{"response":{"docs":[{"id":"bcas_bcmss0837_231","title":"Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), gender and racial count, school capacity, and transfers","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1993-10-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","North Little Rock School District","Little Rock School District","Pulaski County Special School District","School attendance"],"dcterms_title":["Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), gender and racial count, school capacity, and transfers"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/231"],"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":["163 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nREC V LITTLE ROCK SCHOOL DISTRICT OCT t 9 lYYj ANNUAL FALL ENROLLMENT SURVEY c\n?.'00 October 1, 1993 Officeo f DeseoregatiQMno nitoring SCHOOL BLACK WHITE OTHER TOTAL %BLACK CAP. CENTRAL 1228 618 33 1879 65 1891 FAIR 596 314 8 918 65 904 HALL 586 362 28 976 60 1216 MCCLELL 666 213 7 886 75 1085 PARKVIEW 463 315 10 788 59 991 SR HIGH TOTAL 3539 1822 86 5447 64 CLOVERDALE 566 130 5 701 81 857 DUNBAR 439 251 11 701 63 751 FOREST HEIGHTS 575 195 18 788 73 733 HENDERSON 678 210 27 915 74 959 MABELVALE 453 197 4 654 69 594 MANN 494 341 16 851 58 935 PULASKI HEIGHTS 434 351 5 790 55 692 SOUTHWEST 524 141 14 679 77 702 JR HIGH TOTAL 4163 1816 100 6079 69 BADGETT 132 57 0 189 70 257 BALE 225 68 10 303 74 401 BASELINE 265 76 2 343 77 390 BOOKER 321 265 9 595 54 656 BRADY 263 122 12 397 66 467 CARVER 325 263 7 595 55 613 CHICOT 356 147 6 509 70 558 CLOVERDALE 304 75 7 386 79 492 DODD 189 97 6 292 65 328 FAIR PARK 200 60 3 263 76 351 FOREST PARK 200 253 5 458 44 376 FRANKLIN 300 40 5 345 87 544 FULBRIGHT 233 272 15 520 45 540 GARLAND 181 3 21 205 88 346 GEYER SPRINGS 208 78 2 288 72 328 GIBBS 170 121 8 299 57 353 JEFFERSON 213 287 4 504 42 492 KING 357 189 7 553 65 728 MABELVALE 311 174 3 488 64 515 MCDERMOTT 262 232 15 509 51 517 MEADOWCLIFF 306 127 1 434 71 442 MITCHELL 215 12 3 230 93 346 OTTER CREEK 141 195 5 341 41 351 PULASKI HEIGHTS 190 197- 11 398 48 351 RIGHT SELL 184 4 1 189 97 346 ROCKEFELLER 240 93 7 340 71 425 - ... . ,. - . ~ SCHOOL BLACK WHITE OTHER TOTAL %BLACK CAP. ROMINE 247 73 14 334 74 487 STEPHENS 141 3 1 145 97 298 TERRY 243 292 26 561 43 492 WAKEFIELD 337 106 4 447 75 492 WASHINGTON 451 260 10 721 63 939 WATSON 353 89 0 442 80 492 WESTERN HILLS 215 114 3 332 65 328 WILLIAMS 257 207 8 472 11 54 517 WILSON 263 87 4 354 394 WOODRUFF 147 84 5 236 62 324 ELEM. TOTAL 8945 4822 250 14,017 64 ~- SPECIAL SCHOOLS: 27 23 1 51 53 DIST. TOTAL 16,674 8483 437 25,594 65 o?7 613 I ~J\n/3.~M\u0026gt; 1t1 c.,..\n7 8~~'0 ,1/.3(.. ,,,?5,\n33 - (1\n)-,t.1\u0026lt;:! ~eJ C\u0026gt; () ~a /00~ /4./t:. /? ~ 0 19 ~--\n/~ 1/41/ ~ I/ I 1f cf:~~ 4eiel/4.~ If ('.) c\n:\n)-0 fd?b ~iKVfr) a 0 di:) /O\"l:'~ d\u0026lt;J --\n:\nA\n/10 /~ I /d)7 tf?,/d Little Rock 11- ~1 LEA Number 10/21/93 Qunrter Ending Date l 1/12/93 Date Submitted Quarter Number ---==l .9. Q...._.3-_9cc4.__SchYoeoal r H to M TRAflSFERS SUPERINTENDENT'QS UARTERLAYT TENDANCREE PORT, GRADESK -12 ADT - ADA - ADM )rp ttJ ~ c, ignatu{eofSuperintenden t Tele~hone Number~3~2~4_-=22=8=5~----- SEP 11 1998 OFFIOCFE DESEGREMGAOTNIIOTNO RING This 11!port is due within fifteen (15) days after the end of each quarter (Ark. Code Ann. 6-18-213, Supp. 1991). Keep one copy to the office of stati.ruc.s and Local Fi.seal Services, 114 State capitol Hall, Reem 202-A, Little Rock, Arkansas 72201 and one copy to the County Board at Educatioo. Each q,.\u0026gt;arter is to he no less than 40 and no more than 50 davs 1 2 3 4 5 6 7 8 9 I K I N ll E R GAR T E N G RA fl E S 1 - I Uays in Attendance Days ADM Days in Attendance Jigures in columns 2 Days T I Absent Total T I NT I Total\nI ,th..-u 14 should be to the in l Total Total Col. 4+5 Co,lurnns  nP.:nre~t whole nurnber. Ortr NT Col. 2 \u0026gt;3 T + NT -s- Col. 1 7+8 C. Resident pupils sent to other district(s) under 11M11 to \"M\" tninsfers. flis:trict(s) LEA ff Pulaski Countv 43 3?04 1?04 1Q7 70 'l l A 1\u0026lt;: 31 435 ltJnrt-h I i++ln n--~ 41 Q1 Ql 'l ? 1, 1,:n 11 1,:n ID- 'l'otal C of colwnns 12, 13, 14. These will be u:se\u0026lt;l for MFP/'rram\np A.i\u0026lt;l purposes. , i::. Non-residenl pupils ,eceived from olhtar dic,trict ( s) undeL 11M11 to 11Mn Lninsfers. District:(,.\n) T.E/1 # .. - Pul~di r,-,,,nh, 41 ,nc\n7 ,nr\n7 0 ?c\nh\"Q7R l\" 07Q tJ,-~+h I 'Hl o n--~ I 43 ?11 ?11 ? r\n1101 1 101 PCSSD - P4 43 1343 1343 27 32 ,, '1\\,1 t1l E 41 l2ZO 1270 ll 3Q )9369 19 369 II. :!wntxr uf klri\u0026lt;lcrg..,r-te:np upils tinrollcd this qu.:irter: full-Time----lJ.___i l!d!f-'ril'fk._! __ AJ\u0026lt;lilional 1n~lruct ious on b.lck 10 12 Days Absent Total T + NT 1 go1 . Al 1 \"1\" 1 c\n7 693 11 12 13 j,\\ C 0 H 8 I N E D TO T A L G R A D E S K - 12 1'ota1 ADT j Col. 9+10 ~al. 2+ ~alA. fJA4+ - ~ Col.I ID4M+5 \u0026lt; + Col. 1 ~ Col. \"Col. 1 9+10~1 77., Ani\nAf11'. Q\"A ?Al ?/:,/\n?/\n/\n?O\u0026lt;: 384 101\n 4nfl Al QA AA 31 32 4n7 4An A07 f l)j-OY-!JIJ-UUS '\u0026gt;hi H/P4 511 529 ~ SCHOOL BLACK WHITE OTHER TOTAL %BLACK CAP. ROMINE 247 73 14 334 74 487 STEPHENS 141 3 1 145 97 298 TERRY 243 292 26 561 43 492 WAKEFIELD 337 106 4 447 75 492 WASHINGTON 451 260 10 721 63 939 WATSON 353 89 0 442 80 492 WESTERN HILLS 215 114 3 332 65 328 WILLIAMS 257 207 8 472 ~ 54 517 WILSON 263 87 4 354 7 --9-1 394 WOODRUFF 147 84 5 236 62 324 ELEM. TOTAL 8945 4822 250 14,017 64 ~ SPECIAL SCHOOLS: 27 23 1 51 53 DIST. TOTAL 16,674 8483 437 25,594 65 .. , . ~ t RECEIVED 1~ LITTLE ROCK SCHOOL DISTRICT OCTl 9 l~~j (\\\\ ANNUAL FALL ENROLLMENT SURVEY\n.\n?:CO October 1, 1993 Of/iceo f DeseoregatioMno nitoring SCHOOL BLACK WHITE OTHER TOTAL %BLACK CAP. CENTRAL //lf 1228 t:if 618 ~~ 33 I J,\n)J 18 79 e,y' 65 1891 FAIR ~80 596 ~I/ 314 g 8 8'99 918 C,~ 65 904 HALL ..580 586 ~51 362 d1 28 15'15 976 C,/ 60 1216 MCCLELL ~~g' 666 d}I/ 213 1 7 gt\n\u0026lt;, 886 7~ 75 1085 PARKVIEW -'l-'13 463 g15 315 /b 10 74,g 788 ~~ 59 991 SR HIGH TOTAL 3539 1822 86 5447 \u0026lt;.,../ 64 afd)\nJiC~ gs ~3\n)D CLOVERDALE 566 130 5 701 81 857 DUNBAR 439 251 11 701 63 751 FOREST HEIGHTS 575 195 18 788 73 733 HENDERSON 678 210 27 915 74 959 MABELVALE 453 197 4 654 69 594 MANN 494 341 16 851 58 935 PULASKI HEIGHTS 434 351 5 790 55 692 SOUTHWEST 524 141 14 679 77 702 ., JR HIGH TOTAL 4163 1816 100 6079 69 BADGETT 132 57 0 189 70 257 BALE 225 68 10 303 74 401 BASELINE 265 76 2 343 77 390 BOOKER 321 265 9 595 54 656 BRADY 263 122 12 397 66 467 CARVER 325 263 7 595 55 613 CHICOT 356 147 6 509 70 558 CLOVERDALE 304 75 7 386 79 492 DODD 189 97 6 292 65 328 FAIR PARK 200 60 3 263 76 351 FOREST PARK 200 253 5 458 44 376 FRANKLIN 300 40 5 345 87 544 FULBRIGHT 233 272 15 520 45 540 GARLAND 181 3 21 205 88 346 GEYER SPRINGS 208 78 2 288 72 328 GIBBS 170 121 8 299 57 353 JEFFERSON 213 287 4 504 42 492 KING 357 189 7 .. 553 65 728 MABELVALE 311 174 3 ' 488 64 515 MCDERMOTT 262 232 15 509 51 517 MEADOWCLIFF 306 127 1 434 71 442 MITCHELL 215 12 3 230 93 346 OTTE_R CREEK 141 195 5 341 41 351 PULASKI HEIGHTS 190 197 11 398 48 351 RIGHT SELL 184 4 1 189 97 346 ROCKEFELLER 240 93 7 340 71 425 OCTOBE1R E NROLLMENT 1993-94 SCHOOYLE AR October 1, 1993 WHITE BLACK HISPANIC ASIAN/PACI. SLND AMER. IND/ESK TOTAL SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE TOTAL %BL~ CENTRAL UNGRADED 642 72 10 83 87 236 226 1 1 8 321 321 11 108 112 164 213 1 6 8 279 333 612 62 12 103 125 135 204 2 2 2 1 1 243 332 575 59 SUBTOTAL 294 324 535 643 4 9 18 1 1 843 986 1829 64 KIND. 23 27 23 27 50 lDO TOTAL 294 324 558 670 4 9 18 1 1 866 1013 1879 65 FAIR UNGRADED 5 4 9 10 14 14 28 68 10 64 47 117 105 181 152 333 67 11 49 57 89 91 2 1 1 139 151 290 62 12 47 38 81 78 2 1 1 130 118 248 64 SUBTOTAL 165 146 296 284 4 2 1 1 464 435 899 65 KIND. 1 2 5 11 6 13 19 84 TOTAL 166 148 301 295 4 2 1 1 470 I' 448 918 65 HALL UNGRADED 10 53 63 113 105 1 1 2 1 170 169 339 64 11 58 44 98 99 3 3 2 1 1 163 146 309 64 12 48 85 84 81 1 6 5 138 172 310 53 SUBT')TAL 159 192 295 285 4 2 11 7 2 1 471 487 958 61 KIND. 7 4 3 3 1  - 10 8 Hl 33 TOTAL 166 196 298 288 4 3 11 7 2 1 481 495 976 60 MCCLELLAN UNGRADED 5 2 12 5 17 7 24 71 10 31 34 145 133 1 176 168 344 81 11 29 39 85 115 1 2 115 156 271 74 12 37 34 71 82 1 2 109 118 227 67 SUBTOTAL 102 109 313 335 2 5 417 449 866 75 KIND. 1 1 7 11 8 12 20 90 TOTAL 103 110 320 346 2 5 425 461 886 75 WHITE BLACK HISPANIC ASIAN/PACI.S L!D AMER. IND/ESK TOTAL SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEf-\\ALE MALE FU1ALE MALI:. FEMALE TOTAL %8LAC PARKVIEW UNGRADED 10 42 68 62 81 1 1 3 105 153 258 55 11 49 55 72 89 1 121 145 266 61 12 41 60 44 95 1 2 1 85 159 244 57 SUBTOTAL 132 183 178 265 3 1 5 1 311 457 768 58 KIND. 11 9 11 9 20 100 TOTAL 132 183 189 274 3 1 5 1 322 466 788 59 SUBTOTAL UNGRADED 10 6 21 15 31 21 52 69 10 273 299 673 650 2 2 4 12 1 953 963 1916 69 11 293 307 508 607 4 3 11 12 2 1 818 930 1748 64 12 2Z6 342 415 540 2 4 10 11 2 2 705 899 1604 60 KIND. 9 7 49 61 1 58 69 127 87 SR. HIGH TOTAL 861 961 1666 1873 8 10 25 ~- .,J!f/ 3 2565 / 2882 5447 65 3, SR. HIGH TOTAL W/0 KINDERGARTE8N5 2 954 1617 1812 8 9 25 X 4 3 2507. 2813 _? 5320 64 ~ WHITE BLACK HISPANIC AS!AiU?AC!.S L',:J .AMER. I t.0/~SK TOTAL SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE MAL:: FEMALE MALE FUlALE MALI:. FEMALE TOTAL ~~D~\n. CLOVERDALE UNGRADED 7 25 15 98 93 123 108 231 83 .8 30 18 94 108 2 126 127 253 80 9 21 21 83 90 2 106 111 217 81 TOTAL 76 54 275 291 4 1 355 346 701 81 DUNBAR UNGRADED 7 43 45 104 80 2 149 125 274 67 8 35 43 55 62 . 2 92 105 197 59 9 43 42 69 69 1 2 4 ll5 ll5 230 60 TOTAL 121 130 228 2ll 1 6 4 356 345 701 63 FORESTH EIGHTS UNGRADED 7 34 30 103 92 1 1 I' 1 4 139 127 266 73 8 29 35 83 106 2 2 ll4 143 257 74 9 30 37 95 96 1 5 1 131 134 265 72 TOTAL 93 102 281 294 2 1 8 7 384 404 788 73 HENDERSON UNGRADED 7 46 50 137 ll9 5 4 188 173 361 71 8 37 31 120 94 4 4 161 129 290 74 9 23 23 101 107 5 5 129 135 264 79 TOTAL 106 104 358 320 14 13 478 437 915 74 . \\ MABEVLA LE UNGRADED 3 3 7 5 10 8 18 67 7 26 28 82 63 108 91 199 73 8 24 50 91 71 2 1 ll8 121 239 68 9 31 32 67 67 1 98 100 198 68 TOTAL 84 113 247 206 2 1 334 320 654 69 \\lh!TE 8LAC:'. \"IS?fli.IC ASIA~/PACI.S L~~ A\u0026gt;iER. U,\n/~SK TOTAL ,CHOC~/GRADE MALE FEMALE MALE FEi\nALE MALE FE,.ALE l'.ALE FEl'.ALE :-:ALE F::\"ALE MAL~ FE:'.ALE TOTAL\n3L\n. '-1ANN JNGRADED 7 60 66 81 93 1 3 2 145 161 306 57 8 54 56 67 103 2 3 124 161 285 60 9 45 60 72 78 2 3 119 141 260 58 TOTAL 159 182 220 274 1 2 8 5 388 463 851 58 PULASKHI GTS. UNGRADED 8 2 8 2 10 100 7 73 60 67 76 1 2 141 138 279 51 8 74 58 74 54 148 112 260 49 9 34 52 70 83 1 1 105 136 241 63 TOTAL 181 170 219 215 2 3 402 388 790 55 SOUTHWEST UNGRADED 7 20 18 95 91 3 2 118 I' 111 229 81 8 33 25 88 89 2 1 1 122 117 239 74 9 22 23 83 78 1 3 1 108 103 211 76 TOTAL 75 66 266 258 3 5 4 1 1 348 331 679 77 SUBTOTAL UNGRADED 3 3 15 7 18 10 28 79 7 327 312 767 707 10 7 7 8 1111 1034 2145 69 8 316 316 612 687 8 9 9 3 1005 1015 2020 68 9 249 290 640 668 9 7 13 9 1 911 975 1886 69 JR. HIGHT OTAL 895 921 2094 2069 27 23 29 20 1 3045 3034 6079 69 WHITE eL,:.cK HISPANIC ASIAN/PACI.S LND AMERI. :\nD/ESK OTHER JOTt,~ SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE ~'.ALE FEMALE MALE FU1ALE MALt FEMALE 11AL,_ u\nA1_E -- --- - BADGETT UNGRADED 1 1 3_ 6 4 7 11 82 1 3 6 10 4 13 10 23 61 2 3 2 13 7 16 9 25 80 3 4 5 9 5 13 10 23 61 4 1 4 9 7 10 11 21 76 5 6 0 5 9 11 9 20 70 6 2. 2 12 14 14 16 30 87 SUBTOTAL 20 20 61 52 81 72 153 74 KIND. 4 5 5 6 9 11 20 55 FOURY RO LD 2 6 6 2 8 8 16 50 TOTAL 26 31 72 60 98 91 189 70 BALE UNGRADED 3 4 3 3 6 7 13 46 1 6 4 13 20 1 1 19 / 26 45 73 2 2 1 15 8 1 18 9 27 85 3 5 3 14 11 1 20 14 34 74 4 3 2 13 15 16 17 33 85 5 4 3 G 18 1 10 22 32 75 6 5 2 25 16 1 31 18 49 84 SUBTOTAL 28 19 89 '91 1 3 2 120 113 233 77 KIND. 8 4 19 17 2 1 1 30 22 52 69 FOURY Rv o_:\u0026gt; 6 3 4 5 10 8 i8 50 TOTAL 42 26 112 113 2 2 4 2 160 , J.43 303 74 BASELINE UNGRA[)EiJ 3 3 3 3 6 100 1 8 5 27 10 35 15 50 74 I 4 4 19 18 23 22 45 82 3 7 5 16 20 1 23 26 49 73 ~ 7 2 16 14 23 16 39 77 5 4 2 24 18 28 20 48 88 6 6 1 11 16 1 18 17 35 77 SUBTOTAL 36 19 116 99 1 1 153 119 272 7 KIND. 4 4 16 16 20 20 40 8!J FOURY RO LD 4 9 9 9 13 18 31 58 TOTAL 44 32 141 124 1 186 157 343 77 WHITE [!LACK HISPANIC ASIAN/PACI. S LND Ai1:ER. I '.,:l/ESK TOTAL SCH OOLG/R ADE MALE FEMALE MALE FEMALE MALE ~ f',AL[ FE ',ALE ~ ~~t\\i\\LE \"-:r...LE ~ TOTAL %BU.CK BOOKER UNGRADED 1 18 20 23 20 41 40 81 53 2 15 23 28 16 1 2 43 42 85 52 3 16 24 21 26 1 38 50 88 53 4 20 18 24 27 44 45 89 57 5 19 21 22 27 1 2 42 50 92 53 6 10 34 18 30 28 64 92 52 SUBTOTAL 98 140 136 146 2 4 236 291 527 54 KIND. 13 14 21 18 1 1 36 32 68 57 FOURY RO LD TOTAL 111 154 157 164 1 1 3 4 272 323 595 54 BRADY UNGRADED 1 3 2 3 3 6 33 1 15 12 19 14 1 2 ,..3 5 28 63 52 2 12 6 16 14 2 1 30 21 51 59 3 4 6 26 20 30 26 56 82 4 6 8 16 24 1 22 33 55 73 5 7 2 23 14 30 16 46 80 6 6 5 16 15 1 23 20 43 72 SUBTOTAL 51 42 118 101 1 3 4 173 147 320 68 KIND. 9 11 25 11 1 3 35 25 60 60 FOURY R0 ~'.) 5 4 5 3 10 7 17 47 TOTAL 65 57 148 115 1 4 7 218 179 397 66 CARVER UNGRAl:Eu 1 20 13 19 16 39 29 68 51 / 20 20 24 24 44 44 88 55 3 22 13 31 21 1 1 54 35 89 58 .\n27 20 26 25 53 45 98 52 5 23 16 25 30 2 50 46 96 57 6 27 17 29 23 56 40 96 54 S:.JclTGTAL 139 99 154 139 'l 1: 2 296 239 535 55 '.i'i'.l. 17 8 18 14 1 2 36 24 60 53 332 263 595 55 F J~~ YR OL:J --:-G,..AL 156 107 172 153 1 2 4 l\u0026lt;l,l :[ :-,1 ,,...,_, II l :?A',: C\n,~: A\"i, ?\n.c. 1 r.,1... ',)\n,_.::\\. ! .:.,:: ,-: .,.1...h\\..1\\ TOTAL,.. _\" ,, SC!IOOL/CRAJE ''.,\nL( F['-'.AE~ f,\\LE. FE''.:.L[ ,.._:~L~ FE t',,',~L \".:\\~~ F C\"' r '.',\\L[ :-~ \":,L ~ ,.:,. . _ ~ - 11 __ ~ TOTAL '%:lUC: CHICOT UNGRA:JE.D 5 1 4 5 1 11 11 35 20 9 6 15 60 2 11 12 24 31 46 31 77 71 3 10 8 36 20 35 43 78 71 4 IO 8 23 22 2 46 28 74 76 5 9 9 18 24 1 35 31 66 68 6 9 6 23 21 1 28 33 61 69 SUBTOTAL 65 55 163 143 4 33 28 61 72 KIND. 7 11 21 20 232 200 432 71 FOURY RO LD 6 3 4 5 28 31 59 69 TOTAL 78 69 188 168 4 10 8 18 50 \" 270 239 509 70 CLOVERDALE UNGRA~ED 1 5 7 22 17 ~{ 24 51 76 2 4 5 21 19 25 50 80 3 8 1 16 19 25 21 46 76 4 1 2 18 19 20 21 41 90 5 3 5 27 20 1 30 26 56 84 6 4 3 19 19 23 22 45 84 SUBTOTAL 25 23 123 113 2 3 150 139 289 82 KIND. 10 5 25 16 1 36 21 57 72 FOUR YR OLD 5 7 14 13 19 21 40 68 TOTAL 40 35 162 142 3 3 205 181 386 79 DODD \\ UNGRADED 2 2 3 4 3 7 71 1 12 9 13 10 1 27 20 47 49 2 3 10 9 8 12 18 30 57 3 4 4 17 13 1 21 18 39 77 4 12 7 15 13 1 27 21 48 58 5 5 6 12 12 1 17 19 36 67 6 4 6 17 18 21 24 45 78 SUSTOTAL 42 42 85 77 4 129 123 252 64 Kl~J. 2 11 19 8 21 19 40 68 1-CJR n J,_J TOTAL 44 53 104 85 4 150 142 292 65 r ~ :J \") -\"I \"V wh!TE [Li,CK H S?A:I,C /..S!A~/p\n.c,, i ~L~:l /,::,\n:R. I ','.:\n/ES\u0026lt; TOTAL ~.AL[ ~~' 1ALE t,'ALt ,\n::~LE TOTAL- %BLACK SCHOOL/GRADE ''ALE FE:-\\ALE MALE FEMALE MALE FEMALE ''.ALE F~\"~LE FAIR PARK u,:\n~Al!EiJ 12 20 32 72 1 1 7 10 13 18 25 43 81 / 6 2 12 23 23 12 35 77 3 5 2 17 10 1 25 11 36 81\n3 3 21 8 1 17 16 33 85 5 3 2 14 14 13 19 32 78 6 3 4 10 15 108 103 211 79 S:.J:3TOTAL 21 20 84 83 3 14 23 37 70 \u0026lt; i 'l'.). 4 7 10 16 9 6 15 47 FOG~ YR OLD 4 4 5 2 131 132 263 76 TOTAL 29 31 99 101 3 FORESTP ARK r UNGRADED 1 11 22 19 16 1 30 39 69 51 2 17 19 21 16 38 35 73 51 3 19 22 13 17 1 33 40 73 41 4 19 19 3 8 1 23 27 50 22 5 17 15 11 10 1 29 25 54 39 6 15 22 22 20 37 42 79 53 SUBTOTAL 98 119 89 87 2 2 1 190 208 398 44 KIND. 18 18 15 9 33 27 60 40 FOURY RO LD TOTAL 116 137 104 96 2 2 1 223 235 458 44 FRANKLIN UNGRADED 6 5 6 5 11 100 1 3 2 14 21 17 23 40 88 2 2 1 20 24 22 25 47 94 3 1 5 19 19 1 21 24 45 84 4 1 30 16 31 16 47 98 5 21 16 21 16 37 101' 6 1 11 9 12 9 21 ~ SUBTOTAL 8 8 121 110 1 130 118 248 9. KI~:l. 3 3 27 14 1 31 17 48 85 ,ot,?. n 0~:i 9 9 11 17 3 23 26 49 57 T'.)TAL 20 20 159 141 5 184 161 345 87 WHITE eU,CK Hl SPAt.IC t.S!AN/P,',C. l SLN:) /1' 1.~r\u0026lt;.. J \n::\n/C::,K TOTAL SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE f\"ALE F~r',ALE e:ALE ~E11ALE \u0026gt;:ALE FEi'ALE TOTAL. %BLACK FULBRIGHT UNGRA[)EiJ 2 2 2 1 4 3 7 43 1 15 16 21 11 1 36 28 64 50 / 21 15 19 11 2 1 42 27 69 43 3 13 20 19 13 3 32 36 68 47 ~ 32 21 25  15 3 57 39 96 42 5 25 20 23 12 2 50 32 82 43 6 16 25 15 19 31 44 75 45 SU[lTOTAL 124 119 124 82 4 8 252 209 461 45 Kl!,'.\u0026gt;. 15 14 9 18 3 24 35 59 46 FOt..~ YR OLD 4 11 276 244 520 45 ~GTAL 139 133 133 100 GARLAND 3 5 8 88 UNGRADED 1 3 4 14 2D 34 79 2 11 16 3 2 14 14 28 71 1 14 13 1 13 9 22 91 2 12 8 1 1 26 92 3 18 8 17 7 1 1 15 14 29 93 4 5 13 14 2 11 13 24 88 9 12 2 1 88 83 171 89 6 3 79 74 9 6 13 7 20 95 SUBTOTAL KIND. 12 7 1 9 5 14 64 5 4 4 1 110 95 205 88 FOUR YR OLD 3 96 85 14 7 TOTAL GEYERS PRINGS 5 1 6 83 UNGRADED 1 4 1 19 27 46 78 1 5 5 14 22 24 13 37 70 2 4 7 20 6 13 28 41 71 3 4 8 9 20 18 26 44 77 4 5 5 13 21 10 10 20 85 5 1 2 9 8 16 11 27 56 6 7 5 9 6 105 116 221 73 SUBTOTAL 27 32 78 84 31 18 49 69 Klf.:'J. 7 7 24 11 2 9 9 18 61 ,-OUKY \u0026lt;. u'...) 1 4 8 3 145 143 288 72 TOTAL 35 43 110 98 2 ' IIHITE ELACK HISPANIC I.SI AN/PAC. I SLN::l Ai'.ER. l :\nJ/ESK . TOTAL SCHOOL/GRADE MALE FU1ALE MALE FEMALE MALE ~ VALE FEt1/\\LE MALE\n:-~ t\\AL E !Alt FEi-iALE TOTAL- %BLACK GIBBS UNGRAl:Eu 1 6 9 12 14 1 19 24 43 60 / 10 6 13 9 2 23 17 40 55 3 15 6 11 13 26 19 45 53 .\n10 9 13 - 12 1 23 22 45 56 5 7 9 11 14 1 18 24 42 60 6 9 8 10 16 1 19 25 44 59 Sci3TOTAL 57 47 70 78 3 1 3 128 131 259 57 ,(i:D. 11 6 14 8 1 25 15 40 55 F:Jlii\u0026lt; YR OLD -:-GTAL 68 53 84 86 3 1 4 153 146 299 57 JEFFERSON ,, UNGRADED 2 1 3 2 5 3 8 63 l 25 21 14 8 39 29 68 32 2 24 17 13 17 37 34 71 42 3 25 20 7 21 l 33 41 74 38 4 20 16 17 23 1 1 39 39 78 51 5 24 16 14 14 38 30 68 41 6 21 20 16 20 37 40 77 47 SUBTOTAL 141 111 84 105 1 2 228 216 444 43 KIND. 17 18 13 11 1 31 29 60 40 FOUR YR OLD TOTAL 158 129 97 116 1 3 259 245 504 42 KING UNGRADED l 14 13 30 28 1 45 41 86 67 2 5 8 20 15 1 26 23 49 52 3 12 9 28 24 1 41 33 74 70 4 18 6 26 17 2 46 23 69 62 5 13 13 22 18 35 31 66 6l 6 16 11 28 26 44 37 81 6 SUBTOTAL 78 60 154 128 5 237 188 425 66 KIND. 11 9 29 19 40 28 68 71 ,-ou?. y:i_ Oc.J 10 21 10 17 2 22 38 60 45 T1TA!_ gq 90 193 164 7 299 254 553 65 WHITE eL',CK HISPANIC ASIAN/PAC. ISLND A!~ER. I i\nJ/ESK .,, TOTAL SCHOOL/GRADE MALE FEMALE MALE FEMALE MALE FEMALE ~ALE FEt1/\\LE M/\\LE FE'1ALE MALt FEMALE TOTAL- %Bl.ACK MABELV ALE UNGRAl:Eu 1 6 2 7 2 9 89 1 13 10 25 23 38 33 71 68 / 16 10 26 18 42 28 70 63 3 14 13 24 16 38 30 68 59 ~ 7 14 24 - 23 31 37 68 69 5 19 8 13 24 33 32 65 57 6 17 12 25 23 42 35 77 62 S:J:3TGTAL 87 67 143 129 1 231 197 428 64 (i'O. 9 11 22 17 1 32 28 60 65 F'.)..,~ YR OL:J 2 1 263 225 488 64 :G\".'ftL 96 78 165 146 MCDERMOTT I' UNGRADED 1 12 15 24 18 2 1 39 33 72 58 2 13 18 21 21 1 34 40 74 57 3 20 17 16 18 1 37 36 73 47 4 14 22 17 15 2 2 31 41 72 44 5 11 26 15 22 1 6 13 17 26 25 2 27 48 75 49 SUBTOTAL 83 115 119 119 4 4 41 42 83 61 KIND. 17 17 2 2 209 240 449 14 10 1 53 1 31 29 60 40 FOUR YR OLD TOTAL 100 132 133 129 4 5 2 3 1 240 269 509 51 MEADOWCLIFF UNGRADED 1 14 6 23 27 37 33 70 71 2 10 9 23 25 3 12 12 20 21 33 34 67 72 4 15 8 20 21 32 33 65 63 5 8 3 22 19 35 29 64 64 6 9 8 17 21 30 22 52 79 SUBTOTAL 68 46 125 134 1 26 30 56 68 KIND. 3 10 26 1 193 181 374 69 21 ,-o:.\nR n 0~:i 29 31 60 78 TOTAL 71 56 151\n_55 222 212 434 71 WHITE DL,\\CK H!S?A',lC 1,SIA~/pr,e,, I SU,J A''.:.k. l',J/c~' TOTAL SCHOOL/GRADE t'ALE FE~\\ALE MALE FE\"1ALE MALE FEMALE r,AL[ Fc''ALE r'ALE ~~'!AL~ ''4Lt. :-:-\":,i..E TOTAL- %BLACK MITCHELL UNGRAUEiJ 5 1 6 1 7 86 1 16 12 16 12 28 100 / 2 2 12 8 14 11 25 80 3 1 1 12 25 13 27 40 93 ~ 17 12 1 18 12 30 97 5 15 15 16 15 31 97 5 1 19 13 19 14 33 37 SU3i0TAL 5 4 96 86 1 102 92 194 94 i(j:iJ. 2 11 11 11 13 24 92 F::JvK YR OL::J 1 5 6 6 6 12 92 -:-CTAL 6 6 112 103 1 119 111 230 93 OTTER CREEK UNGRADED 1 11 14 9 14 1 1 22 28 50 46 2 12 12 8 10 1 21 22 43 42 3 20 13 12 16 32 29 61 46 4 18 18 6 5 2 26 23 49 49 5 17 12 15 9 32 21 53 45 6 14 10 14 7 28 17 45 47 SUBTOTAL 92 79 64 61 1 4 161 140 301 42 KIND. 9 15 5 11 14 26 40 40 FOUR YR OLD TOTAL 101 94 69 72 1 4 175 166 341 41 PULASKI HEIGHTS UNGRADED 1 22 16 12 16 2 35 34 69 41 2 10 15 12 13 22 28 50 50 3 18 13 14 14 2 1 32 30 62 45 4 10 15 11 14 1 21 30 51 49 5 10 15 16 10 1 27 25 52 50 6 8 7 20 19 1 29 26 55 71 SUBTOTAL 78 81 85 86 3 2 4 166 173 339 50 Kl~::J. 18 20 10 9 1 1 30 29 59 32 rouR n 0~:i TOTAL 36 101 95 95 4 2 4 196 202 398 48 WhlTE DU,CK H!S?A' IC ASIA~/P~C. lSL~J A:-'.~R. 1 \nJ/E~ - TOTAL SCHOOL/GRADE t'ALE FE'lA~E MALE FEMALE MALE ~ l'.ALE ~ 1-'ALE F['1ALE 11,Lc 0 c:'.\\L[ TOTAL. '.tBU,CY RIGHTSELL 96 UNGRAUEu 11 13 24 1 1 10 13 13 13 26 96 / 1 13 12 15 14 29 97 3 1 14 14 8 12 20 100 ~ 8 12 1 20 13 33 97 5 20 12 16 12 28 96 6 1 15 12 1 83 77 160 97 SUBTOTAL 3 1 80 75 9 10 19 100 KI:JJ. 9 10 3 7 10 100 FGi.i~Y RO LD 3 7 1 95 94 189 97 TOTAL 3 1 92 92 ROCKEFELLER UNGi\u0026lt;ADED 1 10 7 19 16 1 29 24 53 66 2 8 8 13 13 1 22 21 43 60 3 4 6 16 21 2 22 27 49 76 4 4 2 13 11 1 1 18 14 32 75 5 1 4 12 19 13 23 36 86 6 2 1 14 13 1 17 14 31 87 SUBTOTAL 29 28 87 93 4 2 1 121 123 244 85 KIND. 8 5 16 16 24 21 45 71 FOURY RO LD 11 12 18 10 29 22 51 55 TOTAL 48 45 121 119 4 2 1 174 166 340 71 ROMINE UNGRADED 1 13 14 14 93 1 9 7 20 15 29 22 51 69 2 7 2 16 11 23 13 36 75 3 3 12 14 15 15 30 87 4 1 1 18 12 2 21 13 34 88 5 3 4 9 25 2 12 31 43 79 6 5 4 11 13 1 1 17 18 35 69 SUBTOTAL 29 18 99 90 3 4 131 112 243 78 Kl~). 7 8 22 17 3 2 32 27 59 66 ,-au n. u'...J 5 6 8 11 1 1 14 18 32 59 TOTAL 41 32 129 118 7 7 177 157 334 74 WHITE ['L1\\CK III S?A'I, C AS I /\\',/?:..C. I '.,U,J 11::.c,\u0026lt;. I\\J/~~--\nTOTAL SCHOOL/CR,i,DE MALE FE'IALE MALE FE\"1AcE MALE FEMALE ~:AL[ F~\" LE '',\\LE '\"~~~AL ''ALL ~[\"~~[ TOT,l,L  %BUC v- STEPHENS 8 19 95 l.iNGRAt.'EiJ 11 1 1 10 8 7 17 24 96 / 1 6 17 6 11 17 100 3 6 11 11 14 25 100 ~ 11. 14 10 6 16 100 5 10 6 9 5 14 100 6 9 5 54 61 115 98 SU3iOTAL 2 52 61 11 10 21 95 f-I'D, 10 10 1 3 6 9 89 FD~:{ YR OLD 1 3 5 68 77 145 97 TGTAL 2 1 65 76 1 TERRY I\" UNGr\u0026lt;A:JCJ 1 31 19 19 22 3 53 42 95 43 2 15 29 17 9 2 3 37 38 75 35 3 22 11 16 17 2 3 40 31 71 46 4 29 19 14 16 2 3 1 46 38 84 36 5 14 24 16 19 30 43 73 48 6 14 16 25 24 1 1 2 41 42 83 59 SUBTOTAL 125 118 107 107 3 2 12 1 247 234 481 44 KIND. 26 23 15 14 2 43 37 80 36 FOURY RO LD TOTAL 151 141 122 121 3 2 14 7 290 271 561 43 WAKEFIELD UNGRA[\nEiJ 1 6 8 26 20 1 33 28 61 75 / 9 7 25 33 1 34 41 75 77 3 6 1 27 27 1 33 29 62 87 ~ 9 9 19 27 1 29 36 65 71 37 29 66 67 5 12 10 25 19 6 10 8 21 20 31 28 59 69 s J,OTAL 52 43 143 146 1 197 i91 388 7 ,/ 'iJ. 4 7 23 25 27 32 59 81 ~~ YP. OLJ ' .. , 56 50 166 171 \"L 224 223 447 75 WHITE GU,CK II l S?A'., [C AS!A:,/P\n.:. lSL!i::l /,11.~R. [ \n:)/['.:,- TOTAL SCHOOL/GRADE MALE FE'IALE MALE FEMALE MALE ~ ~ Ft:\"ALE l\"ALE t:E\\ALE '.~L~ ~ E:' .\\~E TOTAL. tBU.C WASHINGTON UNGRAUEiJ 1 2 3 3 67 1 18 11 45 22 1 1 2 65 35 100 67 / 15 25 28 27 1 43 53 96 57 3 22 21 49 37 2 72 60 132 65 .\n23 8 28 .. 32 52 40 92 65 5 21 13 26 25 47 38 85 60 6 21 16 32 31 53 47 100 63 SUBTOTAL 121 94 210 174 1 3 5 335 273 608 63 Kl:D. 19 12 29 18 1 48 31 79 59 FOGR YR OLD 6 8 10 10 16 18 34 59 TOTAL 146 114 249 202 1 3 6 399 322 721 63 WATSON UNGRADED 1 7 8 24 26 ,, 31 34 65 77 2 5 6 24 27 29 33 62 82 3 8 6 27 22 35 28 63 78 4 2 4 21 22 23 26 g9 88 5 8 5 19 23 27 28 55 76 6 10 3 27 33 37 36 73 82 SUBTOTAL 40 32 142 153 182 185 367 80 KIND. 8 2 27 22 35 24 59 83 FOUR YR OLD 4 3 5 4 9 1 1.6 56 TOTAL 52 37 174 179 226 216 442 80 WESTERNH ILLS UNGRADED 1 9 9 17 15 26 24 50 64 2 10 11 11 10 21 21 42 5( 3 7 8 17 12 24 20 44 66 4 6 6 16 18 1 22 25 47 n 5 11 7 16 19 27 26 53 6(, 6 11 7 16 20 1 1 27 29 56 6: SUBTOTAL 54 48 93 94 l 2 147, 145 292 6\u0026lt; KH,::l. 8 4 19 9 27 13 40 7, .-ouR y,. J.__) 1 T'.JTAL 62 52 112 103 2 17!1 158 332 6' WHITE eL\n,CK Ill S?A': !C AS!A~/Pi,C. l SL!,) 11!'.c.R.  \\ J/[ ~:\\ TOTAL '.\nCHOOL/CRADE t'AL[ F['\\AL[ ~ ALE FEMALE MAL[ ~ ~'.AL[ F c\" \\L[ ''AL[ F~'~AL:: 1'Alc :=-[\"~LE TOTAL- %BUC WILLIAMS UNGRAlJEu 1 15 19 17 14 32 33 65 48 / 14 13 25 13 3 39 29 68 56 3 15 12 13 22 2 29 36 65 54 ~ 16 17 20  18 1 36 36 72 53 5 13 16 23 17 36 33 69 SE 6 14 16 22 20 1 37 36 73 58 SU3'iOTAL 87 93 120 104 2 6 209 203 412 54 r-l!\u0026lt;'.l. 13 14 17 16 30 30 60 55 FQt:~ YR OL:J TOTAL 100 107 137 120 2 6 239 233 472 54 WILSON UNGRADED 4 1 15 4 1 8 5 14 21 1-9 5 24 79 2 10 7 15 12 22 26 48 73 3 6 2 7 16 25 19 44 . 61 4 3 8 12 18 13 18 31 74 5 3 1 21 19 1 15 26 41 73 1 6 2 3 16 23 1 25 21 46 87 SUBTOTAL 36 27 100 113 2 1 19 26 4'5 81 KIND. 5 11 28 13 138  141 279 76 FOUR YR OLD 3 5 7 2 1 33 25 58 71 TOTAL 44 43 135 128 2 10 -7 17 53 1 1 181 173 354 74 HOODRUFF UNGRADED 1 10 5 16 15 26 21 47 66 2 8 1 6 10 14 11 25 64 3 3 7 5 7 .8 14 22 55 4 6 4 8 5 14 9 23 57 5 5 2 8 11 13 13 26 6 73 4 9 11 13 16 22 38 SUBTOTAL 63 36 28 54 61 91 90 181 6' l 20 20 40 5 KIN:). 10 6 10 12 ,-Jc:?. n 0~'.l 2 2 6 4 TOTAL 48 36 70 77 8 7 15 67 2 119 117 236 62 , ' Whl\"fE ~~i,CK H!S?A':lC hSIA',/Pi-.C. I s:_r,J /,''.~R. i ',Ji::~\u0026lt; TOTAL SCHOOL/GRADE t-'hLE FE\"iALE MALE F[ 1',ALE MALE F [:'.ALE 1-'.ALE F~\"1,L: ''ALE ~E\"f,LE ''4LE :-E/.',\\L[ TOTAL. %BLACK UNGRADED 25 14 76 40 101 54 155 75 1 375 343 672 597 10 5 7 12 4 1068 957 2025 63 2 328 334 622 568 4 7 8 9 1 963 918 1881 63 3 356 304 628 630 7 9 9 15 1 1001 958 1959 64 4 358 305 608 588 10 7 9 12 2 Q87 912 1899 63 5 327 291 601 605 5 5 7 6 940 907 1847 65 6 316 309 640 650 9 3 7 6 972 968 1940 67 SUBTOTAL 2085 1900 3847 3678 45 36 47 60 8 60J2 5674 11,706 64 KIND.* 333 329 684 561 5 4 15 13 1 1038 908 1946 64 FOUR YR OLD 84 107 146 139 6 2 4 4 240 252 492 58 TOTAL 2502 2336 4677 4378 56 42 66 77 9 1 7310 6834 14,144 64 *INCLUDES HIGH SCHOOLK INDERGARTEN SPECIAL SCHOOLS: 18 5 21 \\ 6 1 39 12 51 53 DIST. TOTALS: 4262 4216 8409 8265 91 74 120 ~, 133 u 5 12, 90[ 12,693 25,594 65 I --- f~ '\\ NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas :,_:' \\ \u0026lt;:, ~~~ RACIAL COMPOSITION OF SCHOOLS ~t\\ ) \\t\\~ Including Kindergarten t(Y\\,I,\\\\\" ?)::\u0026gt;C\u0026lt;:.', October 1, 1993 .. ,,,ei:.~(:,':}, . ~ 'v~ ~-Q~W,oe ,.. School Enrollment Black % Non-Black % ,,.~.  Alternative 25 13 52.0 12 48.0 (K - 6) Amboy 380 192 50.5 188 49.5 Baring Cross 13 6 46.2 7 53.8 .(K - 6) Belwood ~-17~ 76 45.2 92 54.8 Boone Park ~ 62.1 )80 6 37.9 Central 4 29--3/'G.5 ~~ -5 fr 59.7 /??1-7-:3- 40.3 Crestwood 251 114 45.4 137 54.6 Glenview 237 127 53.6 110 46.4 Indian Hills 387 172 44.4 215 55.6 Lakewood 255 133 52.2 122 47.8 Lynch Drive 449 243 54.1 206 45.9 Meadow Park 264 147 55.7 117 4 4. 3 North Heights 418 195 46.7 223 53.3 Park Hill 276 128 46.4 148 53.6 Pike View 370 188 50.8 182 49.2 Redwood --2--H)--~ 3 /~3 131 62.4 ?o -19- 37.6 Seventh Street 338 154 45.6 184 54.4 Total Elem. :.5,00$-, 2-\ns,19 51. 9% 2,362- 48.1% ~-~\n\\:)\n).~ Alternative 66 46 69.7 20 30.3 ( 7 - 12) Baring Cross 35 25 71. 4 10 28.6 (7 - 12) Lakewood Md. 539 216 40.1 323 59.9 Ridgeroad Md. 544 288 52.9 256 47.1 Rose City Md. 366 186 50.8 180 49.2 NLRHS-East 1,419 649 45.7 770 54.3 NLRHS-West 1,205 526 43.7 679 56.3 Total Sec. 4,174 1,936 46.4% 2,238 53.6% Dist. Total: 9,08 . ~ 4,485 49.4% 4, 60- 50.6% C//79 -1~~/ -l1~t'6 ) Pre-Kindergarten Enrollment - Black - Percentage Non-Black - Percentage Total (not included in the a~ooovne J pa r k 22 62.9 13 38.1 35 Central 3l 88.9 4 11.1 36 Redwood 22 95.7 1 4.3 23 itt It 9T NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS Excluding Kindergarten October 1, 1993 School Enrollment Black % Alternative 24 (K - 6) Amboy 329 Baring Cross 11 (K - 6) Belwood 148 Boone Park 353 Central 357 Crestwood 231 Glenview 210 Indian Hills 343 Lakewood 231 Lynch Drive 379 Meadow Park 226 North Heights 362 Park Hill 227 Pike View 337 Redwood 180 Seventh Street 292 Total Elem. 4,240 Alternative 66 (7 - 12) Baring Cross 35 (7 - 12) Lakewood Md. 539 Ridgeroad Md. 544 Rose City Md. 366 NLRHS-East 1,419 NLRHS-West 1,205 Total Sec. 4,174 Dist. Total: 8,414 13 54. 2 169 51.4 6 54.5 72 48.6 215 60.9 195 54.6 111 48.1 111 52.9 159 46.4 124 53.7 214 56.5 122 54.0 181 50.0 114 50.2 173 51.3 104 57.8 118 40.4 2,201 51.9% 46 69.7 25 71.4 216 40.1 288 52.9 186 50.8 649 45.7 526 43.7 1,936 46.4% 4,137 49.2% Non-Black % 11 45.8 160 48.6 5 45.S 76 51. 4 138 39.1 162 45.4 120 51.9 99 47.l 184 53.6 107 46.3 165 43.5 104 46.0 181 so.a 113 49.8 164 48.7 76 42.2 174 59.6 2,039 48.1% 20 30.3 10 28.6 323 59.9 256 47.1 180 49.2 770 54.3 679 56.3 2,238 53.6% 4,277 50.8% PUPIL ENROLLMENTB Y SCHOOL LEA #60-02-056 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS , COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: ALTERNATIVE CENTER - E GRADE SPAN: .K-06 NON-BLACK BLACK GRADE TOTAL K 1 1 0 01 4 2 2 03 3 2 1 04 4 1 3 05 4 2 2 06 9 4 5 SCHOOL 25 12 13 TOTALS 48.0% 52.0% GRADES 24 11 13 01-06 45.8% 54.2% PUPIL ENROLLMENT BY SCHOOL LEA #60-02-050 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: AMBOY ELEMENTARY SCHO\u0026lt; GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 51 28 23 01 68 37 31 02 56 28 28 03 54 25 29 04 53 27 26 05 53 24 29 06 45 19 26 SCHOOL 380 188 192 TOTALS 49.5% 50.5% GRADES 329 160 169 01-06 48.6% 51.4% PUPIL ENROLLMENT BY SCHOOL LEA f60-02-078 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: BARING CROSS CENTER GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 2 2 0 01 1 0 1 02 2 1 1 03 1 0 1 04 1 0 1 05 3 1 2 06 3 3 0 SCHOOL 13 7 6 TOTALS 53.8% 46.2% GRADES 11 5 6 01-06 45.5% 54.5% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-053 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: BELWOOD ELEMENTARY SC! GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 20 16 4 01 17 8 9 02 20 11 9 03 26 14 12 04 24 15 9 05 28 9 19 06 33 19 14 SCHOOL 168 92 76 TOTALS 54.8% 45.2% GRADES 148 76 72 01-06 51.4% 48.6% LEA #60-02-054 . COUNTY: PULASKI GRADE J K 01 02 03 04 05 06 SCHOOL TOTALS GRADES 01-06 GRADES K-6 TOTAL 35 88 66 63 68 57 48 51 476 353 441 PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: GRADE SPAN: NON-BLACK 13 29 22 28 30 19 18 21 180 37.8% 138 39.1% 167 37.9% BLACK 22 59 44 35 38 38 30 30 296 62.2% 215 60.9% 274 62.1% BOONE PARK ELEMENTARY PK-06 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-059 OCTOBER 1, 19'93 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: CENTRAL ELEMENTARY GRADE SPAN: P K-06 NON-BLACK BLACK GRADE TOTAL J 36 4 32 K 72 11 61 01 57 28 29 02 49 25 24 03 71 24 47 04 60 30 30 05 66 31 35 06 54 24 30 SCHOOL 465 177 288 TOTALS 38.1% 61.9% GRADES 357 162 195 01-06 45.4% 54.6% GRADES K-6 429 173 256 40.3% 59.7% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-055 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: CRESTWOOD ELEMENTARY  GRADE SPAN: : K-06 NON-BLACK BLACK GRADE TOTAL K 20 17 3 01 34 18 16 02 39 26 13 03 43 24 19 04 31 14 17 05 38 14 24 06 46 24 22 SCHOOL 251 137 114 TOTALS 54.6% 45.4% GRADES 231 120 111 01-06 51. 9% 4 8 .1% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-056 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: GLENVIEW ELEMENTARY S\u0026lt; GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 27 11 16 01 34 17 17 02 34 20 14 03 30 13 17 04 38 20 18 05 40 18 22 06 34 11 23 SCHOOL 237 110 127 TOTALS 46.4% 53.6% GRADES 210 99 111 01-06 47.1% 52.9% PUPIL ENROLLMENT BY SCH.OOL LEA #60-02-057 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: INDIAN HILLS ELEMENTAl GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 44 31 13 01 59 33 26 02 70 33 37 03 45 18 27 04 59 34 25 05 54 35 19 06 56 31 25 SCHOOL 387 215 172 TOTALS 55.6% 44.4% GRADES 343 184 159 01-06 53.6% 46.4% PUPIL ENROLLMENT BY SCHOOL LEA #60-02-058 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: LAKEWOOD ELEMENTARY SC GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 24 15 9 01 37 18 19 02 39 18 21 03 47 24 23 04 44 17 27 05 37 16 21 06 27 14 13 SCHOOL 255 122 133 TOTALS 47.8% 52.2% GRADES 231 107 124 01-06 46.3% 53.7% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-060 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS . COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: LYNCH DRIVE ELEMENTAK GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 70 41 29 01 57 25 32 02 63 31 32 03 81 41 40 04 52 20 32 05 59 24 35 06 67 24 43 SCHOOL 449 206 243 TOTALS 45.9% 54.1% GRADES 379 165 214 01-06 43.5% 56.5% PUPIL ENROLLMENT BY SCHOOL LEA #60-02-061 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: MEADOWP ARK ELEMENTA R: GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 38 13 25 01 26 12 14 02 39 20 19 03 38 14 24 04 39 19 20 05 39 23 16 06 45 16 29 SCHOOL 264 117 147 TOTALS 44.3% 55.7% GRADES 226 104 122 01-06 46.0% 54.0% PUPIL ENROLLMENT BY SCHOOL LEA #60-02-050 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: NORTH HEIGHTS ELEMENTJ GRADE SPAN: : K-06 NON-BLACK BLACK GRADE TOTAL K 56 42 14 01 65 36 29 02 56 31 25 03 66 37 29 04 63 30 33 05 59 26 33 06 53 21 32 SCHOOL 418 223 195 TOTALS 53.3% 46.7% GRADES 362 181 181 01-06 50.0% 50.0% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-064 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: PARK HILL ELEMENTARY E GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 49 35 14 01 40 23 17 02 26 11 15 03 35 20 15 04 42 19 23 05 43 21 22 06 41 19 22 SCHOOL 276 148 128 TOTALS 53.6% 46.4% GRADES 227 113 114 01-06 49.8% 50.2% ... - PUPIL ENROLLMENT BY SCHOOL LEA #60-02-065 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: PIKE VIEW ELEMENTARY E GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 33 18 15 01 54 28 26 02 63 28 35 03 45 23 22 04 58 23 35 05 62 35 27 06 55 27 28 SCHOOL 370 182 188 TOTALS 49.2% 50.8% GRADES 337 164 173 01-06 48.7% 51. 3% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-067 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: REDWOOD ELEMENTARY SC: GRADE SPAN: PK-06 NON-BLACK BLACK GRADE TOTAL J 23 1 22 K 30 3 27 01 31 12 19 02 31 9 22 03 31 14 17 04 35 12 23 05 24 12 12 06 28 17 11 SCHOOL 233 80 153 TOTALS 34.3% 65.7% GRADES 180 76 104 01-06 42.2% 57.8% GRADES K-6 210 79 131 37.6% 62.4% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-069 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: SEVENTH STREET ELEMEN' GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL K 46 10 36 01 27 11 16 02 40 24 16 03 73 37 36 04 44 29 15 05 57 37 20 06 51 36 15 SCHOOL 338 184 154 TOTALS 54.4% 45.6% GRADES 292 174 118 01-06 59.6% 40.4% ELEMENTARY NON-BLACK BLACK TOTALS J-6 5005 2380 2625 47.6% 52.4% K-6 4911 2362 2549 48.1% 51.9% 1-6 4240 2039 2201 48.1% 51.9% J = PRE K LEA #60-02-075 COUNTY: PULASKI GRADE TOTAL 08 17 09 19 10 14 11 12 12 4 SCHOOL 66 TOTALS PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: ALTERNATIVE CENTER - GRADE SPAN: -07-12 NON-BLACK BLACK 4 13 4 15 6 8 5 7 1 3 20 46 30.3% 69.7% PUPIL ENROLLMENT BY SCHOOL LEA 160-02-078 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: BARING CROSS CENTER GRADE SPAN: K-06 NON-BLACK BLACK GRADE TOTAL 07 2 1 1 08 6 1 5 09 4 3 1 10 7 1 6 11 7 0 7 12 9 4 5 SCHOOL 35 10 25 TOTALS 28.6% 71.4% LEA 160-02-070 COUNTY: PULASKI GRADE TOTAL 07 292 08 242 09 5 SCHOOL 539 TOTALS PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: LAKEWOODM IDDLE SCHOO: NON-BLACK 187 136 0 323 59.9% BLACK 105 106 5 216 40.1% GRADE SPAN: 07-08 LEA #60-02-072 COUNTY: PULASKI GRADE TOTAL 07 287 08 257 SCHOOL 544 TOTALS PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: RIDGEROAD MIDDLE SCHOC GRADE SPAN: 07-08 NON-BLACK 132 124 256 47.1% BLACK 155 133 288 52.9% LEA #60-02-077 . COUNTY : PU LASK I GRADE TOTAL 07 08 09 170 195 1 SCHOOL . 366 TOTALS PUPIL ENROLLMENTB Y SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: ROSE CITY MIDDLE SCHO GRADE SPAN: 07-08 NON-BLACK 83 97 0 180 49.2% BLACK 87 98 1 186 50.8% LEA #60-02-075 COUNTY: PULASKI GRADE TOTAL 09 10 767 652 SCHOOL 1419 TOTALS PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: NORTH LITTLE ROCK HIGf. NON-BLACK 414 356 770 54.3% BLACK 353 296 649 45.7% GRADE SPAN: 09-10 LEA #60-02-076 COUNTY: PULASKI GRADE TOTAL 09 17 10 44 11 630 12 514 SCHOOL 1205 TOTALS PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: NORTH LITTLE ROCK HIGr GRADE SPAN: 11-12 NON-BLACK BLACK 7 10 16 28 365 265 291 223 679 526 56.3% 43.7% . SECONDARY TOTALS SEC 4174 NON-BLACK 2238 53.6% BLACK 1936 46.4% r :, DISTRICT TOTALS J-12 9179 K-12 9085 1-12 8414 J = PRE K NON-BLACK BLACK 4618 4561 50.3% 49.7% 4600 4485 50.6% 49.4% 4277 4137 50.8% 49.2% NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS Including Kindergarten October 1, 1993 School Enrollment Black % Non-Black % Alternative 25 13 52.0 12 48.0 (K - 6) Amboy 380 192 50.5 188 49.5 Baring Cross 13 6 46.2 7 53.8 (K - 6) Belwood 168 76 45.2 92 54.8 Boone Park 441 274 62.1 167 37.9 Central 429 256 59.7 173 40.3 Crestwood 251 114 45.4 137 54.6 Glenview 237 127 53.6 110 46.4 Indian Hills 387 172 44.4 215 55.6 Lakewood 255 133 52.2 122 47.8 Lynch Drive 449 243 54.1 206 45.9 Meadow Park 264 147 55.7 117 44.3 North Heights 418 195 46.7 223 53.3 Park Hill 276 128 46.4 148 53.6 Pike View 370 188 50.8 182 49.2 Redwood 210 131 62.4 79 37.6 Seventh Street 338 154 45.6 184 54.4 Total Elem. 4,911 2,549 51.9%. 2,362 48 .1% Alternative 66 46 69.7 20 30.3 ( 7 - 12) Baring Cross 35 25 71.4 10 28.6 (7 - 12) Lakewood Md. 539 216 40.1 323 59.9 Ridgeroad Md. 544 288 52.9 256 47.1 Rose City Md. 366 186 50.8 180 4 9. 