request HELP from their Supervisor directly from the station set  Using the Answer Forcing option (for use with headsets). Agents can receive calls without interacting with the station set  Press a key to record a phone conversation  Auto logout is a saftey feature that automatically logs an Agent out when a call is not answered within a user-defined period of time and then distributes the call to another Agent 7  Login Indicator flashes when calls are in queue 4  When a call is sent to an Agent, the LCD window on their station set identifies the Group the call is for and how long the caller has been waiting 1  Go UNAVAILABLE at a push of a button 1  Transfer calls to another Group's queue Group Features 1  Each Group is assigned a 'wrap-up' or 'post-work\" duration. (This is the amount of time that the system waits after an Agent complete a call, before sending that Agent another call. The Agent can also indicate he/she is ready for another call before the wrap time expires.) J i  Two Routing Tables per Group  Call Categorization can be forced or optional entry for each Group i  Agent Selection method defined by Group I.  Overflow defined by Group  Assign C.O. lines to each Group during configuration PROPRIETARY: Not for disclosure outside Southwestern Bell Telecom, Inc., without written consent.LITTLE ROCK SCHOOL .............. . DISTRICT i Romine Interdistrict School Theme: Computer Science and Basic Skills 3400 Romine Road Phone 228-3086 Little Rock, Arkansas 72204 BUSINESS CASE: THEME SPECIALIST LIONEL WARD, PRINCIPAL MARCH 8, 1994 EXECUTIVE SUMMARY Thousands of dollars Communication Station lab School. and months of work are behind the unique to Romine Interdistrict Elementary behind matter curricula is comprehensive, both in terms of subject matter and in-depth coverage of many skills and concepts, quality without (-------...............   To get It 4- compromise, additional conditions should be met. techJnlo!^ specialist with strengths and skills,in computer echnology, management and oorrggaanniizzaattiioonnaall sskkiillllss porronmmoot+eosc igTrV'eo aa+t- edir* . . of the curriculum and neip, tor this new position is useful and therefore, strongly encouraged. coordination ensures that teachers and appropriate on-site help. FFoorr tthhiiss reason, this A. BACKGROUND Juonn'^X implementation and accountability pports the ultimate goals of Romine's Communication Station .f other instructional technology programs. The lack of an \" theme specialist increases stresses for the instructional orkforce by requiring a kind of linkage in instruction. linkage includes collecting information faxed regularly, using and acceptable activities and improving a\nEach I I i noted deficiencies, finally. specialist . . impacting the quality of instruction and influencing students' academic progress. The theme can eveirything together. academic progress. Th.. easily become likened to the glue that holds . This cannot be the frequent activity of the of the full range of responsibi-l-i-t-i-e-s spawned by simply would like to be able to implement instructional strategies fully. other daily duties. B. PROBLEM DEFINITION Instructional in programs une With the addition of Romine's Communication Station ., , . stretch across each grade level,  - - roug si.{th grade. The increasing demands assistance are building. experiences exists throughout the pre-kindergarten grade. The increasing demands for technical ... ,  painful realization that the existing staff handle with all other ' cannot realities of their job. Clearly, they need to e-Afi Po/Kt^ to I  N BUSINESSCASE: March 8, 1994 Page 2 THEME SPECIALIST be able to capitalize on the talents of a specialist who possesses superior skills of technological organization and management. In some cases, teachers are much less comfortable with the technology tJian traditional teaching procedures. This position captures the support instructional leaders can take advantage of: coordinating instruction, implementing creative teaching strategies, training to coordinating provide follow-through support, sharing experiences with \"existing and prospective parents and patrons. - *------. Such situations can be created and properly nurtured by a theme specialist. c. ANALYSIS OF ALTERNATIVES The conclusions that form the basis for this request occurred J simple review of the level of work within which teachers, students and building administrators work best, teachers encouraged such a position because, adds many positive effects. In general, a theme specialist will structure greater organization and ensure that students experiences and exposures found in the use of the technological advances. In general Discussions with unsurprisingly, it enjoy the latest D. STAFF RECOMMENDATION It is recommended that a theme specialist who is responsible for the implemtation and the overall coordination of the technology . . . . ----- The on-site specialist will provide the continuity related to instructional program be added to the staff. - ------------ management functions: coordinating the curriculum, ensuring that students receive appropriate instruction in areas identified by the school district \u0026gt; ^(iministrative staff, offering technical training to staff, monitoring and interpreting students' progress, assisting teachers in the implementation of the curriculum, scheduling lab participation and articulating and promoting school technology programs. curriculum. scheduling lab E, OBJECTIVE The objective of the preceding recommendation is to build in better work realities tied to a technological curriculum and strategies for using the realities to accomplish program ODjectives. The special i miidinn i i . specialist's guiding efforts will help the entire nsrructional staff to use everything available to them deliver instruction to students. as they To help evaluate the objective, the specialist's performance will be analyzed in the following context: liBUSINESSCASE: March 8, 1994 Page 3 THEME SPECIALIST F. 4 3 I * * * * Curricula decisions and other instructional activities Reviewing staff feedback following training  Docxynented support for teachers , individuals sessions parent groups and other Examining strengths and weaknesses in relation to the District's Teachers's Evaluation Cycle. IMPACT ANALYSIS thesuccess of our technology programs, specialist is extremely important to the use of this position 1 : +=4-^- 4-u J.- - uoc jx tnis position iSoirtof instructional program, reducing the negative impact of not having a theme specialist. Equally important a theme specialist communicates to the courts what is truly expected from interdistrict schools, Y Positions like theme specialists and cv\u0026lt;xii\u0026lt;^ul similar schools across the district, helps us to equalize curriculiun specialists are costs. The real risk, of course, suits our needs. , The position then efforts from school to school though there , is not adding a position that are G. RESOURCE ANALYSIS A theme specialist can come from within the existing staff but applicants is possible.' Training deSidr^^JLVVi by the job's role expectations and demands. Hopefully, bnaht. motivatfid t-paphoi-c i i ___ j__ Training bright, motivated teachers will consider the position a fresh opportunity to share their strengths and The specialist will work closely with the administrative oaiaries will be commensurate with salaries. (Salary Range: $21,118 - $40,670) and skills. staff. appropriate teacher/staff H. FORCE FIELD ANALYSIS Because this students, it position is indeed a support system for teachers and IS likely that parents, teachers and students will see ..1 . ., -.-'- j.jf ana suuaenus will see enabling them to understand and implement the \u0026lt;-vAi X xC-UXuiTl The cost of this position should be commensurate with teacher/staff salaries provided by the Department Revenue Source: Resources. salaries Regular Budget. appropriate of HumanBUSINESS CASE RECEIVED APR 51994  GARLAND INCENTIVE SCHOOL MULTIMEDIA TECHNOLOGY THEME PHASE II Office of Desegregation Monitoring It EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's long-term desegregation plan. Each incentive school, was required to develop and implement a school theme: In support of the desegregation plan and a commitment to total quality learning. Garland Incentive School identified a Multimedia Technology and Educational Research theme. Realizing the cost of technology and especially technology that's on the cutting edge, the multimedia technology theme implementation is to be phased in over a period of 3-5 years. A plan of action is required to implement the theme in a way that supports the desegregation plan and provides quality training and learning for students and teachers. This business case is for phase II of implementation of the total plan for Garland Incentive School. An estimated 5150,000 savings in future cost can be realized by accessing the Distance Learning capabilities at another District School. Portions of the equipment for phase I is currently being installed with the final part to be shipped at the end of March 94 and installed in April 94. I 11 I t 1 3 A. BACKGROUND r I Garland Incentive school serves a minority community with students being challenged outside of the school by drugs, violence, gangs and many other problems plaguing today's urban school districts. The school is considered a safe zone and its students are proud and secure within its walls. The school's theme has been historically centered on communication and basic skills\nhowever, with the revision of the desegregation plan, the school's theme was changed to Multimedia Technology and Educational Research. Multimedia Technology combines text, graphics, sound, animation and video to convey information. Educational Research deals with using this new technology to locate, evaluate, and use information with excitement, motivation, and creativity. L Prior to 1992-93 school year, the school maintained a Mass Media theme though the theme concept was not being fulfilled. When the desegregation plan reintroduced the theme concept, the school's Mass Media theme evolved into Multimedia Technology and Educational Research. A new theme specialist has been hired with the responsibility of developing and creating the excitement necessary to recapture the minds of students and to create interest in desegregating the school. Parents, community members, teachers, and the school's principal, established the goals and objectives for the theme based on technology. The school's Total Quality Learning (TQL) team worked after the regular school year to provide the basis for the program.4 4 4 The Multimedia Technology and Educational ch Program is designed to enhance y curriculum. Technology will be infused the current Little RockSchool District (LP ,------- t'C i u zx/foriia into each classroom to enhance the teachers' instructional methods. The Libraiy/Media Center will become a hub of information for the school providing technolo^cally ceptional research capabilities to include Your advanced resources providing ----------  , , , , Educational Services\" (YT ,y satellite link network. Each grade level will fcus technology theme to assist the teacher in technology infusion. This wi 1 include themes fo Community Based instruction (CBI) students as well as Gifted and Talented (GT). on a Pre-Kind' garten through Second Grade will focus on Emergent and Early Literacy through Technology. This program will be designed to provide a balanced reading, writing, listening and speaking curriculum. It I1 allow teachers flextb.hty  music, math, art and science activities. 1.......- - portfolio assessment tools. The technology will use excitement, encourage discovery, and meet the unique needs of every student. It will also allow teachers to assess students using a multimedia platform to generate Third Grade students will focus on Researching America through Technology. This program will be the launching pad for future adventures in technolo^ and to^ It will serve as an introduction to research techniques, resources and critical writing skills. Computer keyboarding will be an integral part of the program. Fourth Grade students will focus on telecomputtng technology wh ch will a low them to communicate around the world, through educational computer bu etin boards. Using programs offered through universities such as UALR, students will use programs such as FREDMail, to establish pen pals at other schools from Alaska to Mame anc^even fore g countries. They will explore other cultures and access information available only through the aid of technology. Fifth Grade students will use knowledge gained in third and foufth grades_.o produce news reports suitable for both a school paper and live broadcast to other students. Their theme focus will be Media Productions - The Living Textbook fl Sixth Grade students will focus on Exploring the World through program will encompass the world using technology and prewous y  Included in this program will be the use of video cameras, video players and mixers, discs, CD-ROMs, and extended field trips. i CBI students will experience technology through the _________use of computers and photography, the studentsifor them to take pictures of their activities.  develop both regular and computer scrapbooks for the X. Cameras will be made available to 1 These pictures will then be used to students and the school. 1 infuse technology into the LRSD curriculum. Each teacher will use their theme to infuse tecnnoiogy miu me . _ f . , , . ripuz concent in the way teachers teach, it should Realizing technology represents a totally new concept j 2 I be understood that the first year will be a developmental and familiarization stage and that expectations as far as hours of use will be such that teachers have adequate time to become familiar and confident with the new technological environment. B. PROBLEM DEFINITION q s The myriad societal problems within the local community and the projection of societal norms are concrete issues that must be addressed in the educational arena. To combat these problems, Garland must implement a plan that is dynamic and capable of capturing the young minds and preparing them for a future which is constantly moving in technological leaps and bounds. To accomplish this task within financial constraints of the desegregation budget, phases of implementation have been developed. The four phases of implementing this plan support the district's present budget constraints. These phases can be accelerated provided additional revenue is made available. Phase I provides students and staff with the minimum hardware, software and traininr necessary to provide access to multimedia technology. This phase will include in?^ .nation of three computers in each 1 st grade classroom, one teacher workstation in each classroom 2nd through 6th grades, one computer in Pre-K, and K, and an aditional five station lab for 2nd through 6th grades with AppleTalk Phase II will install three additional computers in each 2nd, and 6th grade classrooms with ethemet network capability installed with linkage to ABACUS throughout the school. This phase will also include hardware, software, and installation of an audio/video lab with satellite capabilities microwave from Romine Interdistrict School. Photographic and Video equipment will be purchased to support the visual portion of the theme. And a software library will also be established during this phase. Phase III will install three additional computers in each 3rd, and Sth grade classroom and 3 computers in Reading, Math, and Resource. This phase will also include hardware, software, and installation of an electronic library. Phase IV will complete installation for Pre-Kindergarten, Kindergarten, and 4th grade classes. This phase will also include additions to the software library and the construction of a new media center or the expansion and remodeling of the existing one. The cost of full implementation in the first or second year is cost prohibitive, therefore, this business case is written to address Phase II of the Multimedia Implementation Plan. The current task before us is to determine the best way to implement the theme in a way most effective for our students and staff. I I I J 3 I * C. ANALYSIS OF ALTERNATIVES The Garland community considered several alternatives prior to developing this plan for implementing multimedia technology into the school: Laser Disc players, CD-ROM drives for current computer systems, networked drives, and portable drives. Though all are a part of multimedia, none can be purchased alone to provide the students with multimedia capabilities which would stimulate their creativity. In addition, the computer hardware presently at Garland ranges in age from three to seven years and will not support multimedia technology. It was decided multimedia computer systems which could stand alone or be networked would provide the best solution. With the approval of Phase I and the purchase of Macintosh computer systems for our teachers and the Multimedia Lab we have established a standard in hardware for the school, however, evaluation of it's effectiveness cannot be presented at this time due to the time equipment has been available in the school. D. RECOMMENDATIONS It is recommended that the District implement Phase II of the Garland Incentive School Multimedia Technology Plan during the 1993-94 school year. The rationale for this recommendation is that this phase of multimedia technology provides: * Microwave satellite link hardware will provide an essential educational asset to the school and community, while saving over $150,000.00 in longterm cost. * Software for grades K-2 that supports the LRSD revised curriculum. The software directly addresses the key concepts of reading, writing, listening, and speaking that are emphasized in the curriculum. An additional feature of the software is the use of thematic units to make connections between the various subject areas, making learning more relevant. Thematic units are a focus of the District's revised curriculum. This software will be available in all first grade classrooms with four computers each and in a lab setting for Pre-Kindergarten, Kindergarten, and Second grades. I 1 * Software for teachers of grades 3-6 that provides administrative assistance. The software has desktop publishing capability, but most importantly it provides portfolio assessment tools that allow teachers to collect, organize, and present student portfolio information. Portfolio assessment is encouraged by the District and this tool will enable teachers at Garland to implement this form of assessment. This software will be available through one station in each classroom. ( * A multisensory approach to learning that meets the auditory, visual and kinesthetic styles of students. 4 IX R i * Presentation software for teachers 3-6. This software enables the teachers to produce multimedia presentations integrating video, audio, graphics, and text into classroom instructional units. R * Software for students in grades 3-6 that provides opportunities for developing creativity and critical thinking skills through productions levied around the existing curriculum. This software will be delivered through a 6 station lab setting. E. OBJECTIVE R The objective of this recommendation is to better support the LRSD's desegregation plan by partially implementing multimedia technology into the Garland Incentive School. The district as well as the school needs this technology in preparing our students and teachers for the future. The technology used appropriately can recapture the minds of our young people, save the staff many hours of manual labor and provide exciting presentations to the students which will encourage and motivate students to learn and master the curriculum. i Evaluation Criteria * r Monitoring of student progress through technology and Portfolio Assessment. * 3 3 Increased teacher use of technology which will also increase teacher proficiency in instructional and administrative tasks including increased use of ABACUS. * Increased use of Cooperative learning and Thematic teaching concepts. * Increased student interest in multimedia technology and learning. I * I * F * Increased parental involvement due to increased student interest. Timely, detailed reports for conferences, administration. Board of Directors, and the Office of Desegregation and Monitoring. Achievement results will positively impact recruitment to Garland. * Peer and Parent/Teacher evaluations of student portfolios. t F. IMPACT ANALYSIS 5 Multimedia technology can open new doors for the students. It has the potential for assisting Garland and the District in stimulating this minority community as well as improving the goals of desegregation. Multimedia technology not only motivates students to learn but it also supports the District curriculum in ways exciting to students and teachers. Though the initial cost of technology is always high it is not always an object when it comes to educating and motivating a disadvantaged population and creating an environment conducive to desegregation. Desegregation This plan totally supports the requirements set forth in the desegregation plan referencing theme implementation. Risk 4 The equipment and software provided by implementing this phase of the plan is versatile and can be transferred if necessary with the exception of minimal installation cost. The additional funds requested for this phase and future phases will be viewed as a wise investment. Should the District decide not to support this system, the results cpn be very damaging and regarded as inefficien* e of desegregation funds. Timing Implementation Oi ?hase I was initially approved under the previous administration and funding which was to be carried over into this school year fell through with the change in administration. This caused a lengthy delay in the requisition and continuing receipt of equipment. To impact students and teachers with Phase II of the implementation plan, actions need to taken prior to close of this school year to ensure purchase during the 1994-95 school year. Decisions regarding this phase should be made as soon as possible. RESOURCES ANALYSIS A listing of hardware and software that must be purchased to implement this phase of the multimedia theme into the Garland School will be provided at a later date. I 6H. FORCE FIELD ANALYSIS Primary supporters will be students and patrons in the Garland community. Other supporters will be those in the community who want to see successful themes implemented in the incentive schools and those who feel that it is important for students to have access to technology that is on the cutting edge. Primary detractors will be limited to those who feel that the expense of the multimedia theme may not be justified. Information should be provided to them that will allow them to see the advantages of multimedia and to see the progress Garland students make after implementation. I. GENERAL IMPLEMENTATION PLAN TIMELINE Date 3/94 5/94 7/94 8/94 8/94 8/94 8/94-4/95 5/95 Activity Plan presented to Board of Directors for Approval Bid for Hardware/Software Opened Hardware/Software Ordered Hardware/Software Installed Additional material/supplies ordered Staff Development begins Person(s) Responsible Superintendent Purchasing Purchasing Vendor Theme Specialist Theme Specialist Vendor Theme Specialist 1 1 I On-going monitoring/assistance provided Principal Evaluation of current theme implementation Theme Specialist Curriculum Supervisors Principal Theme Specialist Teachers Curriculum Supervisors I 7s r J 5 ' 1 PHASEII.XLS Grade Level Pre-Kindergarten Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade Sth Grade 6lh Grade CBI Media Center Spanish Multimedia Lab #of Class QTY/C lass Description Price Total Status 1 1 Earty Childhood Connections Bundle $2,099.00 $2,099.00 Phase II 1 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1/3 L 1/3 1 1 1 1 3 3 3 1 2 1 1 1 1 1 i 1 1 1 1 1 1 1 1 Eariy Language Connection Bundle Software Early Language Connection Bundle Software Software Video Camera Software LC 575________ Apple Ext KeyBrd Mem Upgrade Software Camera \u0026amp; Equip Zap Camera Early Learning Bundle Early Learning Bundle Microwave Link Software Ti-IN Network Software Mac Server Apple Media Authoring Solution 14\" AV Monitor Apple Ext KeyBrd Software Fumituro Film Dev Eq $29,299.00 $2,000.00 $29,299.00 $2,000.00 $2,000.00 $2,000.00 $1,630.00 $160.30 $220.00 $2,000.00 $150.00 $800.00 $2,099.00 $2,099.00 $46,000.00 $8,000.00 $2,566.66 $500.00 $5,100.00 $6,098.00 $598.00 $160.30 $3,000.00 $3,000.00 $1,000.00 Page 1 $9,756.57 j.otfO.00 $19,530.71 ^,000.00 yst6\u0026lt;0.00 $4,000.00 $4,000.00 $9,780.00 $961.80 $1,320.00 $4,000.00 $300.00 $800.00 $2,099.00 $2,099.00 $46,000.00 $8,000.00 $2,566.66 $500.00 $5,100.00 $6,098.00 $598.00 $160.30 $3,000.00 $3,000.00 $1,000.00 Phase IIMusic 11 1 1 PHASEII.XLS Synthesizer KeyBrd Mac LC 575 $2,500.00 $1,630.00 $2,500.00 $1,630.00 Ip i 4 Chapter l/Resource, Math, Reading 