2 NLRHS-East 1,419 649 45.7 770 54.3 NLRHS-West 1,205 526 43.7 679 56.3 Total Sec. 4,174 1,936 46.4% 2,238 53.6% Dist. Total: 9,085 4,485 49.4% 4,600 50.6% NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas ~l:c 1Jtt:o RACIAL COMPOSITION OF SCHOOLS oar , s 199J Including Kindergarten October 1, 1993 1992/93 Comparison SCHOOL Alternative (K - 6) Amboy Baring Cross (K - 6) Belwood Boone Park Central Crestwood Glenview Indian Hills Lakewood Elem. Lynch Drive Meadow Park North Heights Park Hill Pike View Redwood Seventh Street ENROLLMENT 1992 1993 20 390 14 171 450 468 241 230 447 277 464* 243 403 210 429 239 363 25 38 0 13 168 441 429 251 237 387 255 44 9 264 418 276 370 210 338 BLACK 1992 1993 14 172 5 71 274 252 105 131 200 141 222 124 193 94 209 142 1 77 13 192 6 76 274 256 114 127 172 133 243 147 195 128 188 131 154 Total Elem. 5,058 4,911 2,526 2,549 Alternative (7 - 12) Baring Cross (7 - 12) Lakewood Md. Ridgeroad Md. Rose City Md. NLRHS-East NLRHS-West 30 31 545 578 408 66 35 539 544 366 1,339 1,419 1,204 1,205 23 22 248 266 207 602 524 46 25 216 288 186 649 526 Total Sec. 4,135 4,174 1,892 1,936 Dist. Total 9,193 9,085 4,418 4,485 PERCENTAGE 1992 1993 70.0 44 .1 35.7 41. 5 60.9 53.8 43.6 57.0 44.7 50.9 47.8 51. 0 4 7. 9 4 4. 8 48.7 59.7 48.8 52.0 50.5 46.2 45.2 62.1 59.7 45.4 53.6 44.4 52.2 54. 1 55.7 46.7 4 6. 4 50.8 62.4 45.6 NON-BLACK PERCENTAGE 1992 1993 1992 1993 6 218 9 100 176 216 136 99 247 136 242 119 210 116 220 96 186 12 188 7 92 167 173 137 110 215 122 206 117 2 23 148 182 79 184 30.0 55.9 64.3 58.5 39.1 46.2 56.4 43.0 55.3 49.1 52.2 49.0 52.1 55.2 51. 3 40.3 51. 2 48.0 49.5 53.8 54. 8 37.9 40.3 54.6 46.4 55.6 47.8 45.9 4 4. 3 53.3 53.6 49.2 37.6 54.4 49.9 51.9 2,532 2,362 50.1 48.1 76.7 71. 0 45.5 46.0 50.7 69.7 71. 4 40.1 52.9 50.8 45.0 45.7 43.5 43.7 7 9 297 312 201 737 680 20 10 323 256 180 23.3 29.0 54.5 54. 0 49.3 30.3 28.6 59.9 47.1 49.2 770 55.0 54.3 679 56.5 56.3 45.8 46.4 2,243 2,238 54.2 53.6 48.1 49.4 4,775 4,600 51.9 50.6 *Combined 1992 enrollment for Lynch Drive and Rose City Elementary Schools. Pre-Kindergarten Enrollment - (not included in the above) P k Boone ar Central Redwood Black - 22 3i:'. 22 Percentage 62.9 88.9 95.7 Non-Black - 13 4 1 Percentage 38.1 11.1 4.3 Total 35 36 23 #60-02-078 COUNTY: PULASKI DI~ WHITE GRADE TOTAL M F K 2 2 0 CHOICE 0 0 0 01 1 0 0 CHOICE 0 0 0 02 2 1 0 CHOICE 0 0 0 03 1 0 0 CHOICE 0 0 0 04 1 0 0 CHOICE 0 0 0 05 3 1 0 CHOICE 0 0 0 06 3 1 2 CHOICE / '\n}_ 1 _21 ~i' 0 07 2 1 0 CHOICE 0 0 0 08 6 1 0 CHOICE 0 0 0 09 4 1 2 CHOICE O 0 0 10 7 0 1 CHOICE 0 0 0 11 7 0 0 CHOICE 0 0 0 12 9 2 2 CHOICE 0 ~o 0  SCHOOL ?~8 2 10 7 TOTALS 35.4% CHOICE 1 1 0 PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 rnon\"\"''\"' - --- - - cri :\nNMENTS ior\n/6\n-- 9 -~ IJ/J/' - ROCK SCHOOL: GRADE SPAN: -(/\"en ft:\n'- 4 , hi JIC ASIAN/PI ro/i -ft~ F M ,hr u 0 1 0 0 0 1 0 0 0 0 1 0 0 0 1 0 0 1 1 0 0 ~g jg 1 0 0 0 2 3 0 0 1 0 0 0 5 1 0 0 6 1 0 0 1 4 0 0 l'-1 9 19 12 64.6% 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 0 AUG2 O 1998 OltlCOEF OESEGREMGOANTIIOTONR ING F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 BARING.CROSS CENTER K-06 AM IND/ALS NAT M F O 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 ,., PUPIL ENROLLMENT BY SCHOOL LEA #60-02-050 OCTOBER 1, 1993 \\~ CURRENT SCHOOL ASSIGNMENTS -l COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: .WHITE GRADE TOTAL M F K 51 16 12 CHOICE 1 1 0 01 68 17 20 CHOICE 0 0 0 02 56 12 16 CHOICE 1 1 0 03 54 20 5 CHOICE 1 1 0 04 53 16 11 CHOICE 1 1 0 05 53 14 10 CHOICE 0 0 0 06 45 11 8 CHOICE 1 1 0 SCHOOL 380 106 82 TOTALS 49.5% CHOICE 5 5 0 BLACK HISPANIC M F M F 11 12 0 0 0 0 0 0 18 13 0 0 0 0 0 0 16 12 0 0 0 0 0 0 12 17 0 0 0 0 0 0 10 16 0 0 0 0 0 0 14 15 0 0 0 0 0 0 10 16 0 0 0 0 0 0 91 101 0 0 50.5% .0% 0 0 0 0 AUG 2 n 1998 OFFIDCIEDESEGREMGOATNIIOTNO R/NS GRADE SPAN: ASIAN/PI M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 ..\nAMBOY ELEMENTARY K-06 AM IND/ALS NAT M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 .. 1 LEA #60-02-058 COUNTY: PULASKI GRADE TOTAL K 24 CHOICE 0 01 37 CHOICE 0 02 39 CHOICE 0 03 47 CHOICE 0 04 44 CHOICE 0 05 37 CHOICE 0 06 27 CHOICE 0 SCHOOL 255 TOTALS CHOICE 0 PUPIL ENROLLMENTB Y SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: WHITE M F 7 8 0 0 10 7 0 0 8 10 0 0 6 16 0 0 11 4 o 0 12 4 0 0 8 5 0 0 62 54 45.5% 0 0 BLACK HISPANIC M F M F 5 4 0 0 0 0 10 9 0 0 0 0 12 9 0 0 0 0 11 12 2 0 0 0 11 16 1 0 0 0 12 9 0 0 0 0 6 7 0 0 0 0 67 66 3 52.2% 1. 2% 0 0 0 CEIVED AUG 2 n 1998 OfflCEOF DESEGQTMIONI TORING 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 GRADE SPAN: ASIAN/PI M F 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 2 .8% 0 0 LAKEWOOD ELEMENTARY K-06 AM IND/ALS NAT M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 .4% 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-054 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS I COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK' SCHOOL: BOONE PARK ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F J 35 5 7 13 9 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 .o 0 0 K 88 17 12 40 19 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 66 13 8 25 19 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 63 13 13 15 20 0 2 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 68 16 12 20 18 2 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 57 7 10 18 20 1 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 48 10 7 13 17 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 51 10 10 14 16 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 476 91 79 158 138 5 5 0 0 0 0 TOTALS 35.7% 62.2% 2.1% .0% .0% CHOICE 0 0 0 0 0 0 0 0 0 0 0 Ii+ 5 /\nJ. 1 ? 8'h 7\ni ,_-'-I 6\" ___:--- - qo -,7 EIVED AUG 2 o 1998 DESEG LEA #60-02-069 COUNTY: PULASKI GRADE TOTAL K 46 CHOICE 0 01 27 CHOICE 0 02 40 CHOICE 0 03 73 CHOICE 1 04 44 CHOICE 0 05 57 CHOICE 1 06 51 CHOICE 0 SCHOOL 338 TOTALS CHOICE 2 PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: SEVENTH STREET WHITE BLACK M F M F 4 6 18 18 0 0 0 0 5 5 10 6 0 0 0 0 11 12 9 7 0 0 0 0 17 19 20 16 1 0 0 0 16 12 7 8 0 0 0 0 21 16 14 6 0 1 0 0 18 18 9 6 0 0 0 0 92 88 87 67 53.3% 45.6% 1 1 0 0 HISPANIC M F 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 1 .6% .0 0 GRADE SPAN: K-06 ASIAN/PI AM IND/ALS M 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 F M F 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 .6% .0% 0 0 0 AUG2 O1 998 Qff\\COt F DESEGR1E:1- .~v!1\\},ntr,n RlNG NAT ELEM. PUPIL ENROLLMENT BY SCHOOL LEA #60-02-060 OCTOBER'!, 1993 ,, CURRENT SCHOOL ASSIGNMENTS ,I ' COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: WHITE GRADE TOTAL M F K 70 20 21 CHOICE 0 0 0 01 57 11 14 CHOICE 0 0 0 02 63 15 16 CHOICE 1 1 0 03 81 25 16 CHOICE 0 0 0 04 52 11 9 CHOICE 0 0 0 05 59 13 11 CHOICE 0 0 0 06 67 16 7 CHOICE 0 0 0 SCHOOL 449 111 94 TOTALS 45.7% CHOICE 1 1 0 GRADE SPAN: BLACK HISPANIC ASIAN/PI M F M F 15 14 0 0 0 0 0 0 12 20 0 0 0 0 0 0 18 14 0 0 0 0 0 0 24 16 0 0 0 0 0 0 17 15 0 0 0 0 0 0 18 17 0 0 0 0 0 0 22 21 1 0 0 0 0 0 126 117 1 0 54.1% .2% 0 0 0 0 AUG2 O1 998 OFFIOCFE DESEGREMGOATNIIOTON RING M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 LYNCH DRIVE ELEMENTARY K-06 AM IND/ALS NAT M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . 0% 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-059 OCTOBER 1, 1993 ,,, CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI oISTRICT: NORTH LITTLE ROCK SCHOOL: CENTRAL ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F J 36 2 1 15 17 0 0 0 1 O 0 . CHOICE 0 0 0 0 0 0 0 0 0 0 0 K 72 4 6 29 32 0 0 1 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 57 17 11 14 15 0 0 0 0 0 0 CHOICE 1 0 0 -1 0 0 0 0 0 0 0 02 49 10 15 18 6 0 0 0 0 0 0 CHOICE 1 0 0 0 1 0 0 0 0 0 0 03 71 11 13 21 26 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 60 12 18 17 13 0 0 0 0 0 0 CHOICE 2 1 1 0 0 0 0 0 0 0 0 05 66 15 16 14 21 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 54 15 8 12 18 0 0 1 0 0 0 CHOICE 1 1 0 0 0 0 0 0 0 0 0 SCHOOL 465 86 88 140 148 0 0 2 1 0 0 TOTALS 37.4% 61.9% .0% .6% .0% CHOICE 5 2 1 1 1 0 0 0 0 0 0 f4 l1 I.,( S l ~I ~ 0 ..1 -tip ECEJ\\I AIJf~4\") (\\ 1ogs AUG2 0 1g~R ~,11111:U r Off\\C0E, DESEGREMGOANTIITOONR INQD ESEGREMGOfl~.1\\l\\OQ\\i\\j\\ tlQ LEA #60-02-061 COUNTY: PULASKI GRADE TOTAL K 38 CHOICE 0 01 26 CHOICE 0 02 39 CHOICE 0 03 38 CHOICE 0 04 39 CHOICE 0 05 39 CHOICE 0 06 45 CHOICE 0 SCHOOL 264 TOTALS CHOICE 0 PUPIL ENROLLMENT BY SCHOOL OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS DISTRICT: NORTH LITTLE ROCK SCHOOL: GRADE SPAN: WHITE BLACK M F M F 6 7 12 13 0 0 0 0 9 3 9 5 0 0 0 0 7 13 6 13 0 0 0 0 8 6 10 14 0 0 0 0 11 8 14 6 0 0 0 0 14 9 6 10 0 0 0 0 6 10 20 9 0 0 0 0 61 56 77 70 44.3% 55.7% 0 0 0 0 AUG2 n 1998 uitlCOE F DESEGREMGAOTNIIOTNO RING HISPANIC ASIAN/PI M F M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% .0% 0 0 0 0 l MEADOW PARK ELEMENTARY K-06 AM IND/ALS NAT M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-063 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: NORTH HEIGHTS ELEM. GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 56 17 22 7 7 2 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 65 14 20 18 11 2 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 56 17 13 7 18 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 66 15 19 20 9 1 2 0 0 0 0 CHOICE 1 1 0 0 0 0 0 0 0 0 0 04 63 16 10 19 14 2 2 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 59 14 12 16 17 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 53 13 6 17 15 1 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 418 106 102 104 91 9 6 0 0 0 0 TOTALS 49.8% 46.7% 3.6% .0% .0% CHOICE 1 1 0 0 0 0 0 0 0 0 0 . ~ . PUPIL ENROLLMENT BY SCHOOL LEA #60-02-055 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK .SCHOOL: CRESTWOOD ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 20 9 8 1 2 0 0 0 0 0 0 CHOICE 2 0 2 0 0 0 0 0 0 0 0 01 34 7 11 9 7 0 0 0 0 0 0 CHOICE 2 1 1 0 0 0 0 0 0 0 0 02 39 18 8 8 5 0 0 0 0 0 0 CHOICE 3 3 0 0 0 0 0 0 0 0 0 03 43 12 12 6 13 0 0 0 0 0 0 CHOICE 2 2 0 0 0 0 0 0 0 0 0 04 31 8 6 7 10 0 0 0 0 0 0 CHOICE 1 1 0 0 0 0 0 0 0 0 0 05 38 8 6 11 13 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 46 13 11 9 13 0 0 0 0 0 0 CHOICE 1 0 1 0 0 0 0 0 0 0 0 SCHOOL 251 75 62 51 63 0 0 0 0 0 0 TOTALS 54.6% 45.4% .0% .0% .0% CHOICE 11 7 4 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-064 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: PARK HILL ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 49 21 14 7 7 0 0 0 0 0 0 CHOICE 1 1 0 0 0 0 0 0 0 0 0 01 40 13 10 6 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 26 7 4 7 8 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 35 9 11 7 8 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 42 8 11 13 10 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 43 8 12 14 8 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 41 9 10 11 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 276 75 72 65 63 0 1 0 0 0 0 TOTALS 53.3% 46.4% .4% .0% .0% CHOICE 1 1 0 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-065 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: PIKE VIEW ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 33 8 10 9 6 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 54 12 15 11 15 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 63 15 13 11 24 0 0 0 0 0 0 CHOICE 1 1 0 0 0 0 0 0 0 0 0 03 45 10 12 11 11 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 58 15 7 15 20 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 62 16 18 18 9 0 1 0 0 0 0 CHOICE 1 0 1 0 0 0 0 0 0 0 0 06 55 15 11 13 15 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 370 91 86 88 100 2 3 0 0 0 0 TOTALS 47.8% 50.8% 1.4% .0% .0% CHOICE 2 1 1 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-053 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: BELWOOD ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 20 8 8 4 0 0 0 0 0 . 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 17 3 5 3 6 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 20 5 5 3 6 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 26 10 3 6 6 0 1 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 24 6 8 5 4 0 0 0 0 1 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 28 3 6 12 7 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 33 12 6 7 7 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 168 47 41 40 36 2 1 0 0 1 0 TOTALS 5 2. 4% 45.2% 1.8% .0% .6% CHOICE 0 0 0 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-056 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: GLENVIEW ELEMENTARY GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM iND/ALS NAT GRADE TOTAL M F M F M F M F M F K 27 7 4 8 8 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 34 6 11 8 9 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 34 7 13 5 9 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 30 6 7 10 7 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 38 12 8 7 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 40 11 7 11 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 34 6 5 13 10 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 237 55 55 62 65 0 0 0 0 0 0 TOTALS 46.4% 53.6% .0% .0% .0% CHOICE 0 0 0 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA '#60-02-057 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: INDIAN HILLS ELEM. GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM'IND/ALS NAT GRADE TOTAL M F M F M F M F M F. K 44 12 17 8 5 0 0 2 0 0 0 CHOICE 1 0 1 0 0 0 0 0 0 0 0 01 59 16 17 13 13 0 0 0 0 0 0 CHOICE 2 2 0 0 0 0 0 0 0 0 0 02 70 15 16 15 22 0 0 2 0 0 0 CHOICE 2 1 1 0 0 0 0 0 0 0 0 03 45 7 11 16 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 59 17 17 10 15 0 0 0 0 0 0 CHOICE 2 0 2 0 0 0 0 0 0 0 0 05 54 25 10 11 8 0 0 0 0 0 0 CHOICE 2 1 1 0 0 0 0 0 0 0 0 06 56 20 11 14 11 0 0 0 0 0 0 CHOICE 1 0 1 0 0 0 0 0 0 0 0 SCHOOL 387 112 99 87 85 0 0 4 0 0 0 TOTALS 54.5% 44.4% .0% 1.0% .0% CHOICE 10 4 6 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-067 OCTOBER 1, 1993 CURRENT.SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: REDWOOD ELEMENTARY 'GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F J 23 0 1 11 11 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 K 30 1 2 11 16 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 31 4 8 9 10 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 02 31 5 3 9 13 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 31 8 5 5 12 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 35 6 5 9 14 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 24 5 . 7 5 7 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 28 8 7 6 5 1 1 0 0 0 0 .CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 23 3 37 38 65 88 4 1 0 0 0 0 TOTALS 32.2% 65.7% 2.1% .0% .0% CHOICE 0 0 0 0 0 0 0 0 0 0 0 /1 31 5'-1 11 4 I .. ___ _L_f, , . _..l 1f I ,r ELEMENTARY WHITE. BLACK HISPANIC ASIAN/PI AM IND/ALS NAT TOTALS M F M F M F M F M F ELEM 5015 1217 1103 1327 1310 27 18 .6 5 2 0- 46.3%. 52.6% .9% .2% .0% 39 24 13 1 1 0 o 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-076 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS  COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: NLRHS-WEST CAMPUS ' GRADE SPAN: 11-12 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F 09 17 6 0 6 4 1 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 10 44 14 2 16 12 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 11 630 188 172 131 134 2 0 1 2 0 0 CHOICE 19 11 8 0 0 0 0 0 0 0 0 12 514 160 123 112 111 1 1 1 2 0 3 CHOICE 7 4 3 0 0 0 0 0 0 0 0 SCHOOL 1205 368 297 265 261 4 1 2 4 0 3 TOTALS 55.2% 43.7% .4% .5% .2% CHOICE 26 15 11 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-075 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: NLRHS-EAST CAMPUS GRADE SPAN: 09-10 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F 09 767 199 205 178 175 5 2 1 0 . 2 0 CHOICE 9 6 3 0 0 0 0 0 0 0 0 10 652 169 177 152 144 3 4 2 1 0 0 CHOICE 9 4 5 0 0 0 0 0 0 0 0 SCHOOL 1419 368 382 330 319 8 6 3 1 2 0 TOTALS 52.9% 45.7% 1.0% .3% .1% CHOICE 18 10 8 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-056 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: . ALT CENTER - ELEM GRADE SPAN: K-06 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F K 1 1 0 0 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 01 4 2 0 2 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 03 3 2 0 1 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 04 4 1 0 3 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 05 4 2 0 1 1 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 06 9 4 0 5 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 25 12 0 12 1 0 0 0 0 0 0 TOTALS 48.0% 52.0% .0% .0% .0% CHOICE 0 0 0 0 0 0 0 0 0 0 0 , \" PUPIL ENROLLMENT BY SCHOOL LEA #60-02-075 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK. SCHOQL:' ALT CENTER - SEC GRADE SPAN: .07-12 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS _NAT GRADE TOTAL M F M F M F M F M F 08 17 4 0 10 3 0 0 o 0  0 0 CHOICE 0 0 0 0 0 0 0 o 0 0 0 09 19 2 2 11 4 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 10 14 4 2 7 1 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 11 12 5 0 7 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 12 4 1 0 3 0 0 0 0 0 0 0 CHOICE 0 o 0 0 0 0 0 0 0 0 0 SCHOOL  66 16 4 38 8 0 0 0 0 0 0 TOTALS 30.3% : 69.7% .0% .0% .0% CHOICE 0 0 0 0 0 0 0 0 0 0 0 . PUPIL ENROLLMENT BY SCHOOL LEA #60-02-072 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: RIDGEROAD GRADE SPAN: 07-08 WHITE BLACK HISPANIC AS.IAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F 07 287 62 65 77 78 ,', 1 1 1 1 1 0 CHOICE 0 0 0 0 0 0 0 0 0 o 0 08 257 67 52 75 58 0 2 1 1 1 0 CHOICE 1 0 1 0 0 0 0 0 0 0 0 SCHOOL 544 129 117 152 136 1 3 2 2 2 0 TOTALS 45. 2% 52.9% .7% .7% .4% CHOICE 1 0 1 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-070 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: LAKEWOOD GRADE SPAN: 07-08 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F 07 292 96 90 46 59 0 0 0 1 0 0 CHOICE 15 7 8 0 0 0 0 0 0 0 0 08 242 77 59 57 49 0 0 0 0 0 0 CHOICE 10 5 5 0 0 0 0 0 0 0 0 09 5 0 0 2 3 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 539 173 149 105 111 0 0 0 1 0 0 TOTALS 59.7% 40.1% .0% .2% .0% CHOICE 25 12 13 0 0 0 0 0 0 0 0 PUPIL ENROLLMENT BY SCHOOL LEA #60-02-077 OCTOBER 1, 1993 CURRENT SCHOOL ASSIGNMENTS ' COUNTY: PULASKI DISTRICT: NORTH LITTLE ROCK SCHOOL: ROSE CITY GRADE SPAN: 07-08 WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT GRADE TOTAL M F M F M F M F M F 07 170 43 38 36 51 1 0 1 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 08 195 45 50 53 45 1 1 0 0 0 0 CHOICE 3 2 1 0 0 0 0 0 0 0 0 09 1 0 0 1 0 0 0 0 0 0 0 CHOICE 0 0 0 0 0 0 0 0 0 0 0 SCHOOL 366 88 88 90 96 2 1 1 0 0 0 TOTALS 48.1% 50.8% .8% .3% .0% CHOICE 3 2 1 0 0 0 0 0 0 0 0 ~ : SECONDARY WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT TOTALS M F M F ., M F M F M F 4164 1154 1037 . SEC 992 932 15 11 8 8 4 3 52.6% 46.2% . 6 % . .4% .2% CHOICE 73 39 34 0 0 .0 0 0 0 0 0 - . DISTRICT WHITE BLACK HISPANIC ASIAN/PI AM IND/ALS NAT TOTALS l M F M F M F M F M F 9179 2371 2140 2319 2242 42 29 : 14 13 6 3 49.1% 49.7% .8% . 3 % ' .1% \"CHOICE 112 63 47 1 1 -0 0 0 0 0 0 OCTOBER 1st REPORTS 1993-94 CONTENTS N.L.R.S.D. Projected Enrollment, Excluding Kindergarten N.L.R.S.D. Racial Balance Plan N.L.R.S.D. Enrollment, Excluding Kindergarten N.L.R.S.D. Enrollment, Including Kindergarten N.L.R.S.D. Building Capacities Group School Transfers Magnet Transfers Majority to Minority Transfers to L.R.S.D. (1) By Little Rock School (2) By Sending NLR School (3) New Students 1993/94 Majority to Minority Transfers from L.R.S.D. (1) By NLR School (2) New Students 1993/94 Oak Grove Transfers to P.C.S.S.D. Oak Grove Transfers from P.C.S.S.D. Scott Student Transfers School Choice Transfers to P.C.S.S.D. School Choice Transfers from P.C.S.S.D. Teacher Transfers from P.C., L.R., etc. Teacher Transfers to P.C.S.S.D. Teacher Transfers to L.R.S.D. THE NORTH LITTLE ROCK SCHOOL DISTRICT Pupil Enrollment by School PROJECTED ENROLLMENT FOR 1993-94 Excluding Kindergarten May 20, 1993 NON-BLACK BLACK SCHOOL # % # % TOTAL AMBOY ELEMENTARY 191 52.3 174 47.7 365 BARING CROSS 5 45.5 6 54.5 11 BELWOOD ELEMENTARY 80 47.9 87 52.1 167 BOONE PARK ELEMENTARY 155 44.4 194 55.6 349 CENTRAL ELEMENTARY 175 46.8 199 53.2 374 CRESTWOOD ELEMENTARY 105 46.1 123 53.9 228 GLENVIEW ELEMENTARY 102 46.2 119 53.8 221 INDIAN HILLS ELEMENTARY 190 52.1 175 47.9 365 LAKEWOOD ELEMENTARY 110 46.0 129 54.0 239 LYNCH DRIVE ELEMENTARY 190 48.0 206 52.0 396 MEADOW PARK ELEMENTARY 127 53.0 113 47.0 240 NORTH HEIGHTS ELEMENTARY 174 50.7 169 49.3 343 PARK HILL ELEMENTARY 109 47.0 123 53.0 232 PIKE VIEW ELEMENTARY 152 47.0 171 53.0 323 REDWOOD ELEMENTARY 102 50.2 101 4 9. 8 203 SEVENTH STREET ELEMENTARY 172 53.4 150 46.6 322 TOTAL ELEMENTARY: 2,139 48.9 2,239 51.1 4,378 BARING CROSS 2 28.6 5 71.4 7 LAKEWOOD MIDDLE SCHOOL 287 56.1 225 43.9 512 RIDGEROAD MIDDLE SCHOOL 284 51.3 270 48.7 554 ROSE CITY MIDDLE SCHOOL 181 51.1 173 48.9 354 TOTAL MIDDLE: 754 52.8 673 47.2 1,427 BARING CROSS 5 27.8 13 72.2 18 NLRHS-EAST CAMPUS 775 54.2 656 45.8 1,431 NLRHS-WEST CAMPUS 692 55.6 553 44.4 1,245 TOTAL HIGH SCHOOL: 1,472 54.6 1,222 45.4 2,694 DISTRICT TOTALS: 4,365 51.4 4,134 48.6 8,499 NORTH LITTLE ROCK SCHOOL DISTRICT RACIAL BALANCE PLAN 1993-94 As of 05-20-93 GROUP A LAKEWOOD ELEMENTARY WHITE BLACK Non-black in resident: 130 Black in resident: 39 Black from Central: + 90 Non-black bused to Central: 20 Total: 110 + 129 CRESTWOOD ELEMENTARY Non-black in resident: 125 Black in resident: 23 Black from Central: + 100 Non-black bused to Central: 20 Total: 105 + 123 BELWOOD ELEMENTARY Non-black in resident: 100 Black in resident: 27 Black from Central: + 60 Non-black bused to Central: 20 Total: 80 + 87 = PIKE VIEW ELEMENTARY WHITE BLACK Non-black in resident:. 192 Black in resident: 81 Black from Central: + 90 Non-black bused to Central: 40 Total: 152 + 171 = 239 = 54.0% = 228 = 53.9% 167 = 52.1% = 323 = 52.9% RACIAL BALANCE PLAN GROUP A CONTINUED CENTRAL ELEMENTARY Non-black in resident: Black in resident: Non-black from Lakewood: Non-black from Crestwood: Non-black from Belwood: Non-black from Pike View: Black bused to Lakewood: Black bused to Crestwood: Black bused to Belwood: Black bused to Pike View: Total: 75 539 20 + 20 20 40 90 - 100 60 90 175 + 199 = 374 = 53.2% NORTH LITTLE ROCK SCHOOL DISTRICT RACIAL BALANCE PLAN 1993-94 As of 05-20-93 GROUP B NORTH HEIGHTS ELEMENTARY Non-black in resident: Black in resident: Black from Redwood: Non-black bused to Redwood: Total: REDWOOD ELEMENTARY Non-black in resident: Black in resident: + Non-black from North Heights: Black bused to North Heights: Total: WHITE 254 80 174 22 80 102 + + + BLACK 104 65 169 166 65 101 = 343 = 49.3% = 203 = 49.8% NORTH LITTLE ROCK SCHOOL DISTRICT RACIAL BALANCE PLAN 1993-94 As of 05-20-93 GROUP C BOONE PARK ELEMENTARY WHITE BLACK Non-black in resident: 155 Black in resident: 354 Black bused to Amboy: 80 Black bused to Park Hill: 80 Total: 155 + 194 PARK HILL ELEMENTARY Non-black in resident: 179 Black in resident: 43 Black from Boone Park: + 80 Non-black bused to Glenview: - 70 Total: 109 + 123 GLENVIEW ELEMENTARY Non-black in resident: 32 Black in resident: 119 Non-black from Park Hill: + 70 Total: 102 + 119 = 349 = 55.6% = 232 = 53.0% = 221 = 53.8% NORTH LITTLE ROCK SCHOOL DISTRICT RACIAL BALANCE PLAN LYNCH DRIVE ELEMENTARY Non-black in resident: Black in resident: 1993-94 As of 05-20-93 GROUP D 235 Non-black bused to Meadow Park 45 Total: 190 MEADOW PARK ELEMENTARY WHITE Non-black in resident: 82 Black in resident: + Non-black from Lynch Drive: 45 Total: 127 206 + 206 BLACK 113 + 113 = 396 = 52.0% = 240 = 47.1% THE NORTH LITTLE ROCK SCHOOL DISTRICT RACIAL BALANCE PLAN AMBOY ELEMENTARY Non-black in resident: Black in resident: Black from Boone Park: 1993-94 As of 05-20-93 GROUPE WHITE 251 Non-black bused to Seventh St.: 60 Total: 191 INDIAN HILLS ELEMENTARY Non-black in resident: 290 Black in resident: Black from Seventh St.: Non-black bused to Seventh St.: 100 Total: SEVENTH STREET ELEMENTARY Non-black in resident: Black in resident: Non-black from Indian Hills:+ Non-black from Amboy: Black bused to Indian Hills: Total: 190 12 100 60 172 + + + BLACK 94 + 80 174 25 + 150 175 300 - 150 150 = 365 = 47.7% = 365 = 47.9% = 322 = 46.6% 1993/94 APPROVED% RANGE FOR BLACK ENROLLMENT AS OF 10/01/93 ELEM. :  3 8 . 9 - 6 4 . 9 MIDDLE: 35.7 - 59.5 NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS Excluding Kindergarten October 1, 1993 School Enrollment Black 169 % 51.4 48.6 60.9 54.6 48.1 52.9 46.4 53.7 56.5 54.0 50.0 Amboy Belwood Boone Park Central Crestwood Glenview Indian Hills Lakewood Lynch Drive Meadow Park North Heights Park Hill Pike View Redwood Seventh Street Total Elem. Lakewood Md. Ridgeroad Md. Rose City Md. Total Middle: NLRHS-East NLRHS-West Total H. S. : 329 148 353 357 231 210 343 231 379 226 362 227 337 180 292 4,205 539  544 366 1,449 1,419 1,205 2,624 SPECIAL PROGRAMS Alternative 24 (K - 6) Baring Cross 11 (K - 6) Total Elem.: 35 Alternative 66 (7 - 12) Baring Cross 35 (7 - 12) Total Sec.: 101 Special Programs Total 136 Dist. Total: 8,414 72 215 195 111 111 159 124 214 122 181 114 173 104 118 2,182 216 288 186 690 649 526 1,175 13 6 19 46 25 71 90 4,137 5 0. 2  51. 3 57.8 40.4 51.9% 40.1 52.9 50.8 47.6 45.7 43.7 44.8% 54.2 54.5 54.3 69.7 71.4 70.3 66.2 49.2% Non-Black % 160 48.6 76 51.4 138 39.1 162 45.4 120 51. 9 99 47.1 184 53.6 107 46.3 165 43.5 104 46.0 181 50.0 113 49.8 164 48.7 76 42.2 174 59.6 2,023 48.1% 323 59.9 256 47.1 180 49.2 759 52.4 770 54.3 679 56.3 1,449 55.2% 11 5 16 20 10 30 46 4,277 45.8 45.5 45.7 30.3 28.6 29.7 33.8 50.8% NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS Including Kindergarten October 1, 1993 School Enrollment Black % Non-Black % Alternative 25 13 52.0 12 48.0 (K - 6) Amboy 380 192 50.5 188 49.5 Baring Cross 13 6 46.2 7 53.8 (K - 6) Belwood 168 76 45.2 92 54.8 Boone Park 441 274 62.1 167 37.9 Central 429 256 59.7 173 40.3 Crestwood 251 114 45.4 137 54.6 Glenview 237 127 53.6 110 46.4 Indian Hills 387 172 44.4 215 55.6 Lakewood 255 133 52.2 122 47.8 Lynch Drive 449 243 54.1 206 45.9 Meadow Park 264 147 55.7 117 44.3 North Heights 418 195 46.7 223 53.3 Park Hill 276 128 46.4 148 5 3. 6 Pike View 370 188 50.8 182 49.2 Redwood 210 131 62.4 79 3 7. 6 Seventh Street 338 154 45.6 184 54.4 Total Elem. 4,911 2,549 51.9%. 2,362 48.1% Alternative 66 46 69.7 20 30.3 (7 - 12) Baring Cross 35 25 71.4 10 28.6 (7 - 12) Lakewood Md. 539 216 40.1 323 59.9 Ridgeroad Md. 544 288 52.9 256 47.1 Rose City Md. 366 186 50.8 180 4 9. 2 NLRHS-East 1,419 649 45.7 770 54.3 NLRHS-West 1,205 526 43.7 679 56.3 Total Sec. 4,174 1,936 46.4% 2,238 53.6% Dist. Total: 9,085 4,485 49.4% 4,600 50.6% NORTH LITTLE ROCK SCHOOL DISTRICT Building Capacities SCHOOL Building Capacity ALTERNATIVE EDUCATION CENTER K-12 227 1301 Main Street North Little Rock, AR 72114 AMBOY ELEMENTARY K-6 394 2400 West 58th North Little Rock, AR 72118 BARING CROSS CENTER K-6 56 901 Parker Street North Little Rock, AR 72114 BELWOOD ELEMENTARY K-6 124 3902 Virginia Drive North Little Rock, AR 72118 BOONE PARK ELEMENTARY K-6 589 1400 Crutcher North Little Rock, AR 72114 CENTRAL ELEMENTARY K-6 477 2300 Poplar Street North Little Rock, AR 72114 CRESTWOOD ELEMENTARY K-6 235 1901 Crestwood Drive North Little Rock, AR 72116 GLENVIEW ELEMEN'fARY K-6 315 4841 Edmond Street North Little Rock, AR 72117 INDIAN HillS ELEMENTARY K-6 408 6800 Indian Hills Drive North Little Rock, AR 72116 LAKEWOOD ELEMENTARY K-6 288 1800 Fairway Ave. North Little Rock, AR 72116 LYNCH DRIVE ELEMENTARY K-6 336 5800 Alpha Street North Little Rock, AR 72117 MEADOW PARK ELEMENTARY K-6 240 400 Eureka Gardens Road North Little Rock, AR 72117 NORTH HEIGHTS ELEMENTARY K-6 517 4901 North Allen North Little Rock, AR 72118 PARK HILL ELEMENTARY K-6 303 3801 John F. Kennedy Blvd. North Little Rock, AR 72116 PIKE VIEW ELEMENTARY K-6 427 441 McCain Blvd. North Little Rock, AR 72116 REDWOOD ELEMENTARY K-6 315 401 Redwood Street North Little Rock, AR 72114 ROSE CITY ELEMENTARY K-6 171 100 Earl Street North Little Rock, AR 72117 SEVENTH STREET ELEMENTARY K-6 352 1200 East 7th Street North Little Rock, AR 72114 NORTH LITTLE ROCK HIGH SCHOOL 11-12 1,580 WEST CAMPUS 101 West 22nd Street North Little Rock, AR 72114 NORTH LITTLE ROCK HIGH SCHOOL 9-10 1,424 EAST CAMPUS 2400 Lakeview Road North Little Rock, AR 72116 LAKEWOOD MIDDLE SCHOOL 7- 8 612 2300 Lakeview Road North Little Rock, AR 72116 RIDGEROAD MIDDLE SCHOOL 7- 8 665 4601 Ridge Road North Little Rock, AR 72116 ROSE CITY MIDDLE SCHOOL 7- 8 591 5500 Lynch Drive North Little Rock, AR 72117 NORTH LITTLE ROCK SCHOOL DISTRICT Grouped School Transfers 1993-94 Non-black Black AMBOY ELEM. TO SEVENTH STREET ELEM. 34 BELWOOD ELEM. TO CENTRAL ELEM. 5 BOONE PARK ELEM. TO AMBOY ELEM. BOONE PARK ELEM. TO PARK HILL ELEM. CENTRAL ELEM. TO BELWOOD ELEM. CENTRAL ELEM. TO CRESTWOOD ELEM. CENTRAL ELEM. TO LAKEWOOD ELEM. CENTRAL ELEM. TO PIKE VIEW ELEM. CRESTWOOD ELEM. TO CENTRAL ELEM. INDIAN HILLS ELEM. TO SEVENTH STREET ELEM. LAKEWOOD ELEM. TO CENTRAL ELEM. LYNCH DRIVE ELEM. TO MEADOW PARK ELEM. PARK HILL ELEM. TO GLENVIEW ELEM. PIKE VIEW ELEM. TO CENTRAL ELEM. REDWOOD ELEM. TO NORTH HEIGHTS ELEM. SEVENTH STREET ELEM. TO INDIAN HILLS Total: 11/11/93 4 95 27 3 5 3 176 6 7 2 1 3 1 1 2 23 ELEMENTARY SECONDARY NORTH LITTLE ROCK SCHOOL DISTRICT MAGNET ENROLLMENT BY SCHOOL October 4, 1993 Non-Black Black Booker 52 41 Carver 62 51 Gibbs 16 22 Williams 33 25 Total: 163 139 Mann Arts 42 53 Mann Science 21 21 Parkview Arts 21 27 Parkview Science 9 14 Total: 93 115 Magnet Total: 256 254 Total 93 113 38 58 302 95 42 48 23 208 510 NORTH LITTLE ROCK SCHOOL DISTRICT MAJORITY-TO-MINORITY TRANSFER PROGRAM TO LITTLE ROCK October 4, 1993 RACE: White ELEMENTARY Fulbright 1 Geyer Springs 3 McDermott 4 Rockefeller 12 Stephens 1 Washington 37 Wilson 1 Woodruff 6 Total: 65 SECONDARY Dunbar (M to M Magnet) Henderson Pulaski Heights Central Central Hall J. A. Fair McClellan (M to M) (M to M Magnet) Total: Total M to M Transfers: 5 3 4 11 5 1 2 3 34 99 I NORTH LITTLE ROCK SCHOOL DISTRICT MAJORITY-TO-MINORITY TRANSFER PROGRAM White Students Transferred to The Little Rock School District October 4, 1993 SENDING ELEMENTARY SCHOOLS Amboy 0 Baring Cross 0 Belwood 2 Boone Park 5 Central 8 Crestwood 3 Glenview 5 Indian Hills 13 Lakewood 3 Lynch Drive 3 Meadow Park 0 North Heights 7 Park Hill 3 Pike View 8 Redwood 2 Rose City Alternative 0 Seventh Street 3 Total: 65 SENDING MIDDLE SCHOOLS Total: Alternative Baring Cross Lakewood Ridgeroad Rose City SENDING HIGH SCHOOLS Alternative Baring Cross East Campus West Campus Total: Total M to M Transfers: 0 0 2 5 1 8 0 0 8 18 26 99 NORTH LITTLE ROCK SCHOOL DISTRICT MAJORITY-TO-MINORITY TRANSFER PROGRAM White Students Transferred to The\nLittle Rock School District October 4, 1993 NEW STUDENTS FOR 1993/94 SCHOOL YEAR SENDING ELEMENTARY SCHOOLS Amboy 0 Baring Cross O Belwood 0 Boone Park O Central 0 Crestwood 0 Glenview 0 Indian Hills 0 Lakewood 0 Lynch Drive O Meadow Park 0 North Heights 0 Park Hill 0 Pike View 2* Redwood 0 Rose City Alternative O Seventh Street O Total: 2* SENDING MIDDLE SCHOOLS Alternative Baring Cross Lakewood Ridge road Rose City 0 0 2 3 0 SENDING HIGH SCHOOLS Alternative Baring Cross East Campus West Campus Total: Total: Total M to M Transfers: * 5 0 0 4 5 9 16 The North Little Rock School District is no longer eligible to participate in the M to M transfer program at the elementary level because of racial composition of student population. However, elementary students currently involved in the M to M transfer program may continue to participate if they choose to do so. If an elementary student withdraws from the district, he/she cannot be readmitted to the district through the M to M transfer program. - A North Little Rock black student who moves into the Little Rock School District may file a request to remain in the North Little Rock School District through the Little Rock School District Student Assignment Office. NORTH LITTLE ROCK SCHOOL DISTRICT MAJORITY-TO-MINORITY TRANSFER PROGRAM I Black Students from Little Rock School District October 4, 1993 ELEMENTARY SCHOOLS MIDDLE SCHOOLS HIGH SCHOOLS Amboy Baring Cross Belwood Boone Park Central Crestwood Glenview Indian Hills Lakewood Lynch Drive Meadow Park North Heights Park Hill Pike View Redwood Rose City Alternative Seventh Street 13 1 3 5 6 18 2 11 16 10 2 3 4 6 7 1 3 Total: 111 Alternative Baring Cross Lakewood Ridgeroad Rose City Total: 0 1 52 21 2 76 Alternative 2 Baring Cross 2 East Campus 49 West Campus 44 Total: 97 Total M to M Transfers: 284 I NORTH LITTLE ROCK SCHOOL DISTRICT MAJORITY-TO-MINORITY TRANSFER PROGRAM Black Students from Little Rock School District October 4, 1993 NEW STUDENTS FOR 1993/94 SCHOOL YEAR ELEMENTARY SCHOOLS MIDDLE SCHOOLS HIGH SCHOOLS Amboy 3* Baring Cross l* Belwood l* Boone Park 2* Central l* Crestwood 1* Glenview O Indian Hills 2* Lakewood 3* Lynch Drive 1* Meadow Park O North Heights O Park Hill 1* Pike View 2* Redwood 0 Rose City Alternative O Seventh Street O Alternative Baring Cross Lakewood Ridge road Rose City Alternative Baring Cross East Campus West Campus Total: Total: Total: 18* 0 1 21 10 0 32 0 1 15 10 Total M to M Transfers: 26 76 * The North Little Rock School District is no longer eligible to participate in the M to M transfer program at the elementary level because of racial composition of student population. However, elementary students currently involved in the M to M transfer program may continue to participate if they choose to do so. If an elementary student withdraws from the district, he/she cannot be readmitted to the district through the M to M transfer program. A North Little Rock black student who moves into the Little Rock School District may file a request to remain in the North Little Rock School District through the Little Rock School District Student Assignment Office. RACE: Black NORTH LITTLE ROCK SCHOOL DISTRICT N.L.R. STUDENTS TO OAK GROVE 1993-94 GRADE NUMBER OF STUDENTS 7 2 8 10 9 10 10 6 11 11 12 11 TOTAL: 50 10-04-93 NORTH LITTLE ROCK SCHOOL DISTRICT OAK GROVE STUDENTS TO N.L.R.S.D. 1993-94 RACE: White 10/04/93 GRADE 7 8 9 10 11 12 TOTAL: NUMBER OF STUDENTS 0 0 0 0 1 1 2 Rose City Middle School GRADE 7 8 Total: NORTH LITTLE ROCK SCHOOL DISTRICT STUDENT AFFAIRS OFFICE SCOTT STUDENTS October 4, 1993 # OF STUDENTS 6 8 14 Black Non-Black 2 4 2 6 4 10 North Little Rock High School - East Campus Total: GRADE 9 10 # OF STUDENTS 10 5 15 North Little Rock High School - West Campus Total: Grand Total: GRADE 11 12 # OF STUDENTS 2 1 3 32 Black Non-Black 4 6 1 4 5 10 Black Non-Black 0 2 0 1 0 3 9 23 NORTH LITTLE ROCK SCHOOL DISTRICT School Choice to Pulaski County Special School District October 4, 1993 Race: Black GRADE NUMBER OF STUDENTS 1 1 10 1 Total: 2 NORTH LITTLE ROCK SCHOOL DISTRICT STUDENT AFFAIRS OFFICE SCHOOL CHOICE TRANSFERS 1993-94 October 4, 1993 School Non-Black Alternative Education (K-6) O Amboy Elementary 5 Baring Cross (K-6) 1 Belwood Elementary 0 Boone Park Elementary 0 Central Elementary 0 Crestwood Elementary 9 Glenview Elementary 0 Indian Hills Elementary 11 Lakewood Elementary 2 Lynch Drive Elementary 1 Meadow Park Elementary 0 North Heights Elementary 1 Park Hill Elementary 1 Pike View Elementary 4 Redwood Elementary 0 Seventh Street Elementary 3 Alternative Education Baring Cross (7-12) Lakewood Middle Ridgeroad Middle Rose City Middle NLRHS-East Campus NLRHS-West Campus Total: (7-12) 0 0 26 1 2 15 27 109 Black 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 NORTH LITTLE ROCK SCHOOL DISTRICT TEACHER TRANSFER ACT 624 October 4, 1993 STUDENTS OF LITTLE ROCK RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 8 Non-Black 4 Black 4 _________________________________ (010) STUDENTS OF PULASKI COUNTY RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 24 Non-Black 18 Black 6 ________________________________ (011) STUDENTS OF BRYANT RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 1 Non-Black 1 Black 0 _________________________________ (012) STUDENTS OF ATKINS RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 1 Non-Black 1 Black 0 _________________________________ (016) STUDENTS OF CABOT RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 1 Non-Black 1 Black 0 ----------------------------------- STUDENTS OF NORTH LITTLE ROCK RESIDENT CERTIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK ZONE WHERE THEY TEACH Total: 13 Non-Black 12 Black 1 ( 01 7) ________________________________ (014) STUDENTS OF PULASKI COUNTY RESIDENT CLASSIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK SCHOOL DISTRICT Total: 7 Non-Black 4 Black 3 ----------------------------------- (021) STUDENTS OF NORTH LITTLE ROCK RESIDENT CLASSIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK ZONE WHERE THEY WORK Total: 8 Non-Black 3 Black 5 (024) STUDENTS OF LITTLE ROCK RESIDENT CLASSIFIED EMPLOYEES ATTENDING SCHOOL IN THE NORTH LITTLE ROCK ZONE WHERE THEY WORK Total: 1 Non-Black 0 Black 1 (020) GRAND TOTAL: 64 Non-Black 44 Black 20 NORTH LITTLE ROCK SCHOOL DISTRICT TEACHER TRANSFER ACT 624 October 4, 1993 TEACHER TRANSFERS TO PULASKI COUNTY SPECIAL SCHOOL DISTRICT Total: 43 Non-black: 37 Black: 06 Total: 03 NORTH LITTLE ROCK SCHOOL DISTRICT TEACHER TRANSFER ACT 624 October 4, 1993 TEACHER TRANSFERS TO LITTLE ROCK SCHOOL DISTRICT Non-black: 02 Black: 01 'I iJIII\"'!~ , SCJIOOL IV.WS (\nJRJ :\nAdkins \\ 4 .:L \\ I ,\n.L..., Arnold Odve \\ \\. _:\u0026gt;, ~ '-\\ 0 ~lrAr l I 6, \\ o4 ~t-~\u0026lt;\u0026gt; \\ \u0026lt;\\ S\" \\ 3 4 n,. vr,11 ...,.,.,_ .. ~ ~ ::\u0026gt; 8 ?,03 r ... t-n .2...~9 :i._o~-  rn 1 t~~ St\n1 9.S lt\u0026lt;\\ 1 Crvstal Hill ::z\\. .\\ \\ .:2..\\. . I Ix.Jpree \\ \\ '\\ \\ '--\\ '8 Fuller Elem. I tt:), ?t\n. u.,,.rric:: \\ :: t..- \\ \\ 7 I ,l 'vil.le Elan. ~-\\\n::i_ ~'-\\.::L Landmark \\ \"b 7 \\ ~ 3, I Lawson \\ .