11 111 11111 Apple MIDI Interface Apple Ext KeyBfd Apple Speakers___ Memory Upgrade Software/fumiture $69.30 $160.30 $138.00 $220.00 $2,00000 $69.30 $160.30 $138.00 $220.00 $2,000.00 $0.00 111 1 11 M^J-C57J______ Apple Ext KeyBrd Software _$1,630.00 $160.30 $1,000.00 $1,630.00 $160'30 $1,000.00 TOTAL $150,210.20 Page 2 I i I a LITTLE ROCK SCHOOL DISTRICT RECEIV^O APR 51994 Office of Desegregation Monitoring Rockefeller Incentive School 4 700 East 17th Phone 324-2385 Little Rock, Arkansas 72206 4 BUSINESS CASE FOR THEME INFUSION ROCKEFELLER INCENTIVE SCHOOL COMPUTER SCIENCE THEME EXECUTIVE SUMMARY i The uiLLie kock bcnool District is \u0026lt; comprehensive desegregation plan which development and implementation of themes for Little Rock School District committed includes to a the schools. all incentive The incentive schools are vital parts of the total plan whose goals are to achieve academic success for all children, to decrease the disparity of achievement among the sub-groups, to create an environment conducive for learning, and to achieve a good racial balance within the school population. Rockefeller Incentive School has the theme of computer science and uses this theme achieving the goals. as a tool for A. BACKGROUND Computer Science Rockefeller during the was selected as 1986-87 school the theme for was one of four schools to pilot year. Rockefeller a a 25 computers. In addition, one installed in each classroom. A computer hired to oversee the total computer program. classroom. a full computer lab with Commodore computer specialist was was --- . --- The first year this a part time position and the next year it changed to full time. In 1 990, the district made ,a decision to was 1990, remove themes from the the 1992-93 incentive school school year, programs. to re-determine what the theme. a theme committee was During established survey went sixth grade. interest, The results out to The expertise, of all parents. staff was for Rockefeller would be. from also early A childhood to the and feasibility of surveyed to determine all surveys returning to the computer theme. overwhelmingly alternatives. supported The Writing to Read Lab was added to the school inventory and was used with Kindergarten and first grade Compton's Multimedia Encyclopedia was added in the media center. classes. was After the choice for the theme had been submitted to the district and approved, the committee met to establish short and long range plans. Goals and objectives were outlined in detail that would support the district's revised curriculum. The committee made decisions about necessary equipment needed for the second phase of implementation for theme enhancement. The Commodore originally been provided in computers that had the classrooms were no longer up-to-date but were to be used as long as they continued to function with the available software. They would replaced once they could no longer function properly. be At the end of the 1992-93 school year, a cross section of the staff was selected to work for an extended time for theme development and refinement. previewed school During this week, staff software presently in the building and matched up software with the revised curriculum objectives. The committee previewed new software and expressed desires for software needed to enhance learning on all subject areas. staff with Guidelines were developed to present to the total objectives that would be a part of the school improvement plan for the coming year. of the theme development was established. The plan for phases At the beginning of the 1993-94 school year, a three day (August 11, 12, 13, 1993) intensive inservice was held for the entire staff. Seventeen new IBM compatible computers. seven purchased computer stations for the nine printers, and classrooms had from the school budget and installation been was completed during the first quarter of the school year. The following activities have been developed to implement the Computer Science Theme: * A certified teacher has been hired as the school I theme specialist. * 5 The computer theme specialist provides training sessions twice a month for all staff members. * The theme specialist conducts classroom sessions and provides software for classroom computers that support the curriculum. * The specialist library of available materials. * Repair and s catalogs software and maintains duties of the specialist. trouble shooting is a included within Keeping up-to-date materials and supplies (ribbons, paper, etc.) in all classrooms and office is an added duty. * Education Reports are I Plans, generated on the computer for Student Communication Forms. Student Performance Profiles, and Home 2 a Students keyboarding , computer are taught programming, graphic programs such as terminology. Instruction is word processing, Instruction Print Shop, q presentations are age appropriate. \" Computer Club is offered during the A grade book program for teachers * * Teachers offer adapted so and that ! extended day. was developed. , . .---- an extension of the lessons taught and include projects, writing, development of bulletin cards, and use of software that supports the curriculum. Specialists use computers to help them with reports and communication. communication, averages. Teachers use the recording computers to develop tests' home grades for up-to-date grade * Instructional training and assist the teacher the computer. Assistants have received computer in monitoring students using received r B. PROBLEM DEFINITION 4- fully implement the Computer Science Theme at Rockefeller Incentive School and in order to further develop the theme. School and comprehensive plan must be in place, is to use technology to enhance the revised curriculum, establish a ' The major goal a .  --- - new and exciting method of learning tne^ basics, as providing opportunities for subject Children must be Challenged and provided positive experiences that will prepare them for the wonderful world of technology in which they now live and in which they will be entrenched in the work place of the future. basics, in as all well providing areas. opportunities must AAtt tthhee pprreesseenntt ttiimmee, students on all grade levels are scheduled to attend the computer lab twice weekly with an  additional time planned for students identified in the Chapter I program. The sessions in the lab are 30 minutes long and are divided in half with reading and math instruction. In other words, students get no more than 30- o minutes per week of readinc instrnrtinn an/i + i-iS3nie in for in words. identified reading and reading instruction and the math in the computer lab. I which test Test results clearly reveal weaknesses in reading I impact not only reading scores but damage or lower scores on clearly reveal in mastery skills. believed that other subject areas that require reading To achieve maximum mastery results., it is a concentrated effort must be placed on this Use of technology supports our theme and would serve as the tool to provide this high level of concentration. Positive results would be expected in all subject areas. weakness. as Positive this 3 To fully implement the Computer Theme, proposing: the school IS Phase I: (1) ,, . At the beginning of the 1 994-95 school distributive .. , - . - ------ year, the method of providing computer instruction will .  expanding the present reading and math program for 1st-3rd grades in the classroom setting. This will allow 30 minutes i--  ''  include setting. ___ per day on the computer (150 minutes per week) in reading and extended time on math. There will be six in each of the nine classrooms, have printer. Every primary student will technology every day as an integral part of computers a This There will be Each room will experience . , as an integral part of instruction. An extension of the current software will be added with an integrated language arts program. (2) Writing to Read and Josten Computer labs will be continued for Kindergarten students during the 1994-95 school year. students during r (3) An Early Childhood Software Program for 3 and 4 year old children will be implemented. T ol and a printer will be provided for each of the four childhood classes. Two student stations early (4) continue continuous Fourth, computer fifth and software instruction sixth grade classroom computers. related in to the the students computer curriculum will lab with used on (5) Four teacher presentation computer systems should be purchased. This technology approach is an exciting technique that lets the teacher use interactive, full-motion video, animation, sound, text and graphics to support and enhance instruction in the classroom. computer (6) A full time lab attendant should be reinstated. There will be an additional host/file server to man and since the primary classes will be working on the computers daily rather than twice a week, be generated.  - server to man working on . more reports will Whole class instruction such as keyboarding, processing programming word processing and programming, by the teachers and the theme specialist will be conducted lab setting. This has not always been possible a time was so tightly scheduled. Also, the classroom teacher \u0026lt; ' ' This has more frequently in the since the was so tightly scheduled. Also, Ll- _1_______ could send a group of children to the lab to work on assignments, especially those using Compton's Multimedia Encyclopedia. The lab attendant would be available to assist small I (7) groups. be available . , . Staff Development for teachers and instructional aides will be provided. 42   1 M fl Phase II: (1) The Josten computer lab will be current hardware is old and slow. supported by the current system. (2) -The distributive up-graded. The No more upgrades may be rr. Z,-------- mothod for providing computer instruction to Kindergarten will be added along with an integrated language arts program. This will consist of nine student stations and software. program. added along with (3) , . J, . Ii^termediate grades will continue in the computer lab for instruction. (4) The computer lab will also be sessions for students and staff. used for large^ group (5) , . Two will upgrade/replace Multimedia Encyclopedia in the media center. computers Compton's (6) Three additional teacher stations - hardware and systems would be purchased increasing the number to cover one system per grade level. software (7) Phase III: r Six printers will be purchased. (1) Early Childhood Software will be nariy cnildhood Software will be purchased to meet the needs of three and four year old students. (2) Equipment and related programs to programs to support the computer theme and assist in instruction will be purchased. This will include software extensions for thematic units as well as third party software. (3) me library will be automated so that it will provide access for library materials for students and teachers. This will extend the computer theme and better prepare the students to be better library users. (4) Fourteen teacher stations will be added to provide each teacher one for their class. The for access library materials for students u bett (5) Nine additional printers will be purchased which will complete the purchases for one for each classroom. C. ANALYSIS OF ALTERNATIVES Consideration was given to instructional possibilities that would theme and satisfy the essential achievement. to a wide range of satisfy the support the computer component to increase Although most considerations were financially expensive, the gains of student mastery would make the investments worth the cost. ~ mastery would make (1) The alternatives are: We will make no changes in the way computer instruction is being delivered. Pro- Computer instruction will continue to be offered. Training of students/staff can continue. Con- Time spent on the basic learning system reading is limited to 30 minutes week. on per Children have to continue computer classes a pull-out learning activity. as 5Making no change is not in the best interest of the children in that it does not allow longer periods of time on identified weak areas. (2) Adopt the recommendation made in phases by beginning the process immediately. Pro- By phasing in the program, the proposal is financially more feasible. 4 T (3) s  (4) 3 The expenses be spread out over several years but still allow us to begin implementation immediately - by the beginning of the 1994-95 school year. The sooner it can begin, the greater the impact that can be expected to bring positive results. can Proof that we are making an honest effort improve upon the theme and that the incentive school program is successful in making a difference. to r Con- Very expensive. Implementation of Phase I only. Pro - Demonstrate that the district is working toward improvement of computer science theme. Students in first through third grades will receive more intensive focus on reading and math. The students will have at least 150 minutes per week on reading with the computer as opposed to the 30 per week they now receive, on math would be increased. Time spent Con The expected outcome for the change in computer use is increased academic achievement in the area of reading and all related subjects. - Limited up-grading of the overall computer science theme does not result in total infusion of the selected theme. Implement Phase I and the part of Phase II that at least up-grades the school lab. Pro- Primary students would receive increased time on the computer on reading and math. The full computer lab would be available for additional computer instruction of other subject areas/training of students in computer skills the since it will free up computer lab schedule. Training of staff in full lab setting will be possible. Equipment is up-graded in the lab. Equipment is seven years old and cannot be Less expected to last indefinitely. expensive than full implementation. Con- Expense I \u0026amp; inq I 4 s (5) Up grade the computer lab only Pro- r ' - q Replacement of equipment that is getting old and is slow. Allow us to run third party software. ~ lab for staff development. Con- Limited new technology introduced Students still have limited and math. It does not allow us time to time on reading -- schedule in adequate computer instruction for whole 1 I 1 D. (6) groups or third party software. Provide distributive method to all grade level Pro - Discontinue pull-out for computer lab. Con Difficult to schedule with intermediate classes who departmentalize. More expensive to purchase six computers for each classroom as opposed to up-grading the lab with 25 stations. s r RECOMMENDATION Rockefeller Incentive School Rock School District make requests that the Little . 1  . X , provisions to up-grade the adopted A solid foundation has been established A full computer lab, Writing to Read Lab, theme. established. computer lab stations rT-\n4-U 4. --------- ^.VlupULCl J.CtO ____________ beeJnnina . ^nd a printer in every classroom, beginning library of software, and the emergence of literate students and staff arp Alroadv 4 n . ouxLware, ana me emergence of computer students and staff are already in the first of development. Computers at Rockefeller are regarded as a friend and valuable tool. at Rockefeller stages already The recommendation of this business case includes: will implement the theme in three phases the purchasing process to begin immediately. r-'^r-rzl will   -   (1) with . , . .. . -  The overall provide capabilities to move computer the primary level from the lab to the V result of this change, the larger computer lao will be made available for whole group proposal instruction classroom. on move the lab q \"j-ii De made available tor whole group sessions for the ^\"^ediate level classes using the Josten Basic Learning as well as teacher training/staff development and for use with other software. The software will support the Rock District adopted Little The School addressing primarily reading those subject areas. (2) We will provide revised curriculum and math but not limited to q  provide age appropriate software for three and four year old students. (3) We will expand and rpfld-i  up-grade existing \\ software in the primary classrooms to include the integrated language arts component, include helping children build a arts The benefits will 1 - --.---- - a strong foundation in the ^^US'^age skills that they will use for the cir The experiences with interconnected language their lives. rest of T I Im 3 s  ! fl activities and natural. (4) emerging literacy will make learning fun and We will provide a new teacher that will allow teachers meet learning challenges. (5) - presentation system to use technology to help children Security of the facility should be increased for maximum safety of the valuable oreasea lor equipment. At the present time, continuing the distributive method to intermediate grades reasons: (1) A classroom is IS not recommended for a number of structured rotational use of centers in the mu frequently used on intermediate levels, (zj The desegregation plan in and ^4- X 7 - ----------requires departmentalizatipn diffipiHt r computers every day would be hnmfp Each teacher teaches their own omeroom class reading in a 45 minute block and then the rotation by subject matter begins, complete. strict r This takes all day to (3) Use of the distributive method would require tirne than is recommended intermediate students. If used, it would cut in required hours required by the state for each subject (4)Just as important, as a computer school, essential to maintain an up-to-date computer lab Ihis IS necessarv tn achieve reading time method would If used, a for a computer to the area. it IS an up-to-date computer lab setting. IS necessary to achieve computer proficiencv students and staff. One of the major school theme is to develop an interest, a love for using technology, effective if the students - necessary for components of the I i an understanding and Instruction is far more -------- no matter which sub group - can nave hands-on capabilities in a lab. far  and understandable when It is more meaningful the computer demonstration. E. OBJECTIVE one can personally experience rather than just listening and watching using a The objective of this recommendation is to support the D 1 r, J , ^7 .......................... xo LU tne School Districts commitment to the desegregation developing more fully the computer theme in innovative and creative ways. Evaluation Criteria: * of student progress through technology district's curriculum management system and tne Josten Basic Learning System will be continued. * Up-to-date detailed computer printouts of progress will be as needed. - student used to evaluate mastery and develop plans I ! I' 8 lb* biuoent achievement and mastery of reading skills will increase measured by the Stanford 8 test The year 1993-94 will Student as serve as the baseline data. results. * There be increased knowledge technology for students and staff. will of computer increase Teachers will teacher administrative tasks. increase use of technology which will proficiency in instructional and instructional * Achievement results will attract parents in positive recruitment efforts. and result * The fact that Rockefeller is teaching and. using technology regularly for instructional purposes will be impressive and assist in recruitment. I F. IMPACT ANALYSIS Desegregation This plan supports the requirements set forth in the desegregation plan requiring theme development and implementation Court Order The Little Rock School District would demonstrate good faith in complying with the court order to develop theme and keeping it up-graded with current trends that will support the curriculum. Political Factors fl The Little Rock School District will benefit by establishing a valuable tool for recruitment and favor from the court by implementing the theme selected for the school. Risk If students are not exposed to technology ct _ __ age, they will not be as prepared for the future that lies ahead for them in the work field at an early career/profession. or their chosen Timing In order for the Computer Theme x:omponent to higher level and make the move to a necessary improvements by the 1 a 1 I 8 A4 1994 95 school year, approval must be given by the Superintendent and cabinet and presented to the board. After approval, the purchasing process must begin as quickly as possible so necessary, and as to complete any bidding order selected equipment/materials, complete any necessary wiring, installation of equipment, and staff inservice training to be completed before the beginning of the 1994-95 school year. It would be essential to begin the program at the very beginning of the school year to obtain maximum results. The equipment in the computer lab is 7 years old and although it has been no problem to us up to this* date, it is understandable that the equipment cannot last indefinitely. Thus the request to up-grade the lab:u.s made. r 4 L J REVISED PROPOSAL FOR THEME INFUSION FOR ROCKEFELLER INCENTIVE SCHOOL/COMPUTER SCIENCE THEME MARCH 21, 1994 PHASE I 1994-95 SCHOOL YEAR: Hardware 1 Unix File Server............... Extra Enet Cards.................. Lannet Repeaters.................. Over 40/80/120 hardware.......... 10 Printers....................... 54 Student Stations for grades 1-3 R $20,816.00 130.00 1,715.00 1 ,617.00 7,500.00 76,410.00 Sub-total for hardware $108,188.00 R Sof tware......................... Integrated Language Arts Software Staff Development $70,997.00 R Required Plant Services Electrical Wiring Cables Personnel $12,000.00 loV m \\c 3nlv Reinstate Full Time Computer Attendant - one person\\only ESTIMATE PRE TAX GRAND TOTAL-PHASE I....$191,185.00 R PHASE II 1995-96 SCHOOL YEAR: R R Up grade the computer lab which will include: Hardware and Software 28 Student Stations: 25 Computers to up-grade computer lab 2 Computers for Compton's 1 Computer for Resource 4 Teacher Stations ESTIMATE PRE TAX GRAND TOTAL-PHASE II $84,596.00PROPOSAL FOR PHASE III 1996-97 SCHOOL YEAR 9 Student Stations for Kindergarten.. 3 Printers .......................... 8 Student Stations-Early Childhood... Software Add-on Integrated Language Arts Software-kindergarten..... Software for Early Childhood........ Staff Development.................... 3 Teacher Stations................... $13,500.00 2,250.00 12,000.00- $10,800.00 13,000.00 5,000.00 17,820.00 Required Plant Services Any additional electrical wiring/cables needed ESTIMATE PRE TAX GRAND TOTAL-PHASE III..,.$74,370.00 PROPOSAL FOR PHASE IV - 1997-98 SCHOOL YEAR \u0026lt; Automated Library PC for Inventory and Emulation Card....$2500.00 4 Terminals @ 2 Scanners Inventory. Printer... \u0026lt;a 800.00 745.00 Plus Tax Total... 3200.00 1490.00 1100.00 400,00 $8690.00 521.40 $9211.40  *Conversion of Records Plus Tax.............. Total................. $6000.00 360.00 $6360.00 * 12,000 volumes multiplied times $ .50 per record $9211.40 + $6360.00 = $15,571.40 4 Teacher Stations $51,808.00 I ESTIMATE PRE TAX GRAND TOTAL-PHASE IV...$67,379.00I RECEIVED APR 51994 Little Rock School District Office of Desegregation Monitoring 4 Executive Assistant for the Associate Superintendent for Desegregation Business Case  Assignment Office of transportation Desegregation i. . Involvement Quality, Equity, Service, \u0026amp; Understanding Commu n ications a January, 1994 C.. Russell Mayo Associate Superintendent F di Little Rock School District Executive Assistant to the Associate Superintendent Business Case 3 I Executive Summary 5 2 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 obligations from the court Included with these responsibilities has been oversight of Volunteers In Public Schools. Recently, the responsibilities of were Communications and Transportation added to this position. Transportation has over 340 employees working on a day-to-day basis. a t  No formal secretarial or clerical assistance exists for the Assistant Superintendent for Desegregation. Adding a neui position called Executive Assistant to support the Associate Superintendent for Desegregation is recommended. Examples of responsibilities are as follows: A. Keeping the daily schedule of the Associate Superintendent for Desegregation\nB. Screening and assisting with telephone callers\nC. Keeping notebooks on office procedures\nD. Keeping track of court documents and correspondence\nE. Staying abreast of court obligations\nF. Coordinating and assembling statistical reports some as follows:  Burden of Busing Z Racial Balance Z Attendance Zone Residence Z Requests from litigants, the state, the superintendent, and the Board of Directors G. Word processing correspondence and other documents as needed\nH. Preparing presentations by computer\n1. Monitoring calls concerning the transportation department\nand, J. Taking minutes of meetings.  