\nt. s- \\~o O:Jk r.mve El. \\ l,, ~ \\ v 8 O:Jkbrooke .::t., S-7 L\\1 Pine Forest ' 80 \\ ll' ?, I Pinewood .::Lo .z., 'C\\\nL I Hobinson Elan. \\ U1 .:z.., \\ So Scott SI -Ho Sherwood \\ 7 l? \\ 5lo S.Hills El11l. 2..?. l..t\u0026gt;\nL ~\nl_ Taylor \\ ::, '\\ \\~C) Tolleson \\ '\\ s\nI_\\ 0 'IUf AL ELEM. ,, A ,, ~ -~- .., -. ,.~ F 4-305 .::r7H7 I -- __ , - 7/ilce..:Sel,-,Jce-:- - ...3 'is ID I I-uller Jr. ?-I. 0\n2...U,c, I J'ville North :'.l,.~ 0 \\ -1 t i J'ville South \\ ~ '-%- \\ --, I : J'viJ.le Hiqh ?., 4 C) ~ .:t..o ~ Mills \\ '-\\. lo \\4:J, North Pulaski ~10 :\ni,._,.77 Northwood ~ !\u0026gt; lP ~ So oak Grove Hiql ~ ~7 ~85 Rob. Jr. Hiqh \\77 \\ 7 (ti Rob. Sr. Hiqh \\ :, C\\ \\ ::i_ R -.... S.Hills Jr. ~ :\u0026gt;9. ~~o S.Hi 1 lc:, 1-1-inll ~' I.)\n.l... C\\ 1-l I 'Tl)Thl ,,. 1 - , ~ 'J\nJ}? ,:) 'R '1 n ---,rAL 01ST - . ' , ,'/ ,, ~~ ~ , . PCSSD - OCTO~ER 1, 1993 ENROLLMt T BLACK IIISP/\\IHC /\\:.HAN/PAC 131.,. nnv.~ ,~1111 \u0026lt;! BOYS r.t DI.\u0026lt;! OOYS GIRJ,8 \u0026lt;x4 ~9 3 1 3 (o '\\-s \\.\\- l r, l ~ 2.. \u0026lt;\"l \"\\ 5\"\"\" \\ '-\\\nL, \\A.8 \" 3 ' lo5\" U!O '  \u0026lt;..o-\u0026gt; , \\.\\i } I \\v8 \\5\"3 '-\\3 ~c:::, ~ 5\" la. /-59 137 \\O'-l. \"\"\\ A,~ \\= 4- \\).. (\") ' SI. \\ 2, \\ \\ \\ \\\\ 7 31 \\\u0026amp; UIO '\\ 7 Ulh 5\"~ \\ 'J 39 '5~ , '2, .:, C\\o '-\\ 3 ' 57 '\\ t T ~ .? .. :~ So Lt, 5\" l i lo ,1 .\ni__ ~ l ' t) 5.'.l.... I lo t li! u, - I I ,,,.. J , I I\u0026gt; :,,/ 1\u0026lt; I \u0026lt;.I - - /'7~1'- /'?dJO 9 J( ~~9 \\7 l \\ ::L lo ~(e \u0026lt;\\~ tr- I 3 -2-. t \\ \"' '\u0026amp; 7 1 s-\n:z_,. \\ 5\"\" ~ \\ '?\u0026gt;1 A... ( a ~ \\\\.I,.~ '.,,_ ~ A- q,- \\ C\u0026gt; \"l 7~ 7 \\ \\\n2._ \\\n,.._?, ~~ 5 '-\\ \\\\. 3 C\\~ \\ \\ c:i. 70 !....,::L : t:\n:\nt., ~5\" \\\n,.._~ \\\"\n)...o '\\\nL ' \\ \\ ::i... \u0026lt;:\\7 ~ \\ I i IV~ f /,0_1 (,., :J \"I q !) (/ 3G-f \"- Ill a,_ ,. ,,. ... / 37 '175 .~l/ -u.~ . .. ~ J\\M lNll. 1~:1\u0026lt; TM) BOYS GIRLS l \\ I \\ I t/ ( \\ I . \\ \\ - '-~ I 7 ?~ SCHOOL TOTAL ~ \\ l 31-\\-g .Z.9 'l s C\\ q (o '-\\ ~ 5 \u0026lt;.o ~ ~7-, 7 l.\\ le \\\\ ~\u0026amp; 1.\\73  IJ. .. , C\\ 7 (o ~ I..\\ I\\ 8 ?,c:\u0026gt;'{ '-\\'?\u0026gt;8 (,, 0 c, '\\ ~ '\\ sio \\.\\ \\ I \\ '-\\7 '-\\ 50 I.a 85 3~R 5 3..2., I I C:-r) 3 F c.s .... q \\.\\9 st\\~. K {!){,, q~ l., .-,r ~ ~\u0026amp; C\\ I.\\ \u0026amp; i~q '-\\: ~ 0 ~ 5'1 a. \\ q t\"l.'il l_f.cR~- - ~ - J\n.._v e.JVI I 0 n --j ..... 0) 1..0 w ..... V1 ~ 0) 7J w (\"JJ I Hlll'\"E 1 ~1100L lY.WS GJ Hl :\nAdkins \\ 4 .:L \\\\ .)_., Arnold Drive \\ \\. 3 l '-\\ o R\n,r.l,.,. r l \\ 6, \\ D4 lbloc \\ q_ S\" \\ 3 4 lea.,,....,. Mot- n :\u0026gt;':t., g :\u0026gt;03 ('\n:ot-o :,_39 .:2-04 : ,~,... J 1 ... ~ C:::l-\n,o q s li \u0026lt;\\ I Crystal Hill :::L \\ \\\\\n:t. I I Dupree '\\ '\\ \\ '-\\ '8 Fhll\u0026lt;-\u0026gt;r Elem. /d:J/ ?~ u.,,,rric::: \\ :, ~ \\ \\ 7 I ,l 'vil.le Elem. :i...-\\\n,._ ~'-\\\nL. Landmark \\ 'b 7 \\:, ~ I Lawson \\\nl.. s- \\~o oak Grove El. \\ lo ~ \\ v 8 oakb.rooke ~S-7\nl.\\7 Pine Fbrest ' 8 Cl I li\u0026gt; ,._ Pinewood .?-..o ..i.., ' C\\\n:t., I Robinson Elern. \\ LP\nt. \\ So \u0026amp;.--oll . 51 I.. .\\ J..o Sherwood \\7\u0026amp; \\ 5 lD S.Hills Elan. 2.. ?. !.I.\u0026gt;\n:2.. :L'.l. Taylor \\ ::, '\\ \\ ~C) Tolleson \\ '\\ s ::i..., 0 'IUI' AL ELEM. JI A , '9 ,., -~- ,.,,, F I -s/~0-5 .:?'ll/1/ I .. \" - -\nt\n!ce.\"~/.e,-~ CC!. - - ..3 g ID I Fuller Jr. ?-0\\ 0\n2. .S. \\o I J'ville North\ni__:\u0026gt; 0 \\ -1 l\nJ'ville South ' ~ ~ \\7\\ l J'viJ.le Hiah 2, t..\\0 ~ .:Lo I ! Mills \\ '-\\ 1...9 ,~:i. North Pulaski ~to\n:\u0026gt;,._,77 Northwood ~s~ -,, 55 oak Grove Hiot ::i lo 7 7-__ \u0026amp;S Rob. Jr. Hiqh \\77 \\7 ~ Rob. Sr. Hiqh \\ :, q \\ ::Z....R S.Hills Jr. ~ ~9. ~~o ~ IH 11,::: Hinh :::l...\u0026lt;\\O\nl_C\\ 4 t 'lrll'AI. - . -~.2:) 8 ,:) 'X't /\") I '-YrAL 01ST ...., , ' ..,., ,., ~ ~ ~ , PCSSD - OC'l'OBER 1, 1993 ENROLLMEN'f BLACK JIISPJ\\NIC ,'\\:,.,1/\\N/PAC. ISi,. nnvs l!lUI .\u0026lt;:. BOYS r.tm.~ OOYS GIRJ,S \u0026lt;x4 ~9 3 } 3 (c '\\-s ~ ln \\ ~ .2... q ~s- \\ '-\\,\n)....., , ~s ~ 3 ' tii5\" U!O \\ . (.g\n,, \\.\\i l \\l,g \\ '5 3 ' '-\\3 Sa ~ 5\" ta /.5'J 1.37. \\ 0 \\\\ \\.?....~ \\ c-. '-\\ \\ ~ D I \u0026amp; \\ 3 \\ \\ \\ \\ \\ 7 3t \\ \u0026amp; {Do '\\ 7 lll n ~~ l\n-.z_, 39 '5~ ' -g3 9.o '-\\ 3 ' 57 '-\\ l I ~ .'.2...t So LP o l 'Sli\u0026gt; '-11 .\n2._ l, I '7t:l 5.::L I ~ t Gi u, ........ \"\"\"'-.-0 I _,.. _, ~ ,~ I j ID 3/ 5 11./ /7..3~ /700 9 K 2. ~9 \\7 \\ \\ :L ((l '2u \u0026lt;\\ I.,, s- I 3 .2..... \\ \\ .\"l '\u0026amp; 7 \\ s\nz_.,. \\!\u0026gt;3 1~7 :\n\u0026gt;._, (o ~ \\ \\.\\. '\u0026amp; \\-:,.. \u0026amp;\n:i__ ~ \\ O.'.l. 7~ 7 I I\n:i_ \\A..?, C\\ '\u0026amp; 5 '-\\ 'l 3 C\\i. \\\\ ~ 70 l.,\n:L. C 5\nl... ~S' \\.\"l-..~ \\~o '-\\\ni._, l \\ \\ ::l-. \"-7\n:2.. \\ I I f\\J 9. / 1/:l :J. b :J 'I q 2J/ .:J \"7 .._ .Ill\"'' \" ,., F 37 (/ I'\u0026gt; 8C/ l/,~ ~ ~ I . - . J\\M TNn /R!ll TM) BOYS GIRLS t \\ l \\ I 4 { l I . \\ \\ -~ -~ I .. 7 ?~ SCHOOL TOTAL 4 \\ l 3 4 t\u0026gt; Z..9 4 '5\" q q (o '-\\ ~ 5 to\u0026lt;} z..7-, 7 -\\ lD \\\\\n:z_ \u0026amp; t..\\ 73, I..\\ '9. 7 UJ ~ '-\\. C\\ 8 ?\u0026gt;D'J '-\\~8 \u0026lt;., oc, ~ ~'l .. 5 ~a \\.\\ \\ I \\ \\\\7 \"-\\ so ~8.S- 3~R 5 32, II, c::'/) 3 , c\n.s .. q \\.\\\nq 5 t\\~-- fi to{,, qt,, 7 ~71 ~ '.:\u0026gt;\u0026amp; C\\ I.\\\u0026amp; '8 l, 9 '-\\~ 0 ~54 0.\\9 1 \"lc\"t! g, 'lc3_3_ - - - f ~v -'\\:II I 0 n -l ...... CD \\.0 w ..... Vl .i:,. co DATE: TO\nFROM: c:~ 01- _,~ ~A.-- P.l/3 Pulaski County Special School District 925 E. Dixon Road/ P.O. Box 8601 Little Rock, AR 72216 501-490-2000 FAX 490-0483 October 18, 1993 Danny Shameer and Cynthia Howell, Arkansas Democrat-Gazette North Pulaski Leader Arnold Smith, Arkansas State Press North Little Rock Times Jennifer Bethea, Spectrum Our Neighborhood Judy Gallman-Arkansas Times Maumelle Monitor Jacksonvi/le Patriot KARK-TV-Channel 4 KA TV TV-Channel 7 KTHV-TV-Channel 11 KARN Radio Associated Press Office of Desegregation Monitoring PACT Ron Standridge, Information Services Specialist 490-2000 NUMBER OF PAGES:  3 (including transmittal page) PULASKI COUNTY SPECIAL SCHOOL DISTRICT BOARD OF EDUCATION 1993-94 92'5 East Dixon Road1 P.O. Box 8601 Little Rock, Arkansas 72216 (501) 490-2000 Mr Jim Burgett, President 35 Fairtield Drive North Little Rock, AR 72120 Phone: 835-1311 Zone 5 Term Expires September 1994 Mrs. Mildred Tatum. Secretary 11406 Highway 365 Little Rock. AR 72206 Phone: 897-4842 Zone 1 Term Expires September 1995 Mr. Doyan Matthews 5422 Elizabeth Lane North Little Rock, AR 72118 Phone: 851-2097 Zone 3 Term Expires September 1996 Mrs. Ruth White Tucker 19001 Kanis Road Little Rock, AR 72211 Phone: 321-3224 Zone 2 Term Expires September 1997 Mr. Reedie Ray, Vice President 414 East Valentine Road Jacksonville, AR 72076 Phone: 982-5650 Zone 7 Term Expires September 1996 Mr. Gene Goss 29 Narragansett Drive Sherwood, AR 72120 Phone: 835-8176 Zone 4 Term Expires September 1994 Mr. Mack McAlister P.O. Box 956 Jacksonville, AR 72076 Phone: 982-4491 Zone 6 Term Expires September 1995 Mr. Bobby G. Lester, Superintendent Pulaski County Special School District P.O. Box 8601 Little Rock, AR 72216 Phone: 4902000 I illll'\"E  ~71CX)L BOYS \u0026lt;\nrn1 :\nAdkins ''t ).._ \\ \\ .)._.., An10Jd Drive I'\\ o R\ni.1,,-,r \\ 0 '-t l~f-,c: \\ 3 4 I~ VOll M.oo I n :\u0026gt; C\\ 3 r ... tn \\ ...2..o'l l'rol 1~~ S/-\na '1. ~ u\u0026lt;\\ 'rvstal Hill L \\ .:2..1 I JEl ('(' l ~ l r'em. /(!)/ ?~ '\\~ I , ' ,d\\1100!1 ~ \\ . ( , 0:1k Grove El.v , \\ u 11 - i-UJkb1ook ~ CJ 2.. I ! __Eo \\ 8 I. I r ./, t~ .'.Lo ..L l '\n:L 1. 1, El811. \\ l.o /4., \\So r-n\n,tt St '--\\!.o ,nc 1-w\u0026lt;xx:l I 7 l? \\ 5lo , s.11., 11s Elan. 2.. '\u0026amp; l,,\n2. 3 .:l. ~ Tayl\u0026lt; \\ :, ''\\ \\~C) Tol.leson \\ '\\ '..- ~\\ 0 ....T. OI'AL EL!:M. -A ~, .., -, ~'\"'I ~05 ~-/Jt7 /fild.~ej.-,.Sce, - ..3g ID Jr. ?-C\\O I - ,2 '--\\cil lle North ~~,., 0 \\ \\ l , L v 1 lle South i- I 1 I J'vi.J.le H~gL ..Lo 1 Mills '--\\ ~ North Pulas k - ,.i~ \\ I Northwood \u0026gt;., 55 oak Grove H1q ~ss I -Rob. Jr. Hiqh I I \\ 7 lo Rob. Sr. Hi9h \\ \\ ,._ 5:- S.Hills Jr !'=:llill., --t:,'~~ 'Jr 'tn I .-.- - PCSSD - OCTOBER 1, 1~YJ .6NROLLMEN'l !lL/\\CK JIISl'l\\NlC ,'\\:,IAN/PAC ISi,. rvws \u0026lt;~l111 c: BOYS r,rm ~ OOYS GIRJ,f\n~4 t.o9 3 l 31.o '\\-S- ~ lo - I -\u0026lt;..-\n) ~'5\"\" \\ . \\\ni___g t 3 I L, .\u0026gt; i.iio l . le.,, l.\\i l I \\ v El \\ \"'\"\" ' --~ ~ 5\" \u0026lt;..o /-69 137 . { . l Ss \\ ~ \\ I \\ 6t lJ\u0026gt;o \\ . le!') ...,~ l :2..., 39 ~A,. i~ 9.o l..\\ ~ I !J -1 '-\\ \\ I 2..~ :i..i So l.,5\" I iti. 71\n:?__ ~ I 7~ 5.2... I lr ( Li~ ~ -- /I /\"\u0026gt;/ ,,,, JD 3/ !5 It/ /73G, 1..700 9 __ L __ :i. 7\\ \\ .2.... (c ~ ~- \"~ ~ I 3 .2._ \\ \\ !:) '\u0026amp; 7 \\ 5 .'.\u0026lt;...- \\ 5\"?, \\~7 A., {o i \\ '-1.? , ' '.'l I\u0026lt;.\ni__. 4 \\ Oc,. 7 1 l 1\n:\n._ \\ - I ~ \\ IJ, 3 \\ -\\ . -- - -- :.,..l.. ,_..,. \\1 'I \\ a,.\u0026lt; ,_ ' l \\ \\ J.... 'l 1- \\ I I I '-J fl I _q 2(/ r1.VJ . I/,_ 8l/ l/,:.li l\\M TNll m!llfM) BOYS GIRLS - l . I l \\ I t/ ( I l l f \\ \\ - - ~ I ) ?- SCHOOL TOTAL 4 \\ l 3 I.\\-g\nz_ 9 't 5' C\\ '\\ lo'-\\~ 5 to 9 ~7, 1 I.\\ lD t~~ ~ .,, ' {1) l 'l g ~ c\\{-f '\\? ~ (o 0 \\_\\:::, l - 5~~ I..\\ \\ \\ \u0026lt;.11 I..\\~ ,o ~85 3~\u0026amp; 5 32. I I, c:::/J3 ~s q '-1:9 s C\\ 't 5 (o{n q L., _t\n-, I '\u0026amp; ~8. C\\ ~\u0026amp; '8 l, 9 '--\\:~5 ~54 ~ \\ \u0026lt;\\ -='I ~ f 9~3- .~ - , ... -~ ,_. 0) \u0026lt;D uJ J..,, co 7) !jJ *** *~****f* ******************************************************************************************* P. 01 * * TRANSACTRIOENP ORT *\nr. ------- OCT-18-9M3 ON15 :45 * * * DATE START SENDER RX TI ME PAGES TYPE NOTE * ---------------------------------- * * OCT-181 5:43G 3 2'24\" 3 RECEIVE OK * * **l********I**********************l*************************************\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_361","title":"Desegregation: ''Little Rock School District Desegregation Plan Audit Report''","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":["1993-09-10"],"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","Educational planning","School integration"],"dcterms_title":["Desegregation: ''Little Rock School District Desegregation Plan Audit Report''"],"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/361"],"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":["99 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nCompleted prior to 1992-1993\nRECEIVED SEP 10 W3  S' Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION L, Sep I 0 LITTLE ROCK SCHOOL DISTRICT PLAINl'ITF- vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL NOTICE OF FILING The Plaintiff, Little Rock School District, for its Notice of Filing, states: 1. directing the On September 8, 1993, this Court entered an order Little Rock School District to submit its desegregation audit to the Court by 5 p.m. at the end of the second working day from the date of the order. In accordance with those instructions, attached hereto is the Desegregation Plan audit as commissioned by the Superintendent of the Little Rock School District during the 1992-93 school year. Director of the Planning, Research and Evaluation Department of the Little Rock School District was instructed to: In particular, the 2. . . prepare a report or \"audit\" that indicates the status of implementation efforts with respect to each of [the] programs outlined in the [Desegregation] Plan. . . Attached hereto is the LRSD Desegregation Plan audit report dated September 10, 1993.\nThe report includes a narrative providing background information on the audit as well as summary data as revealed by the audit. Thereafter, the audit identifies those programs or activities completed prior to the 1992-93 school year\nthose programs or activities completed during the 1992-93 school year\nthose programs or activities identified as occurring on a those programs or activities which are one-time basis\nrecurring in nature\nthose programs or activities which are yet to be implemented\nand, those programs or activities which have been deleted. 3 . The desegregation audit as presented herewith relates to those programs and activities identified by the court-approVe\u0026lt;i Little Rock School District Desegregation Plan dated April 29,1992, as well as the Interdistrict Desegregation Plan dated April 29, 1992. Although one section of the audit refers to activities which were completed prior to 1992-93 and another section refers to activities completed during 1992-93, the Little Rock School District hastens to point out that many of those programs and activities are recurring in nature. 4. The document as filed herewith constitutes the audit commissioned by the Superintendent. However, the document must still be presented to the Little Rock School District Board of Directors. Wherefore, the Plaintiff, Little Rock School District, submits this desegregation plan audit. FRIDAY, ELDREDGE AND CLARK Attorneys for the Little Rock School District 2000 First Commercial Building 400 West Capitol Little Rock, AR (501) 376-2011 72205 B: 7 Jerry L. Malone Bar No. I.D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing notice of filing has been served upon the following persons by First Class Mail, postage pre-paid: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 -2-Mr. Richard Roachelle First Federal Plaza 401 West Capitol Avenue, Suite 504 Little Rock, AR 72201 Mrs. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 L- -3- LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AUDIT REPORT Planning, Research and Evaluation September 10, 1993 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DESEGREGATION PLAN AUDIT REPORT The Desegregation Plan Audit/Review, as approved by the 1992-93 LRSD Superintendent, required two major tasks: (1) collecting and compiling data to determine the degree to which each program of the Desegregation Plan has been implemented\nand (2) developing a format for reporting the data. Although additional tasks were discovered to be necessary during the process, this document serves as the final report for the project as originally designed. During the development of the project, assistance was sought from Bradley Scott of the Desegregation Assistance Center in San Antonio, Texas\nThelma Cook, Support Program Manager of the Equity Assistance Center, Arkansas Department of Education\nand Bill Mooney, Budget Specialist, Office of Desegregation Monitoring. Additional resources were provided by Diane Barksdale, currently an assistant principal at Carver Magnet School. An audit as conducted in business and education is based on a set of predetermined standards. The -Standard for this review is the Desegregation Plan. Therefore, program status was tied to the written requirement of the Plan. A review of the Plan's timelines and narratives for each program was conducted by Planning, Research and Evaluation (PRE) staff to determine the requirements of the Plan. When reviewingDesegregation Plan Audit Report Page 2 the narratives, the staff did not attempt to interpret the intent of the original writers. Rather, an effort was made to identify requirements as literally written. The data gathering forms (Attachment 1) were prepared by the PRE staff to include a list of all identified requirements. Program managers were requested to verify all requirements for assigned areas and to identify the status of each requirement. Many of the items identified as completed recur annually. The response choice included: * * Completed prior to 1992-93 Completed during 1992-93 * One-time activity * Recurring activity * Not started * Deleted (deletion approved by Court) * Addition (addition approved by Court) * Comments Supportive evidence to demonstrate completion of each requirement was to be gathered for possible use at any court hearing, as well as to improve, modify or delete programs. Upon receipt of the data gathering forms, the responses from the program managers were tallied according to the choices (Attachment 2) and revealed the following: response * Eighty-six percent of the-reported activities had been completed. * Fourteen percent of the reported activities had not been implemented. * Sixtyseven percent of the reported activities identified as recurring activities. were These programs were * Eleven program managers reported completing all activities. However, as previously stated, many of the reported activities recur annually. These programs were Commitment to Desegregation, Summer Learning Program, Job Training Partnership Act (JTPA Program), Program forDesegregation Plan Audit Report Page 3 Accelerated Learning/Instructional Technology, Gifted and Talented education. Multicultural Curriculum, Parkview Magnet, Vocational Education, Library Media, Special Education and Staff Development. In the Inter-district Plan, managers for Staff Development, Special Education and Vocational Education reported completing all activities. It should be noted that many of the reported activities in the LRSD Plan and the Inter-district Plan occur each year. In addition, Program Managers identified activities for programs specified in the Desegregation Plan that are to be implemented. A list of programs and number of activities is provided (Attachment 3). Since the audit process was based on self-reporting it was necessary to implement means for ensuring a reasonable level of accuracy. Activities were sorted and printed by category in order to provide the inforTnation necessary for further review. During the data gathering and review process, some discrepancies were discovered regarding the status of some activities. Accordingly, adjustments were made during the development of the management plans. A complete list of the responses by category is attached. Each program manager was rei^ested to review the sorting and to develop management plans for recurring activities and activities that are to be implemented. The Program Budget Document (Attachment 4) is the format for developing the management plans. What began as an assessment of the Desegregation Plan has evolved into the formation of the ProgramDesegregation Plan Audit Report Page 4 Budget Document which includes the means for monitoring, reporting and determining the level of success for each program. In the future, auditing of the Desegregation Plan to deteirmine implementation status or effectiveness can be accomplished through reporting process of the Program Budget Document.PROGRAM Act ivities little rock CIIOOL DISTRICT DESEGREGATION PROGRAM IMPLEMENTATION STATUS program manager COMPLETED PRIOR TO '92-'93 during '92-'93 ONE-TIME activity recurring activity NOT STARTED deleted added COMMENTS I i I I I I I \u0026gt; CU n f3D Z3 Deletion Approved liy Cniirt Program Total Number of Objectives 1 . Commitment to Desegregation * Narrative 2. Leadership Narra t ive 3. Early Childhood 33 6 . Special Programs Narra Live 3 . Summer Learning * 3 G . J I'PA Asset Program * 3 / . School Operations 61 8 . Academic Support 1 9. PAL/1 ns t rue t iona1 Technology - 5 10. Gift ed/'l'a 1 en ted Education * 7 l .l . Multicultural Curriculum * 17 12. focused Activities 1 13. Parkview Science Maenet * 5 16 . McClellan Community Schoo I Narrative LITTLE ROC^^CIIOOL DISTRICT DESEGREGATION PLAN PROGRAM STATUS COMPOSITE TOTAL DY PROGRAM Total Number of Activities Total Humber of Completed  Activities Total Number of Activities Not Qtarted 1 o Total Number of Recurring Activities 1 9 107 6 8 31 90 41 50 13 123 26 18 6 1 1 80 3 8 31 76 38 50 13 123 17 18 3 0 8 27 1 0 0 14 3 0 0 0 9 0 1 1 J 7} 3 G 31 7 7 3S 2 2 12 GG 17 11 1 CD a- 3 n\u0026gt; 3 ro 1 * Completed all objectives as identified in the written plan Program Total Humber of Obj ectives 15. Recruitment of Private School Students'^ Narrative 16. Federal Programs 1 17 . Vocational Education* 11 18. Library/Hedia * 1 19. Special Education * 13 20. Staff Development * 8 21. Support Services Narra t ive 22. Parent Involvement/ Community Linkage : 5 23. Student Assignment Narra t ive 24 . Facilities Narrative 25. Incentive Schools 73 26. Educational Equity Mon 1 tor ing 1 27. Transportation Narra tive 28. Data Processing Narrative * Completed all objectives LITTLE ROC desegrI .SCHOOL DISTRICT TION PLAN PROGRAM STATUS COMPOSITE TOTAL DY PROGRAM Total Number of Activities Total Number of Completed Activities Total Number of Activities Not Started 8 8 34 34 56 39 2 34 11 8 294 19 23 8 8 7 34 29 56 39 2 28 11 5 240 18 19 8 identified in the written plan 0 1 0 5 0 0 0 6 0 3 54 1 4 0 2 Total Humber of Recurring Ac tivi ti e 3 8 6 24 3 53 3 5 2 25 4 5 165 21 14 8 Cu n 3 fD :3 ro o ro 1. 2. 3. 4. 5. 6. 7 . 8. 9. 10. Program Total Number of Objectives Interdistrict Plan Overview Student Choices/Options Summer School Staff Development * School Operations Muiti-District Library Media Special Education * Vocational Education* Guidance and Counseling Parent Involvement/ Community Linkages Public Relations TOTAL Narrative 11 2 29 5 22 5 Narrative See LRSD Plan Narrative 303 LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN PROGRAM STATUS COMPOSITE TOTAL DY PROGRAM Total Number of Activities Total Number . of Completed Activities Total Number of Activities Not Started 41 43 1 54 8 101 10 6 See LRSD Plan 46 1421 29 33 1 17 7 101 10 4 See LRSD Plan 41 1217 12 10 0 37 1 0 0 2 See LRSD Plan 5 204 3 of 3 Total Humber of Recurring Ac tivi ties . 26 3 2 I 17 7 90 0 7. See LRSD Plan 40 951 CU o 3 s 'ro XJ CO 1 LRSD PLAN Leadership Early Childhood Education Special Programs School Operations Academic Support Focused Activities McClellan Community School Federal Programs Facilities Parent Involvement/ Community Linkages Incentive Schools Educational Equity Monitoring Transportation INTERDISTRICT PLAN Overview/Student Choices and Options Summer School School Operations Multi-District Library Media Guidance and Counseling Public Relations ATTACHMENT 3 NUMBER ACTIVITIES IN PLAN COMPLETED OR IN PROGRESS TO BE IMPLEMENTED PERCENT OF ACTIVITIES COMPLETED OR IN PROGRESS 9 1 8 11% 107 80 27 75% 4 3 1 75% 90 41 26 4 8 8 34 294 19 23 41 43 54 8 6 46 76 14 84% 38 17 3 7 5 28 240 18 19 29 33 17 7 4 41 3 9 1 1 3 6 54 1 4 12 10 37 1 2 5 93% 67% 75% 88% 63% 82% 82% 95% 83% 71% 77% 31% 88% 67% 89%ATTACHMENT LRSD FY 93-94 TENTATIVE PROGRAM BUDGET DOCUMENT Program Seq #: Program Name: PsBe: 2 Revieloii Dale: Program Code\nPrimary Leader: Program ObJecUve: Secondary Leader\nPion Rclcrcnce Page Humber Ob|ccUvea Slralcglcs Beginning Dale CompleUon Date Responsibility EvaluflUon Criteria J IPROGRAM: COMPLETED PRIOR TO 92-93 COMMITMENT OF DESEGREGATION 1. Ongoing staff development activities to eguip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education. Comment: From the Narrative COMPLETED PRIOR TO 92-93 Page 2 PROGRAM: LEADERSHIP 1. The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement or persons to fill position will be done on an equitable basis (ongoing). Comment: Taken from Narrative COMPLETED PRIOR TO 92-93 Page 3 PROGRAM: EARLY CHILDHOOD EDUCATION 8.1 Print curriculum material. 17.1 Implement second part of HIPPY curriculum: a. b. c. print material print flyers mass mail out Taken from Narrative: 15. \"D\" By June 1992 the 4 year-old program will be implemented in the following schools: Badgett, Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, Romine, Stephens, Washington and Woodruff. 16. \"D\" During the 1988-89 school year, the 4 year-old program was implemented in 3 incentive schools. 20. LRSD operate early childhood education (ECE) programs in seven (7) building in 1990-91. 21. Plans underway to open four (4) additional sites in 1991-92. COMPLETED PRIOR TO 92-93 Page 4 PROGRAM: SPECIAL PROGRAMS (Taken from Narrative) 1. New Futures/LRSD Homework Program: The Homework Program will provide Homework Centers in selected junior high schools throughout the city. 2. LRSD/PAL company Summer Science Institute: This is a one-week summer enrichment program which provides science activities and experiences designed to generate an interest in the study of science. Comment: Due to budget reductions, AP\u0026amp;L was unable to fund the Summer Science Institute for the summer of 1992. 3. Business, civic, professionals, and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivational experiences. COMPLETED PRIOR TO 92-93 Page 5 PROGRAM: SUMMER LEARNING 1.1 To test all students between the ages of 14-21 that are certified by the City JTPA Summer Programs to determine the number of students that would have to enroll in the program for reading and/or math. 2.1 Group students according to test scores, i.e., slow learners together. 2.2 Provide a tutor to help students with greatest needs. 2.3 Schedule class time so that teachers have time to work with each student on a one-to-one basis. 2.4 Use classroom instruction, training, and the computer lab in the learning process to address remedial needs. 2.5 Properly motivate the students to encourage him/her to want to learn. 3.2 Set up field trips of cultural events, children's shows, the art center, and visits to other sites of interest of young people. COMPLETED PRIOR TO 92-93 Page 6 PROGRAM: JTPA ASSET - PROGRAM/EXTENDED TUTORIAL PROGRAM 1.1 Identify students needing services. 1.2 Advertise and employ counselors. 1.3 Advertise and employ teachers. Comment: Discontinue  budget cut 1.4 Advertise and employ tutors. 1.5 Order materials/supplies. 1.6 Schedule/implement home transportation. 2.1 Identify students needing services. 2.2 Advertise and employ counselor. Comment: Discontinue  Summer 93 budget cut 2.3 Advertise and employ teachers. 2.4 Advertise and employ tutors. 2.5 Order materials and supplies. 2.6 Schedule/implement home transportation. 1. Advertise and employ additional counselors. 2 . Revise existing counseling progress to include emphasis on life-coping and life-planning skills. 3. Implement above skills. COMPLETED PRIOR TO 92-93 Page 7 PROGRAM: SCHOOL OPERATIONS 1.1 Appoint school based biracial committees to monitor implementation and data. 1.2 A districtwide biracial committee will monitor district wide desegregation efforts and data. 1.3 Establish a reporting system. 3.1 Mini-seminars at PTA meetings and in the community. Review of data. 4.2 School monitoring visits. 1.1 PTA Board and general meetings to have educational components re: climate and expectations 1.2 Use of cable Channel 4 to carry brief messages to staff re: expectations, working with at-risk and disadvantaged students\nand creating positive climate. 2.1 Monitor facility, staff morale, student achievement, status of media center books and materials. 2.2 Enhance equipment, supplies and materials in buildings. 2.3 Provide staff development and intervention plans as needed. Provide resource assistant to school staffs. 3.2 Provide planning time and formats to school staffs. 3.3 Develop school profiles which show complete data pictures. Set goals for improvement. Share schools objectives, discipline policy, standards for testing, placing and promoting students. 4.2 Involve parents as full partners in planning at schools for students' growth and success. 1.1 Conduct inservice training on discipline management in all local schools. 1.2 Provide follow-up training for new staff on a regular basis. 4.1 3.1 4.1 COMPLETED PRIOR TO 92-93 Page 8 3.2 Revise student handbooks as needed. 5.1 Develop school based discipline plans to be reviewed at district level and to include suspension alternates. 5.2 Effectiveness of those alternatives to be regularly assessed. 6.1 Review research and develop rewards program such that recognition and incentives will be individual to the school. 7.1 Activate discipline/attendance intervention teams at school. Mandate the pupil services team to do monitoring and involve the counselor with students who have discipline/attendance problems. 7.2 Involve parents in the team process regarding their children through meetings/conferences. 2.1 Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities). Comment: plan. Annually for the approval of the school's annual 2.2 Provide written information to parents regarding curriculum and student skills. Comment: conference. In relation to test information and parent 4.1 5.1 Through Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions. Each school to put into its annual plan a designed set of interventions to help increase student academic, success, i.e.. Peer Tutoring, Volunteer Tutors. Comment: Annually 1.2 Provide teacher staff development in the use of curriculum of these areas. 2.1 Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options. COMPLETED PRIOR TO 92-93 Page 9 Comment: Community mentors are invited into most schools to talk with students, VIPS and counselor work to have an ongoing program. 1.1 Review class ratios by subject, by class, by teacher on a semester basis. Comment: Principal worked with Student Assignment Office to keep enrollment balanced. 1.2 Address disparities with intervention activities. 1.3 Remove barriers to equitable participation of students. 2.1 Review grade distributions by subject, by class, by teacher on a semester basis. Comment: Principal's responsibility. The former monitoring sheet used by assistants was replaced with abacus to be used in the future. 3.1 Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods. Comment: Staff Development Director inservice. 1.1 Use of media and press. Comment: Annually. 1.2 Send printed information to parents. 1.3 Make clear public address system announcements to students. 1.4 Use community agencies such as churches to assist with recruitment. 2.1 Individual staff contacts with students encourage involvement. 2.2 Staff shall specifically recruit from among students who do not typically participate in particular activities. 3.1 Profile student involvement in each club or activity. 3.2 Disaggregate participation data. 3.3 Develop school based recruitment plans. COMPLETED PRIOR TO 92-93 Page 10 Comment: Activity does not support objective. 4.1 Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricular activities. 4.2 Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost. 5.1 Profile school by: a. b. c. d. e. f. grade distribution attendance disciplinary outcomes test scores student involvement in school related activities course enrollments/special program enrollments Comment: Annually 5.2 Data to be disaggregated by race. 5.3 Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement. 1.1 Meetings with principals, teachers. 1.2 Informal classroom visits by monitors. 1.3 Compilation of comparative data by school. 1.4 Evaluation of data with recommendations for changes/improvements . 2.1 School analysis of test results by grade, teachers, race and subject area. 2.2 Development of comparative data to assess disparity areas, if any. 2.3 Preparation of intervention plans to address specific student needs. 1.1 Staff development for principals. 1.2 Revision of district procedures to provide central office technical support rather than strict control. 1.3 Enhance principal accountability for program at the building. COMPLETED PRIOR TO 92-93 Page 11 2.1 Plan of district school renovation to meet programmatic and student population needs. 3.1 Set up format for technical assistance with assigned personnel to work with individual schools. 1.1 Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs. Comment: Completed by principals on each site. 1.2 Projection of student population on two year basis to validate expected needs. Comment: Student Assignment, Human Resources responsibility. 2.1 Development and assessment of school and divisional staffing patterns. Comment: Student Assignment, Human Resources responsibility. 2.2 Recruitment of support and non-teaching staff to reflect equitable racial representation in all positions. Comment: Resources Recruitment Officer, Assistant Principals and Human 1.4 Provide internship programs at district schools for aspiring teachers and aspiring administrators. Comment: Master Teachers 1.1 Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist students. 1.2 Via disaggregation of data relative to: a. b. c. d. e. student performance discipline attendance participation in school activities placement in classes 1.3 Train staff to deal with data and implementation of strategies. COMPLETED PRIOR TO 92-93 Page 12 Comment: Annually 1.4 Evaluation of outcomes of interventions via milestone reports and final yearly reports. 1.5 Reassessment of and modification of objectives and strategies. 1.6. Creation of final plan and strategies. 1.7 Annual assessment of outcomes of yearly plan. 1.1 Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to: a. b. c. d. TESA PET Classroom Management School Management 1.2 Send selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development. 1.3 Provide districtwide program of staff development. COMPLETED PRIOR TO 92-93 Page 13 PROGRAM\nEDUCATIONAL PROGRAMS - COMPENSATORY/REMEDIAL EDUCATION 1.1 Reconvene the ad hoc committees: Junior High, High School and a steering committee with representatives from each committee. 1.2 Review program goals, objectives, guidelines, and findings of reviews and audits of Board Committee. 1.3. Recommend modifications for effective program implementation during 1988-89 with responses to needs of individual schools and program levels. 1.4 Refine criteria/preferred qualities for teacher selection. 1.5 Refine placement criteria (secondary level). 1.6 Refine exit criteria (secondary level). 1.7 Obtain recommendations for student placement in PAL and complete academic skills needs assessment. 1.8 Develop improvement plans for students who did not achieve mastery on the Arkansas Minimum Performance Test (grades three and six) and for eight-grade \"at-risk\" students. 1.9 Implement Learning Lab curriculum guide and continue revision of program as needed. 1.10 Develop list of suggested material and supplies that will address students' specific skills deficiencies. 1.11 Order needed materials and supplies. 2.1 Plan and conduct inservice for Central Office staff. 2.2 Plan and conduct inservice for teachers: a. Ensure heterogeneous grouping in regular math and English classes b. Schedule math and English PAL teachers with simultaneous classes c. Review facilities criteria d. Review placement criteria for: (1) Learning Lab (2) Special Education (3) Math/English PAL Classroom e. Review personnel selection criteria f. Select and order supplies and materials g. Provide training on administering TABE (pre/post) Test. 2.3 Plan and conduct building-level inservice for entire faculty. COMPLETED PRIOR TO 92-93 Page 14 2.4 Continue monthly inservice meetings (six per year) at IRC for elementary reading and math PAL teachers and elementary principals. Also include computer personnel when appropriate. 2.5 Implement preschool inservice (five days) for secondary PAL teachers and address the following activities: a. Obtain class rosters b. Gather student profiles c. Identify skill needs for each student d. Cluster students within classrooms and among PAL teachers according to need 2.6 Paired teachers will develop instruction schedules (English/math) according to student needs and class periods. Alternatives may include: a. Instruction on alternate days b. mini-class periods (25 minutes per period within each period) c. team teaching (by content area) 2.7 Plan individualized instruction based on each student's assessed needs. have similar deficits. A common plan may be used for students who Instructional strategies should be outlined on profile sheet and/or attached on sheets as needed. This profile then becomes the plan. a. Identify appropriate materials/resources b. Determine appropriate instructional strategies c. Determine method/means for student mastery evaluation(s) d. Begin to develop daily lesson plans that reflect the above procedures and information c. Identify strategies for simultaneous instruction 2.8 Assist secondary PAL teachers with incorporating motivational strategies into the instructional program. 2.9 Assist secondary reading teachers to become more involved in the PAL program by scheduling one day of inservice with the English and math ALP teachers. 3.1 Develop criteria for facilities to address classroom: a. attractiveness b. lighting c. ventilation d. accessibility e. essential space COMPLETED PRIOR TO 92-93 Page 15 3.2 Provide facilities criteria to building principals (refer to 2.2) . 3.3 Monitor adherence to facilities criteria. 4.1 Identify regular substitutes for computer labs. 4.2 Train computer lab substitutes. 5.1 Develop a PAL evaluation design after considering recommendations from the committee. 5.2 Design evaluation instruments. 5.3 Monitor PAL classrooms and evaluate PAL Program. COMPLETED PRIOR TO 92-93 Page 16 PROGRAM: INSTRUCTIONAL TECHNOLOGY 1. Replacement of lab attendance as needed 2. Redistribute computers based on enrollments 3. Schedule initial update and review inservice 4. Conduct initial inservice 5. Conduct new staff inservice 6. Conduct and field test systems 7. Develop schedule 8. Select target students 9. Input student names 10. Conduct student names 11. Complete computer basic skills placement 12. Notify Math/Reading Specialists of placement results. 13. Conduct individualized instructional assessment per schedule 14. Provide reports, intervention modes and files 15. Monitor students' progress and change placement as appropriate on classroom teachers recommendation. 17. Monitor program 18. 19. Repair equipment as needed. Input students' \"pre\" data 20. Input students' \"post\" data 21. Complete school \"Gain\" report 22. Complete district \"Gain\" reports COMPLETED PRIOR TO 92-93 Page 17 PROGRAM: ACADEMIC SUPPORT 8. Begin training staff responsible for delivering each Academic Support Program Learning Styles/Cultural Diversity (Review) Taken from Narrative: 8. Each year parents and teachers will be asked to evaluate parent involvement activities provided throughout the year (survey). 9. Results of survey will be reviewed by district staff and parents with the goal of strengthening the parent involvement program. 10. Monitoring and evaluation data will be used to improve the program of delivery of instruction school and districtwide. 11. A new teacher mentor program will be initiated. 12. Principals will monitor instruction and learning in Academic Support Program settings on a regular basis. 13. Test score data will be analyzed to show improvement. COMPLETED PRIOR TO 92-93 Page 18 PROGRAM: GIFTED AND TALENTED EDUCATION 1.1 Establish a schedule of regular meetings of the tri-district gifted supervisors. Comment: month. Regular meetings were set for third Tuesday each Schedules this year hindered this. Project promise meeting or AGATE meeting. Met by phone or at 1.1 To implement all strategies/activities delineated in the refinement/restructuring plan in accordance to their objectives. Comment: See attachments COMPLETED PRIOR TO 92-93 Page 19 PROGRAM: MULTICULTURAL CURRICULUM 2.1 Review and catalogue present audiovisual materials related to multicultural curriculum. 2.2 Purchase additional audiovisual materials from the 1988-89 budget. 2.3 Identify and catalogue other resources for multicultural audiovisual materials, i.e., Arkansas Department of Education, Little Rock Public Library, Arkansas Library Commission. 2.4 Revise, print and distribute multicultural audiovisual resource catalogue for the LRSD. 2.5 Place initial supplemental order for multicultural audiovisual materials from the 1989-90 budget. 3.1 Involve a team of parents, community resources, and teachers in detailed planning for the Fair specified dates, times, place and format to be held as a component of 1988-89 preschool conference. 3.2 Identify national and local vendors of multicultural instructional materials. 3.3 Establish pre-school conference dates and extend invitation to vendors. 3.4 Confirm Fair participants. 3.5 Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts. 3.6 Conduct media campaign for Fair to staff and parents. 3.7 Host tri-district \"Instructional Materials Fair\". 4.1 Revise Board policy for textbook adoption. 4.2 Identify an ah hoc committee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 members). 4.3 Conduct staff development training on avoiding sex and race bias and stereotyping in textbooks. 4.4 Submit revised policy and criteria to the Board of Directors for first reading. 4.5 Adopt policy on textbooks. COMPLETED PRIOR TO 92-93 Page 20 4.6 Utilize a local consultant to train staff on \"Avoiding Sex and Race Stereotyping in Textbooks.\" 4.7 Select and recommend to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption. 5.1 Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be included in a multicultural curriculum. 5.2 Identify and retain the services of a national expert in multicultural curriculum development (lead consultant for two (2) year contract). 5.3 In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the year, including a checklist for task completion. 5.4 Develop expectations for members participating on multicultural curriculum committee. 5.5 Identify curriculum committee members and contract for services: 8 - Health/Science 5 Music 14 - Reading/Language Arts 3 4 Art Social Science 4 - Libraries 38 5.6 Obtain multicultural curriculum units from models used in other cities. 5.7 Develop expectations for use of local resource consultant in multicultural curriculum development. 5.8 Secure the services of six (6) local resource consultants to serve on the districtwide curriculum development committee. 5.9 Conduct inservice session on \"Methods for Developing Multicultural Teaching Strategies\" to include (a) understanding the rationale, trends, and goals of multicultural curriculum, (b) developing a conceptual framework for multicultural curriculum, and (c) establishing procedures for developing a multicultural curriculum. 5.10 Conduct task completion monitoring as identified in timeline. COMPLETED PRIOR TO 92-93 Page 21 5.11 Operationalize the curriculum development timeline (monthly meetings with specific dates developed in cooperation with committee members). 5.12 Review and edit the comprehensive guides in each content area at each grade level. 5.13 Type and print all guides. 5.14 Conduct inservice for all elementary principals and teachers. 5.17 Host three 3) education meetings for parents of elementary children to provide an overview of the comprehensive multicultural curriculum. 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 Verify second year contract of national expert in multicultural curriculum. In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the 1989-90 school year, including a checklist for last completion. Plan and hold at least three (3) public meetings to receive suggestions from patrons in areas of multi-curriculum and programming. Develop expectations for member participation on multicultural curriculum committee. Identify secondary curriculum committee members and contract for services: 4 Reading 4 Librarians 4 Math 4 Science 12 English 12 Social Studies 4 Music 4 Art Obtain multicultural curriculum units from models used in other districts. Develop expectations for use of local resource consultants in multicultural curriculum development. Identify secondary social studies, music, and art committee: 1991: 19 teachers: 7 social studies 6 music 6 art COMPLETED PRIOR TO 92-93 Page 22 1992: 11 teachers: 3 social studies 4 music 4 art 6.9 Secure the services of eight (8) local resource consultants to serve on the districtwide curriculum development committee. 1.2 Purchase science supplies for teachers to facilitate the hands-on science approach. 3.3 Review placement criteria for enriched/honors and advanced placement classes. Taken from Narrative: 6. LRSD will use its office of Educational Programs to ensure equity and excellence in all areas of curriculum and programs, including, but not limited to the following: 6.6 development of objective and non-discriminatory criteria for student placement in enriched/honors and advanced placement classes. 9. By September 30, 1993, the curriculum for grades 7-12 will reflect a multicultural appfoach. 11. By September 30, 1991, a curriculum review/revision cycle will be established. 12. A section on multicultural curriculum will be added to the LRSD monitoring checklist. COMPLETED PRIOR TO 92-93 Page 23 PROGRAM: FOCUSED ACTIVITIES Academic Incentive Grant 1.4 Area schools submit continuation grants to review committee. 1.5 Make grant awards. Comment: granted in Year 3. Proposed for 3 years, although full sum was not 1.6 Schools submit progress reports. Taken from Narrative: 1. The elementary area schools (non-incentive and non-interdistrict) will receive an annual allocation for implementing the focused activities for the school year. 1.1 I - LRSD and PCSSD will develop procedures whereby specialty themes will not be unnecessarily duplicated within the two districts. 1.2 I - LRSD and PCSSD will collaboratively publicize the specialty programs and encourage majority to minority transfers between the two districts. 2. 1.3 1.3 I - Once a final decision is made regarding the implementation of specialty programs, additional areas of collaboration between LRSD and PCSSD will be explored. I - At any time in the future that NLRSD decides to implement specialty programs, PCSSD and LRSD agree to address any possible areas of collaboration with NLRSD. Ill - Each non-magnet and non-incentive elementary schools will provide focused activities for the total school population including attention to gender, race, and socioeconomic issues. 2.1 2.2 2.3 Page 82 Ill - Each school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive. Ill - The focused activities of each non-magnet and nonincentive elementary school will be integrated into the care curriculum or reflected in the school's environment and day-to-day activities. III - All elementary area school students will participate in on going, meaningful enrichment activities COMPLETED PRIOR TO 92-93 Page 24 that complement and extend the core curricular activities. 3. 2.4 2.7 Ill - All elementary area schools will be viewed by the community as providing equitable and excellent educational programs. The academic performance of area school students will indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment activities. Teachers, building administrators, and patrons shall participate in the development of, the local school proposal. 3.1 3.2 A panel will review all applications according to the criteria on page 83. Prior to the beginning of each school year, the principal of each elementary area school will appoint from his or her staff on activities coordinator and a school steering committee. Comment: All criteria is reviewed and monitored by each principal and his steering committee. 3.3 The school steering committee will develop an activities action plan for the school year, detailing grade level activities, school-wide activities, field trips, resource speakers, and needed materials, supplies and equipment. COMPLETED PRIOR TO 92-93 Page 25 PROGRAM: PARKVIEW MAGNET (Taken from Narrative) 1. Establish parkview Fine Arts Magnet School during the 1987-88 school year. 1.1 Establish a Parkview Science Magnet School during the 1988-89 school year. Comment: Started in 1989-90 (which is date in plan on p. 86) 2. 1.2 Phase in the science magnet by reserving 100 seats for each incoming tenth grade class over a three year period establishing 300 students for the 1991-92 school year. Comment: 100 per grade level was the target\nsome attrition occurs as students advance from grades 10 to 11 and 11 to 12. 1992-93 enrollment in science program was 220. 1.3 Parkview Science Magnet School goals established (5. The Parkview Science Magnet School staff is working cooperatively with the university of Arkansas at Little Rock College of Science staff and the University of Arkansas for Medical Sciences staff to provide unique experiences for students. 3 . Curriculum being implemented with courses listed on pages 87, 99 and 89. 4. The instructional staff will participate in curriculum development and staff development activities during the summer of 1989. 4.1 Throughout the school year, inservice programs will be conducted to provide staff with subject specific content and skills, general instructional strategies and skills that will facilitate the delivery of the science curriculums 4.2 Consultants from UALR and UAMS will be used to assist with staff development. Comment: Some assistance was provided the first year in terms of knowledge and skills for course development. 5. The specific courses listed on pages 91 and 92 will be implemented. Comment: All courses are being offered. COMPLETED PRIOR TO 92-93 Page 26 PROGRAM: MCCLELLAN COMMUNITY SCHOOL (Taken from Narrative) 1.1 A biracial planning committee was formed. 1.2 A planning process delineated on page 93 was used. 1.3 The planning mode will continue so that whatever changes are proposed for McClellan will fully reflect the communities needs and wishes. COMPLETED PRIOR TO 92-93 Page 27 PROGRAM: FEDERAL PROGRAMS 1.2 Form grant development committee made up of staff from both the department and the district. 1.3 Have an appropriate number of grantwriting sessions in order to develop the grant proposal. 1.4 Conclude that the grant is ready for admission and is fundable. 1.5 Provide to the School Board for its approval. 1.6 Submit to the U. S. Department of Education. Taken from Narrative 2 . LRSD will identify and apply for federal funds that can be used to enhance desegregation. Comment: Magnet grant Aerospace Even Start COMPLETED PRIOR TO 92-93 Page 28 PROGRAM: VOCATIONAL EDUCATION 1.2 Identify teachers who have not completed cycles in PET, TESA, and Classroom Management and schedule them into district inservice cycles. 1.3 Identify and contact other sources of help in identifying and recruiting minority vocational instructors. Comment: Robert Robinson, Minority Recruitment Official 4.3 Plans will be coordinated with any similar plans by other participating schools and/or the LRSD, which may also be included at the Area Center. Comment: Awards Assembly 1.3 Identify and enlist aid of consultants. Comment: State Department of Tech Prep Coordinators, National Tech Prep, Consultant Aid, Vocational Task Force comprised of vocational teachers. COMPLETED PRIOR TO 92-93 Page 29 PROGRAM: LIBRARY MEDIA 1.1 Hire consultant, coordinator and clerical help. Comment: 93-94 school year. Clerical help cut due to budget constraints for 1.2 Review recommendations/Outline new program 1.3 Identify equipment and materials necessary for the new library/media program and determine the necessary equipment to ensure each district student equity of access in standard instructional offerings. 1.4 Order equipment and materials necessary including AV software. 1.5 Prepare a tentative supplemental list of new AV film/videos, etc. and distribute. 1.6 Develop procedures, guidelines, policy statements and curriculum guide. 1.7 Conduct inservice and curriculum development classes for librarians, principals, teachers. 1.8 Process new materials including cataloging. 1.9 Receive requests for AV materials for fall semester 1989. 1.10 Schedule film videos as possible. 1.11 Hire full-time librarians and full-time clerks for each elementary school as needed. 1.12 Develop a maintenance proposal which assures prompt and efficient repair of all AV equipment independent of the time of year. 1.13 Notify teachers via librarians of the fall schedule (films/videos). 1.14 Supply films/videos per schedule. 1.15 Develop a seven to ten year AV equipment purchase plan based on accepted life spans for equipment and equity consideration. The goal is to devise a plan which will provide the district with consistent line item cost each year to simplify budgetary planning and prevent the necessity for large one-time expenditures as is now required. 1.16 Order supplies and printing. COMPLETED PRIOR TO 92-93 Page 30 1.17 Conduct inservice for librarians and library clerks. Taken from Narrative\n1.4 1.5 Upon implementation of the elementary program a review of the secondary program will commence with special attention being given to meeting the interests and needs of the District's diverse population. The summative evaluation involves a pre and post-survey instrument for a comparison between the classroom teacher responses from the survey done in 1988 and from a follow-up survey to be conducted in 1993. Comment: in fall 1993. Pre-survey was done in 1988. Post-survey to be done COMPLETED PRIOR TO 92-93 Page 31 PROGRAM: SPECIAL EDUCATION 1.1 Develop training center for regular teachers experiencing problems in understanding and teaching black males and other minority students. Comment: Operating in Washington and Geyer Springs. 1.2 Identify teachers with high referral rates of black males to special education Comment: Data compiled yearly re: over-representation and action plans completed. 1.3 Schedule inservice. Comment: Inservice included as component of action plan. 1.4 Arrange substitutes for regular teachers. Comment: Learning Center Specialist acts as liaison when students return to sending schools. 1.5 Provide inservice that focuses on: a. Behavior modification for teacher behavior. Comment: See inservice attachment b. Provide opportunities for teachers to know, accept and utilize information regarding learning styles, language/dialect, student ways of reacting/behaving, and value systems. Comment: opportunities. Learning Center Specialist provides ongoing 1.6 Apply skills at center with students. 1.7 Comment: Operating in 2 schools. Return to school. Comment: Learning Center Specialist monitors through transition liaison efforts. 1.8 Monitor teacher effectiveness. 2.1 Apply appropriate pre-referral interventions. COMPLETED PRIOR TO 92-93 Page 32 2.2 Provide training: Curriculum bases assessment: Linking assessment to classroom strategies. 2.3 Identify regular teachers for training. 2.4 Provide training that focuses on changes in instructional techniques to match students experiences. 2.5 Evaluate how materials/instructions are presented to students. 2.6 Provide activities to focus on current trends of new materials/supplies. 2.7 Schedule sharing time for effective and innovative use of materials/supplies. 2.8 Make adaptations/modifications of materials/ supplies/ equipment. 2.9 Check for miss matches of student skills/deficits/teaching approaches. Comments (2.1 - 2.9): Inservice has been conducted in exclusionary factors\nutilization of Pupil Services Team is mandated in every school. must identify preferral interventions. Educational Management Team As a result of Act 338, inservice for all staff at building level was conducted. Implementation of Scottish Rites Dyslexia Training materials in 7 schools. Touch Math in 2 schools. Literacy program in 5 schools, Swains Reading in 3 schools monitored by supervisors. Computers are in all elementary and junior high schools, ongoing equipment modifications are made in schools with technologically dependent children. Also accomplished through Learning Center and review conferences for students by school based lEP development 3.1 Provide TESA inservice: a. Review literature and research regarding teacher expectations for minority students, especially black males. Comment: Inservice has been conducted for elementary resource, local research conducted on effectiveness. b. c. d. e. Provide training Application of training Observe/provide feedback to teachers Monitor teacher behavior on an ongoing basis. COMPLETED PRIOR TO 92-93 Page 33 4.2 Provide short-term interventions such as group activities to strengthen social interaction skills without changing student's assignments. 4.3 Implement extended placement services in a diagnostic classroom. Placement to be reviewed each semester. 4.6 Maintain transitional services to regular classes through liaison support services. 4.7 Develop/adapt materials and disseminate to local schools. Comment 4.1 4.7) : Increased programming options for students with addition of class at Henderson Junior High. Plans are being made to explore expansion at Forest Heights Junior High. Learning Center is currently in two schools. Ongoing meetings with parents are held to discuss service delivery. Entered into partnership with local private provider to facilitate families receiving community services. Have also worked Arkansas Children's Hospital on grant application to focus on ADHD students. Inservice held with local providers in 2-93. Worked with New Futures to provide inservice to all junior high resource teachers on gangs. 5.1 Conduct inservices which may include the following: a. b. c. d. Learning Strategies (if new strategies developed.) Laubach Reading TESA Peer Tutoring Comment: Several strategies have been taught (WIS, Test Taking, Sentence Writing). Peer tutoring is utilized and identified as modification through EMT decisions, addressed through other inservice topics (Act 338). Has been 6.1 Make adaptations/modifications of curriculum for regular classes. 6.2 Identify effective instructional techniques, learning styles, teaching styles. Comment: schools. Supervisors provide technical assistance in all 50 Have added 3 indirect services teachers. serve over 120 students indirectly. Currently 1.1 Monitoring is completed on a bimonthly basis, report is provided to the building principals. A summary Corrective action forms are provided to ensure continued compliance of due process by the district. COMPLETED PRIOR TO 92-93 Page 34 Comment: Monitoring schedule attached. Follow up letters 2.1 2.2 2.3 1.1 were sent to each school. Compile special education enrollment including race, sex, etc. and monitor on a regular basis. Data is reviewed by the associate superintendent. Specific schools are targeted if problems are identified by staff. Building_ p. rincipals and their staff must develop action plans to remediate deficiencies identified by Central office, monitored by Central office staff. These plans are Comment: tation. Attached letter sent to schools with over-represen- Action plans developed as needed. Provide summary report to building principals. Provide corrective action forms to ensure continued due process compliance by the district. Schedule staff development on the following: a. b. c. d. e. f. g- Current legislation and litigation Eligibility criteria for special education and related services Current trends in assessment Non-biased assessment Translation of test data into appropriate curriculum and instruction Adaptive Behavior Assessment Curriculum Based Assessment Comment: Preschool conference held annually addresses legislation and eligibility assessment issues addressed through regularly scheduled meetings with psychological examiners. Inservice list attached. 1.2 Apply appropriate pre-referral interventions. Comment: Mandated at local schools. 1.3 Review components of Little Rock School District's delivery system: a. Policies and Procedures Appraisal Guide b. c. d. e. f. Organizational structure Curriculum Service deliver y modes Parent involvement Parent Education Seminar - Special Education Comment: Appraisal Guide has been revised and will be printed and distributed contingent on revision of standards at state COMPLETED PRIOR TO 92-93 Page 35 level (93-94). Parent meeting for all parents held in May, 1993\nthese are planned on monthly basis for 1993-94. 2.2 Pilot program in targeted schools utilizing various strategies. 2.3 Use effective strategies district wide. Comment: state/national. December 1 report attached showing comparisons to Also, study on identification is attached. 3.1 Use as its base of operation federal PL. 94-142 and State Arkansas Act 102. Clear well written policies have been established to provide satisfactory assurance that policies, procedures and programs, established and administered by the district shall be consistent with the provisions of federal and state mandates. Comment: Appraisal Guide has been re-written and will be revised to conform with ADE Policy Inservice planned for preschool 1993-94. 3.2 Review the referral, evaluation, and placement decisions made by the Education Management Team. Comment: Done through central office review of each staffing and school wide monitoring. 3.3 Monitor the process and all the due process folders in each school. 1.1 Recruit and employ minority teachers in certified areas of: a. b. c. d. e. Mildly handicapped Hearing impaired Moderately/severely handicapped Speech impaired Visually impaired. Comment: Applicant pools shared with other two local districts- monthly directors' meeting held with NOR, PCSSD. 1.2 Expand staff development activities: a. b. Form partnership with state colleges and universities for training and retraining of teachers. See Student Identification and Placement and Instructional Methodology for other staff development activities. Comment: Serve as training site with UALR for Extended Year Services (92 and 93), COMPLETED PRIOR TO 92-93 Page 36 1.1 Identify special education committee representative of the total special education staff to assist in the selection of appropriate materials and supplies. Comment: Special education committee has met to select materials district wide. Purchases have been made based on recommendations from committee (committee developed Appraisal Guide 92-93). Have purchased Scottish Rites Literacy Program, Swains Reading and Touch Math. 1.2 Schedule \"Material Fair\" for staff using local, state and nationally known vendors. 1.3 Identify materials/supplies, etc. that are basic to resource itinerant and special classrooms. 1.4 Identify materials/supplies needed to improve/enhance the quality of instruction identified in students lEP's. 1.5 Monitor selection/use of materials/supplies. 1.6 Activities to focus on current trends of new materials/ supplies. 1.7 Schedule sharing ideas for effective and innovative use of materials/supplies. 1.8 Adaptations/modifications of materials/supplies/equipment. COMPLETED PRIOR TO 92-93 Page 37 PROGRAM: STAFF DEVELOPMENT 1.3 Plan and implement an evening symposium for the community on 'Community Involvement in a Desegregated School Setting\". 7.1 Establish tri-district committee. 8.1 Establish staff development component. a. b. Staff Development Dept Personnel Staff Development Office COMPLETED PRIOR TO 92-93 Page 38 PROGRAM: SUPPORT SERVICES/DATA PROCESSING/FACILITIES Taken from Narrative: 1.1 Roofing repairs, painting, plastering, recarpeting, and other needed repairs will be made. Comment: of the facilities. Repairs are always ongoing for all physical aspects 1.2 Concrete walks and macadam drives will be in good repair. Comment: Same as above 1.3 New public address systems and bell systems will be placed in buildings where such items are not repairable. Comment: Same as above 1.4 Portable buildings will be replaced with new units or repaired so that they will be in a condition suitable for use. Comment: Same as above 1.9 The Purchasing Department Staff will work with staff and principals in all schools to provide necessary materials and equipment. 1.11.1 Dropout Statistics to include the ability to generate data by race, gender, and grade on a school by school basis as well as districtwide. 1.11.2 Test scores to include capacity to score tests and to generate data by race, gender, grade, school, subject area, and districtwide. 1.11.3 Student achievement Data to include the capacity to monitor test scores, grade distribution and other identified achievement data by race, gender, grade, subject, school and districtwide. 1.11.4 Attendance will be kept in such a way as to allow data period of time, for withdrawals and re-enrollment, for students by grade, school, race, gender, and districtwide. 1.11.5 Disciplinary data by offense, school, teacher, class, subject, race, gender, districtwide, and over any period of time. 1.11.6 Student assignment data by race, age, gender, class, school, grade, level, and districtwide. COMPLETED PRIOR TO 92-93 Page 39 2. Data Processing staff will have the capacity to respond to District needs as required by District goals and state and federal laws such as grade distribution and the ability to identify specific students and cahoots of students. 2.1 The Office of Support Services staff in all departments will address questions of equity in all hiring and bidding practices. COMPLETED PRIOR TO 92-93 Page 40 PROGRAM: VIPS 1.2 Provide workshops for parents on such topics as discipline, learning aides, study skills, academic tutoring. 3.4 Establish Role Model/Mentor Programs with community members of multicultural backgrounds. COMPLETED PRIOR TO 92-93 Page 41 PROGRAM: PARENT INVOLVEMENT/COMMUNITY LINKAGES (Taken from Narrative) 2.2 By the fall of 1990 the LRSD will establish and maintain a diversified and pluralistic parent-citizen involvement program in cooperation with the VIPS Program. Comment: Always trying to improve. COMPLETED PRIOR TO 92-93 Page 42 PROGRAM: STUDENT ASSIGNMENT (Taken from Narrative) 1.1 A student entering LRSD after 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 2.1 The Student Assignment Handbook will be developed by the Student Assignment Office and distributed to the schools and the parties each year. Comment: school year. SAO Handbook is revised during first semester of the registration period It is distributed in January prior to the pre3. No timeline chart for Central HS Inter-Studies Magnet. 4. No timeline chart for Washington Basic Skills/Math-Science Magnet 5. No timeline chart for New Future for Little Rock...1989-90 school year 6. No timeline chart for facilities for elementary level schools ...1991-92 school year. 7. No timeline chart for capacity all seven incentive schools based on 1991-92 School Profile data. COMPLETED PRIOR TO 92-93 Page 43 PROGRAM: INCENTIVE SCHOOLS LATIN PROGRAM 1.1 Present implementation plan proposal to associate superintendents and assistant superintendents 1.2 Schedule awareness meeting with principals of incentive schools. 1.3 Develop agenda for principal's meeting. 1.4 Conduct awareness meeting with principals. 1.5 Schedule awareness meeting with current 5th and 6th grade teachers in incentive schools. 1.6 Conduct awareness meeting with current 5th and 6th grade teachers. 1.7 Identify 5th and 6th grade teachers who wish to remain at incentive schools. 1.8 Recruit and fill vacancies. 2.1 Requisition instructional materials. 2.2 Duplicate copies of above materials. 2.3 Schedule two inservice meetings of three hours each. 2.4 Develop agenda for above two meetings. 2.5 Conduct above two meetings. 2.9 Schedule four two-hour inservice workshops in local buildings/clusters districtwide. 2.10 Conduct above 4 inservice workshops. 3.1 Schedule time for classroom instruction. 3.2 Purchase/duplicate/create student materials. 3.3 Incorporate Latin program into district's language arts program. 4.1 Monitor classroom activities. 4.2 Identify student growth on standardized tests. Academics COMPLETED PRIOR TO 92-93 Page 44 1.1 Provide an indepth pre-orientation session on each component of the incentive schools for principal. Comment: Ongoing for each incoming new principal. 1.2 Develop in cooperation with the principals a detailed process and formal for developing the individual Incentive School Plan. 1.3 Assist each building principal in presenting an in-depth preorientation session for staff on each component. 1.4 Assist each principal and staff with orientation session for parents in the incentive schools. 2.1 Identify Incentive School Plan teams. 2.2 Develop the detailed individual Incentive School Plan. 2.3 Review and approve School Plan. 3.1 Identify each area in need of curriculum development. 3.2 Identify teachers for curriculum teams. 3.3 Plan orientation and format for curriculum development. 3.4 Review preliminary draft of revised curricular for LRSD. 3.5 Develop additional components for each curriculum area. 3.6 Proof and type Incentive School Curriculum Guides. 3.7 Print Curriculum Guides. 3.8 Distribute and provide inservice on the implementation of the curriculum guides. 4.1 Develop specification for bid for equipment and furniture. 4.2 Bid for specific equipment and furniture. 4.3 Order furniture and equipment. 4.4 Install and inventory to ensure adequacy of all equipment and furniture. 5.1 Review the detailed Incentive School Plans with the Support Services Division. 5.2 Identify modifications timeline as previously collaborated n the development of the plan. COMPLETED PRIOR TO 92-93 Page 45 5.3 Contract for service as needed/identified in the plans. 5.4 Implement the modification plan for the facilities. 5.5 Make final inspection on the work for the facilities modification. 6.1 Initiate identifications of materials and textbooks needed for the 1989-90 school year. 6.2 Involve school teams staff and parents in reviewing the needs identified as required for core and special programs. 6.3 Identify any materials or textbooks that must be ordered prior to fiscal year 1989. 6.4 Maintain building record of requisitions for the 1989 school year. 6.5 Monitor and approve requisitions as requested from incentive schools. 6.6 Maintain audit fro all materials received. 6.7 Cross validate with purchasing all orders not received. 6.8 Obtain requirements for participation in all special programs. 6.9 pay participation fee and order all necessary materials for special activity . 6.10 Select sponsors for each special program activity approved in the Incentive School Plan. 6.11 Complete special contracts with all extended day employees for the 1989-90 school year. 6.12 Complete Master Schedule for total school program. 6.13 Review/revise as necessary the staff development plan for the fall (September-December). 1.1 Identify the staff development needs of each incentive school. 1.2 Develop in service schedule in collaboration with building principal. 1.3 Notify each school staff of proposed inservice dates for preschool training. COMPLETED PRIOR TO 92-93 Page 46 1.4 Plan details for delivery of inservice, i.e., site, time, arrangements, etc. 1.5 Obtain services of consultants (as required). 1.6 Implement fall training cycle. 1.7 Evaluate staff development activity through survey response from each staff. School Operations 1.1 Schedules will be set at the schools to meet their students' needs. Hours will meet student needs. 2.1 Teachers and students will receive training in peer tutoring. A model will be put in place.  process. Teachers will supervise the 3.1 Mentors will volunteer. They will provide extra support to students and supplement teacher work. 4.1 Instructional aides with college hours will be employed one to a classroom to assist teachers and students. Comment: See Court Order. 5.1 Written information, guest speakers, films will be used to make students aware of career choices. 6.1 Summer segments in remediation/enrichment, prescriptions for courses to be taken. Transportation may be provided. 7.1 Visits to historical, scientific and cultural events and exhibits within the city and around the state and region with appropriate chaperons to provide educational input. 8.1 Establish Boy/Girl Scout programs at each school. 9.1 Establish offerings to include some of the following: music and dance in addition to Homework Center and peer tutoring. choir, 1.2 Hire staff on a one-year basis, interviews. Parents to be involved in the 1.3 Staff will demonstrate commitment to working with youth. \"at-risk\" COMPLETED PRIOR TO 92-93 Page 47 2.1 TESA, PET, working with youth at-risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development. 3.1 Time-out area staffed with trained personnel. 3.2 Student/parent agreement for attendance and behavior. 4.1 To include some or all of math olympiad, junior great books, Olympics of the mind and the like. 1.1 Compacts with community agencies, universities to assist with student opportunities. 2.1 Parental Information. 2.2 Mentoring program. 2.3 Special emphasis on schools recruiting minority students. 3.1 Testing, listening and study skills will be provided to students as well as particular experience in testing. 4.1 Meetings at neighborhood sites with small groups of parents. 4.2 Meetings at homes with groups of parents. 4.3 Involvement of ministers. 5.1 Parent assistance at schools. 5.2 Parents will sign homework. 5.3 Regular communication between school and home will take place. 5.4 Day visits or parents. 5.5 Schedule settings. 6.1 Schedule (settings) weekly extended day programs based on individual school needs. 7.1 Early indicator and early intervention programs. 7.2 Alert and success cards sent regularly. 8.1 Give students recognition and leadership opportunities via clubs and monitoring responsibilities. 9.1 Peer tutoring. COMPLETED PRIOR TO 92-93 Page 48 9.2 Counselors doing individual and group counseling. 9.3 Conflict resolution will be taught. 10.1 Student recognition programs. 10.2 Good Citizen programs. 10.3 Community involvement in recognition. 11.1 Full time nurse at each building. 11.2 Student screening. 11.3 Parent presentations. 12.1 Study success of Pfeifer program. 12.2 Work with Director to target incentive students. 1.1 Developmental of valid/reliable monitoring instrument(s). 1.2 Establish training for monitoring teams in use of the instrument. 2.1 To be done on a quarterly basis. 2.2 Class and school profiles will be kept in regard to attendance, behavior, discipline and achievement. 3.1 Develop SEP format. 3.2 Involve parents in writing plan based on student needs. 3.3 To include extracurricular activities also. 4.1 Develop reporting format. 4.2 Involve staff, patrons, in monitoring. 4.3 Involve all staff in goal setting. 4.4 Evaluate goal achievement. 5.1 Random selection of students to participate each year. 5.4 5.5 Analysis of data collection. Conclusions generated. COMPLETED PRIOR TO 92-93 Page 49 5.6 Report back to students on response to student evaluation. 6.1 Install computers. 6.2 Tie into mainframe. 6.3 Write programs for reporting student data in a variety of modes. 1.1 Allow for team teaching by means of scheduling. 1.2 for Provide for opportunities for students to remain in classes extended time periods as needed. 1.3 Develop a plan for individualized instructions within the specific building. 2.1 Permanent assigned substitute in each incentive school to be available as needed. 2.2 At least a one-half time assistant principal. Comment: 2 schools only. 2.5 Encouraged PTA attendance (at least two (2) meetings per year for parents/all meetings for staff). 2.6 Student handbooks will be available at every school and individual to that school. 2.8 A computer lab at each school. 2.9 A complete playground for PE purposes. Comment: Maintenance cost has to be built in. 2.10 Additional compensation for teachers/principals who work the extra time periods. 2.11 Community education classes should be investigated for parents in the incentive school communities. 2.12 Saturday enrichment programs. Staffing and Staff Development 1.2 Identify staffing needs (classroom teachers and full-time support personnel, i.e., counselor, librarian, music, art, PE, social worker, PAL reading, PAL math, PAL computer lab, resource, speech, non-certified specialist for alternative COMPLETED PRIOR TO 92-93 Page 50 classroom, media clerk, certified instructional aides, supervision aide, permanently assigned substitute teacher, program specialist, principal, assistant principal, and others. 