H Solving this problem will permit, thorough monitoring of the desegregation obligations, complete analysis of reports not being generated now, efficient production of documents, efficient monitoring of progress in desegregation, quicker response on requests for reports, documents, etc., and, efficient filing and storage of documents and correspondence. These benefits will begin as soon as the person begins work. Improvement will be obvious as six to twelve months pass. The budget will be affected annually by the addition of this position. The recurring costs for salary and benefits will be approximately $35,000 plus $8,750 for benefits for a total cost of $43,750. This might be covered by shifting a position from another department. A one-time expense is requested for a computer and printer to provide current technology. This cost will be approximately $5,000. 1 JI Executive Assistant to Associate Superintendent Business Case 2 Ji i 4 This solution will permit reasonable support for the Associate Superintendent for Desegregation. This will eliminate the inconsistency and confusion surrounding document preparation, coordination of reports, etc. 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. The risks of implementation of this solution are criticism for spending money from the budget, and the perception of favoritism toward Associate Superintendent for Desegregation. The sooner we can do this the better. Currently, we have temporary help at best. This person needs to move back to assigning students for the registration period that begins in February. ~ 1 Time for announcing the position and interviewing will be necessary. This should take no more than one month to complete once approval is given. Funding for this position would come from position vacancies in other areas of the budget. Therefore, no additional position would be required in the overall budget. The following milestones for implementing this proposal will be monitored by the Associate Superintendent for Desegregation weekly after the decision is made to include the proposal in the budget. Until that point, it will be monitored daily. I 1. 3. 4. 5. 6. Milestone Meet with finance person about source of revenue Present Business Case to the Superintendent Present Business Case to the Council__________ Revise as suggested _________________ Resubmit 8. 9. ...Pecisttmfortnctusion inthfttsaosfaodgat Advertise the position Interview 10. Begin Trainning Date 01/04/93 01/07/94 01/10/94 01/14/94 01/18/94 01/31/94 02/08/94 02/22/94 02/28/94 Person Mayo Mayo Mayo Mayo Mayo Gadberry Mayo Mayo I Timely consideration of this proposal is respectfully requested. C. Russell Mayo Associate Superintendent for Desegregation January, 1994 SubnutM fry Ru Uifo. Aaeaa(*SupnfltM\u0026gt;eni lorD|nftion 01/03/94 I I J4 Executive Assistant to Associate Superintendent Business Case 3 I Background The position of Associate Superintendent for Desegregation established to monitor the district's desegregation process. Historically, this has been done through careful oversight of the Student Assignment Office (SAO), was generation of numerous statistical reports, and staying abreast of the latest obligations from the court Included with these responsibilities has been oversight of Volunteers In Public Schools. Recently, the responsibilities of Communications and Transportation were added to this position. Transportation has over 340 employees involved on a day-to-day basis. The kinds of problems produced daily in this department would fill the large part of a day. I Problem Definition No formal secretarial or clerical assistance exists for the Assistant Superintendent for Desegregation. The responsibilities of Associate Superintendent for Desegregation justify assistance with typing, scheduling, receiving telephone calls, reporting, and researching documents, and compiling statistics. ^Analysi^^lternativ^ I The following alternatives have been considered to solve the problem: I I f 1. Use one of the clerical people employed currently in the Office of Desegregation Organizational Chart Student Assignment Office (SAO). That is being done now. This does not solve the efficiency problem, this person will have to reassigned strengthen reorganization be to for helping the public. 2. Split Student Assignment Assistant betueen his/her normal Support Exc. Assistant Director of Transportation Student Assignment Coordinator Data Processing Coordinator 111 I Desegregation Facilitator Directorof Communications ((2) Recruiters [ I Programmer | student Assignment Assistants Figure 1 Community Development Coordinator fVtPS) 1 Staff I a J^soeiatBSuperinte^^tJ^ ] Miro. AnociatSgpnntMtt lor Do^r^ition tn/QS/M BC.SKExecutive Assistant to Associate Superintendent Business Case 4 responsibilities and the Associate Superintendent's need for support. Either of these jobs are full-time responsibilities. II 3. Add a new position called Executive Assistant to support the Associate Superintendent for Desegregation. This is the most logical solution. Examples of responsibilities are as follows: A. Keeping the daily schedule of the Associate Superintendent for Desegregation\nB. Screening and assisting with telephone callers\nC. Keeping notebooks on office procedures\nD. Keeping track of court documents and correspondence\nE. Staying abreast of court obligations\nF. Coordinating and assembling Office of Desegregation Support - Executh'e .Assistant a statistical follows: reports some as IL1 Z Burden of Busing Z Racial Balance Z Attendance Zone Residence Z Requests from litigants, the state, the superintendent, and the Board of Directors G. Word processing correspondence and other documents as needed\n Cooniinata and organaa raguaata for data  Prapara  Docuaant* for  for cotrt  Bnnaiaant fifo/Kaotu * A(fondanczoneM  Maa nnas * MHCvfofleouK  MonAor (  KacttI raong aehoett  rtcryiaaaftt  Cwaanaaty hvohftaant  AMcar ttf Agaoeiaf SuparintarMiant for t\u0026gt;aaagragation in parforming hia tiuaaa a H. Preparing presentations by Figure 2 computer\n1. Monitoring calls concerning the transportation department\nand, J. Taking minutes of meetings. I |RecOTHwe\u0026lt;to tion Alternative 3 is recommended. 3. Add a new position called Executive Assistant to support the Associate Superintendent for Desegregation. I Objective 11 Upon implementation of Recommendation 3, the Associate Superintendent for Desegregation will be supported so he may spend his time with coordination, supervising, budgeting, planning, and attending meetings. See Figure 2. SuBfiMtiadfryRuM Mayo. AnocKteSupanntvidanl ferDMfiption oi/m/M bc_sk\n1 IcIi t 1 iIJ a 3 Executive Assistant to Associate Superintendent Business Case 5 Solving this problem will permit 1. More thorough monitoring of the desegregation obligations\n4 2. More complete analysis of reports not being generated now because of the lack of help\nr 3. More efficient production of documents\n4. More efficient monitoring of progress in desegregation\n5. Quicker response on requests for reports, documents, etc.\nand. 1 6. More efficient filing and storage of documents and correspondence. These benefits will begin as soon as the person begins work. Improvement will be obvious as six to twelve months pass. Impact Analysis I Negatives 1 1. The budget will be impacted annually by the addition of this position unless a position shift takes place from some other department or line item. Positives 1. This solution will permit reasonable support for the Associate Superintendent for Desegregation. This will eliminate the inconsistency and confusion surrounding document preparation, coordination of reports, etc. 2. This will support the Associate Superintendent for Desegregation as he addresses obligations under the LRSD and Interdistrict Plans relating to student assignment, marketing, recruitment, and transportation. Risks a 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. The risks of implementation of this solution are criticism for spending money from the budget and the perception of favoritism toward Associate Superintendent for Desegregation. SubmiitadlrrRuMMaro. AMocitKSwpmniwidwt lorDm(nptio\u0026gt;\u0026lt; 01/05/94 bc_sk: J1 Executive Assistant to Associate Superintendent Business Case 6 Timing The sooner we can do this the better. Currently, we have temporary help at best. This person needs to move back to assigning students for the registration period that begins in February. Though registration and assignment are strongly encouraged during the month of February, the process continues until 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 Personnel This is an additional position in the budget unless a position is shifted from another department. Financial The annual recurring cost for salary and benefits is approximately $35,000 plus $8,750 for benefits for a total cost of $43,750. A one-time expense is requested for a computer and printer to provide current technology. This cost will be approximately $5,000. r Revenue Source N Funding for this position would come from position vacancies in other areas of the budget. Therefore, no additional position would be required in the overall budget Force Field Analysis I Primary supporters of this proposal will be council members, SAO staff. Director of Communications, the Coordinator of VIPS, and the Director of Transportation. Ultimately, this proposal will help them meet their obligations under our plan. Sobfniltal Or Rub AoccutaSupenniandant lor DM|rption Ol/tO/M BC^Executive Assistant to Associate Superintendent Business Case 7 Getteral Infortnation Plan The following are milestones for implementing this proposal. 1. 3. 4. 5. 6. 7x 8. 9. Milestone Meet with finance person about source of revenue Present Business Case to the Superintendent Present Business Case to the Council.................... Revise as suggested................................................. Resubmit................................................................... Decision for tnctosion in the 1 ggQS\nbudget..\nAdvertise the position................................................ Interview 10. Begin Training Date 01/04/93 01/07/94 01/10/94 01/14/94 01/18/94 01/31/94 02/08/94 02/22/94 02/28/94 Person Mayo Mayo Mayo Mayo Mayo Supt Gadberry Mayo Mayo 1 I 5 .uMiittedbrFutsMiTC. A\u0026lt;Mm(iSupnntnan\u0026lt; lorDa^r^lion 01/03/94 BC_S8C RECEJVFI^ I I ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM LITTLE ROCK SCHOOL DISTRICT APR 51994 Office of Desegregation Monitoring OVERVIEW/PROGRAM DESCRIPTION I Over the past several years, the number of students attending the district's schools who do not speak English or who are English limited proficient has grown steadily. ?_ _____ conducted by the district during the spring of 1993 revealed a population of more than four hundred students grades K-12 for whom English is not the native language. succeeded in obtaining a 50% to 60% average response rate from the fifty schools surveyed.) These four hundred A survey (The district students represented sixty-six different language groups. A series of lawsuits and subsequent federal legislation occurring during a time period spanning from 1964 through 1986 have clarified the responsibilities of public schools in guaranteeing equitable educational opportunities for non or near-non English speaking students. The district has an I I obligation, therefore, to provide for the special learning needs of these 400+ students. Furthermore, federal and state legislation do not consider lack of English skills because of nationality/native language to be a handicapping condition. Instead, such lack of English language skills is viewed as a barrier to access of equitable educational opportunity. Thus, it becomes the district's responsibility to provide out of its local funds whatever services are needed to help the students overcome language barriers. 1 i i f I Currently, the district is operating an ESL program which provides services for identified non-English tutorial speaking/limited English proficient students. As these students are identified by their individual schools, they are referred to the LRSD Office of Communications, English, ESL, and Foreign Languages for tutorial services. This office supervises six part-time tutors who are assigned to the referred students for a minimum of language instruction each week. one hour of pull-out The tutors travel to the students' schools and assist the principals, teachers, and counselors in devising a support plan for each student assigned to them. A broad array of instructional materials has been purchased by the office of communications, English, ESL, and foreign languages, which the tutors check out to in providing appropriate English language instruction. LRSD program is serving, at the present time, from thirty-one schools. use The 102 students PROGRAM GOALS/OBJECTIVES The primary goal of the LRSD ESL Program is to assist nonEnglish speaking or limited English proficient students in acquiring the level of English language skill necessary for f 5 1 parity of participation in the standard instructional program. The district aims to achieve this goal through the following objectives: 1. 4 Design and implement an ESL identification and referral process. 2. Establish appropriate criteria for the entry into and exit from the tutorial students. program for ESL 3. Diagnose the instructional needs and provide appropriate learning assistance which meets ESL students' instruction, special needs for English language for understandable instruction in other content areas, and for positive self-concept and identification with their cultural heritages. 4. Provide appropriate and compatible instructional materials and staff training opportunities. 5. Provide gualified teachers/tutors. 6. Provide egual access to other district programs and services. 7. Provide for parental/family involvement. 8. Monitor the progress of ESL students during program participation and after program exit and reclassify students as needed. 9. Evaluate the ESL program and revise as needed. 10. Maintain student records. IDENTIFIED NEEDS The LRSD ESL Program is growing at a rapid pace. This continuing growth has resulted in a host of pressing needs that have been identified by teachers, principals, the ESL tutors, district patrons. and the supervisor communications, English, ESL, and foreign languages, needs include: of These 4 1. 2. Additional tutors are needed to adeguately service the growing ESL population in the district's fifty schools. a Additional tutor contact time is needed with the ESL students to ensure that service is provided vhich ccrtplies fully with federal laws and state regulations. 2 1 4 4 4 4 J 3. Additional resources are needed for the ESL tutors and classroom teachers. The ESL students need hands-on materials for Total Physical Response (TPR) and oral language enrichment activities. Staff development is needed for ESL tutors to improve their skills and to help them learn new strategies. Classroom teachers need assistance in understanding their responsibilities and help with managing the learning process for non-English speaking and limited English proficient students. 5. Parents/families need training and resources to assist their children in English acquiring language skill while preserving the integrity of their native language and the culture it represents. 6. more comprehensive identification/placement 7. process needs to be developed that includes appropriate testing so that ESL students can be screened for other services currently denied to them. needs comprehens ive assessment/evaluation to be developed to determine process student progress and program success. 4. A A TARGET POPULATION The target population for the LRSD ESL Program are the K-12 students who speak no English, who speak limited English, or who have an identified cognitive gap, meaning that they speak English, but it is not their first language and they do not yet think well in English. ORGANIZATIONAL MANAGEMENT/PERSONNEL The LRSD Deputy Superintendent maintains supervisory including the ESL authority over all curriculum programs. The supervisor of communications, English, ESL, and program. foreign languages is directly responsible for the day-to-day operations of the ESL program and is responsible for long- range planning and evaluation of the program. The supervisor of communications, English, ESL, and foreign languages works I under the direction of the deputy superintendent and supervises six ESL tutors who are assigned to the fifty schools on an as-needed basis. A secretary from the IRC fl secretarial pool also has a primary responsibility for the communications, English, ESL, and foreign languages office. 3STAFF DEVELOPMENT Various staff development opportunities have been made available to the tutors, classroom teachers, guidance counselors, principals, and central office personnel since the inception of the ESL program in 1991. Initial staff development was provided by the Arkansas Department of Education (ADE) and the IDRA/DAC-SCC in San Antonio, Texas. The ADE has also assisted the district in providing follow-up training. The ESL tutors are required to attend monthly staff meetings at which time they identify problems and discuss solutions. These meetings are also used to plan strategies and to work on assessment/evaluation of program components. As well. most of the tutors take advantage of training opportunities provided locally, but outside the district, including ADE and UALR workshops. Additionally, several of the tutors have provided staff development for classroom teachers. The tutors. classroom teachers, guidance counselors. and principals need extensive staff development in order for the district to achieve full compliance with federal laws and state regulations. The ESL population is highly diverse. which requires all involved district personnel to be able to select from an array of approaches in order to meet the needs of all the ESL identified students. PARENTAL INVOLVEMENT Title VI, Civil Rights Act of 1964 and the Education for All Handicapped Children Act of 1975 require that parents/families of ESL identified students be provided with opportunities to participate education of their children. in the guaranteed public Currently, the district is relying on the ESL tutors almost exclusively to include parents/families in the education process. The ESL tutors recommend ways that the parents/families may assist with their children's studies. In some instances the tutors and/or district personnel make home visits to help link the school with the family. PHYSICAL FACILITIES All schools identifying ESL students should provide a private permanent room for the tutoring sessions. The room should be large enough to activities. accommodate TPR and oral enrichment 44 IDENTIFICATION OF POSSIBLE FUNDING SOURCES The district has applied for Title VII funds which could provide approximately $175,000 per year for up to three years to develop a more comprehensive program of services. If obtained, however, the Title VII grant award could not be used to supplant the financial obligation of the district to provide basic services. It is the responsibility of the district to provide out of local funds whatever services are needed to help students overcome language barriers. PROPOSED BUDGET The following allocations will be necessary to adequately fund the LRSD ESL Program for the 1994-95 school year: 1. Salaries 8 tutors X $1,500 per week X 36 weeks ($15 per hour X 100 hours per week) 8 tutors X $45 per month X 9 months ($15 per hour X 3 hours per month for prep) Total salary cost = $54,000 3,240 = $57,240 2 . Materials and supplies $10 per student X 100 students $50 per school X 50 schools Total materials and supplies cost = $ 1,000 = 2,500 = $ 3,500 3. Staff development $45 per day X 2 days X 100 teachers (Substitute teacher pay) $90 per day X 5 days X 8 tutors (Tutor stipends) $5 X 108 participants (Training packets) Total staff development cost = $ 9,000 3,600 540 = $13,140 4 . Assessment/Evaluation $20 X 100 students Total Assessment/Evaluation cost = $ 2,000 = $ 2,000 fl Total program cost = $75,880 IMPACT ON DESEGREGATION PLAN I ESL eligible students enrolled in the district's schools are a part of the rich diversity which is the LRSD. The pure intent of the district's desegregation plan is to recognize and act upon the worth and potential of all children. While the plan specifically targets the failure of Arkansas public education to equitably serve the black child, the implied 5intent throughout is that no child should be denied the full array of educational opportunities and experiences available ths The desegregation plan was crafted at the direction of a federal court - a court bound to uphold federal law, which clearly protects the ESL identified within the district. student. The impact of certainly positive. the LRSD ESL Program IS most EVALUATION CRITERIA The general evaluation criteria for the LRSD ESL Program include family/parent, patron, principal, guidance counselor, teacher, and student satisfaction with the ESL tutor, tutor, teacher, principal, guidance counselor, and parent/family satisfaction with ESL staff development\nexamples of student work demonstrating achievement of program goal\nobservations in program\nESL staff development\nresults of teacher-made tests\nclassrooms identify quality teaching/learning\ninventories reflecting appropriate materials and supplies\nand total number of students exiting the program into the mainstreamed learning setting. that 6 I I s i i fl BUSINESS CASE ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM EXECUTIVE SUMMARY Currently, the district is operating an ESL program which provides tutorial services for identified speaking/limited English proficient students. non-English The program was established in 1991 in an effort to achieve compliance with federal laws and state regulations. The primary goal of the LRSD ESL Program is to assist non-English speaking or limited English proficient students in acquiring the level of English language skill necessary for parity of participation in the standard instructional program. The ESL students are identified by the local schools through a referral process that links them with the ESL program. The program is managed through the office of communications, English, ESL, and foreign languages, which supervises the six part-time tutors who staff the program. These tutors are assigned to the referred students for a minimum of one hour of pull-out language instruction each week. The tutors travel to the students' schools and assist the principals, teachers, and counselors in devising a support plan for each student assigned to them. The district proposes to continue the ESL program for the 1994-95 school year and to continue to develop it so that full compliance with federal laws and state regulations is. ultimately, achieved. The 1994-95 program will seirve a minimum of 100 students through the services of eight tutors. Additional program components will include the provision of adequate materials and supplies\ndevelopment program\na and comprehensive staff a identified/referral/assessment/evaluation process. revised A. BACKGROUND In late April, 1993, the district conducted a Home Language Survey at the request of the Arkansas Department of Education (ADE). All 50 of the district's (regular) schools were asked to administer the survey to all students in all classrooms at all grade levels, K-12. The district succeeded in obtaining a 50% to 60% average response rate from the 50 involved schools. The Home Language Survey results revealed 400+ students who were potentially eligible for English as a Second Language (ESL) services because a language other than English was identified as the primary language used in their homes. 