1.5 Declare all positions vacant and advertise positions. 1.6 Provide an indepth orientation session on each component of the incentive schools for principals and staff of existing schools. 2.1 Implement ongoing local and national recruitment strategies with special emphasis on recruiting qualified minority staff members. 2.2 Maintain current files on qualified prospective staff members. 3.1 Review criteria for principal selection based on successful administrative experience, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (superintendent's cabinet, assistant superintendent, PTA board and others). 3.2 Begin local and national recruitment/application process. 3.3 Select racially balanced interview teams of 5-7 members composed of the following: other administrators as appropriate, process is preferable. teachers, parents, principal and Experience in interview 3.4 Preliminary screening/interviews. 3.5 Conduct final interviews. 3.6 Make recommendations to the School Board. 3.7 Plan and implement orientation and training inservice to acquaint new principals of incentive schools to job expectations, procedures and timelines for staff interviews and selection. 4,1 Select racially balanced interview teams of 5-7 members composed of the following: teachers, parents, principal and other administrators as appropriate from incentive school communities. Experience in the interview process preferable. 4.2 Interview applicants. 4.3 Make staff recommendations. 4.4 Make staff recommendations for employment to the School Board. COMPLETED PRIOR TO 92-93 Page 51 4.5 Issue and explain one-year special contracts. 5.1 Review staff commitment informally on an ongoing basis with semi-annual formal review conferences. 5.2 Monitor effectiveness based upon student academic achievement as measured by formal test results and other informal forms of measurement. 1.1 Establish in cooperation with the principals a detailed process and format for developing the individual Incentive School Plan. 1.2 Assist each building principal in presenting an indepth preorientation session for staff on each component. 1.3 Assist each principal and staff with orientation session for parents in the incentive schools. 2.1 Identify each area in need of curriculum development. 2.2 Identify teachers for curriculum teams. 2.3 Plan orientation and format for curriculum development. 2.4 Review preliminary draft of revised curriculum for LRSD. 2.5 Develop additional components for each curriculum area. 2.6 Proof and type incentive school curriculum guides. 2.7 Print curriculum guides. 2.8 Distribute and provide inservice on the implementation of the curriculum guides. 1,2 Collect and review data on needs and interests of student population, targeting \"at-risk_ students (i.e,, number per grade level, race/gender makeup, academic achievement needs/interests, disciplinary needs, health needs, social interaction needs, and attendance and tardiness records). 1.3 Conduct a survey to determine staff development needs and interest (i.e.. Staff Development Survey) as related to Incentive Schools Program goals, curriculum, and needs/ interests of student population. COMPLETED PRIOR TO 92-93 Page 52 1.4 Identify staff members who have not participated in the following required inservice experiences: a. b. c. d. e. f. g- PEt TESA Classroom Management Effective Schools Training Cooperative Learning/Learning Styles Human Effectiveness Training (Elementary Curriculum) Parent/Educator Communication and Human Relations Skills 1.5 Assess staff members needs on an ongoing basis through clinical supervision and monitoring of Individual Improvement Plans. 2.1 Plan a minimum of the following staff development activities for incentive school staff members: a. b. c. d. e. f. g-h. PET (1 cycle and a refresher course every 3-5 years) TESA (1 cycle) Classroom Management (2 cycle) Effective Schools Training Cooperative Learning and Learning Styles Human Effectiveness Training Parent/Educator Communication and Human Relations Skills Mentor Teacher Program 2.2 The LRSD Staff Development Department will conduct meetings for ongoing planning of staff development experiences related to meeting the needs of students who are achieving below acceptable levels of mastery. 2.3 The LRSD Staff Development Department will plan staff development activities on an ongoing basis as needs/interests are identified through the use of clinical supervision and monitoring of Individual Improvement Plans. 3.1 Implement Staff Development Committee activities in order to facilitate staff development experiences (i.e., arranging speakers, gathering materials). 3.2 Staff development activities. 5.1 Establish a districtwide committee to plan a Master Teacher Program in which a concentration of student teachers from local and statewide colleges and universities will be assigned. The committee will be composed of teachers, 6.1 principals, other administrators and faculty representative from local and state colleges and universities. Select an Instructional Resource Center (IRC) instructional specialist who will provide needed assistance for the COMPLETED PRIOR TO 92-93 Page 53 incentive schools. Special needs will be identified and a Teacher Assistance Plan (TAP) developed for teachers needed assistance in the classroom. Parent Involvement 1.1 Offer opportunities for adult community education. 1.2 Establish an Incentive-wide Parent Internship Program with the purpose of employing parents as teacher aides. 1.3 Recruit parents from the incentive schools neighborhoods for teacher aides and other positions for which they are qualified. 1.4 Establish mentorships between teachers and parents in the incentive schools. 1.1 Provide resources and staff to house/operate the center which will loan materials to parents. 1.2 Train a parent in the community to operate the center. 1.3 Formulate a committee composed of parents and other school personnel to make recommendations on materials. 1.4 Assume responsibilities for development and distribution of a monthly communications packet. 2.4 Provide school lunch vouchers and etc. for award winners. 3.1 Identify at least three (3) key parent communicators as a vital source for all to rely upon. 3.2 Teach parents the system for advancing support and concern for the school. 3.3 Establish a community resource list of role models and mentors. 3.4 Invite community patrons of pre-school youngsters to PTA meetings and other parent involvement activities. 3.5 Encourage parent attendance at PTA meetings and other school related activities. 3.6 Prepare and distribute Parent Handbooks and monthly calendar of events. COMPLETED PRIOR TO 92-93 Page 54 3.7 Require parents to sign homework assignments, projects, etc. 3.8 Require parents to call the school to report absences and require the school to call the home and document reasons for absences. 3.9 Require at least tow (2) or more home visits. 4.1 1.1 1.2 1.3 Comment: This is not enforced. Require all parents to sign contracts by having parents sign contract prior to enrollment in Incentive Program. Comment: Parents sign contracts after they enroll. Parenting education classes for mothers. Evening and Saturday classes to expose children to the importance of science/math as means to a better future. Use school as community center at minimal cost to user. 1.1 Inservice courses for teachers and school. 1.2 Develop a speakers bureau for community groups in the school zones on education issues. 1.3 Develop a calendar of events of neighborhood activities and post in the school. 1.4 Develop an act that places high value on neighborhood pride - poster contest, talent shows, participation in parades, etc., coordinated by school staff. 1.1 Provide an atmosphere where parents are open, honest and trustworthy. 1.2 Obtain maximum input prior to making decisions by involving more people in decision making. 1.3 Create a sense of ownership in decisions through involvement. 1.2 Produce generic public service announcements for all incentive schools. COMPLETED PRIOR TO 92-93 Page 55 1.3 Use billboards, bus benches, etc. to advertise generic information about incentive schools. 1.4 Conduct an ongoing media blitz to heighten public awareness regarding incentive schools. 1.5 Produce short (10-15 minutes) video cassette recordings to be used in public presentations. 1.6 Produce generic incentive school flyers to be distributed throughout Pulaski County. a. Mass mailings to targeted K-5 white parents in NLRSD and PCSSD. 1.7 Provide special open house opportunities at incentive schools. 1.8 Target geographic areas neighborhoods to receive informational blitz regarding a specific incentive school (using secondary zones). 1.9 Conduct small group \"For Your Information\" tours to acquaint parents, grandparents, businessmen, realtors, etc. with the incentive schools. Comment: Student Assignment Parent Recruiter 1.10 Request a special designation from the Arkansas Department of Education to be used in marketing incentive schools. Comment: No information received from ADE. 1.1 Notify committee of special meeting. Taken from the Narrative: 2.2.1 No timeline chart for development and implementation and assessment of 4 year old Program. 2.2.2 No timeline chart for development, implementation and assessment of Writing-To-Read instructions technology program for K-2 students. Comment: Maintenance 2.2.3 2.2.4 No timeline chart for development, implementation and assessment of kindergarten program. No timeline charts for development, implementation and assessment of Reading Across the Curriculum, Oral Expression Across the Curriculum, Learning COMPLETED PRIOR TO 92-93 Page 56 Styles Inventories, School Themes, Semidepartmentalization, Instructional Technology, Science Laboratories, Computer Laboratories, Foreign Language Instruction Labs, Study and Test-Taking Skills, Computer Loan Program, parent Home Study Guides for each grade 1-6 by 1993-94 school year. Computer Managed Instruction technology by beginning of 1992-93 school year, and Student Education Plans. 2.2.6 No timeline charts for areas of emphasis/expansion of content areasreading, English/Literature Arts, social studies. 2.2.7 Math, Science, Fine Arts, Foreign Language, and PE/Health. Comment: plan. Foreign language not implemented according to the 2.2.8 No timeline chart for development of specialized activities in family folklore, positive imaging, inter-personal skills, rites of passage, role model program, mentoring program. 2.2.9 No timeline chart for broadly articulating to the community all academic programs, social skills programs/activities and special activities. 1. 2.2.10 2.2.11 2.2.12 No timeline chart for development, implementation and assessment of special activities... peer tutoring. Academic Reinforcement Clubs, Special Interest Clubs, and field trips (out-of-state). Each school will do this. Documented school-based involvement needs/interest assessment and planning process must accompany each School Program Plan...no timeline chart. A projected budget must accompany each plan...no timeline chart. A committee composed of teachers, principals, administrators, and parents will be selected to review the incentive school program and recommend changes for the 1991-92 school year...meet during the week of June 10-14, 1991. 1.1 1.2 Incentive School teachers will report back to work five days earlier for inservice. Franklin School teachers will need to report to work ten days earlier for the 1991-92 school year than other LRSD teachers for inservice. COMPLETED PRIOR TO 92-93 Page 57 Incentive School Parent Recruitment 1. Secure special media coverage from local newspapers and radio stations. 1.1 Establish a speaker's bureau for each incentive school. Incentive School Operations 1.1 1.1 No timeline charts for development, implementation and evaluation of Study Skills, Home Neighborhood Meetings, Individual and Group (Peer Facilitators), Incentive Recognition Programs, and Wellness Program. No timeline chart for implementation of School Climate Survey each year. COMPLETED PRIOR TO 92-93 Page 58 PROGRAM: EDUCATIONAL EQUITY MONITORING 1.1 1.2 Selection of team members Develop appropriate surveys, designs, checklists and other reporting forms for monitoring process. Comment: Changes occur as needed. 1.3 Recruit and train additional monitors, if needed. 1.4 Construct School Profile 1.5 Establish monitoring schedule 1.6 Conduct site visits as scheduled 1.7 Prepare and distribute reports at the conclusion of each monitoring cycle Taken from Narrative\n1. Develop monitoring instrument during spring - summer 19903 by 3 school districts in Pulaski County, Arkansas Department of Education and the Desegregation Assistance Center in San Antonio, Texas. 1.2 The Incentive Schools will be monitored at least one each guarter by members of districtwide biracial committee. Comment: Districtwide committee did not conduct a site visit during 92-93 school year. 1.3 The committees will report semi-annually to the superintendent progress or lack of progress in following areas: 1. 2 . 3 . 4 . 5. 6. 7. 8. 9. 10. 11. 12 . 13 . Separation of races in school programs Extra curriculum activities Achievement Disparity Handicapped education G/T education Staff development Multi-cultural curriculum Honors/Awards Committees Parental involvement Student discipline Building leadership Human relations COMPLETED PRIOR TO 92-93 Page 59 2. was The Equity in Education Opportunity (EEO) Evaluation design used from 1982-1990 in LRSD for evaluating programs in schools. Comment: Work of the 3 districts replaced the EEO design 2.2 A committee including principals of the incentive schools, the superintendent's senior management team. Planning, Research, and Evaluation specialists and six members from the Biracial Advisory Committee (including two nominated by Joshua) will meet on or before July 1 of each year to revise the evaluation education equity monitoring design to conform with the expectations of the incentive school program. Comment: As changes are needed, this committee functions. 2.3 Any revision of the above will be submitted to the LRSD Board of Directors and the Joshua Interveners by August 15. 2.5 Reports will be prepared after each quarterly visit and distributed to the superintendent, associate/assistant superintendent, and the principals of the monitored schools. 2.6 Quarterly reports summarizing all the monitoring visits will be prepared by personnel from the Planning, Research, and Evaluation Office and presented through the Superintendent to the Board of Directors of LRSD during a regular meeting of the Board. 2.7 The Associate Superintendent for Desegregation will be responsible for insuring that deficiencies listed in the monitoring reports are eliminated in a timely manner. COMPLETED PRIOR TO 92-93 Page 60 PROGRAM: COMPUTERIZED TRANSPORTATION SYSTEM Taken from Narrative: 1. The Transportation Department will request additional resources to help provide transportation support for evening and extended day programs. 1.9 All school attendance areas will be encoded into the geographic tables, corresponding walk zones will be generated for schools, all transportation/safety policies will be reviewed and updated. 1.11 Ecotran Systems will update all student data files relating to the student assignment changes. Comment: needs to be. This has not been done the past two (2) years but 1.12 Students may then have the transportation eligibility determined utilizing new established attendance areas and walk zones. Comment: Student Assignment. Stops are established from assignments made by 1.13 An entire new stop network will be generated to improve efficiency and most economically utilize District resources. 1.14 Assignment of students to the correct stop location by Ecotron Systems. 2.0 Utilizing interactive graphics, Ecotron System will optimize travel times, mileage and loads in generating routes for the school year. 2.1 As a result of student assignment changes, the current year's routes will be obsolete in 1989-90. Comment: Routes are revised annually. 2.5 Econtran Systems will tailor the Map Net System through the Oracle based SQL program, document these programs to better handle the uniqueness of the LRSD. 2.6 Ecotran will provide five hours connect time of enhanced support to the LRSD 2.7 The District will continue to use its automated routed systems to make efficient use of district resources in providing transportation to those students eligible for transportation. COMPLETED PRIOR TO 92-93 Page 61 Comment: District provides courtesy stops for non-eligible students at considerable cost. PROGRAM: COMPLETED DURING 92-93 COMMITMENT OF DESEGREGATION 1. Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education. Comment: Taken from Narrative COMPLETED DURING 92-93 Page 63 PROGRAM: LEADERSHIP 1. The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement or persons to fill position will be done on an equitable basis (ongoing). Comment: Taken from Narrative COMPLETED DURING 92-93 Page 64 PROGRAM: EARLY CHILDHOOD EDUCATION 1.1 To compose and mail Public Service Announcement for local radio stations and Channels 14 and 16 flyers. 2.1 Interview and select fourteen (14) aides. 3.1 Arrange logistics with state for the initial training. Comment: This is done through HIPPY State Regional Office. 4.1 Conduct home interview and enroll families into program. 5.1 Compose and mail correspondence to community churches to recruit families and instructional aide trainees. 6.1 Identify families to be served by each coordinator. 7.1 Identify families to be served by each aide. 9.1 Conduct three (3) day workshop. 10.1 Order material. 11.1 Conduct orientation meeting. 12.1 Secure meeting sites for group meeting. 12.2 Mail out notification of meeting sites. 13.1 Schedule aides weekly home visits and group. 13.2 Schedule area group meeting - print flyers. 13.3 Schedule weekly service for aides. 13.4 Schedule aides first teaching with (own child) 14.1 Schedule workshop for parents and aides, mail out and print materials. 15.1 To evaluate each aide trainee. 16.1 Conduct survey of parents - print materials. 17.1 Implement second part of HIPPY curriculum: a. b. print material print flyers 19.1 Obtain a site and speaker and schedule a lecture for parents. 20.1 Activity. COMPLETED DURING 92-93 Page 65 21.1 Staff will organize. 22.1 Schedule final evaluation of trainees in the program. 23.1 To begin implementation of HIPPY program. 24.1 Secretary. 25.1 Aides made home visit. Taken from Narrative\n18. \"D\" Long-range plan will be written to address demographic, instructional and structural needs for the 4 year-old program. 27. 2\" Designate Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges and LRSD 28. '2 As a demonstration center Rockefeller will be used for educating college students as well as for inservice observation and training for the county's teachers, administrators, aides, HIPPY, and daycare workers. COMPLETED DURING 92-93 Page 66 PROGRAM: SPECIAL PROGRAMS (Taken From Narrative) 3. Business, civic, professionals, and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivational experiences. COMPLETED DURING 92-93 Page 67 PROGRAM: Summer Learning 3.1 3.2 Sponsor a luncheon where students could perform and express talents. Set up field trips of cultural events, children's shows, the art center, and visits to other sites of interest of young people. COMPLETED DURING 92-93 Page 68 PROGRAM: SCHOOL OPERATIONS 1.1 Appoint school based biracial committees to monitor implementation and data. 1.2 A districtwide biracial committee will monitor district wide desegregation efforts and data. 1.3 Establish a reporting system. 3.1 Mini-seminars at PTA meetings and in the community. 4.1 Review of data. 4.2 School monitoring visits. 1.1 PTA Board and general meetings to have educational components re: climate and expectations 1.2 Use of cable Channel 4 to carry brief messages to staff re: expectations, working with at-risk and disadvantaged students\nand creating positive climate. 2.1 Monitor facility, staff morale, student achievement, status of media center books and materials. 2.2 Enhance equipment, supplies and materials in buildings. 2.3 Provide staff development and intervention plans as needed. 3.1 Provide resource assistant to school staffs. 3.2 Provide planning time and formats to school staffs. 3.3 Develop school profiles which show complete data pictures. Set goals for improvement. 4.1 Share schools objectives, discipline policy, standards for testing, placing and promoting students. Comment: Annually 4.2 Involve parents as full partners in planning at schools for students' growth and success. Comment: Annually 1.1 Conduct inservice training on discipline management in all local schools. COMPLETED DURING 92-93 Page 69 1.2 Provide follow-up training for new staff on a regular basis. 3.2 Revise student handbooks as needed. 5.1 Develop school based discipline plans to be reviewed at district level and to include suspension alternates. 5.2 Effectiveness of those alternatives to be regularly assessed. 6.1 Review research and develop rewards program such that recognition and incentives will be individual to the school. 7.1 Activate discipline/attendance intervention teams at school. Mandate the pupil services team to do monitoring and involve the counselor with students who have discipline/attendance problems. 7.2 Involve parents in the team process regarding their children through meetings/conferences. 2.1 Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities). Comment: plan. Annually for the approval of the school's annual 2.2 Provide written information to parents regarding curriculum and student skills. Comment: conference. In relation to test information and parent 4.1 Through Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions. 5.1 Each school to put into its annual plan a designed set of interventions to help increase student academic, success, i.e.. Peer Tutoring, Volunteer Tutors. Comment: Annually 1.2 Provide teacher staff development in the use of curriculum of these areas. COMPLETED DURING 92-93 Page 70 2.1 Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options. Comment: Community mentors are invited into most schools to talk with students, VIPS and counselor work to have an ongoing program. 1.1 Review class ratios by subject, by class, by teacher on a semester basis. Comment: Principal worked with Student Assignment Office to keep enrollment balanced. 1.2 Address disparities with intervention activities. 1.3 Remove barriers to equitable participation of students. 2.1 Review grade distributions by subject, by class, by teacher on a semester basis. Comment: Principal's responsibility. The former monitoring sheet used by assistants was replaced with abacus to be used in the future. 3.1 Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods. Comment: Staff Development Director inservice. 1.1 Use of media and press. Comment: Annually. 1.2 Send printed information to parents. 1.3 Make clear public address system announcements to students. 1.4 Use community agencies such as churches to assist with recruitment. 2.1 Individual staff contacts with students encourage involvement. 2.2 3.1 Staff shall specifically recruit from among students who do not typically participate in particular activities. Profile student involvement in each club or activity. COMPLETED DURING 92-93 Page 71 3.2 Disaggregate participation data. 3.3 Develop school based recruitment plans. Comment: Activity does not support objective. 4.1 Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricular activities. 4.2 Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost. 5.1 Profile school by\na. b. c. d. e. f. grade distribution attendance disciplinary outcomes test scores student involvement in school related activities course enrollments/special program enrollments Comment: Annually 5.2 Data to be disaggregated by race. 5.3 Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement. 1.1 Meetings with principals, teachers. 1.2 Informal classroom visits by monitors. 1.3 Compilation of comparative data by school. 1.4 Evaluation of data with recommendations for changes/improvements . 2.1 School analysis of test results by grade, teachers, race and subject area. 2.2 Development of comparative data to assess disparity areas, if any. 2.3 Preparation of intervention plans to address specific student needs. 1.1 Staff development for principals. COMPLETED DURING 92-93 Page 72 1.2 Revision of district procedures to provide central office technical support rather than strict control. 1.3 Enhance principal accountability for program at the building. 2.1 Plan of district school renovation to meet programmatic and student population needs. 3.1 Set up format for technical assistance with assigned personnel to work with individual schools. 1.1 Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs. Comment: Completed by principals on each site. 1.2 Projection of student population on two year basis to validate expected needs. Comment: Student Assignment, Human Resources responsibility. 2.1 Development and assessment of school and divisional staffing patterns. Comment: Student Assignment, Human Resources responsibility. 2.2 Recruitment of support and non-teaching staff to reflect equitable racial representation in all positions. Comment: Resources Recruitment Officer, Assistant Principals and Human 1.4 Provide internship programs at district schools for aspiring teachers and aspiring administrators. Comment: Master Teachers 1.1 Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist students. 1.2 Via disaggregation of data relative to: a. b. student performance discipline COMPLETED DURING 92-93 Page 73 c. d. e. attendance participation in school activities placement in classes 1.3 Train staff to deal with data and implementation of strategies. Comment: Annually 1.4 Evaluation of outcomes of interventions via milestone reports and final yearly reports. 1.5 Reassessment of and modification of objectives and strategies. 1.6. Creation of final plan and strategies. 1.7 Annual assessment of outcomes of yearly plan. 1.1 Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to: a. b. c. d. TESA PET Classroom Management School Management 1.2 Send selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development. 1.3 Provide districtwide program of staff development. COMPLETED DURING 92-93 Page 74 PROGRAM: EDUCATIONAL PROGRAMS - COMPENSATORY/REMEDIAL EDUCATION 1.10 Develop list of suggested material and supplies that will address students' specific skills deficiencies. 1.11 Order needed materials and supplies. 2.3 Plan and conduct building-level inservice for entire faculty. 2.7 Plan individualized instruction based on each student's assessed needs. have similar deficits. A common plan may be used for students who Instructional strategies should be outlined on profile sheet and/or attached on sheets as needed. This profile then becomes the plan. a. Identify appropriate materials/resources b. Determine appropriate instructional strategies c. Determine method/means for student mastery evaluation(s) d. Begin to develop daily lesson plans that reflect the above procedures and information c. Identify strategies for simultaneous instruction COMPLETED DURING 92-93 Page 75 PROGRAM: INSTRUCTIONAL TECHNOLOGY 16. Process installment payments for hardware and software COMPLETED DURING 92-93 Page 76 PROGRAM: ACADEMIC SUPPORT 1. Explain the Academic Support Programs options to local school administrators 2. Select the local school's appropriate academic Support Program. (Indirect/direct/extended services.) 3. Identify students targeted for participation in each program by school/grade level 4. Select staff (identified by position) responsible for delivering Academic Support Program 5. Schedule the Academic team's staff 6. Implement selected school options at local level 8. Begin training staff responsible for delivering each Academic Support Program Strategies (Curriculum Cluster) Team Planning Interactive Teaching/Learning (Curriculum Cluster) 9. Monitor the implementation of the above 11. Schedule school based meetings to assess program effectiveness 12. Collect appropriate data for end of school program evaluation including pre and post standardized test scores, student grades and attendance, samples of student work, and parent/teacher/student recommendations 13. Analyze the above data to evaluate program effectiveness 15. The regular classroom teachers, reading specialists, and mathematics specialists will receive training on instructional strategies and alternative assessment methods 17. Teachers have received training in administering learning styles in inventories and designing instructional strategies that relate to identified learning styles Taken from Narrative\n4. Secondary schools will use 1 of 3 optional approaches to implement Academic Support Program: 4.1 Staffing by pairing COMPLETED DURING 92-93 Page 77 4.2 4.3 Classroom teachers Language Arts Plus Program 5. Targeted students will have available before school, at lunch and after school instruction. 8. Each year parents and teachers will be asked to evaluate parent involvement activities provided throughout the year (survey). 9. Results of survey will be reviewed by district staff and parents with the goal of strengthening the parent involvement program. 10. Monitoring and evaluation data will be used to improve the program of delivery of instruction school and districtwide. 11. A new teacher mentor program will be initiated. 12. Principals will monitor instruction and learning in Academic Support Program settings on a regular basis. 13. Test score data will be analyzed to show improvement. 14. PAL materials should be reallocated to supplement the new approach to remediation. COMPLETED DURING 92-93 Page 78 PROGRAM: GIFTED AND TALENTED EDUCATION 1.2 Establish a procedure to inform and/or involve other administrative personnel and/or staff of research and/or innovative procedures. COMPLETED DURING 92-93 Page 79 PROGRAM: MULTICULTURAL CURRICULUM 6.8 Identify secondary social studies, music, and art committee: 1993: 11 teachers: 3 social studies 4 music 4 art 6.11 Conduct last completion monitoring as identified in timeline. 6.12 Operationalize the curriculum development timeline (monthly) meetings with specified dates developed in cooperation with committee members. 6.13 Review and edit the comprehensive guide for each content area at each grade level (social studies, music, and art) . 6.14 Type and print all guides for social studies, music, and art. 6.15 Conduct inservice for all secondary administrators and teachers. 6.19 Host three (3) education meetings for parents of secondary children to provide an overview of the comprehensive multicultural curriculum. Comment: meetings. Conducted through PTA Council and individual school Taken from Narrative: Multicultural curriculum and a multicultural approach to education will be in place in each school. 10. By September 30, 1993, the curriculum for grades 7-12 will reflect a multicultural approach. 4. COMPLETED DURING 92-93 Page 80 PROGRAM: FOCUS ACTIVITIES 1.4 Area schools submit continuation grants to review committee. 1.6 Schools submit progress reports. Taken from Narrative: 1. The elementary area schools (non-incentive and non-interdistrict) will receive an annual allocation for implementing the focused activities for the school year. 1.1 I - LRSD and PCSSD will develop procedures whereby specialty themes will not be unnecessarily duplicated within the two districts. 1.2 I - LRSD and PCSSD will collaboratively publicize the specialty programs and encourage majority to minority transfers between the two districts. 1.3 I - Once a final decision is made regarding the implementation of specialty programs, additional areas of collaboration between LRSD and PCSSD will be explored. 2. 1.3 I - At any time in the future that NLRSD decides to implement specialty programs, PCSSD and LRSD agree to address any possible areas of collaboration with NLRSD. Ill - Each non-magnet and non-incentive elementary schools will provide focused activities for the total school population including attention to gender, race, and socioeconomic issues. 2.1 Page 82 Ill - Each school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive. 2.2 Ill - The focused activities of each non-magnet and nonincentive elementary school will be integrated into the care curriculum or reflected in the school's environment and day-to-day activities. 2.3 Ill - All elementary area school students will participate in on going, meaningful enrichment activities that complement and extend the core curricular activities. 2.4 Ill - All elementary area schools will be viewed by the community as providing equitable and excellent educational programs. COMPLETED DURING 92-93 Page 81 I.! The academic performance of area school students will indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment activities. 3. Teachers, building administrators, and patrons shall participate in the development of, the local schoolproposal. 3.1 A panel will review all applications according to the criteria on page 83. 3.2 Prior to the beginning of each school year, the principal of each elementary area school will appoint from his or her staff on activities coordinator and a school steering committee. Comment: All criteria is reviewed and monitored by each principal and his steering committee. 3.3 The school steering committee will develop an activities action plan for the school year, detailing grade level activities, school-wide activities, field trips, resource speakers, and needed materials, supplies and equipment. COMPLETED DURING 92-93 Page 82 PROGRAM: PARKVIEW MAGNET (Taken from Narrative) 2.2 UAMS staff have provide some individual shadowing experiences for 12th grade students where the student follows and works with a health care professional for a period of time. COMPLETED DURING 92-93 Page 83 PROGRAM: FEDERAL PROGRAMS 1.1 Be placed on mailing list in order to receive grant application. 1.2 Form grant development committee made up of staff from both the department and the district. 1.3 Have an appropriate number of grantwriting sessions in order to develop the grant proposal. 1.4 Conclude that the grant is ready for admission and is fundable. 1.5 Provide to the School Board for its approval. COMPLETED DURING 92-93 Page 84 PROGRAM: VOCATIONAL EDUCATION 1.2 1.1 Identify teachers who have not completed cycles in PET, TESA, and Classroom Management and schedule them into district inservice cycles. Attend each other's advisory council meetings. 2.1 Review course offerings. 2.2 Offer Open Houses 2.3 Student Brochures. 2.4 Employment Fair. 3.1 Conduct monthly meetings among vocational directors. 4.2 Consult each other concerning new course offerings. 5.1 Review course offerings and course descriptions for differences. 1.1 Provide staff development opportunities for vocational teachers in learning styles and adapting instructional strategies to dominant styles. 1.4 Maintain contact with teacher training institutions concerning minority instructors. 3.1 Give preference to minority applicants with equal qualifications. 1.3 Obtain or produce needed audio/visual aids. 1.4 Make arrangements and conduct meeting (counselors, students, staff). 1.4 At least one such activity will be planned and conducted each semester. 1.1 Attend conferences, workshops and meetings where needs are made known. 1.4 Work with Advisory Council committees and other groups to glean ideas and enlist aid. 1.5 Coordinate activities with other surrounding school districts. 2.1 Form committees of teachers, administrators, and advisory groups to formulate plans and curriculum. COMPLETED DURING 92-93 Page 85 3.1 Identify sources of funding. 3.2 Prepare and submit application and/or proposals. 4.1 Prepare facilities. 4.2 Hire staff. 4.3 Obtain equipment, supplies and materials. COMPLETED DURING 92-93 Page 86 PROGRAM: SPECIAL EDUCATION 1.2 Identify teachers with high referral rates of black males to special education Comment: Data compiled yearly re: over-representation and action plans completed. 1.3 Schedule inservice. Comment: Inservice included as component of action plan. 1.4 Arrange substitutes for regular teachers. Comment: Learning Center Specialist acts as liaison when students return to sending schools. 1.5 Provide inservice that focuses on: a. Behavior modification for teacher behavior. Comment: See inservice attachment b. Provide opportunities for teachers to know, accept and utilize information regarding learning styles, language/dialect, student ways of reacting/behaving, and value systems. Comment: Learning Center Specialist provides ongoing opportunities. 1.6 Apply skills at center with students. Comment: Operating in 2 schools. 1.7 Return to school. Comment: Learning Center Specialist monitors through transition liaison efforts. 1.8 Monitor teacher effectiveness. 2.1 Apply appropriate pre-referral interventions. 2.2 Provide training: Curriculum bases assessment: Linking assessment to classroom strategies. 2.3 Identify regular teachers for training. 2.4 Provide training that focuses on changes in instructional techniques to match students experiences. COMPLETED DURING 92-93 Page 87 2.5 Evaluate how materials/instructions are presented to students. 2.6 Provide activities to focus on current trends of new materials/supplies. 2.7 Schedule sharing time for effective and innovative use of materials/supplies. 2.8 Make adaptations/modifications of materials/ supplies/ equipment. 2.9 Check for miss matches of student skills/deficits/teaching approaches. Comments (2.1 - 2.9): Inservice has been conducted in exclusionary factors\nutilization of Pupil Services Team is mandated in every school. must identify preferral interventions. Educational Management Team As a result of Act 338, inservice for all staff at building level was conducted. Implementation of Scottish Rites Dyslexia Training materials in 7 schools. Touch Math in 2 schools. Literacy program in 5 schools, Swains Reading in 3 schools monitored by supervisors. Computers are in all elementary and junior high schools, ongoing equipment modifications are made in schools with technologically dependent children. Also accomplished through Learning Center and review conferences for students by school based lEP development 3.1 Provide TESA inservice: c. d. e. Application of training Observe/provide feedback to teachers Monitor teacher behavior on an ongoing basis. 4.1 Provide comprehensive assessments and diagnosis. 4.2 Provide short-term interventions such as group activities to strengthen social interaction skills without changing student's assignments. 4.3 Implement extended placement services in a diagnostic classroom. Placement to be reviewed each semester. 4.4 Develop Parent Component: a. b. c. d. Information/Program System Behavior Management Skills Advocacy Training for Children Information Center 4.5 Identify and coordinate community resources. COMPLETED DURING 92-93 Page 88 4.6 Maintain transitional services to regular classes through liaison support services. 4.7 Develop/adapt materials and disseminate to local schools. 5.1 Comment 4.1 4.7) : Increased programming options for students with addition of class at Henderson Junior High. Plans are being made to explore expansion at Forest Heights Junior High. Learning Center is currently in two schools. Ongoing meetings with parents are held to discuss service delivery. Entered into partnership with local private provider to facilitate families receiving community services. Have also worked Arkansas Children's Hospital on grant application to focus on ADHD students. Inservice held with local providers in 2-93. Worked with New Futures to provide inservice to all junior high resource teachers on gangs. Conduct inservices which may include the following: a. b. c. d. Learning Strategies (if new strategies developed.) Laubach Reading TESA Peer Tutoring Comment: Several strategies have been taught (WIS, Test Taking, Sentence Writing). Peer tutoring is utilized and identified as modification through EMT decisions, addressed through other inservice topics (Act 338). Has been 6.1 Make adaptations/modifications of curriculum for regular classes. 6.2 Identify effective instructional techniques, learning styles, teaching styles. Comment: schools. Supervisors provide technical assistance in all 50 Have added 3 indirect services teachers. serve over 120 students indirectly. Currently 1.1 Monitoring is completed on a bimonthly basis, report is provided to the building principals. A summary Corrective action forms are provided to ensure continued compliance of due process by the district. 2.1 Comment: Monitoring schedule attached. were sent to each school. Follow up letters Compile special education enrollment including race, sex, etc. and monitor on a regular basis. associate superintendent. Data is reviewed by the problems are identified by staff. Specific schools are targeted if Building principals and COMPLETED DURING 92-93 Page 89 their staff must develop action plans to remediate deficiencies identified by Central office, monitored by Central office staff. These plans are 2.2 2.3 1.1 Comment: tation. Attached letter sent to schools with over-represen- Action plans developed as needed. Provide summary report to building principals. Provide corrective action forms to ensure continued due process compliance by the district. Schedule staff development on the following: a. b. c. d. e. f. g- Current legislation and litigation Eligibility criteria for special education and related services Current trends in assessment Non-biased assessment Translation of test data into appropriate curriculum and instruction Adaptive Behavior Assessment Curriculum Based Assessment Comment: Preschool conference held annually addresses legislation and eligibility assessment issues addressed through regularly scheduled meetings with psychological examiners. Inservice list attached. 1.2 Apply appropriate pre-referral interventions. Comment: Mandated at local schools. 1.3 Review components of Little Rock School District's delivery system: a. b. c. d. e. f. Policies and Procedures Appraisal Guide Organizational structure Curriculum Service deliver y modes Parent involvement Parent Education Seminar - Special Education Comment: Appraisal Guide has been revised and will be printed and distributed contingent on revision of standards at state level (93-94). Parent meeting for all parents held in May, 1993\nthese are planned on monthly basis for 1993-94. 2.1 Conduct Research Longitudinal Study. 2.2 Pilot program in targeted schools utilizing various strategies. COMPLETED DURING 92-93 Page 90 2.3 Use effective strategies district wide. Comment: state/national. December 1 report attached showing comparisons to Also, study on identification is attached. 3.1 Use as its base of operation federal PL. 94-142 and State Arkansas Act 102. Clear well written policies have been established to provide satisfactory assurance that policies, procedures and programs, established and administered by the district shall be consistent with the provisions of federal and state mandates. Comment: Appraisal Guide has been re-written and will be revised to conform with ADE Policy Inservice planned for preschool 1993-94. 3.2 Review the referral, evaluation, and placement decisions made by the Education Management Team. Comment: Done through central office review of each staffing and school wide monitoring. 3.3 Monitor the process and all the due process folders in each school. 1.1 Recruit and employ minority teachers in certified areas of: a. b. c. d. e. Mildly handicapped Hearing impaired Moderately/severely handicapped Speech impaired Visually impaired. Comment: Applicant pools shared with other two local districts- monthly directors' meeting held with NOR, PCSSD. 1.2 Expand staff development activities: a. b. Form partnership with state colleges and universities for training and retraining of teachers. See Student Identification and Placement and Instructional Methodology for other staff development activities. Comment: Serve as training site with UALR for Extended Year Services (92 and 93). 1.1 Identify special education committee representative of the total special education staff to assist in the selection of appropriate materials and supplies. COMPLETED DURING 92-93 Page 91 Comment: Special education committee has met to select materials district wide. Purchases have been made based on recommendations from committee (committee developed Appraisal Guide 92-93). Have purchased Scottish Rites Literacy Program, Swains Reading and Touch Math. 1.2 Schedule \"Material Fair\" for staff using local, state and nationally known vendors. 1.3 Identify materials/supplies, etc. that are basic to resource itinerant and special classrooms. 1.4 Identify materials/supplies needed to improve/enhance the quality of instruction identified in students lEP's. 1.5 Monitor selection/use of materials/supplies. 1.6 Activities to focus on current trends of new materials/ supplies. 1.7 Schedule sharing ideas for effective and innovative use of materials/supplies. 1.8 Adaptations/modifications of materials/supplies/eguipment. COMPLETED DURING 92-93 Page 92 PROGRAM: STAFF DEVELOPMENT (Taken from Narrative) 1. Administrators and teachers will be trained to teach and counsel black and educationally disadvantaged students. 1.2 Included in the planning will be community resource persons and all district personnel responsible for delivering training to staff, and to parent, volunteer, or student committees or groups. 1.3 Staff development will be based upon certain basic principals of human behavior, learning process and change dynamics. 1.4 The diverse training needs of staff at all employment levels will be met. 1.5 The District will establish resource banks which identify the training skills or specialized knowledge of employees and volunteers which can be shared through staff development activities. 1.6 Computer data based will be used to record each employee's staff development history. 2. 3. 1.7 Carefully planned \"training of trainers\" events will be actively used to expand in-house training expertise. The District will deal decisively with the issue of racism and will involve all staff, students, and parents in a comprehensive prejudice reduction program. Certain areas of training and staff development will be especially emphasized: 3.1 Volunteer resources will be utilized. 3.2 Substitute teachers and aides will be prepared. Comment: Limited staff development training has been provided to substitute teachers. 3.3 Parents will be trained. COMPLETED DURING 92-93 Page 93 PROGRAM: SUPPORT SERVICES/DATA PROCESSING/FACILITIES Taken from Narrative: 1.1 Roofing repairs, painting, plastering, recarpeting, and other needed repairs will be made. Comment: of the facilities. Repairs are always on-going for all physical aspects 1.2 Concrete walks and macadam drives will be in good repair. Comment: Same as above 1.3 New public address systems and bell systems will be placed in buildings where such items are not repairable. Comment: Same as above 1.5 The capacities of junior high schools will be reviewed in light of needed programs, necessary) (capacities will be revised as Comment: Same as above 1.10 Data Processing will provide the necessary support for all school and central office-based functions. 1.11.1 Dropout Statistics to include the ability to generate data by race, gender, and grade on a school by school basis as well as districtwide. 1.11.2 Test scores to include capacity to score tests and to generate data by race, gender, grade, school, subject area, and districtwide. 1.11.3 Student achievement Data to include the capacity to monitor test scores, grade distribution and other identified achievement data by race, gender, grade, subject, school and districtwide. 1.11.4 Attendance will be kept in such a way as to allow data period of time, for withdrawals and re-enrollment, for students by grade, school, race, gender, and districtwide. 1.11.5 Disciplinary data by offense, school, teacher, class, subject, race, gender, districtwide, and over any period of time. 1.11.6 Student assignment data by race, age, gender, class, school, grade, level, and districtwide. COMPLETED DURING 92-93 Page 94 2. Data Processing staff will have the capacity to respond to District needs as required by District goals and state and federal laws such as grade distribution and the ability to identify specific students and cahoots of students. COMPLETED DURING 92-93 Page 95 PROGRAM: VIPS 1.2 1.1 Provide workshops for parents on such topics as discipline, learning aides, study skills, academic tutoring. Choose representatives from each parent/citizen organization. Comment: We started a formal team during 92-93. We have 1.2 progressed through 1.3. points as we meet. We will continue through the other Establish guidelines for operation. Set regular meetings. 1.3 Identify and coordinate all parent involvement services in the LRSD. COMPLETED DURING 92-93 Page 96 PROGRAM: STUDENT ASSIGNMENT (Taken from Narrative) 8.1 No timeline charts for Stephens and King Elementary Schools. COMPLETED DURING 92-93 Page 97 PROGRAM: INCENTIVE SCHOOL - School Operations 5.4 Analysis of data collection. 5.5 Conclusions generated. 5.6 Report back to students on response to student evaluation. 6.1 Install computers. 6.2 Tie into mainframe. 6.3 Write programs for reporting student data in a variety of modes. 2.7 A science lab at each school. Staffing and Staff Development 1.1 Establish District Incentive Schools Staffing Committee to assess staffing needs for each incentive school. 1.3 Develop criteria for principal and staff selection based on race/gender, successful teaching experiences, record of commitment to quality desegregated education, and strong recommendations from a variety of sources (colleagues, principals, and others). 1.4 Develop job descriptions to include special programs and tractual requirements for staff and principal. 1.1 Establish a Staff Development Committee composed of teachers, specialist, parents, principals, and other administrators as appropriate to plan staff development experiences necessary to meet the needs and interests identified through needs assessment. 1.1 Produce a brochure for each incentive school, include: Brochure should a. b. c. d. e. Photo of school Photo of principal Special resources Programs Theme information COMPLETED DURING 92-93 Page 98 f. g. h.  i. Partners information Grants received Honors List of staff Taken from Narrative\n2.1 No timeline chart for restructuring of the Incentive School Program Committee into a district-wide council of incentive school parents...Incentive School Program, Parent Council. COMPLETED DURING 92-93 Page 99 PROGRAM: EDUCATIONAL EQUITY MONITORING 1.1 1.3 Selection of team members Recruit and train additional monitors, if needed. 1.4 Construct School Profile 1.5 Establish monitoring schedule 1.6 Conduct site visits as scheduled 1.7 Prepare and distribute reports at the conclusion of each monitoring cycle Taken from Narrative\n1.1 Each committee will visit each semester using monitoring instrument. 1.3 The committees will report semi-annually to the superintendent progress or lack of progress in following areas: 1. 2. 3 . 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Separation of races in school programs Extra curriculum activities Achievement Disparity Handicapped education G/T education Staff development Multi-cultural curriculum Honors/Awards Committees Parental involvement Student discipline Building leadership Human relations 2.1 The Education Equity Monitoring instrument was used during the 1990-91 school year. 2.5 Reports will be prepared after each quarterly visit and distributed to the superintendent, associate/assistant superintendent, and the principals of the monitored schools. 2.6 Quarterly reports summarizing all the monitoring visits will be prepared by personnel from the Planning, Research, and Evaluation Office and presented through the Superintendent to the Board of Directors of LRSD during a regular meeting of the Board. COMPLETED DURING 92-93 Page 100 2.1 The Associate Superintendent for Desegregation will be responsible for insuring that deficiencies listed in the monitoring reports are eliminated in a timely manner. COMPLETED DURING 92-93 Page 101 PROGRAM: COMPUTERIZED TRANSPORTATION SYSTEM Taken from Narrative: 1.2 LRSD has made progress in the utilization of the ECOTRAN MAGNET System...1988-89 opening of school. Comment: greater progress. If we could receive good, clean, data, we could make 1.3 There is extensive work to be done in updating the geographic files/table within the LRSD database. Comment: Our map files are updated twice annually. 1.5 Transportation/safety policies need to be updated properly. Comment: Annual updates. 1.6 Assignment promotion population region tables need to be created to ensure proper student assignment. Comment: We receive this info on tape. 1.7 Transportation staff are busy attempting to keep ahead of day to day student assignments. Comment: District no longer has open enrollment. 1.9 All school attendance areas will be encoded into the geographic tables, corresponding walk zones will be generated for schools, all transportation/safety policies will be reviewed and updated. 1.12 Students may then have the transportation eligibility determined utilizing new established attendance areas and walk zones. Comment: Student Assignment. Stops are established from assignments made by 1.13 An entire new stop network will be generated to improve efficiency and most economically utilize District resources. 1.14 Assignment of students to the correct stop location by Ecotran Systems. 2.0 Utilizing interactive graphics, Ecotran System will optimize travel times, mileage and loads in generating routes for the school year. COMPLETED DURING 92-93 Page 102 2.2 2.7 Transportation requirements could be significantly reduced by optimizing route assignments into daily bus schedules. The District will continue to use its automated routed systems to make efficient use of district resources in providing transportation to those students eligible for transportation. Comment: District provides courtesy stops for non-eligible students at considerable cost. ONE-TIME ACTIVITY PROGRAM: EARLY CHILDHOOD EDUCATION 8.1 Print curriculum material. ONE-TIME ACTIVITY Page 104 PROGRAM: SUMMER LEARNING 3.1 3.2 Sponsor a luncheon where students could perform and express talents. Set up field trips of cultural events, children's shows, the art center, and visits to other sites of interest of young people. ONE-TIME ACTIVITY Page 105 PROGRAM: SCHOOL OPERATIONS 4.1 Share schools objectives, discipline policy, standards for testing, placing and promoting students. Comment: Annually 4.2 Involve parents as full partners in planning at schools for students' growth and success. Comment: Annually ONE-TIME ACTIVITY Page 106 PROGRAM: ACADEMIC SUPPORT 7. Cluster schools and develop a staff development schedule for curriculum clusters. 8. Begin training staff responsible for delivering each Academic Support Program: Learning Styles/Cult\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_346","title":"''Program Planning and Budgeting''","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":["1993-07-30"],"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--Finance","School improvement programs"],"dcterms_title":["''Program Planning and Budgeting''"],"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/346"],"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":["208 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 I COURT SUBMISSION JULY 30, 1993 RECEIVED JUL 3 0 1993 Office of Desegregation Monilonng LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING July 30, 1993 LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING GENERAL CONCEPT A comprehensive program planning and budgeting process will improve the district's ability to allocate its revenue rationally and, therefore, have maximum impact on achieving the goals of the district. By linking program objectives and program expenditures we can see more clearly if our money is being spent appropriately. During the planning and budgeting process, we will do the following: 1. Determine the needs of the district, particularly legal obligations under the desegregation and settlement plans. 2. Define goals and objectives. 3. Define programs to achieve those objectives. particularly those reguired by the desegregation plans. 4. Measure performance and expenditures. 5. Prepare information for corrective decision-making. A. Organizational structure for Planning and Budgeting Process 1. Key Players - The Superintendent shall lead the planning and budgeting process with direct support from his/her cabinet. The Board is the ultimate decision- maker for the planning and budgeting process. 2. Description - The planning and budgeting process shall be under the leadership of the Superintendent withLRSD - Page 2 PROGRAM PLANNING AND BUDGETING direct support from the Superintendent's Cabinet. The planning and budgeting process will be coordinated by the Director of Planning, Research and Evaluation (PRE) and the Manager of Resources and School Support who both serve on the Superintendent's Cabinet. The Board will provide guidance for developing a planning and budgeting calendar. The calendar will allow the Board to continuously monitor progress of the planning and budgeting process. The Director of Planning, Research and Evaluation will be the lead planning person. He/She will ensure that the planning process is conducted according to established timeframes, provide technical assistance. coordinate the planning process, collect appropriate reports, coordinate the preparation of related documents and advise the Superintendent and Board relative to the planning process. In addition, the lead planning person will be responsible for ensuring all requirements from the desegregation plans and court orders are integrated into the planning process. The Director of PRE will be assisted by a Planning, Research and Evaluation Specialist whose major responsibility will be district-wide planning. The PRE Specialist will be housed in the PRE office. The job description for the PRE Specialist details the necessary qualifications and job responsibilities (See Attachment 1).LRSD - Page 3 PROGRAM PLANNING AND BUDGETING 3. Outcome - An organizational chart that displays the current lines of authority and responsibility is attached (Attachment 2), as well as the proposed Planning and Budget Development Calendar (Attachment 4). 4. Timeframe - The lead planning person will be named in July 1993. The Planning and Budget Development Calendar will be finalized in August 1993. The organizational structure will be reviewed in May 1994 to ensure that the July 1993 configuration is the most effective and efficient arrangement. Necessary revisions and adjustments will be made by the district at that time. B. Needs Assessment A needs assessment is a process of comparing the current situation with the desired conditions. 1. Key Players - The Superintendent will provide leadership and direction for the needs assessment process. The lead planning person will coordinate the process. The Superintendent's Cabinet will be responsible for directing the staff in the collection of assessment information. The Superintendent and the Cabinet will be the decision-makers for identifying the needs. 2. Description - Utilizing a combination of district-wide perceptual, empirical and objective instruments, dataLRSD - Page 4 PROGRAM PLANNING AND BUDGETING will be collected and analyzed to determine the needs of the students, parents, teachers, and administrators. Perceptual information will be collected through broadbased input sessions such as community forums and district dialogue sessions. Three community forums will be conducted. One forum each for area schools, magnet schools and incentive schools will be scheduled. Every effort will be made to strategically locate the sessions to accommodate maximum participation. Additional sessions may be scheduled with other focus groups, when necessary. One district dialogue will be conducted with principals, teachers, classified staff, and central office administrators. An administrative work session will be conducted to review and analyze various districtwide reports and objective data. The following data will be reviewed: Arkansas Minimum Performance Test Results Stanford Achievement Test Results Desegregation Monitoring Reports Desegregation Plan Audit LRSD Desegregation Plans and Court Orders Curriculum Audit School Climate/Human Relations Survey ResultsLRSD - Page 5 PROGRAM PLANNING AND BUDGETING Facilities Study Proportional Allocation Formulas Program Inventory A comparison between identified needs and the program inventory will be conducted to determine if there are programmatic gaps and areas of need. 3. Outcome The outcome of the administrative work sessions, community forums and district dialogue sessions will be a list of needs in the curriculum, desegregation, and support areas that will be rank ordered based on supporting data. The Superintendent and Cabinet will begin to identify programs in need of \"fast-track\" evaluations. 4. Timeframe - The needs assessment for the 1994-95 budget process begins in August 1993 with data collection. An C. initial list will be developed in September 1993. The final list will be developed in November 1993 after the community forums and district dialogues are completed. Progreun Inventory During the needs assessment period which starts in August 1993 for the 1994-95 budget year, current desegregation programs will be identified. 1. Key Players - The Superintendent will provide overall direction, and the Board will review the findings. The lead planning person will coordinate the collection of basic data and prepare the data into appropriateLRSD - Page 6 PROGRAM PLANNING AND BUDGETING documents for use in goal setting and program modification and/or development. The Cabinet and staff 2. 3. 4. will collect the necessary data. Description - All current programs and services will be identified. Using the desegregation Audit, desegregation programs will be identified and defined first. Non-desegregation programs will be identified, defined and merged with the list of desegregation programs to formulate a composite list of all programs. The desegregation plan and court orders will be reviewed to ensure all obligations related to compliance are operative. Primary and secondary responsible persons will be identified for each program or service. Outcome - A Program Inventory Report will be generated and used during the goals and objectives development process, program modification and/or development process, and the budgeting process. Timeframe - The program inventory will be conducted during the needs assessment period. All desegregation programs will be identified in August 1993. The non-desegregation programs should be identified by the completion of the needs assessment period in November 1993.LRSD - Page 7 PROGRAM PLANNING AND BUDGETING D. Planning and Budget Goals The goal setting process helps guide all actions of the administration. The process defines the expected outcomes for a specified period of time. 1. Key Players - The Board and Superintendent will provide leadership for identifying the mission and goals of the district. 'The Cabinet will provide assistance and support by defining objectives for programs which will satisfy the accepted goals. The goal setting process 2. will be coordinated by the lead planning person. Description - The Board will conduct a work session. After reviewing the preliminary list of issues for the needs assessment and the Program Inventory Report, the Board will: * Review and revise, if necessary, the mission statement. * Establish tentative written goals/objectives. The goals and objectives will define what the district expects to realistically accomplish for the year. Goals and objectives that conflict with the desegregation plan will not be adopted. * Review and provide guidance related to proportional allocation formulas (materials and supplies. staffing, etc.). * Establish written priorities. These priorities will guide staff in program modification and programLRSD - Page 8 PROGRAM PLANNING AND BUDGETING development, as well as to help allocate funding and resources during the budgeting process. * Identify any additional programs for \"fast-track\" evaluation. * Consider strategies for funding shortfalls. The Cabinet will work to ensure that program goals and evaluation criteria are linked to the established goals. 3. Outcome - At the conclusion of the goal setting session(s), the Board will publish: * a written mission statement * written goals * a list of priorities The staff will revise program objectives and evaluation criteria as needed for each program, and these will be incorporated into the Program Budget Document. 4. Timeframe - Although the goal setting process is dependent on the needs assessment and program inventory, it will operate concurrently with them. The E. work session will be conducted in September 1993. Program objectives and evaluation criteria will be established by November 1993. A status report will also be provided to the Board in November 1993. Prograun 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.LRSD - Page 9 PROGRAM PLANNING AND BUDGETING 1. Key Players - The Superintendent will provide leadership and guidance to ensure that goals are achieved by offering the best possible programs. The 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. 2. Description - Programs may need to be developed to address newly identified needs or fill gaps. Current programs may have to be modified to successfully meet objectives. Some programs may have to be eliminated. The District will establish a framework for program development. The framework will include: * Overview/Program Description * Program Goals/Objectives * Identified Needs * Target Population * Organizational Management/Personnel * Staff Development * Parental Involvement, if any * Physical Facilities, if any * Identification of possible funding sources * Proposed Budget (start-up costs/recurring costs) Impact on Desegregation Plan * Evaluation Criteria * Program Budget Document (See Attachment 5, p. 2)LRSD - Page 10 PROGRAM PLANNING AND BUDGETING Program development and modification will be conducted by staff with the appropriate cabinet level official providing oversight to ensure that all tasks are completed in a timely manner. The Superintendent and the Cabinet will review all program development and modification to ensure that commitments in the desegregation plan are not hindered by such program development or modification. 3. Outcome - Existing programs and programs that are developed to satisfy a need will include all of the elements for budget development and can be directly placed into the Program Budget Document. 4. Timeframe - The program development process will begin in October 1993, if necessary, and conclude in January 1994. F. Budget Priorities - Budgeting 1. Key Players - The Board is the ultimate decision-making authority on the budget. However, the Superintendent will ensure that a balanced budget is developed that meets the needs and goals of the school district. The Manager for Resources and School Support will coordinate the budget preparation process and the lead planning person will ensure that the planning and budgeting components are linked appropriately. Budget managers will provide input relative to his/her area ofLRSD - Page 11 PROGRAM PLANNING AND BUDGETING responsibility. The Controller will produce the budget 2. 3. 4. information. Description - Funds, personnel and facilities will be allocated based on the goals and objectives of the district. Directions for budget preparation will be issued by the Superintendent. These directions will include the identification of all proportional formulas and exceptions. Outcome - A budget document will be developed that satisfies traditional budgeting and accounting requirements with a program planning and budgeting component which links the program and budget allocations. Funding of desegregation requirements will be a priority. Timefreune December - Prepare initial financial forecast for next and out years. - Issue directions for budget preparation. - Budget managers submit requests for 1994-95 school year. - Begin developing program budget document. January - Begin budget development February - Continue budget development. - Continue developing program budget document March - Revise financial forecast. - Revise program budget document April - Complete program budget documentLRSD - Page 12 PROGRAM PLANNING AND BUDGETING May-June - Revise budget as needed G. July August - Adopt Budget - Submit 1994-95 budget to Arkansas Department of Education Budget-Planning Document (Program Budget Document) The document will provide the means for monitoring program performance and expenditures throughout the fiscal year. 1. Key Players - The Superintendent will provide guidance for the development of the document. The Cabinet members will provide program information for their respective areas. The Controller will provide financial information for each program. The lead planning person will coordinate the document into the final product. 2. Description - The Desegregation Audit and Program Inventory will provide the information necessary to develop the initial budget document. Programs will be developed or modified in such a manner that the Program Budget Document (Attachment 5, p. 2) will be a necessary component of the submission. A Cabinet member will be assigned as the responsible primary leader for each identified program. A secondary leader will also be assigned. The primary leader is tasked with ensuring the program meets its objectives, coordinating the required activities or IPROGRAM PLANNING AND BUDGETING LRSD - Page 13 strategies, and the preparation and submission of regular reports. 3. Outcome - A program budget document will be developed that will become the basis for monitoring and reporting, and will become a guide for interim decision-making. (See Attachment 5) 4. Timeframe - Development of the document will begin in December and be completed in conjunction with the completion of the tentative budget in April. H. Monitoring and Reporting 1. Key Players - The Board and Superintendent will be the recipients of the reporting for oversight and decision- making. The lead planning person will coordinate the process and prepare a composite report. The Manager for Resources and School Support will provide matching financial information by program. The Cabinet and Staff will prepare all reporting documents falling within their area of responsibility. 2. Description - The program budget document will be the basis for monitoring and reporting, and will establish the format and design. The document would merge both program performance and expenditure reporting on a quarterly basis. Programs with poor performance or expenditure problems could be addressed with corrective action during the year rather than after the year is completed.LRSD - Page 14 PROGRAM PLANNING AND BUDGETING 3. Outcome - The result would be a quarterly composite progress report on identified programs within the district, supported with expenditure information. The quarterly report would be an extension of the program 4. budget document. Timeframe - The first report would be generated by the end of October for the period July, August, and September. Subsequent quarterly reports would be due by the end of January, April, and July. I. Program Evaluation Program evaluation will provide an assessment of performance for decision-making purposes. 1. Key Players - The Board and Superintendent are recipients of the evaluations, and will use the information to determine direction and resource allocation. The lead planning person will coordinate the program evaluation process. The Manager of Resources and School Support will provide supporting financial information. The Cabinet and staff will 2. prepare all reporting documents falling within their area of responsibility. Description - During the first year of the planning and budgeting process only, there will be two concurrent and parallel program evaluation components, evaluation and a \"fast-track\" evaluation. A regular II fast- A track\" evaluation does not have the details orLRSD - Page 15 PROGRAM PLANNING AND BUDGETING dimension of a regular evaluation, since the evaluative process is conducted in a reduced time frame. After the first year, \"fast-track\" evaluations will be utilized as necessary. Each program will be evaluated through the district's regular program evaluation component. As 3. 4. J. programs are developed and implemented, they will contain program objectives and evaluation criteria. Special evaluations might be directed by the Superintendent. Programs may be identified for \"fast- track\" evaluation if they have high impact on the goals and direction of the district. Outcome - Program evaluation information will enable the district to make programmatic decisions in the areas of program modification, program development. program elimination and resource allocation which are the result of careful planning and thoughtful analysis. Timeframe - The initial evaluation period will begin in August 1993 and continue until the initial decision point in the budgeting phase in January 1994. Broad-Based Feedback Broad-based feedback is designed to provide feedback to the various groups who participated in the community forum and district dialogues. Every effort will be made to include other interested groups, if needed. 1. Key Players - The Board and the Superintendent will provide direction for the broad-based feedback. TheLRSD - Page 16 PROGRAM PLANNING AND BUDGETING Director of Communications, with the assistance from the lead planning person, will develop a plan for disseminating information. 2. Description - Seven broad-based feedback sessions will be conducted to provide information relative to the planning and budgeting process to the community and our employees. The target populations will be the same as the broad-based input sessions conducted in October 1993 and November 1993. 3. Outcome - Positive community support in recognition of the thoughtfully planned budgeting process may be generated. 