1These 400 students represented 66 distinct language groups, other than English. The results of the 1993 Home Language Survey confirm a sizeable ESL eligible population in the district. Federal laws, which have been enacted to support and protect civil rights, require the district to provide whatever services are necessary to ensure that ESL identified students can succeed in mainstreamed classrooms. Because the laws do not q recognize a language barrier as a handicapping condition or skills deficit, as a the district cannot provide such services for these students through existing Chapter One or q Compensatory Education programs. B. PROBLEM DEFINITION The district is not in full compliance with federal laws and state regulations regarding the provision of services to nonEnglish speaking and English limited proficient students necessary for parity of participation instructional in the program. regulations as outlined Failure to comply with standard state in the revised Arkansas Public Schools Standards for Accreditation may result in loss of state aid and district accreditation. Failure to realize the full intent of federal legislation may result in a lawsuit against the district on behalf of ESL students, respond to the needs of ESL students will Failure to results in education deprivation which will become a life-long handicap for these students. C. ANALYSIS OF ALTERNATIVES There is no other alternative available to the district. Provision of special ESL services is a local responsibility and it cannot be supplemented through special education or compensatory education programs. D. RECOMMENDATIONS The district administration recommends to fully fund the ESL program for the 1994-95 school year and to continue to develop it so that full compliance with federal laws and state regulations is, ultimately, achieved. The 1994-95 program should serve a minimum of 100 students through the services of eight Additional program components tutors. q should include the provision of adequate materials and supplies\na comprehensive staff development program\nand a revised process. identification/referral/assessment/evaluation 2 4I I E. OBJECTIVE The objective of the continuation of the ESL program is to achieve parity for participation in the standard instructional program for all ESL identified students. EVALUATION CRITERIA F. The evaluation criteria for the 1994-95 LRSD ESL Program will include family/parent, patron, principal, guidance counselor, tutor, and student satisfaction with the ESL program\ntutor, teacher, principal, guidance counselor. and parent/family satisfaction with ESL staff development\nexamples of student work demonstrating achievement of program goal/objectives\nresults of teacher-made tests\nidentify quality observations in classrooms that teaching/learning\ninventories reflecting appropriate materials and supplies\nand total number of students exiting th\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_1219","title":"Little Rock School District Court Submission","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":["1994-04-15"],"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 improvement programs","School integration","Student assistance programs"],"dcterms_title":["Little Rock School District Court Submission"],"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/1219"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"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.\nLITTLE ROCK SCHOOL DISTRICT  COURT SUBMISSION April 15, 1994 TABLE OF CONTENTS Executive Summary Review Process For Program Development Business Cases: Category I - Incentive Schools Page No. 1 2 4 Franklin Incentive School Communications Technology Theme 6 Franklin Incentive School Spanish Program Implementation 16 Rockefeller Incentive School Alternative Room Specialist 22 Rockefeller Incentive School Spanish Instruction 25 Rockefeller Incentive School Computer Science Theme 30 Rightsell Incentive School Spanish Instruction 43 Rightsell Incentive School Career Awareness and Mass Media Theme 46 Mitchell Incentive School Foreign Language Program (Spanish Teacher) 60 Garland Incentive School Multimedia Technology and Educational Research 64 Garland Incentive School Multimedia Technology Theme - Phase II 70 Stephens Incentive School Spanish Teacher 80 Business Cases: Category II - DesegregatiQn Plan/ADE 82 English As A Second Language (ESL) Program 84 Language Arts and Mathematics 97 Applied Biology and Chemistry 106 Science Curriculum Revision 113 Foreign Language Program 118 Science Program 126 Business Cases: Category Ill - Related Desegregation/ADE 134 Science, Mathematics, and Reading: Statewide Systemic Initiative 136 Foreign Language K-12 Curriculum Articulation 144 Social Studies Department Secretarial Position 150 Romine lnterdistrict School Theme Specialist 156 Incentive School Immersion Spanish Program - First Grade Pilot Project 160 Executive Assistant for the Associate Superintendent for Desegregation 165 Student Assignment Office Reorganization 174 1990-95 Revenue and Expenditure Projection (Draft 1) 204 Schedule of Major Budget Adjustments 206 Proposed Deficit Reduction Measures 208 Appendix A 209 Appendix B 210 Appendix C 211 Appendix D 212 Appendix E 213 Appendix F 214 I TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LIT1LE ROCK, ARKANSAS April 25, 1994 Board of Directors ' - He~~ndent Proposed April 15, 1994, Court Submission Provided for your review is a copy of our proposed April 15, 1994, Court submission. Included are the business cases for programmatic additions,@eletfo) or modifications that are reflected in the budget and major budget adjustments ind uding projected revenue increases, projected revenue restrictions, and proposed deficit reduction strategies and rationales that identify the steps and timelines the district will follow in the implementation process. ---- 1 I. II. Ill. IV. / REVIEW PROCESS FOR PROGRAM DEVELOPMENT Business Cases Process/Guidelines PROCESS START FINISH DATE DATE Initiate process for progq1m modiflcation/development@etioiD 11-15-93 11-19-93 Review procedures for program modification/development 12-06-93 12-16-93 @_letio~ with budget managers Remind program managers to submit business cases 01-04-94 01-05-94 Develop process for review of business cases 03-01-94 03-01-94 A. Develop Response Ratings Format 03-03-94 03-08-94 1. Mission Statement and Goal Support 2. Desegregation implementation support 3. Quality of need 4. Quality of recommendations 5. Funding category B. Establish schedule for review of business cases. 02-28-94 03-22-94 C. Identify presenters/notify presenters of date of 02-28-94 03-22-94 presentation D. Present Cases 03-09-94 03-24-94 E. Resubmission/Modification of cases, as needed 03-14-94 03-24-94 PARTICIPANTS Superintendent's Council Manager - Support Service /Budget Managers Superintendent Director - Planning, Research and Evaluation Director - Planning, Research and Evaluation Superintendent's Council Superintendent's Council Principals/Program Managers/Specialists Principals/Program Managers/Specialists REVIEW PROCESS FOR PROGRAM DEVELOPMENT Page 2 PROCESS F. Review for content and establish need for program addition/modification/deletion G. Review criteria for funding ,), 1 . Desegregation and State requirements 2. Non-desegregation/ADE but Essential to mission and goals of LRSD H. Establish priority for funding ~ 1. Required: Desegregation and ADE requirements . 2 . Not required: Essential to District V. Forward to Manager of Support Services for inclusion In first draft of proposed budget. VI. Submit council approved business cases to Board of Director for Review. VII. Advise presenters of status of proposed business cases VIII. Special Board meeting to review/approve business cases (program additio~ odificationl IX. Submit Board approved business cards to Court. - START FINISH DATE DATE PARTICIPANTS 03-09-94 03-29-94 Superintendent's Council 03-17-94 03-17-94 Superintendent's Council 03-17-94 03-29-94 Superintendent's Council 03-17-94 03-17-94 Superintendent's Council 03-29-94 (4-15-99 z/zB/111- s/zt/t'I Superintendent 04-14-94 04-18-94 .. Superintendent 03-29-94 04-15-94 Superintendent and Board of Directors 04-15-94 Superintendent and Attorneys 1. 2. 3. 4. 5. 6. SCHOOL Franklin Rockefeller Rightsell Mitchell Garland Stephens =---- BUSINESS CASES CATEGORY I - INCENTIVE SCHOOLS (Required - Double Funding) ITEM Theme 1.0 Spanish teacher 1.0 Aide - Alternative Classroom Specialist 1.0 Spanish teacher Technology Theme Implementation .5 Spanish teacher Technology Theme Implementation .5 Spanish teacher .5 Spanish teacher Technology Theme Implementation .5 Spanish teacher No impact on Incentive School Budget 4 AMOUNT $40,000 25,000 12,000 25,000 75,000 (maximum) 12,500 75,000 (maximum) 12,500 12,500 75,000 (maximum) 12,500 ~ -  1/11, ~(J 0 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Franklin Incentive School - Franklin Davis BUSINESS CASE. _ ___\nT.\n.:\nhe=m:.:..e -=-I=mp:..:..l=em=e:.:..:nt:.:.at.::..:i..::\non:.:...._ ____________ _ PROGRAM STATUS: [il Addition D Deletion D Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: u) Yes O No REQUIRED OR SUPPORTS STATE REQUIREMENTS: Q Yes D No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: 0 Yes O No REQUESTED LEVEL OF FUNDING _ ____\n:$...\n..40\"-\",~oo\n..\n.o __________ _  ' RECOMMENDED LEVEL OF FUNDING_...\n..$:....\n4..\n..0,,:..\n.0..\n..\n00'--___________ _ ) . i I ---- ,,,... , ,I 11 ' \"\n(  Submitted by 1 ,. _ _,/ / ,' / ~ \" 1 _, Superintendent HPW/lks/ST ARPT.BC 5 BUSINESS CASE FRANKLlN lNCENTIVE SCHOOL COl\\.11\\.fUNICATIONS TECHNOLOGY THEME EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's long term desegregation plan. Each incentive school was required to develop and implement a school theme. In support of the desegregation plan and a commitment to the teaching and learning process, Franklin Incentive School identified a communications technology theme. In order to accommodate budget restraints, the communications technology theme implementation -should- be implemented in phases. A plan of action is required to implement the theme in a way that supports the desegregation plan and provides quality training and learning for teachers and students. This business case includes the first phase of implementation of the plan for Franklin Incentive School. BACKGROUND Franklin Incentive School parents, students, and staff were surveyed in the spring of 1993 to select a theme. Franklin has had a history of computer technology in the LRSD and was approved as a communications technology school. A theme specialist was hired in April and resigned from the position in August. A new specialist was hired to . help plan and implement an effective program that prepares Franklin students for present and future educational successes. A team of volunteers organized to form the Franklin Restructing ~ommittee. The Restructing Committee worked to define and guide th'e communications technology theme. Communications technology is defined as the science of utilizing tools, machines, materials, techniques and processes ~or the purpose of communicating. This includes, but is not limited to, computers, televisions, phone lines, and audio visual production. The purpose of this theme plan is to promote desegregation through the academic and social growth of students. Technology will be used as a tool to expand and refine the LRSD revised curriculum. Staff and students will focus on communication skills - listening, speaking, reading, and writing, as well as test-taking, study skills, and career awareness. Through the infusion of technology I I I I I I I I I I I I ' and the LRSD opportunities effectively. curriculum, to access PROBLEM DEFINITION students will be provided unlimited relevant information and communicate The Franklin Incentive School staff is aware that student needs and full potentials have not been realized. The Franklin population understands that the major goal of the theme plan is to desegregate the incentive schools. It is the goal of the Frankli~ Incentive School staff to play a major part in the desegregation effort by providing effective teaching methods, quality programs, and committed and caring personnel. The communications technology theme plan will aid in that effort. In a world in which technology has affected governmental and industrial operations, financial institutions, occupations, architecture, transportation, family roles, and leisure activities, it becomes further evident that one role of educators should be coaching students for present and future successes. Franklin teachers must equip students with tools that enable them to function and successfully compete in an ever-changing world. The program will begin with extensive staff development and maximum use of existing technology. Franklin will establish a  software and video library and be inserviced in computer, television, and video production literacy. Communication skills will be fully integrated . into the concepts and strategies of  the revised curriculum. Thematic units of study and planned activities will be developed that connect vocabulary, reading, li t _erature, listening, speaking, writing, editing, handwriting, grammar, mechanics, spelling, study, and vocational skills. Students will practice the skills of reading, writing, listening, and speaking through all subject areas and at each grade level. Tools of communication that will be implemented at each grade level are as follows: Pre-Kindergarten studen~s will use television technology to develop listening. speaking, and socialization skills. using situational role play. Regularly scheduled AETN early education programs such as \"Sesame Street\", \"Barney\", \"Shining Time\", and \"Lambchop\", help to teach these .skills. Interpersonal skills will be mastered based on the Arkansas Educational Television Network. Programs will be used to enhance the LRSD Early Childhood Education curriculum. An introduction to Spanish is taught through the use of picture-word association and family scenarios. Kindergarten and First grade students will continue to receive computer instruction in the Writing To Read Lab, as well as in the Jostens Computer Lab. Students will work to develop listening and speaking skills, letter-sound association, journal writing, math and reading skills. Television technology will be utilized for instruction using videos to support skills, classroom activities, 7 individual interests. The teacher maintains the role of decision maker, instructor, and monitor. Technology serves as a major tool and additional option for method of instruction. Students will view selected programs from the Arkansas Educational Television Network Instructional Television Program, Cable News Network, and other videos that enhance LRSD curriculum. Viewing will be used to introduce, reinforce, review or extend appropriate skills/lessons. Franklin will purchase blank video tapes and pay AETN $5.00 per tape to record the ITV program. Approximately 3 lessons can be recorded on each tape. Videos will be loaded from the Communications Technology Lab. Students will experience the alphabet, word picture associations, speech, handwriting, Spanish, French, communication skills, Language Arts, Social Studies, Science, and Math. -,- - -- -- The television monitor will also be used as a communication tool between the principal's office and the classroom. Students will announce morning and afternoon school news using a newscast format. Instructions and visitor introductions can be made via television monitor. Staff development will be needed. Second and Third Grade students will continue using the Jostens Lab as the resource room for computer education. Users will be tutored in reading and math skills. Additional time will be given in the lab to provide for practice in writing and editing. Student activities . are not separate, but they are an integral part of the LRSD curriculum. Television monitors will be used to introduce, reinforce, review and extend subject area skills in math computation and problem solving, Social Studies, Science, creative writing, spelling, literature, foreign language, grammar, and music. AETN ITV Curriculum will support LRSD curriculum through the use of pre-taped videos especially designed for classroom instruction. A description of the ITV database is provided. Other programs on AETN, CNN and other . stations will also be used to support student achievement. Student development wil1 -be needed. Fourth Grade students will receive instruction in the communication technology lab that will increase study skills, writing, keyboarding, and communicating with others by electronic mail. Instruction in the lab will be a direct outgrowth of the classroom. The classroom teacher and the theme specialist will collaborate to ensure that connections are made between the classroom and the lab. A liquid crystal display (LCD) panel will be used to project the computer screen so that all students can see what is being taught. Students will use the computer, the telephone line, and a modem to write and receive messages from other classrooms and schools across the nation and world through the use of electronic mail. In the communications technology lab each student will begin to develop a 8 computerized writing portfolio using a personalized diskette. Teachers and other specialists will emphasize communications skills through the use of Compton's Multimedia Encyclopedia Program in the Franklin Media Center and Jostens Computer Lab. Students will be able to check out laptop computers to be used at home. ITV resource database will support writing, communication, study and research skills in the classroom. Instructional Television programs support all areas of the LRSD revised curriculum. students will be exposed to many other topics through research and extension. The emphasis for Fifth Grade students will be on publications. students will use the communications technology lab to create newsletters, journals, literary works, and pamphlets to be distributed and shared throughout the school  and  community. A computerized writing portfolio will be continued at this level. Sixth Grade students will be immersed in video production in the communications lab. The process of producing a video strengthens the skills of writing, reading, listening, and speaking and provides activities at the synthesis and evaluation levels of learning. students learn to locate, use, and actually produce information. Instructional television will be used at all levels to support the revised curriculum. Videotapes from AETN will be carefully selected by teachers working with the theme specialist to ensure correlation with classroom units. Specialists and teachers will teach communication skills. Debate, public speaking, listening, creative expression, and communication etiquette will e modeled by staff members and practiced by students. Instruction in Spanish and Career Awareness will be included in the communications technology program. Staff development will be needed. A?lALYS'IS OF ALTERNATIVES Franklin School considered several alternatives in order to implement the theme plan. Options are: 1. implement the entire project at all levels 2. implement phase 1 of the project 3. buy no additional equipment, but provide staff development with teachers using resources that are already available. It was crucial that the most effective and efficient method be sought to meet the needs of the Franklin population. Even though Franklin has a large computer lab, the technelogy supports a networked system which can not be used to support telecommunications, extensive LOGO writer software, and other multimedia programs. The Media Center has a very limited number of 9 I I computers and television monitors, and is incapable of offering communications technology to the entire school population. The success of the Writing To Read program is dependent upon sufficient training of teachers. To best meet the needs of Franklin Incentive School students, the decision was made to implement phase 1 of the project. Phase 1 provides for the creation of a communications technology lab. RECOMMENDATION It is recommended that the district implement phase 1 of the Fra\n,P-_k~n Incentive School Communications Technology Plan during the 1993-'4 school year. The rationale for this recommendations is that this phase of the theme provides:  * A communications technology lab that houses 4 independent computer work stations with hard drives capable of networking, word processing and publication. A printer, telephone line, modem, and LCD panel, and software encourages students to develop listening, speaking, reading, and writing skills. * A video production lab that is a part of the communications technology lab. Students will use cameras, software, and a television monitor to begin the creation of their own videos and movies. They will use skills used to produce, develop, and edit their own film. This phase includes hardware and software, in addition to video equipment needed. * Staff development to support the Writing To Read Lab for Kindergarten and First Grade classrooms, a writing portfolio assessment for grades 4-6, and thematic units. To fully implement the communications technology theme plan within LRSD budget constraints, a two phase process is recommended. Jj\n.. ~recommended that the district implement phase 2 during the 19~=g~ school year. The rationale for this recommendation is that this phase provides: * A video distribution center that includes 35 television monitors in the classroom and specialist' areas, 3 video cassette recorders, multiplexor, cable, distribution amp, brackets, and a video library. * Staff development to support television technology, appropriate use of software, personnel hired after training. 10 OBJECTIVE The objective of this recommendation is to better support the LRSD' s desegregation plan by implementing Phase 1 of Franklin Incentive School's communication technology theme. This technology will assist students in accessing relevant information, connecting subject areas, fostering creativity, and developing listening, speaking, reading, and writing skills to become effective communicators. Evaluation Criteria Progress will be monitored by the following criteria: * Increase use of thematic teaching concepts.   * Increased use of ABACUS and other technology to manage student progress and improve instruction. * Increased recruitment of white students with the assistance of LRSD Recruitment Office. * Increased overall standardized test score in Language Arts. * Increased student interest in learning through the use of technology. * Parental attitude and interest toward the use of technology will be surveyed. IMPACT ANALYSIS Communications technology is a powerful tool that is designed to enhance teaching and learning. The LRSD revised curriculum focuses curriculum, but teachers and students will give it meaning. Technology helps to m1n1m1ze recordkeeping and consistently sequence learning. It serves as a tutor and as tool for selfassessment. The most powerful characteristic is that technology is a medium for communication between students. It ensures interest, creativity, sharing, and achievement. The development of communication skills is essential. This plan totally supports the requirements set forth in the desegregation plan referencing theme implementation. Court Order Implementation of this plan would allow the school and district to demonstrate compliance of court order to develop a new theme which does not duplicate any existing incentive school theme. 11 Political Factors The district can receive favorable responses from the court and schools if resources are provided to implement this theme. Risk The equipment and software provided by implementing phase 1 of this plan can be transferred if necessary. The additional funds requested for this phase and future phases will be viewed as a wise investment in technology. Should the distract decide not to support this system, an alternative plan will need to be developed ~or the communications technology component of Franklin's theme. Timing In order for the Franklin Communications Technology theme component to be in place by the beginning of the 1994-95 school year, the purchasing process should begin as soon as possible. It is necessary to bid, receive, and install before the next school year begins. RESOURCE ANALYSIS Provided . is a listing of hardware. and software that must be purchased__to implement phase 1 of the communications technology theme plan into Franklin School. Included is the projected budget for staff and student development and the need for additional personnel. PROJECTED BUDGET Communications Technology Lab 4 computers workstations desk/chairs printers Telecommunications system 3 9600 capacity modems 1 Phone Line 1 LCD Panel Video Productions 1 Camcorder Panasonic Camera/Recorder AG-185U Tripod 2 VCR Recorder/Player @420.00 each Sharp Professional Cassette Recorder TV Monitor Panasonic Video Monitor CT2083T Tape Recorder Califone Recorder 527DAV 12 $10,000.00 600.00 1,000.00 4,000.00 1,500.00 100.00 840.00 500.00 150.00 I Microphone Omni 839 APPLE IIe Computer VCR Companion Video Overlay Card for APPLE IIe Still Video Camera Furniture for Lab Staff Development TOTAL 13 150.00 900.00 100.00 400.00 1,800.00 3,000.00 15,000.00 $40,040.00 FORCE FIELD ANALYSIS Primary supporters will be students, staff, and patrons of Franklin Incentive School. Other supporters will be those in the community who want to see successful themes implemented in the incentive schools and those who feel that it is important for students to have access to state-of-the art communications technology. Primary detractors will be limited to those who feel that the expense of the communications technology theme may not be justified. Information should be provided to them that will allow them to see the advantages of commnication through various technologies and to see progress Franklin students make after implementation. GENERAL IMPLEMENTATION PLAN TIMELINE Date 3/94 4/94 4/94 5/94 5/94 6/94 6/94 6/94 Activity Person(s) Responsible Plan presented to Board Superintendent of Directors for Approval Bid for Hardware/Software Purchasing Opened Hardware/Software Ordered Purchasing Hardware/Software Installed Additional material/supplies ordered Staff Development begins on-going monitoring/assistance provided Evaluation c~ current theme implementation 14 Vendor Theme Specialist Theme Specialist Vendor The~e Specialist Principal Theme Specialist curriculum Supervisors Princioal Theme Specialist Teachers Cur!