4. Timeframe - Broad-based feedback sessions will be conducted in March 1994. K. Summary - A Strategy to Address shortfall of Funding 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 new sense of fiscal responsibility, accountability and internal program evaluation by the District. Such tools as the program inventory, needs assessment strategies and quarterly reporting will serve to not only strengthen the process, as outlined in the monthly calendar of critical events, but to increase the community's awareness of the Desegregation Plan, the commitments it contains and the District's carefully thought-out process designed to live up to thoseLRSD - PROGRAM PLANNING AND BUDGETING Page 17 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 District's new Position Control Inventory System software should yield valuable data for program evaluation and budget decision making. Internal monthly reporting will be structured to provide more historical data for additional analysis and on-going monitoring. Quarterly monitoring reports, by way of the Program Budget Document, will also be provided. serve as This process, plus the program linkages will the basis for future funding decisions by the Board and the administration. Once these steps and procedures become fully operational, the District will be able to identify those operations which can either be modified or eliminated, thereby serving to demonstrate the level of fiscal responsibility needed to garner 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 District's resources toward those programs with demonstrated track records of success, the District will be able to reduce or, hopefully, eliminate its reliance on non-recurring revenue sources. Accordingly, the long- range planning and budget process will be the key componentLRSD - PROGRAM PLANNING AND BUDGETING Page 18 of the District's strategy to address anticipated funding shortfalls. The Continuing Process - Planning and budgeting is a continuing process. As such, the needs assessment and program inventory for FY 1994-95 will begin in May 1994. The lead planning person will review the process and make recommendations for changes to the Superintendent, if necessary. The lead planning person will ensure that the planning process is implemented as designed and coordinate the activities.ATTACHMENTS Attachment 1 Planning, Research and Evaluation Specialist Job Description Attachment 2 Organizational chart Attachment 3 Attachment 4 Planning and Budget Cycle Planning and Budget Calendar Attachment 5 Budget FoirmatAttachment 1 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 please post July 14, 1993 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1993-94 school year: POSITION: Planning, Research and Evaluation Specialist qualifications\n1. A master's degree or higher in psychology, counseling education. or 2. Eligibility for an Arkansas teacher or administrator certificate. 3. At least five (5) years of successful public school or higher 4. 5. 6. 7. NOTE: counselor, psychologist. education experience as a teacher, psychologist, or Additional related experience may be substituted administrator. for public school experience. Evidence of strong organizational and interpersonal skills. Knowledge of planning concepts and techniques. Demonstrates the conviction that all children can learn and will learn in the Little Rock School District. Evidence of a strong commitment to quality desegregated education. APPLICANTS SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THE INITIAL SCREENING INTERVIEW. reports TO: Director of Planning, Research and Evaluation JOB GOAL: To provide technical support in the area of strategic planning to the Director of Planning, Research and Evaluation so that he/she is able to provide the Superintendent and Board of Directors with pertinent evaluative data on all programs and services (both educational and supportive) being provided by the school district. BASIC PERFORMANCE RESPONSIBILITIES: Provides technical support to the Director of Planning, Research and Evaluation in the following ways: 1. Coordinates and provides assistance and technical support for the districtwide planning process.planning. Research and Evaluation Specialist page 2 Attachment 1 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Assists in preparing and implementing the planning document. Assists with the collection of reports and other documents related to the planning process. Ensures that all requirements from the desegregation plans and court orders are integrated into the planning process. Keeps continually informed regarding research in educational testing and the development of useful information and improved tests for use in educational and supportive programs. Develops system-wide evaluation designs and develops schedules for implementing the evaluation designs. Administers and/or supervises the administration of group tests. Monitors, on an ongoing basis, the programs being evaluated by the Planning, Research and Evaluation Department. Assists with the supervision and scoring of tests and conducts statistical analysis of test results for all schools and areas of group testing conducted. Prepares informative reports and instructional materials for the guidance of counselors, teachers, and other professionals who use evaluation results and/or test data in performing their own duties. Provides leadership in the development of improved instruments and procedures for evaluating programs and services. Designs and/or administers studies to identify community, fiscal, staff, and other factors which can account for variations in quality within the school system, and suggests ways to improve level of student achievement. Assists with the implementation of data processing programs in the area of student testing and evaluation. Serves as a resource person in planning and conducting inservice educational activities for the improvement of teaching practices in the areas of test construction, test administration, and test results evaluation. Prepares various reports as designated by the Director of Planning, Research and Evaluation. Assumes other duties as assigned by the Director of Planning, Research and Evaluation. TERMS OF EMPLOYMENT: Twelve month annual contract plus Educational Stipend, Car Allowance and Benefits Package.planning. Research and Evaluation Specialist page 3 Attachment 1 gBADLINE FOR RECEIPT OF APPLICATION* pBNP WRITTEN LETTERS OF INQUIRY TO- Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 IIOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. ___ THEREFORE, BECAUSE AN INDIVIDUAL applies for a position does not NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED.ATTACHMENT 2 I I Communicationa Planning Rasaarchl i Equation | I Assoc. Sqpl. Desagretabon I Assoc. Stet. School OperaL I \"Student Aaaignment Hearing Officar I _ Daaegregtfion Fadlitalor Volunleera in Public Sd^b ] I 1 Before- A After- SchoofCARE - Parent RecruHment Crwrdinalor ] ) Parent Coordinator Aaai. Supt., Elem. 16 Schoola . Sipt., Elem. 14 Schoola PrindpEela Teaehera 1. *lncentive Schoola (7) Principe Teachera BOARD OF DIRECTORS Little Rock School District Organizational Structure JULY 1993 Interim Superintendent Reading Aaat. Supt., SSae c. 13Scho^ - Language ArW J Principato 1 Teadwra New Futurea *Athletica Alternative Leamirig 1 *RespoDsibiUty of Appropriate Associate Superinteadail Revisions will be made in accordance with district procedures. 1. I 1 Labor RaMiona Human Ftesoums Foreign Language Sdanoe Mathemalica Social Sludiea I 1 Assoc. SL0. CurricUum I Rne Aria Vocadiortal Manager Resourees and \u0026amp;hool Support ControNer I *lnatnxhor^ Technology *Phyaical Education Drug Education - Early Childhood  Staff Development Tentative placement in recognition of LRSD Curriculum Audit, 12/21/90, p.l02. - Federal Programed x!ti EaceptiorMrf Children Adu* Education 1 FadMiea Servioee 1 Procuramanl Library Servioea Tranaportalion FoodSarvioea 1 4 Security/Riok Manag^enl 1 Mormaiien Sarvicea1 PLANNING AND BUDGETING CYCLE Attachment 3 I -- I ACTIVITIES July Aug. 19 9 3 Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May 3 9 9 4 June July Aug. Sep. Oct. Nov. Dec. Jan. Feb. Mar. 19 9 5 Apr. May June July Aug. I Needs Assessment Begins Program Inventory Degins May= Goa 1s/Object ives Development Program Development i Budgeting Budget Document Monitoring and Reporting '(prior qnaiterly reports) Progr-jm EvaluationATTACHMENT 4 PROPOSED PLANNING BUDGET CALENDAR 1993-94 JULY 1993 ACTIVITY RESPONSIBLE PERSONfS) Designate lead planning person Superintendent Develop proposed budget calendar for budget year 1994-95 Superintendent and Cabinet Begin Desegregation Program Inventory using desegregation audit as baseline Superintendent and Cabinet Identify tentative list of various types of districtwide objectives and perceptual data to be collected for the needs assessment Superintendent and Cabinet AUGUST 1993 ACTIVITY RESPONSIBLE PERSON(S) Establish final Budget Calendar for 1994-95 that will allow the Board to monitor progress of the planning and budgeting process Superintendent Begin to develop monitoring and reporting procedures and issue instructions, as needed. Superintendent and Cabinet Begin development of proportional allocation formulas Superintendent and Cabinet Begin data collection Lead Planning Person Begin to identify programs for \"fast-track\" evaluation Complete Desegregation Program Inventory Superintendent and Cabinet Superintendent and CabinetATTACHMENT 4 P. 2 PROPOSED BUDGET CALENDAR 1993-94 SEPTEMBER 1993 ACTIVITY RESPONSIBLE PERSON(S) Conduct work session for analysis of collected data Superintendent and Cabinet * Develop preliminary list of issues for needs assessment * Identify the need for program modification or development Conduct Board work session Board and Superintendent * Review preliminary list of issues for needs assessment * Review Desegregation Program Inventory Report * Review and revise, if necessary, the mission statement. * Establish tentative written goals/obj ectives. * Establish written priorities. * Review and provide guidance related to proportional allocation formulas * Consider strategies for funding shortfall * Identify any additional programs for \"fast-track\" evaluation (End of first quarter reporting period.)ATTACHMENT 4 P. 3 PROPOSED BUDGET CALENDAR 1993-94 OCTOBER 1993 ACTIVITY RESPONSIBLE PERSON(S) Begin necessary program modification or development Cabinet and Program Manager Begin to generate broad-based input for budget process Superintendent and Director of Communications Issue first quarter FY 1993-94 cycle monitoring and evaluation report (Program Budget Document) Controller Lead Planning Person NOVEMBER 1993 ACTIVITY RESPONSIBLE PERSON(S) Complete the gathering of broad-based input for budget process Superintendent and Director of Communications Complete identification of proportional allocation formulas and exceptions Superintendent Complete Needs Assessment listing using infoirmation gathered from broad-based input sessions. Superintendent and Cabinet Finalize program objectives and evaluation criteria for each desegregation program. Superintendent and Cabinet Complete inventory list of non-desegregation programs Superintendent and Cabinet Status report to Board on Budget Process Superintendent and Lead Planning PersonATTACHMENT 4 P. 4 PROPOSED BUDGET CALENDAR 1993-94 DECEMBER 1993 ACTIVITY RESPONSIBLE PERSON(S) Prepare initial financial forecast for next and out years Controller Issue directions for budget preparation Superintendent Manager Resources and School Support Controller Budget managers submit request for 1994-95 school year Manager Resources and School Support Controller Begin developing program budget document Controller (End of second quarter reporting period.) JANUARY 1994 ACTIVITY RESPONSIBLE PERSON(S) Complete fast-track evaluations Lead Planning Person Cabinet Begin Budget Development Manager of Resources and School Support Controller Complete modifications or program development for submission to Superintendent and Cabinet Program Managers in Curriculum, Desegregation, and Resources and School Support Submit program modifications and development to Board Superintendent Issue second quarter FY 1993-94 cycle monitoring and evaluation report (Program Budget Document) Controller and Lead Planning PersonATTACHMENT 4 P. 5 FEBRUARY 1994 PROPOSED BUDGET CALENDAR 1993-94 ACTIVITY RESPONSIBLE PERSON(S) Continue Budget Development Controller Continue developing the program budget document Controller MARCH 1994 ACTIVITY RESPONSIBLE PERSON(S) Revise financial forecast Controller Revise the program budget document Controller Provide feedback to input participants Superintendent and Director of Communications (End of third quarter reporting period.)ATTACHMENT 4 P. 6 APRIL 1994 ACTIVITY PROPOSED BUDGET CALENDAR 1993-94 RESPONSIBLE PERSON(S) Complete program budget document Controller Submit proposed budget to Board Superintendent Conduct Board work session on budget Superintendent and Board Revise budget as needed Superintendent and Cabinet Certified personnel reduction deadline Superintendent Issue third guarter FY 1993-94 cycle monitoring and evaluation report (Program Budget Document) Controller and Lead Planning Person MAY 1994 ACTIVITY Revise budget as needed RESPONSIBLE PERSON(S) Superintendent and Cabinet Board work session on budget, if needed Superintendent and Cabinet Approval of tentative budget Board and Superintendent Classified personnel reduction deadline Superintendent Reassess planning organization for FY 1994-95 cycle Superintendent and Cabinet Begin FY 1994-95 cycle needs assessment Lead planning person Begin program inventory for FY 1994-95 Lead planning personATTACHMENT 4 P. 7 PROPOSED BUDGET CALENDAR 1993-94 JUNE 1994 ACTIVITY RESPONSIBLE PERSON(S) Revise budget as needed Superintendent and Cabinet Continue FY 1994-95 cycle needs assessment Lead planning person Continue FY 1994-95 cycle program inventory Lead planning person (End fourth quarter reporting period.) JULY 1994 ACTIVITY RESPONSIBLE PERSON(S) Adopt Budget Board Conduct Board work session on planning and budgeting to include: Board and Superintendent * defining tentative goals A A A defining guidelines on broad-based input designing tentative planning and budget development calendar defining any \"fast-track\" evaluations Continue FY 1994-95 cycle needs assessment Lead planning person Continue FY 1994-95 cycle program inventory Lead planning person Issue fourth quarter FY 1993-94 cycle monitoring and evaluation report Controller and Lead Planning PersonATTACHMENT 4 P. 8 PROPOSED BUDGET CALENDAR 1993-94 AUGUST 1994 ACTIVITY RESPONSIBLE PERSON(S) Submit 1994-95 budget to Arkansas Department of Education Superintendent Establish final Budget Calendar for FY 1994-95 cycle Superintendent Continue FY 1994-95 cycle needs assessment Lead planning person Complete FY 1994-95 cycle program inventory (Program Budget Document) Lead planning personProgram Seq H: Program Name\nProgram Code\nProgram Description: District Goal Support: Program Ob|eclive\nPlfln References: FY Program Budget: YTD Expenditures: ATTACHMENT 5 LRSD FY 93-94 TENTATIVE PROGRAM BUDGET DOCUMENT Primary Leader Secondary Leader Page: 1 Revision Data\n] l6t Qlr Expend: 2nd Qtr Expend: 3rd Qtr Expend: 4th Qtr Expend:ATTACHMENT 5 p.2 Program Seq H: Program Nome\nProgram Code\nProgram Ob|eclive\nPlan Reference Page Number Objectives LRSD FY 93-94 TENTATIVE PROGRAM BUDGET DOCUMENT Primary Leaden Secondary Leader\nPage\n2 Revision Date\nStrategics Beginning Date Completion Date Responsibi 1ity Evaluation Criteria 1J LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 HI r I\" COURT SUBMISSION JULY 30, 1993 I I I iLITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING July 30, 1993 LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING GENERAL CONCEPT A comprehensive program planning and budgeting process will improve the district's ability to allocate its revenue rationally and, therefore, have maximum impact on achieving the goals of the district. By linking program objectives and program expenditures we can see more clearly if our money is being spent appropriately During the planning and budgeting process, we will do the following: 1. Determine the needs of the district, particularly legal obligations under the desegregation and settlement plans. 2 . Define goals and objectives. 3. Define programs to achieve those objectives, particularly those required by the desegregation plans. 4. Measure performance and expenditures. 5. Prepare information for corrective decision-making. A. Organizational Structure for Planning and Budgeting Process 1. Key Players - The Superintendent shall lead the planning and budgeting process with direct support from his/her cabinet. The Board is the ultimate decision- maker for the planning and budgeting process. 2. Description - The planning and budgeting process shall be under the leadership of the Superintendent withLRSD - Page 2 PROGRAM PLANNING AND BUDGETING direct support from the Superintendent's Cabinet. The planning and budgeting process will be coordinated by the Director of Planning, Research and Evaluation (PRE) and the Manager of Resources and School Support who both serve on the Superintendent's Cabinet. The Board will provide guidance for developing a planning and budgeting calendar. The calendar will allow the Board to continuously monitor progress of the planning and budgeting process. The Director of Planning, Research and Evaluation will be the lead planning person. He/She will ensure that the planning process is conducted according to established timeframes, provide technical assistance. coordinate the planning process, collect appropriate reports, coordinate the preparation of related documents and advise the Superintendent and Board relative to the planning process. In addition, the lead planning person will be responsible for ensuring all requirements from the desegregation plans and court orders are integrated into the planning process. The Director of PRE will be assisted by a Planning, Research and Evaluation Specialist whose major responsibility will be district-wide planning. The PRE Specialist will be housed in the PRE office. The job description for the PRE Specialist details the necessary qualifications and job responsibilities (See Attachment 1).LRSD - Page 3 PROGRAM PLANNING AND BUDGETING 3. Outcome - An organizational chart that displays the current lines of authority and responsibility is attached (Attachment 2), as well as the proposed Planning and Budget Development Calendar (Attachment 4). 4. Timeframe - The lead planning person will be named in July 1993. The Planning and Budget Development Calendar will be finalized in August 1993. The organizational structure will be reviewed in May 1994 to ensure that the July 1993 configuration is the most effective and efficient arrangement. Necessary revisions and adjustments will be made by the district at that time. B. Needs Assessment A needs assessment is a process of comparing the current situation with the desired conditions. 1. Key Players - The Superintendent will provide leadership and direction for the needs assessment process. The lead planning person will coordinate the process. The Superintendent's Cabinet will be responsible for directing the staff in the collection of assessment information. The Superintendent and the Cabinet will be the decision-makers for identifying the needs. 2. Description - Utilizing a combination of district-wide perceptual, empirical and objective instruments, dataLRSD - Page 4 PROGRAM PLANNING AND BUDGETING will be collected and analyzed to determine the needs of the students, parents, teachers, and administrators. Perceptual infoirmation will be collected through broadbased input sessions such as community forums and district dialogue sessions. Three community forums will be conducted. One forum each for area schools, magnet schools and incentive schools will be scheduled. Every effort will be made to strategically locate the sessions to accommodate maximum participation. Additional sessions may be scheduled with other focus groups, when necessary. One district dialogue will be conducted with principals, teachers, classified staff, and central office administrators. An administrative work session will be conducted to review and analyze various districtwide reports and objective data. The following data will be reviewed: Arkansas Minimum Performance Test Results Stanford Achievement Test Results Desegregation Monitoring Reports Desegregation Plan Audit LRSD Desegregation Plans and Court Orders Curriculum Audit School Climate/Human Relations Survey ResultsLRSD - Page 5 PROGRAM PLANNING AND BUDGETING Facilities Study Proportional Allocation Formulas Program Inventory A comparison between identified needs and the program inventory will be conducted to determine if there are programmatic gaps and areas of need. 3. Outcome - The outcome of the administrative work sessions, community forums and district dialogue sessions will be a list of needs in the curriculum, desegregation, and support areas that will be rank ordered based on supporting data. The Superintendent and Cabinet will begin to identify programs in need of \"fast-track\" evaluations. 4. Timeframe - The needs assessment for the 1994-95 budget process begins in August 1993 with data collection. An C. initial list will be developed in September 1993. The final list will be developed in November 1993 after the community forums and district dialogues are completed. Program Inventory During the needs assessment period which starts in August 19 for the 1994-95 budget year, current desegregation programs will be identified. 1. Key Players - The ferintendent will provide overall direction, and the Board will review the findings. The lead planning person will coordinate the collection of basic data and prepare the data into appropriateLRSD - PROGRAM PLANNING AND BUDGETING Page 6 documents for use in goal setting and program modification and/or development. The Cabinet and staff 2. 3. 4. will collect the necessary data. Description - All current programs and services will be identified. Using the desegregation Audit, desegregation programs will be identified and defined first. Non-desegregation programs will be identified. defined and merged with the list of desegregation programs to formulate a composite list of all programs. The desegregation plan and court orders will be reviewed to ensure all obligations related to compliance are operative. Primary and secondary responsible persons will be identified for each program or service. Outcome - A Program Inventory Report will be generated and used during the goals and objectives development process, program modification and/or development process, and the budgeting process. Timeframe - The program inventory will be conducted during the needs assessment period. All desegregation programs will be identified in August 1993. The non-desegregation programs should be identified by the completion of the needs assessment period in November 1993.LRSD - Page 7 PROGRAM PLANNING AND BUDGETING D. Planning and Budget Goals The goal setting process helps guide all actions of the administration. The process defines the expected outcomes for a specified period of time. 1. Key Players - The Board and Superintendent will provide leadership for identifying the mission and goals of the district. 'The Cabinet will provide assistance and support by defining objectives for programs which will satisfy the accepted goals. The goal setting process will be coordinated by the lead planning person. Description - The Board will conduct a work session. After reviewing the preliminary list of issues for the needs assessment and the Program Inventory Report, the Board will: * Review and revise, if necessary, the mission statement. * Establish tentative written goals/objectives. The goals and objectives will define what the district expects to realistically accomplish for the year. Goals and objectives that conflict with the desegregation plan will not be adopted. * Review and provide guidance related to proportional allocation foirmulas (materials and supplies, staffing, etc.). * Establish written priorities. These priorities will guide staff in program modification and program LRSD - Page 8 PROGRAM PLANNING AND BUDGETING development, as well as to help allocate funding and resources during the budgeting process. * Identify any additional programs for \"fast-track\" evaluation. * Consider strategies for funding shortfalls. The Cabinet will work to ensure that program goals and evaluation criteria are linked to the established goals. 3. Outcome - At the conclusion of the goal setting session(s), the Board will publish: * a written mission statement * written goals * a list of priorities The staff will revise program objectives and evaluation criteria as needed for each program, and these will be incorporated into the Program Budget Document. 4. Timeframe - Although the goal setting process is dependent on the needs assessment and program inventory, it will operate concurrently with them. The E. work session will be conducted in September 1993. Program objectives and evaluation criteria will be established by November 1993. A status report will also be provided to the Board in November 1993. Prograun Development 3 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.LRSD - Page 9 PROGRAM PLANNING AND BUDGETING 1. Key Players - The Superintendent will provide leadership and guidance to ensure that goals are I 2. achieved by offering the best possible programs. The Cabinet will provide direction to staff in developing, j 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 have to be modified to successfully meet objectives. Some programs may have to be eliminated. The District will establish a framework for program development. The framework will include: * Overview/Program Description * Program Goals/Objectives * Identified Needs A A Target Population Organizational Management/Personnel * Staff Development * Parental Involvement, if any A Physical Facilities, if any Identification of possible funding sources A  Proposed Budget (start-up costs/recurring costs) Impact on Desegregation Plan * Evaluation Criteria A Program Budget Document (See Attachment 5, p. 2)LRSD - Page 10 PROGRAM PLANNING AND BUDGETING Program development and modification will be conducted by staff with the appropriate cabinet level official providing oversight to ensure that all tasks are completed in a timely manner. The Superintendent and the Cabinet will review all program development and modification to ensure that commitments in the desegregation plan are not hindered by such program development or modification. 3. Outcome - Existing programs and programs that are developed to satisfy a need will include all of the elements for budget development and can be directly 4. placed into the Program Budget Document. Timeframe - The program development process will begin in October 1993, if necessary, and conclude in January 1994. F. Budget Priorities - Budgeting 1. Key Players - The Board is the ultimate decision-making authority on the budget. However, the Superintendent will ensure that a balanced budget is developed that meets the needs and goals of the school district. The Manager for Resources and School Support will coordinate the budget preparation process and the lead planning person will ensure that the planning and budgeting components are linked appropriately. Budget managers will provide input relative to his/her area ofLRSD - Page 11 PROGRAM PLANNING AND BUDGETING responsibility. The Controller will produce the budget 2. 3. 4. information. Description - Funds, personnel and facilities will be allocated based on the goals and objectives of the district. Directions for budget preparation will be issued by the Superintendent. These directions will include the identification of all proportional formulas and exceptions. Outcome - A budget document will be developed that satisfies traditional budgeting and accounting requirements with a program planning and budgeting component which links the program and budget allocations. Funding of desegregation requirements will be a priority. Timeframe - December - Prepare initial financial forecast for next and out years. - Issue directions for budget preparation. - Budget managers submit requests for 1994-95 school year. - Begin developing program budget document. January - Begin budget development February - Continue budget development. - Continue developing program budget document March - Revise financial forecast. - Revise program budget document April - Complete program budget documentPROGRAM PLANNING AND BUDGETING LRSD - Page 12 May-June - Revise budget as needed G. July August - Adopt Budget - Submit 1994-95 budget to Arkansas Department of Education Budget-Planning Document (Program Budget Document) The document will provide the means for monitoring program performance and expenditures throughout the fiscal year. 1. Key Players - The Superintendent will provide guidance for the development of the document. The Cabinet members will provide program information for their respective areas. The Controller will provide financial infonnation for each program. The lead planning person will coordinate the document into the final product. 2. Description - The Desegregation Audit and Program Inventory will provide the information necessary to develop the initial budget document. Programs will be developed or modified in such a manner that the Program Budget Document (Attachment 5, p. 2) will be a necessary component of the submission. A Cabinet member will be assigned as the responsible primary leader for each identified program. A secondary leader will also be assigned. The primary leader is tasked with ensuring the program meets its objectives, coordinating the required activities orPROGRAM PLANNING AND BUDGETING LRSD - Page 13 strategies, and the preparation and submission of regular reports. 3. Outcome - A program budget document will be developed that will become the basis for monitoring and reporting, and will become a guide for interim decision-making. (See Attachment 5) 4. Timeframe - Development of the document will begin in December and be completed in conjunction with the completion of the tentative budget in April. H. Monitoring and Reporting 1. Key Players - The Board and Superintendent will be the recipients of the reporting for oversight and decision- making. The lead planning person will coordinate the process and prepare a composite report. The Manager for Resources and School Support will provide matching financial information by program. The Cabinet and Staff will prepare all reporting documents falling within their area of responsibility. 2. Description - The program budget document will be the basis for monitoring and reporting, and will establish the format and design. The document would merge both program performance and expenditure reporting on a quarterly basis. Programs with poor performance or expenditure problems could be addressed with corrective action during the year rather than after the year is completed.LRSD - PROGRAM PLANNING AND BUDGETING Page 14 3. Outcome - The result would be a quarterly composite progress report on identified programs within the district, supported with expenditure information. The quarterly report would be an extension of the program 4. budget document. Timeframe - The first report would be generated by the end of October for the period July, August, and September. Subsequent quarterly reports would be due by the end of January, April, and July. I. Program Evaluation Program evaluation will provide an assessment of performance for decision-making purposes. 1. Players  The Board and Superintendent are recipients of the evaluations, and will use the information to determine direction and resource allocation. The lead planning person will coordinate the program evaluation process. The Manager of Resources and School Support will provide supporting financial information. The Cabinet and staff will prepare all reporting documents falling within their area of responsibility. 2. Description - During the first year of the planning and budgeting process only, there will be two concurrent and parallel program evaluation components. A regular evaluation and a \"fast-track\" evaluation. A \"fast- track\" evaluation does not have the details orLRSD - Page 15 PROGRAM PLANNING AND BUDGETING dimension of a regular evaluation, since the evaluative process is conducted in a reduced time frame. After the first year, \"fast-track\" evaluations will be utilized as necessary. Each program will be evaluated through the district's regular program evaluation component. As programs are developed and implemented, they will contain program objectives and evaluation criteria. Special evaluations might be directed by the Superintendent . Programs may be identified for \"fast- track\" evaluation if they have high impact on the goals and direction of the district. 3. Outcome - Program evaluation information will enable the district to make programmatic decisions in the areas of program modification, program development. program elimination and resource allocation which are the result of careful planning and thoughtful analysis. 4. Timeframe - The initial evaluation period will begin in August 1993 and continue until the initial decision point in the budgeting phase in January 1994. J. Broad-Based Feedback Broad-based feedback is designed to provide feedback to the various groups who participated in the community forum and district dialogues. Every effort will be made to include other interested groups, if needed. 1. Key Players - The Board and the Superintendent will provide direction for the broad-based feedback. TheLRSD - Page 16 PROGRAM PLANNING AND BUDGETING Director of Communications, with the assistance from the lead planning person, will develop a plan for 2. disseminating information. Description - Seven broad-based feedback sessions will be conducted to provide information relative to the planning and budgeting process to the community and our employees. The target populations will be the same as the broad-based input sessions conducted in October 1993 and November 1993. 3. Outcome - Positive community support in recognition of the thoughtfully planned budgeting process may be 4. generated. Timefrzune - Broad-based feedback sessions will be conducted in March 1994. K. Sxunmary - A Strategy to Address Shortfall of Funding 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 new sense of fiscal responsibility, accountability and internal program evaluation by the District. Such tools as the program inventory, needs assessment strategies and quarterly reporting will serve to not only strengthen the process. as outlined in the monthly calendar of critical events, but to increase the community's awareness of the Desegregation Plan, the commitments it contains and the District's carefully thought-out process designed to live up to thoseLRSD - PROGRAM PLANNING AND BUDGETING Page 17 commitments. with commitment comes the responsibility of providing funds and ensuring that the funding levels are sufficient to support those programs the planning and evaluation process that are determined by to be effective toward achieving the desired goals. Increased use and refinement of the District's new Position Control Inventory System software should yield valuable data for program evaluation and budget decision making. Internal monthly reporting will be structured to provide more historical data for additional analysis and on-going monitoring. Quarterly monitoring reports, by way of the Program Budget Document, will also be provided. This process, plus the program linkages will serve as the basis for future funding decisions by the Board and the administration. Once these steps and procedures become fully operational, the District will be able to identify those operations which can either be modified or eliminated, thereby serving to demonstrate the level of fiscal responsibility needed to garner 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 District's resources toward those programs with demonstrated track records of success, the District will be able to reduce or, hopefully, eliminate its reliance on non-recurring revenue sources. Accordingly, the long- range planning and budget process will be the key componentLRSD - Page 18 PROGRAM PLANNING AND BUDGETING of the District's strategy to address anticipated funding shortfalls. The Continuing Process - Planning and budgeting is a continuing process. As such, the needs assessment and program inventory for FY 1994-95 will begin in May 1994. The lead planning person will review the process and make recommendations for changes to the Superintendent, if necessary. The lead planning person will ensure that the planning process is implemented as designed and coordinate the activities.ATTACHMENTS Attachment 1 Planning, Research and Evaluation Specialist Job Description Attachment 2 Organizational chart Attachment 3 Planning and Budget Cycle Attachment 4 Planning and Budget Calendar Attachment 5 Budget FoirmatAttachment 1 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 PLEASE POST July 14, 1993 PLEASE POST The Little Rock School District is now accepting applications for the following position for the 1993-94 school year\nPOSITION\nPlanning, Research and Evaluation Specialist QOALIFICATIONS\n1. A master's degree or higher in psychology, counseling or education. 2. Eligibility for an Arkansas teacher or administrator certificate. 