\"iculum Supervisors SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Franklin Incentive School - Franklin Davis BUSINESS CASE_ __S. .\n...pa_n_is_h_T_e_ac_h_er_-_1_.0_F._T_.E_. ___________ PROGRAM STATUS: [il Addition D Deletion O Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: 0 Yes  No REQUIRED OR SUPPORTS STATE REQUIREMENTS: [il Yes  No NOT REQUIRED BUT ESSENTIAL TO DISTRICT:  Yes  No REQUESTED LEVEL OF FUNDING __ __,\n$_25-=,'--00_0--=-(a _v_er_a.,._ge_s_a_la _r-=-y'-) ______ RECOMMENDED LEVEL OF FUNDING $25,000 (average salary) f- -i-() 7/rJ .1 p f - ~,,~.,,...,-. Submitted by ______,.. ..-_v/ \\l_ .___, _ _ Superintendent Hf'WAks/STAR!'T.BC 15 BUSINESS CASE FRANKLIN INCENTIVE SCHOOL SPANISH PROGRAM IMPLEMENTATION EXECtJ'l'IVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's long term desegregation plan. Each incentive school, was required by the desegregation plan, to implement a spanish program. A plan of action is required to implement the spanish program in a way that totally supports the desegregation plan and provides quality training and learning for students and teachers. - BACKGROUND Franklin School began as an Incentive School prior to the beginning of the 1991-92 school year. Franklin Incentive School is currently serving 325 students in grades PK-6. The majority of the student population at Franklin Incentive School has not had the opportunity - to be exposed to any language other than standard English. Due to Franklin becoming an Incentive School in August 1991, a Spanish program was implemented to service interested students in grades 4-6 through the Extended Day program. The teacher was inserviced through the district and provided with Spanish teaching tapes. Franklin Incentive School was unable to provide Spanish instruction to all students due to the lack of a certified Spanish teacher. Many interested students were denied Spanish instruction due to the lack of specialized teacher training. In January of 1994, the LRSD provided Franklin Incentive School with a certified Spanish teacher to service only 1st grade students. Al though Franklin is considered the home base for this teacher, the teacher services all 1st grade students attending an Incentive school in the Little Rock School District. PROBLEM DEFINITION Although students in grades 4-6 Extended Day program are offered Spanish instruction, only a limited number of students are accepted due to a mandated student:teacher ratio. We currently have only one trained, but un-certified in Spanish, teacher working in the Extended Day program. 16 PROBLEM DEFINITION - continued Due to the LRSD providing only one certified Spanish teacher to travel between 6 school, our Franklin Incentive School students are receiving inadequate services. Many students are unable to receive Spanish instruction due to the lack of a certified Spanish instructor. ANALYSIS OF ALTERNATIVES A survey was provided for certified personnel and parents of Franklin Incentive School students to determine  the interest and need of the Spanish program mandated by the LRSD's desegregation plan. Of the 28 certified teachers responding to the survey, 15 {54%) indicated that they felt Franklin Incentive School would benefit from the services of a Spanish teacher. 13 {46%) certified teachers indicated they did not believe a Spanish teacher would be -benefic:tal to the total school program. The majority of certified teachers favoring the Spanish program - indicated a 1/2 time Spanish teacher would be adequate to meet the - - -~ ~- needs of Franklin--i:ncentive School students in grades 1-6. Of the 70 .~arents responding to the survey 50 (71%) indicated that they felt -their Franklin Incentive School students would benefit from_ the services of a Spanish teacher. - The majority of parents also favored a 1/2 time Spanish teacher to service their students needs. RECOMMENDATION It is recommended that the LRSD implement the hiring of a 1/2 time certified Spanish teacher to service Franklin Incentive School students in 'grades 1-6. Due to the results of the survey provided to certified teachers and parents it has been determined that: *A 1/2 time certified Spanish teacher would be adequate to service all students in grades 1-6 with minimal additional pull-outs. *Every student in grades 1-6 will be introduced to the Spanish language and culture. 17 RECOMMENDATION - continued *The district will be in compliance with the court ordered Desegregation Plan with the hiring of the Spanish teacher. OBJECTIVE _The obj ec.ti ve of this recommendation is to better support the LRSD's desegregation plan by implementing the Spanish program at Franklin Incentive School. The district as well  as the school needs this program in preparing our students for the future. The Spanish program used appropriately will capture the minds of our students and provide exciting presentations to motivate and encourage students to learn and master the Spanish language. Evaluation Criteria  -----==- - '~ *Increased -student awareness of other cultures - *Increased number of students exposed to a foreign ~---=-- ~ language._ =_  --~- - =- ~_:-.=--=:.  ~ -- - - *A-quality foreign language program will have a positive __ --~ _impact on the recruitment of white students to --  _Franklin Incentive School. ..::. L-= =....:.a -=-In_c\n:reased parental involvement due to increased =--  - :\n_ - student interest. *Quality thematic units using cross cultural objectives. IMPACT ANALYSIS will open new doors for students at Franklin The potential for improving the goals of be enhanced by the implementation of a quality The Spanish program Incentive school. desegregation will Spanish program. Desegregation This plan totally supports the requirements set forth in the desegregation plan referencing the Spanish program. Court Order Implementation of this plan would allow the school and District to demonstrate compliance of court order to establish the Spanish program. 18 IMPACT ANALYSIS - continued Political Factors The district can receive favorable responses from the court and schools if resources are provided to implement this program. Risk Should the district decide not to support this program, the results can be very damaging as the district will be out of compliance with the court ordered plan. In addition to this, current  and future students of Franklin Incentive School will be deprived of an opportunity to develop a foreign language due to the absence of a Spanish program. Timing The hiring of a 1/2 time Spanish teacher should be made prior to the beginning of the 1994-95 school year. Plans must be complete in order to have a successful program in place. RESOURCE 1.NALYSIS Personnel Analysis-- The hiring of a 1/2 time Spanish teacher at Franklin In~entive School will have a positive impact on 200-250 projected stuaents in grades 1-6. The hiring of a 1/2 time Spanish teacher will not require the hiring of additional support staff. The LRSD Human Resources department along with the LRSD Foreign Language department will be instrumental in the recruitment of potential applicants to be interviewed by the Franklin Incentive School staffing committee. 19 FORCE FIELD ANALYSIS Primary supporters will be students, staff, and patrons of Franklin Incentive School. Other supporters will be those in the community who want to see successful foreign language programs implemented in the incentive schools and those who feel that it is important for students to have access to the benefits of foreign culture. Primary detractors will be very limited to those who feel that the expense of the foreign language program may not be justified, and -t-h i=c:: who fc:u:l hn nnni i nnl i:: mic:,n 1111 - 11 i= n,, ne\u0026gt; n r o,:: from the basis educational program. GENERAL IMPLEMENTATION PLAN Date 3/94 4/94 7/94 8/94 8/94 ongoing Activity Plan presented for approval Advertisement and Recruitment if Spanish teacher begins Final selection of Qualified Applicant Implementation of 1/2 time Spanish program Evaluation of Spanish Program 20 Person(s) Responsible Principal/ superintendent Human Resources Franklin Staff Committee Principal Spanish Teacher Franklin Staff Principal Vice-Principal Franklin Staff Monitors SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITrLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Rockefeller Incentive School - Anne Mangan BUSINESS CASE. ___ _\n_\nA:..:...\nlt=e.:...:.rn=a.:..:ti'--',\nve::....:.:.:Ro=o=m~S=pe=c.:..:a:i: ..:...l, .:..s:: ~t ___________ PROGRAM STATUS: [3 Addition D Deletion D Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: G) Yes D No REQUIRED OR SUPPORTS STATE REQUIREMENTS: [il Yes D No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: D Yes D No REQUESTED LEVEL OF FUNDING $48,000 -------'-------------- RECOMMENDED LEVEL OF FUNDING $12,000 __ __\n__ ____________ }  r_1 07 f- ,,.. A S b  db -' J --(\n/ ,1 1 \u0026lt;Z- ,J I' L-- ~ .,,.,,_ u m1tte y----~~=----1:--../\\..,,'----- Superintendent HPW/lb/ST AIU'r.BC 21 LITTLE ROCK SCHOOL DISTRICT ROCKEFELLER INCENTIVE SCHOOL 700 East 17th Phone 324-2385 Little Rock, Arkansas 72206 ROCKEFELLER INCENTIVE SCHOOL, I. BUSINESS CASE FOR ALTERNATIVE ROOM SPECIALIST A. BACKGROUND During the 1991-92 school year, Rockefeller established an alternative classroom setting where students with behavior problems would go for short term stays with continued instruction rather than be sent home. Teachers provided plans for the students, work was collected and grades were recorded during this period of time. An instructional aide manned this program. During the 1992-93 school year, the program was discontinued because we couldn  t spare the instructional aide and did not have anyone fully qualified to devote full time to this duty. Also, space for an alternative classroom was not available. I made a request for upstairs space to be finished out for classroom space but Doug Eaton\nDirector of Plant Services, did not recommend the change. That space is heated and cooled, equipped with intercom, and proper lighting but because an electrical panel was in that area, Mr. Eaton, did not think it was advisable. During the 1993-94 school year, an alternative specialist was not available. B. PROBLEM DEFINITION The learning process for all students and instructional process for teachers is interrupted by those students who choose to behave inappropriately. The behavior is disruptive and detrimental to the educational programs. A plan needs to be in place that will assure that nothing interferes with the teaching or the students learning. C. ALTERNATIVES 1) Make no changes in the school program and continue to handle discipline problems as presently done. 2) There are children who need additional assistance working through inappropriate behavior. The behavior exhibited in the classroom, hallways, lunch room, playground, or special activities prohibit the teacher from 22 teaching and/or the students from learning. This assistance could be provided by an alternative specialist. 3) Hire instructional aides instead of the specialist to assist with improving behavior and to work toward eliminating behavior sanctions. 4) Children who violate the Little Rock School District's guidelines for responsible behavior and who, by following the rules and consequences outlined in the handbook, would continue to be sent home or suspended. Children do not gain educationally when sent home as punishment for bad behavior. 5) Habitual offenders can be routed through the office of the LRSD hearing officer. 6) Allow a non-certified instructional aide to be in charge of a time out/alternative classroom and let it serve as a \"holding place\" for students to be until they decide that their behavior can be improved. 7) Hi re an alternative specialist who could serve in that capacity assisting students and teachers in establishing good/acceptable behavior. D. RECOMMENDATIONS Rather than hire a full or part time alternative specialist, the staffing committee recommends  hiring additional instructional aides (2 for primary and 2 for intermediate) so cla~ses will have additional aides with at least 60 hours of college credit. These persons will assist the regular classroom teachers with instruction and working with behavior problems. They will be available to work with the students in a time out setting when necessary. They would be required to go through behavioral management training such as positive discipline strategies, behavioral modification techniques. Social counseling/training would be desirable. They should demonstrate firm and fair  disciplinary skills. Staffing Committee: Delois Sykes - Joshua Intervenors Paula Grier - LRSD Representative Susan Hoover - Parent Charlotte Lee - Parent Marilou McMahan - 1st grade teacher Pat Holder - 2nd grade teacher Skip Gardner - 3rd grade teacher Francile Moore - 4th grade teacher Melvia Mathis - 5th grade teacher Judy Meier - 6th grade teacher Sharon Brooks - Assistant Principal Anne Mangan - Principal 23 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTI..E ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Rockefeller Incentiv.e School - Anne Mangan BUSINESS CASE_ __Sp ._a_n ,s__h Te_a_ch_e_r -_1_._0 F_T. _.E _._ ___________ PROGRAM STATUS: (3 Addition  Deletion  Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: w Yes  No REQUIRED OR SUPPORTS STATE REQUIREMENTS: w Yes  No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: 0 Yes O No REQUESTED LEVEL OF FUNDING $25,000 (ave. teacher's salary) RECOMMENDED LEVEL OF FUNDING $25,000 (ave. teacher's salary) b J--,.p fl) LJ) / A , ~ /~J Submitted y F \\..,/ ,, '- ., ------=-su-p-en-:-.d-r-te-n-:-d-en_t ___ _ HPW /11:sJST ARPr.BC 24 LITTLE ROCK SCHOOL DISTRICT ROCKEFELLER INCENTIVE SCHOOL 700 East 17th Phone 324-2385 Little Rock, Arkansas 7~\n?.06 ROCKEFELLER INCENTIVE SCHOOL I. BUSINESS CASE FOR SPANISH INSTRUCTION A. BACKGROUND Spanish is the foreign language selected by the Little Rock School District to be taught in incentive schools. This was proposed in the Desegregation Plan and approved by the court. In the past, Spanish has been offered at Rockefeller in a variety of ways. It has been taught by the auxiliary teacher during the regular school day .to all grade levels and also during extended day. Saludos and Amigos video recordings with clear directions and lesson plans have been used as guidelines for effective instruction. The current situation is that parents and students were given a survey with extended day offerings (Spanish being one of the offerings) and they choose what they want and/or what their child wishes to participate in during extended day. Those students signing up for Spanish are assigned to take the class during extended day. A classroom teacher conducts these lessons. This is dealt with much in the same way as junior high or high school students making a selection from the course offerings - an elective. . In addition, the Little Rock School District has hired one Spanish teacher with high school certification who rotates days with the six incentive schools. He comes to Rockefeller and teaches Spanish to first grade students on Mondays and Wednesdays. Fridays are left open for make-up sessions or to work in other grade levels. A consultant, Dr. Armstrong, from UALR, assists the teacher with lesson plans. The teacher demonstrates adequate knowledge but his experience has been on the high school level. B. PROBLEM DEFINITION A fully certified foreign language teacher who has training or experience with elementary students is needed to provide a quality Spanish instructional program. If all grade levels must receive instruction, a full time specialist would be required to be able to fit it in an already very tight schedule. We must follow the guidelines mandated by state requirements on the amount of time that must be spent on math, language arts (reading, writing, spelling), science, and social studies. In addition there are pull outs for art, music, and P.E. as well as computer instruction. Chapter I reading and math, gifted, resource, speech, family life, wellness\nrites of passage, and numerous things also have to fit into the schedule. At the present time, the Spanish teacher is in the building for 1st grade instruction only and instructs two days a week for thirty minutes for each class. This is for three classes this year but we have projected sixteen 1st - 6th grade classes for next year. To schedule that many classes there will be a difficult time scheduling without cutting into the large language arts blocks that are desirable. C. ANALYSIS OF ALTERNATIVES 1) The staffing committee met to assess whether we need a full time or half time Spanish teacher. Representatives from Joshua Intervenors (Delois Sykes)~ District Staff Development Representative (Paula Grier), Parents (Susan Hoover and Charlotte Lee). One representative classroom teacher from each grade level (McMahan, Holder, Gardner. Moore, Mathis. Meier), administrators (Brooks and Mangan) made up the committee. 2) Identification of Alternatives: 1. Do nothing - leave Spanish instruction to extended day and student/parent choice for participation. 2. Require Spanish. offer during extended day. and rotate all students through the program for shorter periods of time. 3. Eliminate the requirement to include Spanish in the regular day curriculum by requesting a change through the court. 4. Offer Spanish to only one or two grade levels during the regular school day. 5. Hire full time Spanish instructor. Better able to work in with already full scnedule since more classes have been added since our first assessment. 6. Hire half time Spanish instructor. Very difficult to schedule when teacher is shared with another school and we are limited in having to squeeze it in on only selected hours and days. 7. Full time Spanish teacher teaching by grade levels reaching each group for 9 week periods of time. 26 D. RECOMMENDATION Action Recommended by the Staffing Committee: 1) The committee would first recommend that the district re-think the requirement to include Spanish in the curriculum. The district should ask the court to eliminate this requirement. The rationale is that the elementary students must build a strong foundation in reading, writing, and math in the primary grades with a continuous strengthening in those areas as well as science and social studies in the intermediate levels. The infusion of the Spanish component can be on each grade level. Interrogate learning experiences, where we use themes, can bring together the components of the core curriculum. The state is placing heavy emphasis on writing and comprehensive skills. The new testing program will reflect that as a focused area for measuring student success. Standardized test results reveal that students across the board have demonstrated a weakness in reading. 5th and 6th grade students already receive Latin instruction. Spanish is not an area in which children are tested. Teachers see results of more progress when they can spend the bulk of their time on the basics with the goal of raising self esteem, increasing academic improvement and reducing academic disparity. Adding another thing to the regular school day would cause the curriculum to be spread too thin. When surveys are returned very few parents and students select Spanish as their choice to participate in during extended day. We have to assign the students to that activity and, even then, we have had parents who_ have requested that it not be one of the activities assigned to their child. At the elementary level, most parents would prefer strengthening reading skills, love for reading library books, and comprehension of the written word. We fully respect the intent of the original recommendation for including Spanish in the incentive school curriculum. We fully support doing everything possible to prepare young children for the future and to pave the road toward present and future successes - especially being ready for a foreign language in junior high. However, we feel that data indicates that there is a far greater need for high levels of concentration on the basic skills. Offering a foreign language has not proven to be an effective desegregation tool. The Spanish curriculum has not yet been developed and to provide a foreign language for the sake of having one would only have a watered down version and not be the effective program that I know the district would insist upon having before it would be satisfied. 27 If this recommendation is not accepted by the district or the court, we recommend: 2) Hire one full time certified Spanish teacher with training and/or experience working with elementary students in order to offer Spanish to all grade levels (1st-6th). This recommendation meets the requirements as stated in the court approved desegregation plan. Budget must include money designated for curriculum development, training, materials, supplies, equipment, stipends for hired Spanish teachers to plan with one another and the Di rector of Language Arts/Foreign Language and last, ~stablishing a foreign language lab. If a certified Spanish teacher with elementary teacher training is not found and if a quality Spanish curriculum cannot be fully developed, it should not be offered as a part of the curriculum or offered only to the grade levels for which appropriate curri6ulum has been developed. 28 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITfLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Rockefeller Incentive School - Anne Mangan BUSINESS CASE __T e_ch_n_ol_ o=gy_T_h_em_e_I_m.:_pl_e_me_n_ta_t_oi _n __________ PROGRAM STATUS: GJ Addition D Dele.tion D Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: [il Yes D No REQUIRED OR SUPPORTS STAIB REQUIREMENTS: [il Yes D No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: 0 Yes O No REQUESIBD LEVEL OF FUNDING __ =$1=9.::...1,i.::.18=5=--------------- RECOMMENDED LEVEL OF FUNDING __,\n_$...\n.75..:...:...\n00...\n_0....:(=ma\n_x...\n.im...\n_um=)--------- ,} 1n/JY() u:\n' A, fi., it-.. Submitted by __\n- -,---~-~:------- Superintendent H'f'W,11.:st.ITARPT.BC 29 LITTLE ROCK SCHOOL DISTRICT ROCKEFELLER INCENTIVE SCHOOL 700 East , 7th Phone 324-2385 Little Rock, Arkansas 72206 BUSINESS CASE FOR THEME INFUSION ROCKEFELLER INCENTIVE SCHOOL COMPUTER SCIENCE THEME EXECUTIVE SUMMARY The Little Rock School District is committed to a comprehensive desegregation plan which includes the development and implementation of themes for all incentive schools. The incentive schools are vital parts of the total plan whose goals are to achieve academic success for all children, to decrease the disparity of achievement among the sub-groups, to create an environment conducive for learning, and to achieve a good racial balance within the school population. Rockefeller Incentive School has the theme of computer science and uses this theme as a tool for achieving the goals. A. BACKGROUND Computer Science was selected as the theme for Rockefeller during the 1986-87 school year. Rockefeller was one of four schools to pilot a full computer lab with 25 computers. In addition, one Commodore computer was installed in each classroom. A computer specialist was hired to oversee the total computer program. The first year this was a part time position and the next year it changed to full time. In 1990, the district made a decision to remove themes from the incentive school programs. During the 1992-93 school year, a theme committee was established to re-determine what the theme for Rockefeller would be. A survey went out to all parents, from early childhood to sixth grade. The staff was also surveyed to determine interest, expertise, and feasibility of all alternatives. The results of the surYeys overwhelmingly supported returning to the computer theme. The Writing to Read Lab was added inventory and was used vd th Kindergarten classes. Compton's Multimedia Encyclopedia media center. 30 to the school and first grade was added in the After the choice for the theme had been submitted to the district and approved, the committee met to establish short and long range plans. Goals and objectives were outlined. i-fl detail that would support the district's revised curriculum. The committee made decisions about necessary equipment needed for the second phase of implementation for theme enhancement. The Commodore computers that had originally been provided in the classrooms were no longer up-to-date but were to be used as long as they continued to function with the available software. They would be replaced once they could no longer function properly. At the end of the 1992-93 school year, a cross section of the staff was selected to work for an extended time for theme development and refinement. During this week, staff previewed school software presently in the building and matched up software with the revised curriculum objectives. The committee previewed new software and expressed desires for software needed to enhance learning o'n all  subject areas. Guidelines were developed to present to the total  staff with objectives that would be a part of the school improvement plan for the coming year. The plan for phases of the theme development was established. At the beginning of the 1993-94 school year, a three day (August 11, 12, 13, 1993) intensive inservice was held for the entire staff. Seventeen new IBM compatible computers, nine printers, and seven computer stations for the classrooms had been purchased from the school budget and installation was completed during the first quarter of the school year. The following activities have been developed to implement the Computer Science Theme: * A certified teacher has been hired as the school theme specialist. * The computer theme specialist provides training sessions twice a month for all staff members. * The theme specialist conducts classroom sessions and provides software for classroom computers that support the curriculum.  * The specialist catalogs software and maintains a library of available materials. * Repair and trouble shooting is included within duties of the specialist. Keeping up-to-date materials and supplies (ribbons, paper, etc.) in all classrooms and office is an added duty. * Reports are generated on the computer for Student Education Plans, Student Performance Profiles, and Home Communication Forms. 31 2 * Students are taught programming, keyboarding , graphic programs such as computer terminology. Instruction is word processing, Print Shop, and presentations are age appropriate. adapted so that * Computer Club is offered during the extended day. * A grade book program for teachers was developed. * Teachers offer an extension of the lessons taught and include projects, writing, development of bulletin boards, and use of software that supports the curriculum. * Specialists use computers to help them with reports and communication. , * Teachers use the computers to develop tests,~ home communication, recording grades for up-to-date grade averages.. ': * Instructional Assistants have received co~puter training and assist the teacher in monitoring students using the computer. B. PROBLEM DEFINITION In order to fully implement the Computer Science Theme at Rockefeller Incentive School and in order to further develop the theme, a comprehensive plan must be in place. The major goal is to use technology to enhance the revised curriculum, establish a new and exciting method of learning the  basics, as well as providing opportunities for enrichment in all subject areas. Children must be challenged and provided positive experiences that will prepare them for the wonderful world of technology in which they now live and in which they will be entrenched in the work place of the future. At the present time, students on all grade levels are scheduled to attend the computer lab twice weekly with an additional time planned for students identified in the Chapter I program. The sessions in the lab are 30 minutes long and are divided in half with reading and math instruction. In other words, students get no more than 30- 45 minutes per week of reading instruction and the same in math in the computer lab. Test results clearly reveal  weaknesses in reading which impact not only reading scores but damage or lower test scores on other subject areas that require reading mastery skills. To achieve maximum mastery results, it is believed that a concentrated effort must be placed on this weakness. Use of technology supports our theme and would serve as the tool to provide this high level of concentration. Positive results would be expected in all subject areas. 32 3 r propoTsoi ngf:u lly implement the Computer Theme, the school is Phase I: (1) At the beginning of the 1994-95 school year, the distributive method of providing computer instruction will include expanding the present reading and math program for 1st-3rd grades in the classroom setting. This wil_l allow 30 minutes per day on the computer (150 minutes per week) in reading and extended time on math. There will be six computers in each of the nine classrooms. Each room will have a printer. Every primary student will experience technology every day as an integral part of instructii\n,p. An extension of the current software will be added with an integrated language arts program.  (2) Writing to Read and Josten Computer labs will be continued for Kindergarten students during the 1994-95 school year. (3) An Early Childhood Software Program for 3 and 4 year old children will be implemented. Two student stations and a printer will be provided for each of the four early childhood classes. (4) Fourth, fifth and sixth grade students will continue computer instruction in the computer  lab with continuous software related to the curriculum used on classroom computers. ( 5) Four teacher presentation computer systems should be purchased. This technology approach is an exciting technique that lets the teacher use interactive, full-motion video, animation, sound, text and graphics to support and enhance instruction in the classroom. (6) A full time lab attendant should be reinstated. There will be an additional host/file server to man and since the primary classes will be working on the computers daily rather than twice a week, more reports will be generated. Whole class instruction such as keyboarding, word proc-essing and programming, by the teachers and the theme specialist will be conducted more frequently in the lab setting. This has not always been possible since the lab time was so tightly scheduled. Also, the classroom teacher could send a group of children to the lab to work on assignments, especially those using Compton's Multimedia Encyclopedia. The lab attendant would be available to assist small groups. ( 7) Staff Development for teachers and instructional aides will be provided. 33 4 f Phase II: ( 1) The Josten computer lab will be up-graded. The current hardware is old and slow. No more upgrades may be supported by the current system. ( 2) -1'he distributive method for providing computer instruction to Kindergarten will be added along with an integrated language arts program. This will consist of nine student stations and software. (3) Intermediate grades will continue in the computer lab for instruction. (4) The computer lab will also be used for ' large, group sessions for students and staff. (5) Two computers will upgrade/replace Compton's Multimedia Encyclopedia in the media center. . (6) Three additional teacher stations - hardware and f software systems would be purchased increasing the number to cover one system per grade level. (7) Six printers will be purchased. Phase III: ( 1 ). Early Childhood Software will be purchased to meet the needs of three and four year old students. (2) Equipment and related programs to support the computer theme and assist in instruction will be purchased. This will include software extensions for thematic units as well as third party software. (3) The library will be automated so that it will provide access for library materials for students and teachers. This will extend the computer theme and better prepare the students to be better library users. (4) Fourteen teacher stations will be added to provide each teacher one for their class. (5) Nine additional printers will be purchased which will complete the purchases for one for each classroom. C. ANALYSIS OF ALTERNATIVES Consideration was given to a wide range of instructional possibilities that would support the computer theme and satisfy the essential component to increase achievement. Although most considerations were financially expensive, the gains of student mastery would make the investments worth the cost. The alternatives are: (1) We will make no changes in the way computer instruction is being delivered. Pro- Computer instruction will continue to be offered. Training of students/staff can continue. Con- Time spent on the basic learning system on reading is limited to 30 minutes per week. Children have to continue computer classes as a pull-out learning activity. 34s Making no change is not in the best interest of the children dn that it does not allow longer periods of time on identified weak areas. (2) Adopt the recommendation made in phases by beginning the process immediately. Pro- By phasing in the program, the proposal is financially more feasible. The expenses can be spread out over several years but still allow us to begin implementation immediately - by th~ beginning of the 1994-95 school year. The sooner it can begin, the greater the impact that can be expected to bring '' positive results. _  f Proof that we are making an honest effort to improve upon the theme and that the incentive school program is successful in making a difference. Con- Very expensive. (3) Implementation of Phase I only. Pro - Demonstrate that the district is working toward improvement of computer science theme. Students in first through third grades will receive more intensive focus on reading and math. The students will have at least 150 minutes per week on reading with the computer as opposed to the 30 per week they now receive. Time spent on math would be increased. The expected outcome for the change in computer use is increased academic achievement in the area of reading and all related subjects. Con - Limited -up-grading of the overall computer science theme does not result in total infusion of the selected theme. (4) Implement Phase I and the part of Phase II that at least up-grades the school lab. Pro- Primary students would receive increased time on the computer on reading and math. The full computer lab would be available for additional computer instruction of other subject areas/training of students in computer skills since it will free up the computer lab schedule. Training of staff in full lab setting will be possible. Equipment is up-graded in the lab. Equipment is seven years old and cannot be expected to last indefinitely. Less expensive than fu11 implementation. Con- Expense 35 \" (5) (6) Up-grade the computer lab only Pro- Replacement of equipment that is getting old and is slow. Allow us to run third party software. Use of lab for staff development. Con- Limited new technology introduced Students still have limited time on reading and math. It does not allow us time to schedule in adequate computer instruction for whole groups or third party software. Provide distributive method to all grade levels Pro - Discontinue pull-out for computer lab. Con- Difficult to schedule with intermediate classes who departmentalize. More expensive to purchase six computers for each classroom as opposed to up-grading _ the lab with 25 stations. D. RECOMMENDATION Rockefeller Incentive School requests that the Little Rock School District make provisions to up-grade the adopted theme. A solid foundation has been established. A full computer lab, Writing to Read Lab, computer lab stations with two computers and a printer in every classroom, beginning library of software, and the emergence of computer literate students and staff are already in the first stages of development. Computers at Rockefeller are already regarded as a friend and valuable tool. The recommendation of this business case includes: (1) We will implement the theme in three phases with the purchasing process to begin immediately. The overall proposal will provide capabilities to move computer instruction on the primary level from the lab to the classroom. As a result of this change, the larger computer lab will be made available for whole group sessions for the intermediate level classes using the Josten Basic Learning System as well as teacher training/staff development and for use with other software. The software will support the adopted Little Rock School District revised curriculum addressing primarily reading and math but not limited to those subject areas. (2) We will provide age appropriate software for three and four year old students. (3) We will expand and up-grade the existing reading/math software in the primary classrooms to include integrated language arts component. The benefits will include helping children build a strong foundation in the critical language skills that they will use for the rest of their lives: The experiences with interconnected language 3fi 7 r activities and emerging literacy will make learning fun and natural. (4) We will provide a new teacher presentation system that will allow teachers to use technology to help children meet learning challenges. (5) Security of the facility should be increased for maximum safety of the valuable equipment. At .the present time, continuing the distributive method to intermediate grades is not recommended for a number of reasons: . (1) A structured rotational use of centers in the classroom is not as frequently used on intermediate levels. (2) The desegregation plan requires departmentalizat-i.pn and strict rotation to computers every day would be r difficult to schedule. Each teacher teaches their own homeroom class reading in a 45 minute block and then the rotation by subject matter begins. This takes all day to complete. (3) Use of the distributive method would require a longer block of reading time than is recommended for intermediate students. If used, it would cut in to the required hours required by the state for each subject area. (4)Just as important, as a computer school, it is essential to maintain an up-to-date computer lab setting. This is necessary to achieve computer proficiency for students and staff. One of the major components of the school theme is to develop an interest, an understanding and a love for using technology. Instruction is far more effective if the students - no matter which sub group - can have hands-on capabilities in a lab. It is more meaningful and understandable when one can personally experience using the computer rather than just listening and watching a demonstration. E. OBJECTIVE I The objective of this recommendation is to support the Little Rock School Districts commitment to the desegregation plan by developing more fully the computer theme in innovative and creative ways. Evaluation Criteria: * Monitoring of student progress through technology using both the district's curriculum management system and the Josten Basic Learning System will be continued. * Up-to-date detailed computer printouts of student progress will be used to evaluate mastery and develop plans as needed. - 37 8 * Student achievement and mastery of reading skills will increase. as measured by the Stanford 8 test results. The year 1993-94 will serve as the baseline data. * There will be increased knowledge of co~puter technology for students and staff. . . ~ Teachers will increase use of technology which will increase teacher proficiency in instructional and administrative tasks. * Achievement results will attract parents and ~esult in positive recruitment efforts. ~\n. * The fact that Rockefeller is teaching and_ using technology  regularly for instructional purposes will be impressive and assist in recruitment. F. IMPACT ANALYSIS Desegregation This plan supports the requirements set forth in the desegregation plan requiring theme development and implementation Court Order The Little Rock School District would demonstrate good faith in complying with the court order to develop a theme and keeping it up-graded with current trends that will support the curriculum. Political Factors The Little Rock School District will benefit by establishing a valuable tool for recruitment and favor from the court by implementing the theme selected for the school. Risk If students are not exposed to technology at an early age, they will not be as prepared for the future that lies ahead for them in the work field or their chosen career/profession. Timing In order for the Computer Theme ~omponent to move to a higher level and make the necessary improvements by the i.\\,- 38 0 1994-95 school year, approval must be given by the Superintendent and cabinet and presented to the board~ After approval, the purchasing process must begin as quickly as possible so as to complete any bidding necessary, order selected equipment/materials, complete any necessary wiring, installation of equipment, and staff inservice training to be completed before the beginning of the 1994-95 school year. It would be essential to begin the program at the very beginning of the school year to obtain maximum results. The equipment in the computer lab is 7 years old and. although it has been no problem to us up to this date, it is understandable that the equipment cannot last indefinitely. Thus the request to up-grade the l~b -~s made. 39 REVISED PROPOSAL FOR THEME INFUSION FOR ROCKEFELLER INCENTIVE SCHOOL/COMPUTER. SCIENCE THEME MARCH 21, 1994 PHASE I - 1994-95 SCHOOL YEAR: Hardware 1 Unix File Server ....................... $20,816.00 Extra Enet Cards......................... 130.00 Lannet Repeaters. . . . . . . . . . . . . . . . . . . . . . . .  1 , 715. 00 Over 40/80/120 hardware ............... 1,617.00 10 Printers.. . . . . . . . . . . . . . . . . . . . . . . . . . . .  7,500.00 54 Student Stations for grades 1-3 .... 76,410.00 Sub-total for hardware ................. $108,188.00 Software .................... : .......... $70,997.00 Integrated Language Arts Software Staff Development Required Plant Services ........... Electrical Wiring Cables Personnel .............................. $12,000.00  Reinstate Full Time Computer .Attendant - one person o\"nlY ESTIMATE PRE TAX GRAND TOTAL-PHASE I .... $191,185.00 PHASE II - 1995-96 SCHOOL YEAR: Up grade the computer lab which will include: Hardware and Software 28 Student Stations: 25 Computers to up-grade computer lab 2 Computers for Compton's 1 Computer for Resource 4 Teacher Stations ESTIMATE PRE TAX GRAND TOTAL-PHASE II   $84,596.00 tlD PROPOSAL FOR PHASE III - 1996-97 SCHOOL YEAR 9 Student Stations for Kindergarten .. 3 Printers ......................... . 8 Student Stations-Early Childhood .. . Software Add-on Integrated Language Arts $13,500.00 2,250.00 12,000.00. Software-kindergarten ............ $10,800.00 Software for Early Childhood ......... 13,000.00 Staff Development.................... 5,000.00 3 Teacher Stations ................... 17,820.00 Required Plant Services Any additional electrical wiring/cables needed ESTIMATE PRE TAX GRAND TOTAL-PHASE III .... $74,370.00 PROPOSAL FOR PHASE IV - 1997-98 SCHOOL YEAR Automated Library PC for Inventory and Emulation Card .... $2500.00 4 Terminals@ 800.00 .................. 3200.00 2 Scanners @ 745.00 .................. 1490.00 Inventory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1100. 00 Printer................................ 400.00  $8690.00 Plus Tax............................... 521. 40 Total ................................... $9211.40 *Conversion of Records ................. $6000.00 Plus Tax .......... ..................... 360.00 Total ..,. ............................... $6360. 00 * 12,000 volumes multiplied times$ .50 per record $9211.40 + $6360.00 = $15,571.40 4 Teacher Stations ................. $51,808.00 ESTIMATE PRE TAX GRAND TOTAL-PHASE IV ... $67,379.00 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER _.: .:..Ri\n.,\nr.g.:.:.\nht=s=e1 :..:.1.....:I:.:.:n=ce=n..::..it: ..:.v.::..e- =S=ch=o-=-o1 :,__,--=S=ha=r=on~Da=v...\n..\ns\n..i BUSINESS CASE_ _ _ _S ....._p_an_i_sh_T_e_a..\n._ch--e_r -_._ S _F_.T _. ..\n..E ____________ PROGRAM STATUS:  Addition  Deletion  Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: [il Yes  No REQUIRED OR SUPPORTS STATE REQUIREMENTS: Q Yes  No NOT REQUIRED BUT ESSENTIAL TO DISTRICT:  Yes  No REQUESTED LEVEL OF FUNDING __$ --1_2._,5_00........:...(a_v_e._te_a...\n..ch--e_r--'s_s_a_la_r. .y...,._ _) ___ RECOMMENDED LEVEL OF FUNDING $12,500 (ave. teacher's salary) ----'---'--------...::...:...----- Submitted by h-0/u r.'--f L ~.,,._,,-. ------------------- Superintendent 42 LITTLE ROCK SCHOOL DISTRICT RIGHTSELL ELEMENTARY SCHOOL 911 West 19 ..... Street Phone 324-2430 Little Rock, Arkansas 72206 RIGHTSELL INCENTIVE SCHOOL I. BUSINESS CASE FOR SPANISH INSTRUCTION A. BACKGROUND Spanish is the foreign language selected by the Little Rock School District to be taught in incentive schools. This was proposed in the Desegregation Plan and approved by the court. In the past, Spanish has been taught during extended day and during the Saturday program. Saludos and Amigos video recordings with clear directions and lesson plans have been used as guidelines for effective instruction. Currently Spanish is taught by the auxiliary teacher during the regular school day. Grades 2 - 6 received thirty minutes of instruction once a week. The Saludos and Amigos program was used for instruction. Spanish is also offered during extended day. In addition, the Little Rock School District has hired one Spanish teacher to work with first grade students in the incentive schools. This teacher comes to Rightsell on Tuesdays and Thursdays and works with each first grade class (2) thirty minutes session per week. Fridays are left open for make-up sessions, for work with teachers/programs and to work with other grade levels. A consultant, Dr. Armstrong, from UALR is assisting in program implementation. B. PROBLEM DEFINITION A fully certified foreign language teacher who has training or experience with elementary students is needed to provide a quality Spanish program for grades 1 - 6. C. ANALYSIS OF ALTERNATIVES 1. The staffing committee met to assess whether we need a full time Spanish teacher. Representative from Joshua Inventors (Delois Sykes), LRSD Representative (Dr. Randy Glenn), Parent (Robert Cook), Classroom Representatives from primary, intermediate, (Rosalyn Zeigler), (Jackie Kesler), School Specialist (Phyllis Lamb), School Administrator (Sharon Davis). 2. Identification of Alternatives: 1. Do nothing leave Spanish instruction to extended day and to the auxiliary teacher who does not have foreign language certification. 3. Eliminate the requirement to include Spanish in the regular day curriculum by requesting a change through the court. 4. Hire half-time Spanish teacher that will be able to adequately implement a Spanish program that will benefit all students at Rightsell. 5. Offer Spanish to only one or two grade levels during the regular school day. 6. Hire full-time Spanish instructor which would ,require additional salary. RECOMMENDATIONS This committee recommends a part-time certified Spanish teacher with training or experience working with elementary students. RATIONALE FOR THIS DECISION 1. Half-time teacher will provide adequate instruction and exposure to language and culture without spreading the regular curriculum too thin. 2. Foreign Language program as outlined in the incentive portion of the Desegregation plan can be implemented effectively with a halftime teacher considering the size of Rightsell's population. 3. Other instructional methods can be employed to strengthen a foreign language program without taking more time from the regular curriculum. Some instructional methods identified were: Learning centers Integrating Spanish instruction in Music Class, P. E. Class and in Social Studies Classes Spanish Software 44 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITILE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCH 00L AND/0 R PROGRAM MANA G ER_ __:_:.R ,. :..\ni g~ht ::.:s.=..e1 :....:.1_ :I:..:.:.nc:::..::e:.:..:.nt::..:.i.:...\nve=-----=S=ha::.:..r=on.:....=Da:..:..v.:..:s:i '---- BUSINESS CASE __T .:..::e=ch=n=o1 .:..::o=gy.._.:..:Th=e=me::.....:.:,Im=p-'-\"e1= me=n,_,,_,ta::.l:t'-'--'io...,_.n __________ PROGRAM STATUS: G] Addition D Deletion D Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: Q Yes D No REQUIRED OR SUPPORTS STATE REQUIREMENTS: G] Yes D No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: 0 Yes O No REQUESTED LEVEL OF FUNDING $125,732 ----'-------\"---'------------- RECOMMENDED LEVEL OF FUNDING- -$- 7-5,0-00- (-ma'xi-mu-m)- --'---------- ) : ~-,0 //'l (\n\" .-\nSubmitted by __ 11_- ____,, _,. _ ,_ _.-\u0026lt;_. _\u0026lt;- _/\\..,_..._ _ Superintendent HPW /ll:sf.IT ARPT.BC .. '  45 BUSINESS CASE RIGHTSELL INCENTIVE SCBOOL CAREER AWARENESS AND MASS MEDIA THEME EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the local learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's longterm desegregation plan. Each incentive school was required to develop and implement a school theme. Rightsell Ipcentive School identified a theme of Career Awareness and Mass Media Technology. The career Awareness component has been in place since the beginning of the 1993-1994 school year. This business case addresses the first phase of implementation of the Mass Media component. A. BACKGROUND Parents, teachers, administrators and community volunteers selected the \"Career Awareness and Mass Media Technology Awareness\" theme to provide learning opportunities that would foster positive social growth and produce responsible and productive citizens. The building level theme development team reviewed the four core areas of the Little Rock School District curriculum and decided that Language Arts and Social Studies were areas that would support both the Career Awareness and Mass Media Technology. The following activities have been developed to implement the Career 'Awareness Component of the theme as follows: * Learner Outcomes for the Career Awareness Theme component were developed. * career Clusters were identified at each grade level. The cluster areas selected will create readiness for the Secondary-Level Applied Academics Program or occupational/Technical Specialty Area. our program, like the Arkansas Tech Prep Plan Establishes Higher Expectations of All Students by Integrating Academic and Vocational (Career) Education. The Rightsell Career Awareness curriculum offers a sequential program of study for all students. Our thrust is to eliminate the need for low-level unconnected academic and vocational courses. * social Skills Training, a skill development program, was designed to target behaviors that students need to be successful in areas such as responsibility, problem solving, goal setting, and decision making. The .-, .- 4 G I. \\.,' * * * counselor, classroom teachers, specialist, and resource speakers teach the skills 6n a daily basis and reinforce them continually throughout the year. Industry Site Visits, field trips, Industry Adoption Programs, and Youth leadership organizations/clubs were implemented. Equipment and related programs to support the Mass Media Technology component were implemented - Closed Circuit Television, Rightsell Channel 36, Cable in the Classroom Program-Storer Cable, Extended Day Newspaper-Using Aldus Pagemaker and Children's Writing and Publishing Center, and the Newspaper-In-Education Program. Career Planning/Educational Opportunity Research Activities were encouraged through campus site visits and mentor interviews to empower students to become active participants in their academic _planning and career preparation process. Advanced Mass Media Technology is the future, and usually not readily available to urban children in the home setting. A Laptop Computer Parent Loan Program is in place at Rightsell. We presently have 3 laptop computers. They are in constant use through the library /media loan program to classes, the Extended Day Class loan program and a 3-day Parent Loan Program. We must offer inner city school children the opportunity to learn about and become comfortable with this equipment and technology. The technological system we choose must be both state-of-the-art and capable of growing as new advancement become available. The Mass Media Technology Awareness component of the theme will be implemented throughout the Language Arts curriculum. Teachers will integrate specific media communication activities at each grade level with key basic skills in the Language Arts curriculum. Specific components of the theme will: * Show the relationship between basic skills taught in the classrooms and used in every day mass media communication in the \"real world.\" * Teach how technology enhances the communication process between people, businesses, and countries\nand teach how \"messages\" influence our lives. * Establish a student production studio (Rightsell Channel 36) and teach students how to communicate their ideas using communication technology. Student and teacher transmissions can play automatically or be controlled by the teacher via a remote unit. Rightsell Channel 36 programs can be presented to selected classrooms or displayed throughout the school. ........ 47 * Challenge students to explore communication possibilities that extend beyond their immediate family, friends, and community. Some of the existing communication systems include The Information Highway, FrEdMail, Internet and Distance Learning. * Introduce students to career opportunities related to Mass Media Communication. Learner Outcome for the Mass Media Technology Program The Learner outcomes for Mass Media Technology are linked directly to the LRSD Language Arts Program Outcomes. They ar,e: Ability to communicate effectively using appropriate standards of grammar. Using the writing process to convey thoughts/ideas/information. Using tools of technology at an effective, efficient, flexible and adaptable level. Model effective listening and speaking skills to communicate and to succeed academically, socially, and economically. Exhibiting a better understanding of self, others, and the world around them through positive listening, speaking, reading and writing. Ability to read with fluency attend to meaning of what is read. A theme specialist has been employed to assist in all phases of theme implementation, working with all staff, student and parents at the school. B. PROBLEM DEFINITION In order to fully implement Rightsell' s theme a plan has been developed to facilitate learning through the use of technology. Our theme requires that students advance to a higher level of literacy through technology by becoming proficient in communication skills and interpersonal skills. Technology is an integral part of our theme that will be used to improve literacy skills, to motivate students to achieve and to adequately prepare them for the twenty-first century. 48 To fully implement the Mass Media Technology Theme within the district's budgetary constraints, a five-phase process is recommended. Phase 1 Applied communication Technology Basic Skills Program Enhanc-ent Language Arts Skills that support the Mass Media Technology Theme will be identified. The Extended Day Program will be restructured and Enrichment Activities enhance the Mass Media Technology Theme will be developed. An interactive learning environment that promotes reading, writing and learning across the curriculum will be established. Using the distributive method, five computer stations will be installed in each primary classroom. An Integrated Language Arts Program at the Primary Level will be installed in each unit. This software will help students develop their emerging literacy and acquire the interconnected skills of reading and writing. Grades 4 - 6 will use the existing computer lab to assist in developing student proficiency in language, communication and selfdirected research skills. A laser-printer and appropriate software will be added to allow student work to be printed. Intermediate Writing Process Model that guides students through pre-writing, drafting, revising, editing and publishing will be implemented. The components of that model are as follows: Phase 2 Literature-Based Writing Program is designed to help students master the interconnected activities of reading, writing and thinking. The Writing Program integrates reading and writing instruction tn _realistic literacy tasks that encourage students to use language in meaningful contexts. Keys to Adventure (Keyboarding) teaches proper finger placement, and demonstrates correct reaches to the keys, shift keys and punctuation marks within the context of \"around the world\" activities. The Writing Processor combines the student-oriented word-processor with instruction in the five steps of the writing process. computer stations in the Pourth Grade Classrooms Five computer stations will be added to each fourth grade classroom, allowing for more integration of technology into the 49 curriculum. Building on the foundation skills established at the primary grades, software at this level will be an updated version of the math and reading software presently in use. The new software will also allow for increased connections between areas of the curriculum, supporting the district's emphasis on thematic units and the holistic approach to teaching~ The updated software has enhanced assessment capabilities that will allow for individualized lesson plans based on student deficiencies. Phase 3 Computer Stations in Xindergarten Classrooms and Fifth Grade Classrooms Five Computers Stations will be placed in each fifth grade and kindergarten classroom. At the fifth grade level students will use updated reading/math software with the capability of making curriculum connections. Kindergarten students will use integrated language arts software in the classroom. Emerging literacy skills will be developed in a literature-based, thematic approach that will help build a strong foundation in critical language skills. Phase 4 Computer stations in Sixth Grade and Pre-x Classrooms Five computer stations will be placed in each sixth grade classroom and three stations will be placed in the four-year-old (Pre-K) classroom. With this phase of implementation all students will utilize technology within the classroom setting. Software for sixth grade is an extension of the reading/math software in place for fourth and fifth grade. Thematic units will continue to be emphasized. Software for four-year-old will provide developmentally appropriate experiences for the young child. It will be built around a variety of multi-ethnic literature, science, and mathematics units. This early childhood and emerging literacy language program stresses that children grow into reading and writing with no real beginning or ending point, that reading and writing develop concurrently and interrelatedly and according to no one right sequence or order. Many of our students come to us deficient in language readiness skills. students in early childhood programs must be immersed in literacy experiences. In order to meet the first national educational goal set by the President and 50 governors in 1990: \"By the year 2000 all children shall start school ready to learn.\" 50 The potential for literacy exists within each child and given the right environment literacy is not just possible it is inevitable. Technology provides a vehicle that will motivate, captivate and engage the pre-school child. Phases career Deaonstration Lal\u0026gt; Teacher Resource Lab/Interactive Media Design and Development Center. Telecommunications Product Training/Production center Parent Training/Conference Center Due to the budgetary constraints of the LRSD, Rightsell School will take on the responsibility for implementing Phase 5. We will work to finance this Career Demonstration Lab through grant writing, corporate sponsorships and public donations. The lab will include student work stations that allow hands-on career experiences. A computer scanner retail center will be established to control inventory, sales and profits in the Rightsell Roadrunner Student Store. A simulated Hair care Center will be installed with monthly demonstrations from members of the Arkansas Board of Cosmetology, Arkansas Beauticians Association, local Barber and Beauty Colleges and Hair Care Product Industry Professionals,etc .... The Career Demonstration Lab will also house a Computer Based Interactive Training Lab for parents and teachers. The Lab will provide a state-of-the art computer lab featuring integrated multimedia, video, and presentation hardware as well as classroom furnishing designed specifically for high-tech instructional labs. The Computer Based Interactive Training Lab will allow parents, teachers and students to step into a classroom that bring remote lecturers, university libraries, as well as math and science networks to their desktops. This allows MultiMedia Communications /Telecommunications, Distance Learning, VideoTeleconferencing and a Computer Command Center that puts every computer, mouse and mo~i~or in the instructors control  In Phase Five we also recommend that the Computer Lab Attendant position be eliminated. With the inservice training that will be provided for the teaching staff and the instructional aides over the course of four years, there will not be a need for a computer lab attendant. In addition to the regular training, two instructional aides will receive all of the training provided for the district computer lab attendants as a back up. Our Theme specialist, who also has a technology background will provide technical assistance. The elimination of this part-time position will save approximately $7,346.60 yearly including salary and fringe benefits. 51 I I I I I C. ANALYSIS OF ALTERNATIVES several alternatives were considered in planning for theme implementation at Rightsell. One alternative is to provide a television production studio by adding equipment to a closedcircuit television system already in place. However, television production skills must be built on the foundation of sound reading, writing, and oral communication skills. These skills should be thoroughly devel9ped first, before students move into the production phase. Another alternative considered was use of the existing computer lab for teaching and reinforcing literacy skills. The existing lab is five years old and slow by current standards. It will not support the state-of-the-art software needed for Rightsell students. However, continued use of this software for grades four through six will provide sufficient literacy reinforcement for another year or two. The Language Arts software in the existing program is designed to remediate and reinforce specific reading skills rather than immerse beginning readers in the interrelated elements of listening, speaking, reading and -writing. A third alternative is to provide computers in the classroom for the primary grades as the first phase of the Mass Media Technology Theme. Every primary student will then have access to technology every day of the week as an integral part of instruction and learning. D. RECOMMENDATION It is our recommendation that the district implement Phase I of the Rightsell Incentive School Mass Media Technology Theme during the 1993-1994 school year. The rationale for this recommendation is that this phase of the theme provides: * Five computers in each classroom and software for grades 1-3 that supports the LRSD revised curriculum and the school's theme. The software provides for a thematic approach to learning, while emphasizing the skills of reading, writing, and speaking. E. OBJECTIVE The objective of this recommendation is to support the LRSD' s Desegregation Plan by implementing Phase I of Rightsell Incentive School's Mass Media Technology Theme. Students at Rightsell need this technology to improve their literacy skills, including communication skills providing appropriate software and hardware in the classrooms will ensure that students have the tools they need to develop a sound foundation. 52 I I I Evaluation criteria student progress will be monitored through the following methods: ABACUS - Mastery of the Language Arts CUrriculum will be measured through the ABACUS using 1994 individual student mastery as a baseline. Stanford 8 - Student performance and grade performance will be measured using 1994 test scores as a baseline. Student Education Plans (SEP's) will be developed based on Language Arts needs of individual students. Each student will demonstrate 85% mastery of Language Arts identified skills listed in his/her SEP. Teacher observable checklist will be used to evaluate oral communication skills. Student work portfolios. will be utilized to demonstrate progress of written communication skills. Increased use of thematic teaching uni ts and concepts will be measured. Using the number of thematic uni ts taught in grades 1-3 in 1993-94 .school as a baseline. Increased teacher use of technology to enhance instructional effectiveness in integrating the core curriculum will be measured. CUrrent use of the computer lab, teacher inservice related to technology will serve as a baseline. Also an instrument will be in place in the fall to measure teacher attitude toward the use of Technology in the Classroom. The fall of 1994 results will serve as a baseline. Increased student interest and  attitude in learning related to technology and Language Arts will be measured. An instrument will be in place this fall. Parental attitude and interest toward the use of technology will be surveyed. Using Spring 1995 as a baseline.  F. IMPACT ANALYSIS Using a literature-based curriculum that is supported by technology will motivate and stimulate students as they progress through the developmental stages in understanding language. A strong foundation in literacy skills at the primary level is essential. 53 Desegregation This plan totally supports the requirements set forth in the desegregation plan referencing theme implementation, academic programs (Reading Across the curriculum, Oral Expressions Across the curriculum and Instructional Technology) and the purpose of incentive schools. court order Implementation of this plan would allow the school and District to demonstrate compliance with the court order to develop a theme. The 1992-93 Incentive Schools Monitoring Report st~tes that: \"On May 1, 1992, the Court ordered the LRSD. to restore and fully implement themes at all incentive schools, but the district took nearly a full year to select themes and hire program Specialist for the six of the seven incentive schools. Thus, denying students the level of theme enhancement that the desegregation plan promised and the Court required. \"  At Rightsell, we have developed a theme that will enhance the core curriculum. The program will provide students with foundational skills that are required to be a successful student as well as skills that will allow them to compete with their peers in the future. The implementation of the theme will also help Rightsell in its recruitment efforts. Political Factors The district can receive favorable responses from the court and schools if resources are provided to implement this theme. Risk The equipment and software provided by implementing Phase I of this plan can be transferred if necessary. The additional funds requested for this phase and future phases will be viewed as a wise investment in technology. Should the district decide not to support this system, an alternative plan will need to be developed for the Mass Media Technology component of Rightsell's theme. Timing In order for the Mass Media Communication component of Rightsell's theme to be in place by the beginning of the 1994-95 school year, the purchasing process must begin as soon as possible. Installation of equipment, wiring, and staff training in the use of the software will take several months. If primary students are to be positively impacted from the beginning of the school year, it is critical that the procurement of hardware and software be begun at once. 54 G. RESOURCES ANALYSIS Provided is a listing of hardware and software that must be purchased to implement Phase I of Rightsell' s Mass Media Technology Theme. All costs are estimates and are subject to ~hange. 55 Cabling Wiring Phase 1 $3,000.00 $3,000.00 Phase 2 $1,000.00 $1,000.00 5G Phase 3 $2,000.00 $2,000.00 Phase 4 $1,000.00 $1,000.00 Glossary of Terms Distance Learning - Distance Learning increases instructional effectiveness through the use of interactive two way television with active response. Students can receive standard curriculum and special courses with the individual attention that distance learning can provide. Teachers and staff members can actively participate in product training sessions delivered by the most qualified presenters and instructors. Distance Learning can significantly reduce travel cost, extend the traditional classroom or training center to students at remote locations. FrEdMail - The FrEDMail Network is a growing, distributed and lowcost telecommunications network that helps teachers and students participate in a wide variety of learning experiences and exchange information freely and simply. FrEDMail motivates student to become better learners, readers, and writers. It also lets teachers share experiences with student assignments, distribute teaching materials, and curriculum ideas. Implementation of this program at Rightsell would allow our students to communicate with student at Franklin Incentive School, Garland Incentive, Crystal Hill Interdistrict Magnet School, and over 150 member school districts nation-wide. XlffERHET - The INTERNET is a global communications network that connects computers all over the world. Education, government, business, and academic organizations participate in the network. Electronic mail between all users can be accessed, providing communications capabilities with a wide variety of people. Access to libraries around the world and forums for discussions about a variety of subjects are available. Thematic Approach - A thematic approach is a framework based on a particular topic, idea, author, or genre. Each unit has outcomes or goals that specify what you want students to accomplish as a result of the unit experiences and lessons. These themes involve a number of curricular areas, such as science, art, music, or math, even though ,the focus of the unit is developing the ability to read and write. '  57 ADDENDUM TO PHASE I RIGRTSELL INCENT:rvE SCHOOL Business Case We have closely reviewed the implemetation of hardware and software at each Phase of our Business Case. We believe that Phasing in the Theme over a period of six years is not the best process for implementation. However, we do understand the financial crisis of the School District and recommend further reducing our cost as illustrated below. We recommend deferring the following items in Phase I to a later phase. PHASE I Estimated Pre-Tax Total $151,578.00 OPTION #1 Phase I Pricing Only with note that many of the cuts are being placed in later phases. Reduce Printers to two Reduce Teacher First Stations to one Reduce Software to $1,600.00 $6,000.00 $53,732.00 Phase I OPTION #2 Pre-tax total Saving Approximately $1.25,732.00 $25,846.00 Same as above except eliminate final Teacher First Station Phase I Pre-tax total Saving Approximately .. '.. 58 $115,943.00 $35,635.00 I I SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER _..\n_Mi....\nt=ch=e..\n_ll..\n_..\n..\nIn=c=en=t..\n..\niv=e....\nS\n..::.c.\n.\n..:ho\n..::.o..\n..1_ -_S\n_a_mu_e_l B_ra_n_ch BUSINESS CASE __ S_,_p_an_i...\n.,s..\n_h ..\n_Te=a=c=he\n.\n..r_-____\n_\nS_F....\n..\n_T \n_\nE=. __________ _ PROGRAM STATUS: 0 Addition  Deletion  Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: Q Yes  No REQUIRED OR SUPPORTS STATE REQUIREMENTS: 13 Yes  No NOT REQUIRED BUT ESSENTIAL TO DISTRICT:  Yes  No REQUESTED LEVEL OF FUNDING $12,500 (ave. teacher's salary) RECOMMENDED LEVEL OF FUNDING $12,500 (ave. teacher's salary) .,,1, ,- /-/'-/ . ..... r ~ . 1 1  ) ,1 /  . Submitted by \"  I/ .,, -- Superintendent HPW/lks/STARPT.BC 59 EXECUTIVE SUMMARY BUSINESS CASE FOREIGN LANGUAGE PROGRAM (SPANISH TEACHER) MITCHELL ELEMENTARY SCHOOL The Little Rock School District (LRSD) is committed to a quality educational program which provides equity for all students. Within this framework, the district seeks to create challenging school and classroom environments that foster academic achievement and develop each student to his/her maximum potential. The district demonstrates it's commitment by setting high expectations for student achievement, seeking brood-based community support, and providing necessary resources to achieve identified goals. Foreign language, as identified in the LRSD desegregation plan (page 156), is one method of helping children reach .their maximum potential. Adding Spanish to the Mitchell school curriculum will help equitably meet the needs of students as well as implement the desegregation plan. Consequently the Staffing Committee of Mitchell Elementary School proposes to hire a Spanish teacher and offer spanish to all students who are enrolled. BACKGROUND In 1989 the Little Rock School District designated seven ( 7) schools to provide an incentive school program. The purpose of the incentive school program was to promote and ensure academic excellence in schools that were difiicult to desegregate. The programs in these incentive schools were to serve as models of excellence for the county, state, and nation. The incentive school program was designed by a committee made up of administrators, teachers, community representatives and parents. Within the program, activities were designed to meet the cognitive, social, and emotional, interest needs of students. Foreign language (spanish) was one of the activities identif~ed as being important to the success of that program. Spanish was offered at Mitchell during the 1992-93 school year and during the first semester of the 1993-94 school year as an extended day activity. Spanish is being offered presently to all first graders at Mitchell. It is scheduled into the regular day. Spanish is offered to students in grades two through six as an extended day activity. PROBLEM DEFINITION Foreign Language, as defined in the incentive school program, is an important tool for implementing the LRSD desegregation plan. To date that part has not been fully implemented. As we look at the future of our students functioning in a global marketplace, it is clear that they will need to be able to use more than one language . .... \\. GO Coupled with the facts that students .who take a second language at the elementary level have less difficulty with that language in high school and that colleges are now requiring a second language for graduation in selected fields, the staffing committee felt it important to implement the foreign language curriculum at Mitchell. ANALYSIS OF ALTERNATIVES The foreign language component of the Little Rock School District Desegregation Plan is not being successfully implemented with the present way it is being offered. Even though spanish is being offered to all first graders during the regular day an~ to other students during extended day, all students don't have access to spanish. We propose to hire one full-time spanish teacher to implement the foreign language program at Mitchell. RECOMMENDATIONS It is recommended that the district hire one full -time spanish teacher to implement the foreign language program at Mitchell Elementary School. The rational for the recommendation is that: . The LRSD Desegregation plan calls for a foreign language program at incentive schools . . Students who study a second language at the elementary level have less difficulty with that language when taking it as a course in high school . . Colleges are now requiring more Majors to take a second language as a graduation requirement: OBJECTIVE The Objective of this recommendation is to implement the incentive school academic program and the LRSD desegregation plan by offering spanish to all students at Mitchell Elementary School. IMPACT ANALYSIS  ' The implementation of a foreign language program at Mitchell will assist the LRSD in providing an equitable education for the students in the following ways. 1. Students who attend Mitchell will be more likely to select and be successful in a Spanish Course in high school. 2. Students will be more knowledgeable of another culture because of their language experiences. 3. Students who continue with spanish in high school will have the advantage of being able to communicate more effectively with another culture. 61 4. Students who continue on to college will be more successful in required foreign language college courses. RESOURCE ANALYSIS To implement the foreign language program at Mitchell the LRSD will need to employ one full-time spanish teacher. The cost for that individual will be at the first level on the salary schedule plus fringe benefits. Cost for materials is estimated to be $500 per year. . ., 62 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER --Ga-rlan-d I-nce-nti-ve -Sch-ool -- -Rob-ert- Bro-wn - BUSINESS CASE __S_ ,_pa_n_is_h_T_e_ac_he_r_-_.5_F_.T_.E_ ____________ PROGRAM STATUS: [J} Addition D Deletion D Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: Q Yes  No REQUIRED OR SUPPORTS STATE REQUIREMENTS: Q Yes  No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: 0 Yes O No REQUESTED LEVEL OF FUNDING $12,500 (ave. teacher's salary) RECOMMENDED LEVEL OF FUNDING $12,500 (ave. teacher's salary) 1 ~ - '  Submitted by J_ )_ j ,1_/\\_) _-/ f.lJ .1/_ _, _ _,, __-  ----=-'-----J __ _ Superintendent HPW ni:sr.rr ARPI'.BC 63 I I I I I I I ' I 'I I I I I I I BUSINESS CASE SPANISH TEACHER GARLAND INCENTIVE SCHOOL Multimedia Technology and Educational Research EXECUTIVE SUMMARY The Little Rock School District has made an effort to comply with the language written in the 1989 Desegregation Plan as it relates to Spanish. In the past, the AETN Saludos and Amigos video cassette lessons were placed in the schools for the purpose of providing Spanish instruction. The Office of Desegregation Monitoring Team concluded that the above process was ineffective. This team recommended a full time Spanish teacher for each school. Some schools have included Spanish during the Extended Day period. Others have utilized the certified auxiliary  teacher to implement programs in their buildings. Other alternatives can be considered through the use of technr\n,logy and foreign language networks. The staffing committee's needs assessment concluded that a full time teacher was not needed. At best, a part time teacher would help but we believe an effective Spanish program can be provided through technology and a designated facilitator. I. BACKGROUND A. HISTORY From 1991-93 Spanish was offered at Garland School during the Extended Day Program. Students were allowed to sign up through a school wide survey. During the first year, three students received Spanish instruction from a fluent Spanish speaking teacher . Last school year, there was increased interest as demonstrated by the enrollment of nine students in the Spanish program. Additionally, significant interest was shown towards Spanish culture by classroom teachers and students. Fiesta, Three Kings Day, and Mayan Celebrations culminated our school's end of the year cultural festivities. B. CURRENT SITUATION The auxiliary teacher uses the Saludos and Amigos video tapes as a tool in the delivery of Spanish instruction. Viva Espanol, picture cards identifying words and names are utilized through a kinesthetic approach. First Start in Spanish contains 120 full color language development cards designed specifically for beginning Spanish as a second language and bilingual students. Conversational Spanish .. -. .. 64 Basic skills instruction would decrease Student needs at present require more focus on the basics Garland's Hispanic communities' input would be minimized Auxiliary teacher's contribution to instructional program decrease 2) Do not hire a Spanish teacher Pros- Auxiliary teacher maintains and strengthens current Spanish program Spanish CD ROM technology implemented with assistance from trained facilitators through multimedia technology Distance Learning Elementary Spanish program could be infused into multimedia theme implementation Exposure to Networking opportunities would increase staff's knowledge and ability to access information Student exposure to various information systems would increase critical thinking and problem solving experiences Minimal impact on budget for purchase of Networking rights School could serve as a repository for elementary foreign language learning outcomes impact and cataloging of technology materials Development of human potential in management of classroom logistics, cooperative planning, teaming, and performance evaluation Feedback and correction opportunities through on-air interaction provides unique learning experience Designated student access provided to instructional staff during class through a toll-free telephone number Decreased teacher work load in lesson planning Lesson planning provided by video staff Learning module provided with strategies planned to meet the six major desired learning outcomes Language capabilities can be extended to include French, Japanese, Latin and other languages Exploration of other language possibilities explored through satellite networking Uniqueness of school's theme significantly enhanced Enrichment available during Extended Day at no additional cost Teachers can use recorded lessons for self improvement Teachers can access on-line Spanish lessons for personal growth Cons- Deleted position impacts opportunity for certified person to pursue career interest Availability of interpreter for conferences diminished IV. RECOMMENDATION The staffing committee believes that the teaching of Spanish is important at Garland School. Spanish language emphasis has had a positive impact on the interpersonal relations between .the students. Hispanic students are able to provide expert assistance to students in the classroom on correct enunciation of words. The exchange in cultural studies has developed a mutual respect 'for diverse concepts and norms. The committee believes we can achieve better results through the various multimedia components at a reduced cost to the District. Therefore the staffing committee recommends that the District seek relief from the recommendation by ODM until the staff has had sufficient time to develop, implement, and evaluate it's projected foreign language through te.ohnology module.  If the District chooses to implement the Court's recommendation, a half-time Spanish teacher would be sufficient to meet the objectives of the plan. materials are used in a ditto format to enhance reading and interpretation of the Spanish language. A Spanish Heritage Club was formed during the first semester with 10 students. During the second semester, only one student signed up and the offering was terminated. Spanish speaking students' common phraseology is incorporated into the learning environment on a regular basis. The Geo Safari \"Learning Spanish\" through technology is used from Pre-K - 6th grade. Spanish courses from McCllelan Community High School have been completed by the auxiliary teacher with a certificate on file. The presence of twenty four Hispanic students and the high level of parental involvement from the Hispanic community makes the language a natural curricula infusion into the learning environment. II. PROBLEM DEFINITION Problem Statement - The recommendation supported by the Court strongly encourages the Little Rock School District to hire certified Spanish teachers for all incentive schools. The staff at Garland School, in response to a needs assessment, supported the present method of Spanish instruction as the most pref erred means of meeting the goals of the Desegregation Plan. The implementation of the school's multimedia technology theme (Foreign Language Lab) will include interactive Spanish CD ROM technology and Distance Learning Technology for Elementary Schools through TI-IN and Black College Satellite Education Networks. The implementation of these instructional options will enhance the District's ability to allocate resources more efficiently. ill. ANALYSIS OF ALTERNATIVES 1) Hire a Spam.sh Teacher Pros- Children will learn a foreign language Children will be better prepared to compete in the future , Tolerance will be developed by learning a different culture The quality of one's education will be improved by learning Spanish A Spanish teacher could prove advantageous in conferences with Spanish speaking parents Cons- Inadequate facilities for a Spanish classroom Increased burden on the District's financial resources Increased administrative responsibility in monitoring and evaluation process Increased conflict with scheduling and State Standards 67 Tl. ~ 1~1:.11 ORK Free Equipment Use! If your school already has a television set and a VCR, free use of this equipmentpackage will provide all of the additional I equipment you will need to receive TI-IN's classes.  1.2 meter satellite receiving antenna  Non-penetrating roof mount that uses ballast principle. This tray mount contains eight concrete blocks to provide stabalizing ballast for the antenna and distributes a load of less than 1 0PSF.  Installation is engineered to withstand a minimum of 90 mph winds  Primary hook-up within 150' of the antenna location  Two additional standard hook-ups (within 100' of the primary hook-up/ same building)  Integrated Receiver/Decoder (IRD)  Service Representatives available for any equipment-related problems  Complete training on system use See your TI-IN Educational Consultant for complete details! PO Box 6229  San Antonio, TX 78209  800-999-8446 ., ! SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER. _ ___:G..:.a r--1-=-an:.:..:d_ _I ..:.n..:..:ce..:.nt.:...i..:.ve.:......:..Sc--h_ o_o --1_-_Ro_b_er_t_B_ro_w_n BUSINESS CASE __ __\n_Te =-=c=hn =o..\n..\n1o\n..,lg\"'-y ..:..T.:.:.:he:.:.:.\nm.::...e. .:.\nIrn:\n,\n,cp..:...1e ::.:.\n.m:.\n.\nen.:..:::t.::..at\n_\n_i ~on---_:...\nPh=a.::..:.se :\n_.::..:.II\n__ ______ PROGRAM STATUS: w Addition  Deletion  Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: [il Yes  No REQUIRED OR SUPPORTS STATE REQUIREMENTS: [il Yes  No NOT REQUIRED BUT ESSENTIAL TO DISTRICT:  Yes  No REQUESTED LEVEL OF FUNDING __$_ 1s_o..\n_,2_1_0._2_8- ---------- ' RECOMMENDED LEVEL OF FUNDING- -$ -75,0-00 -(ma-xim-um) --------- Jl\"D) i 1L : r,\" Submitted by ___L_ , _,_ \\.__,{__ L_ \"-_.,,.- _~\n.\n...., ___ Superintendent HPW/11:s/ST ARPT.BC 69 BUSINESS CASE GARLAND INCENTIVE SCHOOL MVLTIMEDIA TECHNOLOGY THEME PHASE II EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's long-tenn desegregation plan. Each incentive school, was required to develop and'implement a school theme. In support of the desegregation plan and a commitment to total quality learning, Garland Incentive School identified a Multimedia Technology and Educational Research theme. Realizing the cost of technology and especially technology that's on the cutting edge, the multimedia technology theme implementation is to be phased in over a period of 3-5 years. A plan of action is required to implement the theme in a way that supports the desegregation plan and provides_ quality training and learning for students and teachers. This business case is for phase II of implementation of the total plan for Garland Incentive School. An estimated $150,000 savings in future cost can be realized by accessing the Distance Learning capabilities at another District School. Portions of the equipment for ph~e I is currently being installed with the final part to be shipped at the end of March 94 and installed in April 94. A. BACKGROUND Garland Incentive school serves a minority community with students being challenged outside of the school by drugs, violence, gangs and many other problems plaguing today's urban school districts. The school is considered a safe zone and its students are proud and secure within its walls. The school's theme has been historically centered on communication and basic skills\nhowever, with the revision of the desegregation plan, the school's theme was changed to Multimedia Technology and Educational Research. Multimedia Technology combines text, graphics, sound, animation and video to convey information. Educational Research deals with using this new technology to locate, evaluate, and use information with excitement, motivation, and creativity. Prior to 1992-93 school year, the school maintained a Mass Media theme though the theme concept was not being fulfilled. When the desegregation plan reintroduced the theme concept, the school's Mass Media theme evolved into Multimedia Technology and Educational Research. A new theme specialist has been hired with the responsibility of developing and creating the excitement necessary to recapture the minds of students and to create interest in desegregating the school. Parents, community members, teachers, and the school's principal, established the goals and objectives for the theme based on technology. The school's Total Quality Leaming (TQL) team worked after the regular school year to provide the basis for the program. 70 The Multimedia Technology and Educational Research Program is designed to enhance the current Little Rock School District (LRSD) curriculum. Technology will be infused into each classroom to enhance the teachers' instructional methods. The Library/Media Center will become a bub of information for the school providing technologically advanced resources providing exceptional research capabilities to include \"Your Educational Services\" (YES) satellite link network. Each grade level will focus on a technology theme to assist the teacher in technology infusion. This will include themes for Community Based Instruction (CBI) students as well as Gifted and Talented (GT). Pre-Kindergarten through Second Grade will focus on Emergent and Early Literacy through Technology. This program will be designed to provide a balanced reading, v.'T'iting, listening and speaking curriculum. It will allow teachers flexibility to incorporate music, math, art and science activities. It will also allow teachers to assess students using portfolio assessment tools. The technology will use a multimedia platform to generate excitement, encourage discovery, and meet the unique needs of every student. Third Grade students will focus on Researching America through Technology. This program will be the launching pad for future adventures in technology and learning. It will serve as an introduction to research techniques, resources and critical writing skills. Computer keyboarding will be an integral part of the program. Fourth Grade students will focus on telecomputing technology which will allow them to communicate around the world, through educational computer bulletin boards. Using programs offered through universities such as UALR, students will use programs such as FREDMail, to establish pen pals at other schools from Alaska to Maine and even foreign countries. They will explore other cultures and access information available only through the aid of technology. Fifth Grade students will use knowledge gained in third and fourth grades to produce news reports suitable for both a school paper and live broadcast to other students. Their theme focus will be Media Productions - The Living Textbook. Sixth Grade students will focus on Exploring the World through Technology. Their program will. ~ncompass the world using technology and previously learned skills. Included in this program will be the use of video cameras, video players and mixers, laser discs, CD-ROMs, and extended field trips. CBI students will experience technology through the use of computers and photography. Cameras will be made available to the students for them to take pictures of their activities. These pictures will then be used to develop both regular and computer scrapbooks for the students and the school. Each teacher will use their theme to infuse technology into the LRSD curriculum. Realizing technology represents a totally new concept in the way teachers teach, it should 2 71 be understood that the first year will be a developmental and familiarization stage and that expectations as far as hours of use will be such that teachers have adequate time to become familiar and confident with the new technological environment. B. PROBLEM DEFINITION The myriad societal problems within the local community and the projection of societal norms are concrete issues that must be addressed in the educational arena. To combat these problems, Garland must implement a plan that is dynamic and capable of capturing the young minds and preparing them for a future which is constantly moVlng in technological leaps and bounds. To accomplish this task within financial constraints of the desegregation budget, phases of implementation have been developed. The four phases of implementing this plan support the districr's present budget constraints. These phases can be accelerated provided additional revenue is made available. Phase I provides students and staff with the minimum hardware, software and trainin~ necessary tQ provide access to multimedia technology. This phase will include in~t ~1ation of three computers in each 1st grade classroom, one teacher workstation in each classroom 2nd through 6th grades, one computer in Pre-K, and K, and ar. - .:iditional five station lab for 2n!i through 6th grades with AppleTalk . Phase Il will install three additional computers in each 2nd, and 6th grade classrooms with ethemet network capability installed with linkage to ABACUS throughout the school. This phase will also include hardware, software, and installation of an audio/video lab with satellite capabilities microwave from Romine lnterdistrict School. Photographic and Video equipment will be purchased to support the visual portion of the theme. And a software library will also be established during this phase. Phase III will install three additional computers in each 3rd, and 5th grade classroom and 3 computers in Reading, Math, and Resource. This phase will also include hardware, software, and installation of an electronic library. Phase IV will complete installation for Pre-Kindergarten, Kindergarten, and 4th grade classes. This phase will also include additions to the software library and the construction of a new media center or the expansion and remodeling of the existing one. The cost of full implementation in the first or second year is cost prohibitive\ntherefore, this business case is written to address Phase II of the Multimedia Implementation Plan. The current task before us is to determine the best way to implement the theme in a way most effective for our students and staff. 72 C. ANALYSIS OF ALTERNATIVES The Garland community considered several alternatives prior to developing this plan for implementing multimedia technology into the school: Laser Disc players, CD-ROM drives for current computer systems, networked drives, and portable drives. Though all are a part of multimedia, none can be purchased alone to provide the students with multimedia capabilities which would stimulate their creativity. In addition, the computer hardware presently at Garland ranges in age from three to seven years and will not support multimedia technology. It was decided multimedia computer systems which could stand alone or be networked would provide the best solution. With the approval of Phase I apd the purchase of Macintosh computer systems for our teachers and the Multimedia Lab we have established a standard in hardware for the school, however, evaluation of it's effectiveness cannot be presented at this time due to the time equipment has been available in the school. D. RECOMMENDATIONS It is reconunended that the District implement Phase II of the Garland Incentive School Multimedia Technology Plan during the 1993-94 school year. The rationale for this recommendation is that this phase of multimedia technology provides:  Microwave satellite link hardware will provide an essential educational asset to the school and community, while saving over $150,000.00 in longterm cost.  Software for grades K-2 that supports the LRSD revised curriculum. The software directly addresses the key concepts of reading, writing, listening, and speaking that are emphasized in the curriculum. An additional feature of the software is the use of thematic units to make connections between the various subject areas, making learning more relevant. Thematic units are a focus of the District's revised curriculum. This software will be available in all first grade classrooms with four computers each and in a lab setting for Pre-Kindergarten, Kindergarten, and Second grades.  Software for teachers of grades 3-6 that provides administrative assistance. The software has desktop publishing capability, but most importantly it provides portfolio assessment tools that allow teachers to collect, organize, and present student portfolio information. Portfolio assessment is encouraged by the District and this tool will enable teachers at Garland to implement this form of assessment. This software will be available through one station in each classroom.  A multisensory approach to learning that meets the auditory, visual and kinesthetic styles of students. 73 4  Presentation software for teachers 3-6. This software enables the teachers to produce multimedia presentations integrating video, audio, graphics, and text into classroom instructional units.  Software for students in grades 3-6 that provides opportunities for developing creativity and critical thinking skills through productions levied around the existing curriculum. This software will be delivered through a 6 station lab setting. E. OBJECTIVE The objective of this recommendation is to better support the LRSD's desegregation plan by partially implementing multimedia technology into the Garland Incentive School. The district as well as the school needs this technology in preparing our students and teachers for the future. The technology used appropriately can recapture the minds of our young people, save the staff many hours of manual labor and provide exciting presentations to the student~ which will encourage and motivate students to learn and master the curriculum. Evaluation Criteria  Monitoring of student progress through technology and Portfolio Assessment.        Increased teacher use of technology which will also increase teacher proficiency in instructional and administrative tasks including increased use of ABACUS. Increased use of Cooperative learning and Thematic teaching concepts  Increased student interest in multimedia technology and learning  Increased parental involvement due to increased student interest  Timely, detailed reports for conferences, administration, Board of Directors, and the Office of Desegregation and Monitoring. Ach\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 "}],"pages":{"current_page":45,"next_page":46,"prev_page":44,"total_pages":372,"limit_value":12,"offset_value":528,"total_count":4462,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"worksheets","hits":2},{"value":"bibliographies","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":4200},{"value":"StillImage","hits":387}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Connor, Eugene, 1897-1973","hits":567},{"value":"South Carolina Council on Human Relations","hits":246},{"value":"Federal Bureau of Investigation","hits":186},{"value":"Little Rock School District","hits":114},{"value":"Arkansas. 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