3. At least five (5) years of successful public school or higher education experience as a teacher, counselor, psychologist, or Additional related experience may be substituted or 4. 5. 6. 7. NOTE\nadministrator. for public school experience. Evidence of strong organizational and interpersonal skills. Knowledge of planning concepts and techniques the conviction that all children can learn and will Demonstrates -- learn in the Little Rock School District. Evidence of a strong commitment to quality desegregated education. SHOULD BE PREPARED TO SHOW EVIDENCE OF THESE QPALIFI- APPLICANTS _________________ CATIONS IN THE INITIAL SCREENING INTERVIEW,. REPORTS TO\nDirector of Planning, Research and Evaluation JOB GOAL\ntechnical support in the area of strategic planning to the To provide Director of Planning, Research and Evaluation so that he/she is able to provide the Superintendent and Board of Directors with pertinent evaluative data on all programs and services (both educational and supportive) being provided by the school district. basic performance RESPONSIBILITIES\ntechnical support to the Director of Planning, Research and Provides ----- Evaluation in the following ways\n1. Coordinates and provides assistance and technical support for the districtwide planning process.Planning, Research and Evaluation Specialist Page 2 Attachment 1 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13 . 14. 15. 16. Assists in preparing and implementing the planning document. Assists with the collection of reports and other documents related to the planning process. Ensures that all requirements from the desegregation plans and court orders are integrated into the planning process. Keeps continually informed regarding research in educational testing and the development of useful information and improved tests for use in educational and supportive programs. Develops system-wide evaluation designs and develops schedules for implementing the evaluation designs. Administers and/or supervises the administration of group tests. Monitors, on an ongoing basis, the programs being evaluated by the Planning, Research and Evaluation Department. Assists with the supervision and scoring of tests and conducts statistical analysis of test results for all schools and areas of group testing conducted. Prepares informative reports and instructional materials for the guidance of counselors, teachers, and other professionals who use evaluation results and/or test data in performing their own duties. Provides leadership in the development of improved instruments and procedures for evaluating programs and services. Designs and/or administers studies to identify community, fiscal, staff, and other factors which can account for variations in quality within the school system, and suggests ways to improve level of student achievement. Assists with the implementation of data processing programs in the area of student testing and evaluation. Serves as a resource person in planning and conducting inservice educational activities for the improvement of teaching practices in the areas of test construction, test administration, and test results evaluation. Prepares various reports as designated by the Director of Planning, Research and Evaluation. Assumes other duties as assigned by the Director of Planning, Research and Evaluation. ?BRM5 of EMPLOYMENT\nTwelve month annual contract plus Educational Stipend, Car Allowance and Benefits Package.Planning, Research and Evaluation Specialist Page 3 Attachment 1 DEADLINE FOR RECEIPT OF APPLICATION\nSEND WRITTEN LETTERS OF INQUIRY TO\nDirector of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 MOTE\nINDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST COMPLETE A VERY RIGOROUS SELECTION PROCESS. THEREFORE, BECAUSE AN INDIVIDUAL APPLIES FOR A POSITION DOES NOT NECESSARILY MEAN THAT AN INTERVIEW WILL BE CONDUCTED. ATTACHMENT 2  CommuncatiorwIPIannbg Retearchl A Evaluation | I Aaaoc. Supt. Deeegretabon Assoc. Sum. Schod Opera*. *Studam Aaaignmam Hearing Officar } I Oaaagragmion FaoMator Aaat. SupI. Etom. leSchooto . S^)(., Etom. MSdwoto Volumaara in Public Schooli I Principato I Prwvipato Balora- A Aftar- SdwolCARE I - Param Racruttmant CMrdinator Param Coordinator Taactwra Taadwra 1. *lncemM Schools (7) BOARD OF DIRECTORS Little Rock School District Organizational Structure JULY 1993 Interim Superintendent AMt Suol .S*:. I Schoola I 13 T Prkcipada Taachara Naw RAuraa *Athlatics ANamativa Laammg *RespoosibiUty of Approprlale Attociate SuperatteodeDl Revisions will be made in accordance with district procedures. 1. Raading - Languaga ArW I 1 Labor Ralitior* HumanRMOurcas Foratgn Lartguaga Scianca Mathamalica Sedai Studiaa I 1 Assoc. Sqpl. Currtculum I Rna Arts Vocational Manager Rc avl^iool Resources SuRWt ControNar I Inatructional Technology *Physicat Edu^ion - Drug Education - Early Childhood -* Staff Davaloprrtam Tentative placement in recognition of LRSD Curriculum Audit, 12/21/90, p.l02. - Fadar,al aP2mxi,yvnaf Exceptional Chibran Achi Education * Library Sarvioaa F^diitiaa Sarvioaa \" Tranaportaiion Food Sarvioaa Procuramant Saily/Ri\u0026gt;k Managmarn - Mormation Sarvicaa I Attachment 3 ACTIVITIES July Aug. 19 9 3 Sep. Oct. Nov. Dec. PIANNING AND BUDGETING CYCLE Jan. Feb. Mar. Apr. May 3 9 9 4 June July Aug. Sep. Oct. Nov. Dec. Jan. Feb. Mar. 19 9 5 Apr. May June July Aug. Needs Assessment Begins Program Inventory Degins JJay- Goals/CbjectIves Development Program Development Budget i ng Budget Document Monitoring and Reporting i (prior quazterly reports) Program Evaluation ATTACHMENT 4 PROPOSED PLANNING BUDGET CALENDAR 1993-94 JULY 1993 ACTIVITY RESPONSIBLE PERSON(S) Designate lead planning person Superintendent Develop proposed budget calendar for budget year 1994-95 Superintendent and Cabinet Begin Desegregation Program Inventory using desegregation audit as baseline Superintendent and Cabinet Identify tentative list of various types of districtwide objectives and perceptual data to be collected for the needs assessment Superintendent and Cabinet AUGUST 1993 ACTIVITY RESPONSIBLE PERSON(S) Establish final Budget Calendar for 1994-95 that will allow the Board to monitor progress of the planning and budgeting process Superintendent Begin to develop monitoring and reporting procedures and issue instructions, as needed. Superintendent and Cabinet Begin development of proportional allocation fojrmulas Superintendent and Cabinet Begin data collection Lead Planning Person Begin to identify programs for \"fast-track\" evaluation Complete Desegregation Program Inventory Superintendent and Cabinet Superintendent and Cabinet kATTACHMENT 4 P. 2 PROPOSED BUDGET CALENDAR 1993-94 SEPTEMBER 1993 ACTIVITY RESPONSIBLE PERSON(S) Conduct work session for analysis of collected data * Develop preliminary list of issues for needs assessment * Identify the need for program modification or development Conduct Board work session * Review preliminary list of issues for needs assessment * Review Desegregation Program Inventory Report * Review and revise, if necessary, the mission statement. * Establish tentative written goals/obj ectives. * Establish written priorities. * Review and provide guidance related to proportional allocation formulas * Consider strategies for funding shortfall * Identify any additional programs for \"fast-track\" evaluation (End of first quarter reporting period.) Superintendent and Cabinet Board and Superintendent ATTACHMENT 4 P. 3 PROPOSED BUDGET CALENDAR 1993-94 OCTOBER 1993 ACTIVITY RESPONSIBLE PERSONfS) Begin necessary program modification or development Cabinet and Program Manager Begin to generate broad-based input for budget process Superintendent and Director of Communications Issue first quarter FY 1993-94 cycle monitoring and evaluation report (Program Budget Document) Controller Lead Planning Person NOVEMBER 1993 ACTIVITY RESPONSIBLE PERSON(S) Complete the gathering of broad-based input for budget process Complete identification of proportional allocation formulas and exceptions Complete Needs Assessment listing using information gathered from broad-based input sessions. Finalize program objectives and evaluation criteria for each desegregation program. Complete inventory list of non-desegregation programs Status report to Board on Budget Process Superintendent and Director of Communications Superintendent Superintendent and Cabinet Superintendent and Cabinet Superintendent and Cabinet Superintendent and Lead Planning Person ATTACHMENT 4 P. 4 PROPOSED BUDGET CALENDAR 1993-94 I DECEMBER 1993 ACTIVITY RESPONSIBLE PERSON(S) Prepare initial financial forecast for next and out years Controller Issue directions for budget preparation Superintendent Manager Resources and School Support Controller Budget managers submit request for 1994-95 school year Manager Resources and School Support Controller Begin developing program budget document Controller (End of second quarter reporting period.) JANUARY 1994 ACTIVITY RESPONSIBLE PERSON(S) Complete fast-track evaluations Lead Planning Person Cabinet Begin Budget Development Manager of Resources and School Support Controller Complete modifications or program development for submission to Superintendent and Cabinet Submit program modifications and development to Board Issue second quarter FY 1993-94 cycle monitoring and evaluation report (Program Budget Document) Program Managers in Curriculum, Desegregation, and Resources and School Support Superintendent Controller and Lead Planning Person ATTACHMENT 4 P. 5 FEBRUARY 1994 PROPOSED BUDGET CALENDAR 1993-94 ACTIVITY RESPONSIBLE PERSON(S) Continue Budget Development Controller Continue developing the program budget document Controller MARCH 1994 ACTIVITY RESPONSIBLE PERSON(S) Revise financial forecast Controller Revise the program budget document Controller Provide feedback to input participants Superintendent and Director of Communications (End of third quarter reporting period.) ATTACHMENT 4 P. 6 APRIL 1994 ACTIVITY PROPOSED BUDGET CALENDAR 1993-94 RESPONSIBLE PERSON(S) Complete program budget document Controller Submit proposed budget to Board Superintendent Conduct Board work session on budget Superintendent and Board Revise budget as needed Superintendent and Cabinet Certified personnel reduction deadline Superintendent Issue third quarter FY 1993-94 cycle monitoring and evaluation report (Program Budget Document) Controller and Lead Planning Person MAY 1994 ACTIVITY Revise budget as needed RESPONSIBLE PERSONfS) Superintendent and Cabinet Board work session on budget, if needed Approval of tentative budget Classified personnel reduction deadline Reassess planning organization for FY 1994-95 cycle Begin FY 1994-95 cycle needs assessment Begin program inventory for FY 1994-95 Superintendent and Cabinet Board and Superintendent Superintendent Superintendent and Cabinet Lead planning person Lead planning person ATTACHMENT 4 P. 7 PROPOSED BUDGET CALENDAR 1993-94 JUNE 1994 ACTIVITY RESPONSIBLE PERSON(S) Revise budget as needed Superintendent and Cabinet Continue FY 1994-95 cycle needs assessment Lead planning person Continue FY 1994-95 cycle program inventory Lead planning person (End fourth quarter reporting period.) JULY 1994 ACTIVITY RESPONSIBLE PERSON(S) Adopt Budget Board Conduct Board work session on planning and budgeting to include: Board and Superintendent A A A A defining tentative goals defining guidelines on broad-based input designing tentative planning and budget development calendar defining any \"fast-track\" evaluations Continue FY 1994-95 cycle needs assessment Lead planning person Continue FY 1994-95 cycle program inventory Lead planning person Issue fourth quarter FY 1993-94 cycle monitoring and evaluation report Controller and Lead Planning Person ATTACHMENT 4 P. 8 PROPOSED BUDGET CALENDAR 1993-94 AUGUST 1994 ACTIVITY RESPONSIBLE PERSON(S) Submit 1994-95 budget to Arkansas Department of Education Superintendent Establish final Budget Calendar for FY 1994-95 cycle Superintendent Continue FY 1994-95 cycle needs assessment Lead planning person Complete FY 1994-95 cycle program inventory (Program Budget Document) Lead planning person Program Seq #: Program Name: Program Code\nProgram DeacrlpUon: District Goal Support: Program Ob(ecllve: Plan Relerencea: FY Program Budget: YTD Expcndlturea\nATTACHMENT 5 LRSD FY 93-94 TENTATIVE PROGRAM BUDGET DOCUMENT Primary Leader\nSecondary Leader Page: 1 Revision Date:  tat Qtr Expend: 2nd Qtr Expend\n3rd Qtr Expend: 4th Qtr Expend\nProgram Seq #: Program Nome: Program Code: Program Ob)ecllve: Plan Reference Page Number Oblectives LRSD FY 93-94 TENTATIVE PROGRAM BUDGET DOCUMENT Primary Leader: Secondary Leader: Strategies Beginning Date Completion Date ATTACHMENT 5 p.2 Page\n2 Revision Date: Responsibil ity Evaluation CriteriaI I\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_1252","title":"'Preliminary Educational Equity by Joshua Intervenors,'' the Monitoring staff of John W. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["219 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1047","title":"\"Little Rock New Futures Initiative: The First Four Years, Selected Findings,\" Metis Associates, Incorporation","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":["Metis Associates, Incorporation"],"dc_date":["1993-06"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["97 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nLittle Rock New Futures Initiative: The First Four Years Selected Findings  Little Rock Prepared by: Metis Associates, Inc. 80 Broad Street, Suite 1600 New York, New York 10004 (212) 425-8833 June 1993 St!f- 18, 9J /~DO t.K o This report was prepared in partial fulfillment of a contract between Metis Associates, Inc. and the Center for the Study of Social Policy, Washington, D.C. I. Introduction Little Rock ew Futures Initiative: The First Four Years Selected Findings The ew Futures Initiative. sponsored by the Annie E. Casey Foundation. is a fourcity (Dayton. Ohio\nLittle Rock, Arkansas\nPittsburgh, Pennsylvania\nand Savannah, Georgia), five-year project designed to respond to disadvantaged populations through comprehensive community partnerships. The project aims to increase academic achievement, reduce dropout and teen pregnancy rates, and increase the employability of at-risk middle and high school tudents. One of the unique features of the initiative is the creation of a rich data base containing student characteristics and outcomes. The information included in this data base will be a valuable tool, not only for the collaboratives and individuals who are directly involved with the ew Futures initiatives, but for all those in the community who have an interest in our children. Beginning with the 1988-1989 school year, each ew Futures city was asked to prepare and transmit a computer file containing, for each student enrolled in grades six (or seven) through twelve at any time during the school year', basic demographic information (school, grade, gender, ethnicitv, date of birth and free lunch eligibility2). and outcomes (reading and mathematics achievement test data, annual attendance rates, course failure information, suspensions and/or expulsions, grade retention and dropout data). Additionally, samples of students were surveyed annually on such non-school topics as home structure, parents' education, academic aspirations, work experiences, and sexual and parenting experiences. Each of these data sources can be used to:  describe the status of children during a given year (what we refer to as \"within-year analyses\")\n compare the status of children in a given year to the status of children in other years (what we refer to as \"over-years analyses\")\nand  follow the status of identified groups of children who remain in the school system over time (what we refer to as \"longitudinal analyses\"). Each city maintains a confidential student identification numbering system which protects students' privacy, permits us to track students over time, and enables us to merge information from the school computer files with information from the student surveys. While many school departments around the country maintain student information systems for such 1 Also available, but not generally referenced in this report are Year 3 and Year 4 data for kindergarten through sixth-graders. 2 Free lunch data were available in two cities beginning with the 1989-1990 school year. 1 discrete applications as class scheduling, transportation routes, grade reporting, attendance/enrollments and academic achievement, the New Futures data base is unique for its comprehensive and continuous collection of data. Further, the application of common definitions over several years and across everal different middle-sized cities creates an information base that is unparalleled in the field for its potential as a research and management tool. We have now created four reasonably complete files of reliable data for each participating city - a file for the 1988-1989 school year, a file for the 1989-1990 school year, a file for the 1990-1991 school year, and a file for the 1991-1992 school year. 3 After the 1992-1993 school year there will be five such files. Given the high quality, comprehensiveness and continuity of the data collections, the ew Futures data base offers enormous potential for assessing needs, evaluating outcomes and developing sound educational policy . In this condensed report we strive to meet two goals: to share selected findings from our first four years of data collection and analysis and to demonstrate the scope and breadth of the data. Our hope is to encourage others to explore and utilize this valuable resource. Report Organization In this summary report we present findings regarding:  enrollment trends\n within-year and over-years outcomes for students on several key measures\n the changing status of those students who have remained in the school system for the four years of our study\n longitudinal enrollments and graduation rates for Year l's 9th graders\nand  the results of the most recent student survey. Taken together, these findings constitute a fairly succinct overview of the results of our statistical analyses to date. Additional details may be found in the appendices to this report4 and in the full four-year Cohorts and Comparative Data Report. 3 Throughout this report we refer to the 1988-1989 school year as Year l, the 1989-1990 school year as Year 2, the 1990-1991 school year as Year 3 , and the 1991-92 school year as Year 4. 4 Appendi\nTable A-1 shows longitudinal enrollment, Table A-2 shows the status change on key variables for all New Futures cities, and Table A-3 examines the relationship between two survey responses and school outcomes. 2 II. Findings A. Enrollment Trends Enrollment data provide a valuable overview of the students in the Little Rock schools. Table 1 shows, over years, enrollment data for junior high school (grades 7-9) and high school (grades 10-12) students in the Little Rock school system during each of the past four school years. Shown are enrollments in each year, the percentage change in enrollments over the four-year period, and the percentage of students in each year who were black or white. Total enrollments decreased by 6.9 percent, from 13,203 students in Year 1 to 12,294 students in Year 4, with decreases in both the junior high and high schools. In Year 1, 57. 7 percent of all enrollees were black, with 62.4 percent black students in the junior high school grades and 53.0 percent black students in the high school grades. By Year 4, 62.7 percent of the students were black, with 66.8 percent black students in the junior high schools, and 58 .2 percent black students in the high schools. Little Rock Table l Over Years Enrollment Data I I Junior High High School Total School Totals Year l 6,590 6,613 13,203 Totals Year 2 6,344 6,156 12,500 Totals Year 3 6,421 5,790 12,211 Totals Year 4 6,507 5,787 12,294 Change Yrs 1-4 -l.3% -12.5% -6.9% RACE Black Year l 62 .4% 53.0% 57 .7% Black Year 2 64.9% 55.7% 60.3% Black Year 3 66.l % 57.7% 62.l % Black Year 4 66.8% 58.2% 62.7% White Year l 36.0% 45.6% 40.8% White Year 2 33.5% 42.9% 38.l % White Year 3 32.5% 40.6% 36.4% White Year 4 32.0% 39.4% 35.5% 3 Table 2 summarizes, by race and school level, the post-Year 4 enrollment status of all of the students who were enrolled in Year 1. How many are still in the Little Rock schools? How many have transferred to another school system? How many have graduated? How many have dropped out of school or been expelled from school? The table shows cumulative enrollments for junior high and high school students. Little Rock Table 2 Cumulative Enrollment Summary Status Year 1 Status Year 4 Level in Race N Still In Transferred Graduated Presumed Unaccounted Expelled Year 1 Year 1 System Out of High Dropout5 For6 Schools System School Jr. High All 6,590 42 .9% 18 .5% 18 .3% 5.0% 13 .3% 2.0% School Black 4,110 46.5% 14.4% 18 .0% 5.3% 13 .0% 2.8% White 2,374 36.l % 25 .4% 19.2% 4.7% 13 .9% 0.7% High All 6,613 0.9% 6.1 % 72 .3% 11.6% 8.3% 0.8% School Black 3,506 1.2% 5.5% 69 .7% 12.7% 9.8% 1.1 % White 3,018 0.6% 6.7% 75 .3% 10.5% 6.5% 0.4% Of the 6,590 students who were in the junior high schools during Year 1 (grades 7 through 9) , 42.9 percent were still in the Little Rock schools by the end of Year 4, 18.5 percent had transferred out of the Little Rock schools, 18.3 percent graduated high school , and a total of 20.3 percent were either presumed dropouts , unaccounted for or expelled . Of the 6,613 students who were in the high schools during Year 1 (grades 10 through 12), by the end of Year 4, less than 1 percent (0 .9%) were still in the Little Rock schools, 6.1 percent had transferred out of the Little Rock schools, 72.3 percent graduated, and a total of 20.7 percent were either presumed dropouts, unaccounted for or expelled. 5 Presumed dropouts are those students who were enrolled in school and then quit, or who had more than 15 days of consecutive unexcused absences. d did nor n turn c. 11 , I u 6 Unaccounted for students were those students who were enrolled in school one year , but unexpectedly did not return to school by October of the following year. Some of these students may have moved from the district without officially transferring. 4 B. Within-Years and Over-Years Analyses Figures 1 through 7 graphically depict, by grade, Year 4 outcomes on key variables. The graphs clearly illustrate differences across grades and between school levels.  Figure 1 shows enrollment across grades for kindergarten through 12th grade students. Between 2,000 and 2,500 students were enrolled in each elementary school grade. Junior high school enrollments were between 2,000 and 2,300 at each grade level. High school enrollments were about 2,100 at the 10th grade, but between 1,700 and 1,900 at the other grades. The graph depicts the inflated enrollments at each transitional grade (1st [primary], 7th [junior high school], and 10th [high school]) . Inflated enrollments result from students being retained in grade and from transfers into the system.  Figure 2 depicts attendance across grades for junior high school and high school students. It can be seen in the figure that attendance decreases across junior high school grades and increases across high school grades. Students in all grades attended between 85 and about 91 percent of the possible days in Year 4. Tenth grade attendance (86.7%) was the lowest and 7th grade attendance (90.8%) was the highest.  Figure 3 shows, for each grade, the percentage of students suspended out of school at least once in Year 4. Suspension rates were considerably higher in the junior high schools than at any other school level. High school rates were much lower than junior high school rates, but were largely consistent across grade levels (about as many seniors as sophomores were suspended out of school.) Less than five percent of elementary school students were suspended from grades kindergarten through five . The 6th grade rate was 6.2 percent.  Figure 4 shows the percentage of students retained in each grade. Overall, retention rates are fairly low, but there are important grade level differences within each school level. Retention rates are the highest at the elementary school level in kindergarten, 1st and 2nd grades (almost no students are retained in 3rd through 6th grades). In junior high school the rates are highest at the 8th grade, and in high school rates are highest at the 10th grade.  Figure 5 shows the percentage of students over age in each grade. The percentage of students over age is higher in each successive grade from kindergarten to 8th. There is a slight decline at 9th grade, an increase at 10th grade, and lower percentages in 11th and 12th grades than for any other secondary grades . 5  Figure 6 shows the percentage of courses failed in each grade. Junior high school course failure rates were within 2 percentage points of each other, across grades. In the high schools, a course failure rate of 38 percent in the 10th grade, is substantially higher than either the 11th or 12th grade rates (27.9% and 25.0%).  Figure 7 shows the percentage of students dropping out in grades 7 to 12. The data are presented in the form of a stacked bar. Each bar combines the percent of students unaccounted for with the percent of presumed dropouts to show the total dropout rate. It can be seen that the dropout rate was fairly similar for 7th and 8th grades, but higher for 9th graders. The dropout rate was at its highest in the 10th grade, and was lower in each successive high school grade. The dropout rate was lowest in the 12th grade. Interestingly, at the high schools, about half of the dropout rate can be accounted for by the percentage of students who are presumed dropouts (3.4 % presumed, 4.1 % unaccounted for, 7.5 % total), at the junior high school level, most of the dropouts are unaccounted for students (0.3% presumed, 4.5% unaccounted for, 4.8% total). The figures graphically depict important patterns in student outcomes. For instance, it can be seen that high school and junior high school rates are different and 10th grade (Little Rock's high school transition grade) is where many problems appear to accumulate. Tenth graders have the highest course failure rates and are the most likely to drop out of school. Negative outcomes in the transition grade to high school are a phenomenon that we have seen in other New Futures cities. 2500 2000 \"C Q) 0... . C LU en 1500 c Q) \"C -::J Cl) - 0 1000 .... Q) .0 E ::J z 500 Figure 1: Little Rock Enrollment Comparisons, Year 4 K 2 3 4 5 6 7 8 9 Grade 6 100% Q) 95% () C Ctl -c, C 2 =i \u0026gt;, 90% ro 0 Q) Ol .C..t.l Q) \u0026gt; \u0026lt;( 85% -c, Q) -c, 20% C Q) Q. en :::, Cl) -en 15% C Q) -c, :::, u5 0 10% Q) Ol Ctl c Q) (...). Q) 5% a.. 7 Figure 2: Little Rock Attendance Comparisons, Year 4 JHS HS 8 9 10 11 Grade Figure 3: Little Rock 12 Percentage of Students Suspended Out-of-School, Year 4 K 23456 789 10 11 12 Grade 7 -0 QJ 8% 7% '-Ciii 6% QJ a: -fJ) 5% C QJ -0 ::, 4% ii5 0 ~ 3% (13 c QJ ~ 2% QJ Cl.. 0%-!=== K Figure 4: Little Rock Percentage of Students Retained 1n Grade. Year 4 K-6 JHS HS 2 3 4 5 6 7 8 9 10 11 12 Grade Figure 5: Little Rock Percentage of Students Over Age, Year 4 20%......r-------------,-------..----------, QJ Cl 15% \u0026lt;( ai \u0026gt; 0 Cl) c QJ -0 10% -::J Cl) -0 c QJ .(...). QJ 5% Cl.. K K-6 JHS HS 23456 789 10 11 12 Grade 8 \"O (1) 30% ro u.. VI (1) VI '-- :J 0 () 20% 0 (1) Ol -l1l C (1) (.) '-- (1) 10% a.. 0% 7 12% -VI 10% :J 0 a. 2 0 8% a 0 .c (.) (/) 6% 0 (1) Ol l1l 4% c (1) (.) '-- (1) a.. 2% 0% 7 Figure 6: Little Rock Percentage of Courses Failed, Year 4 8 9 10 11 Grade Figure 7: Little Rock Dropout Comparisons, Year 4 JHS HS 8 9 10 11 Grade I  Unaccounted ~ Presumed 9 12 12 Table 3 and Table 4 examine the quartile distributions of junior high and high school reading and mathematics achievement scores for all of the tested students who were enrolled in the Little Rock school system during Year 4. By comparing the scores of Little Rock's students to national norms, we can compute the percentages of Little Rock's students whose scores fall in each quartile . In general, Little Rock's scores were somewhat lower than national norms. In both reading and mathematics, less than 25 percent of the tested students scored in the highest quartile (16 % reading and 17 % mathematics for junior high students\n21 % reading and 22% mathematics for high school students) . However, fewer than 25 percent scored in the lowest quartile in junior high school reading (21 % ) , and high school reading and mathematics (17% and 18%). For junior high school mathematics, 34 percent of the tested population scored in the lowest quartile . Additionally, when we analyze the data by race, we find wide discrepancies. Less than 10 percent of the tested white junior high and high school students scored in the lowest reading quartile, versus 28 percent of the black junior high school students and 25 percent of the black high school students. Similarly, only 15 percent of the tested white junior high school students and 7 percent of the tested white high school students scored in the lowest mathematics quartile, compared to 43 percent of the black junior high school students and 26 percent of the black high school students . The racial discrepancies in these data are illustrated in Figure 8 and Figure 9. Also shown in Tables 3 and 4 are the median percentile scores for each racial group. By definition, 50 percent of the tested population receive a score equal to or less than the median. It can be seen that, for junior high school students, while the median score in reading was equivalent to the 44th national percentile, the median score for black students was at the 37th national percentile and the median score for white students was at the 67th national percentile. For high school students, the median score in reading was equivalent to the 48th national percentile\nfor black high school students the score was equivalent to the 38th percentile and for white students it was at the 67th. Similarly, the median score in mathematics for junior high school students was equivalent to the 38th national percentile, while black students scored at the 31st percentile and white students scored at the 59th percentile. For high school mathematics, the overall median was at the 46th national percentile, while the score for black high school students was at the 36th national percentile and the score for white high school students was at the 66th national percentile. Little Rock Table 3 Reading and Mathematics Achievement Comparisons -- Year 4 Junior High School I Reading I Quartile I (Lowest) 21 % 34% Black 28% White 7% Quartile TI 37% 30% Black 45% White 22% Quartile III 26% 20% Black 21 % White 34% Quartile IV (Highest) 16% 17% Black 6% White 37% Median (Expressed as a Percentile) 44th 38th Black 37th White 67th Junior High School Students Scoring in the Lowest and Highest Quartiles Reading Mathematics 100% \"O -Q) 75% en Q) f-- en C Q) \"O :::, 50% u-5 0 -C Q) .(...J. Q) a.. 25% All Black White All Black White I  Lowest Quartile ~ Highest Quartile 11 Math I 43% 15% 33% 24% 17% 26% 7% 34% 31st 59th Little Rock Table 4 Reading and Mathematics Achievement Comparisons -- Year 4 High School I Reading I Quartile I (Lowest) 17% 18% Black 25%  White 6% Quartile II 35% 33% Black 45% White 20% Quartile III 28% 27% Black 23% White 34% Quartile IV (Highest) 21 % 22% Black 7% White 40% Median (Expressed as a Percentile) 48th 46th Black 38th White 67th High School Students Scoring in the Lowest and Highest Quartiles Reading Mathematics 100% \"C Q) 75% in Q) I- -(/) C (I) \"C ::::, en 50% 0 c Q) .C..) aQ..) 25% All Black White All Black White I  Lowest Quartile ~ Highest Quartile 12 Math I 26% 7% 40% 23% 24% 30% 9% 41 % 36th 66th In this section we examine the status of children on several key outcome measures in Years 1, 2, 3 and 4. This analysis not only provides us with information about how students are doing within each of these years, but also allows us to compare how the student body has performed over the years. It is important to note that these comparisons are not of matched groups of students. The junior high school students in Year 1 are, for the most part, different students than the junior high school students in Year 4. Thus, while over-years comparisons can help to point out status changes over time, it is difficult to ascertain which of these changes to attribute to the system and which to differing populations. Table 5 examines eight school measures for the Little Rock student body. Shown for each year are: average daily attendance rates, the percent of students whose Metropolitan Achievement Test (MAT-6) total reading or mathematics scores7 placed them into the lowest quartile (i.e., at or below the 25th national percentile), the percent of students who were at least one-and-one-half years over age for their grades, the percent of students who were suspended out-of-school at least once during the year shown, the percent of students who were retained in grade during the year shown, the percent of courses failed in each year, and the percent of students who were counted as having dropped out. The last column in the table shows, for each factor, the percentage point change from Year 1 to Year 4 (Little Rock suspension data shown are for Years 2 through 4 and the change shown is between Year 2 and Year 4). We have included the words \"better\" or \"worse\" to indicate whether the change constitutes an improvement or a decline. It can be seen in Table 5 that:  Little Rock's junior high school students show some improvements in dropout rates, but worsening or no change in all other variables.  Little Rock's high school students show declining status on attendance and suspension, and improvements on all other indicators. Table 5 also serves as a useful orientation to student performance in the Little Rock school system. 8 Overall, Little Rock's attendance and retention rates and reading and mathematics achievement were relatively good, but there was no improvement over the four year period. Some other measures show comparatively high rates of school problems. Suspension rates were particularly high in the junior high schools, where 18 percent or more of the students were suspended in each of the last three years. Almost one-third of all junior high and high school courses were failed. Total annual dropout rates in Little Rock's junior high schools and high schools improved over the four-year period. 7 Year 4 achievement data are Stanford Achievement Test (SAT) scores which have been converted to Metropolitan Achievement Test scores. 8 Included in the appendix (Table A-2) is a similar table for all New Futures cities combined (Dayton, Savannah, Little Rock and Pittsburgh) . 13 I Little Rock Table 5 Change in Status on Key Variables Percentage Year 1 Versus Percentage Year 4 Variable II Year t I Year 21 Year 31 Year 4 I Change Yr. 1 to Yr. 4 I Attendance (ADA) Junior high school 90.2% 90.7% 90.3% 89.5% -0 .7 worse High School 90.8% 87 .9% 89.3% 87 .9% - 2.9 worse Low Reading Quartile9 Junior high school 21.0% 23.0% 24 .0% 21.0% no change High School 22.0% 22.0% 19.0% 17.0% -5.0 better Low Mathematics Quartile Junior high school 21.0% 21.0% 24.0% 34.0% + 13 .0 worse High School 24.0% 21.0% 19.0% 18.0% -6.0 better Over Age Junior high school 13.4% 13 .6% 15 .9% 15 .0% + 1.6 worse High School 13.4% 13.6% 13.3% 13.2% -0.2 better Out-of-School Suspension Junior high school. NIA 18.6% 21.6% 21.4% +2.8 worse High School NIA 8.1 % 11.3% 9.1 % -ft.0 worse Retention Junior high school 4.1% 4.8% 4.9% 4.6% +0.5 worse High School 4.9% 6.4% 3.6% 4.7% -0.2 better Percent of Courses Failed Junior high school 31.3% 30.7% 31.1% 31.4% +0.1 worse High School 31.8% 31.4% 29.6% 31.4% -0.4 better Dropout Junior high school 9.5% 4.3% 6.9% 4.8% -4.7 better High School 13.8% 10.2% 10.4% 7.5% -6.3 better N for all srudents: Year l = 13,203, Year 2 = 12,500, Year 3 = 12,211, Year 4 = 12,294 N for Junior high school Srudents: Year I = 6,590, Year 2 = 6,344, Year 3 = 6,421, Year 4 = 6,507 N for High School Students: Year I = 6,613, Year 2 = 6,156, Year 3 = 5,790, Year 4 = 5,787 9 Not all high school grades were tested. 14 C. Changing Status Among Children Who Have Remained in the School System (Longitudinal Comparisons) As indicated earlier, the New Futures data base permits us to observe changes in student outcomes over time. Has the academic achievement of students who have remained in the system improved, declined, or remained the same? Table 6 and Table 7 and the accompanying figures illustrate the changes in average reading and math achievement scores for Year 1 's 7th grade (Table 6) and 8th grade (Table 7) students who were tested in Years 1 through 4 and who were not retained in grade. 10 Table 6 shows an overall reading achievement loss of two percentile ranks from Year 1 to 4, and a decline of four percentile ranks in mathematics achievement scores. 11 For both reading and math, the changes are very similar for black and white students. Little Rock Table 6 Longitudinal Reading and Mathematics Achievement Comparisons12 For 7th Grade Students Tested Years 1 through 4 Who Made Normal Grade Progression Percentile Rank Percentile Rank Percentile Rank Percentile Rank Change Srudents N Yr I Yr2 Yr3 Yr4 Yrs 1 to 4 (7th) (8th) (9th) (10th) Reading: All Srudents 1,011 56th 59th 65th 54th -2 Black 677 44th 48th 54th 42nd -2 White 316 78th 80th 85th 75th -3 Math: All Srudents 1.014 58th 56th 63rd 54th -4 Black 679 48th 44th 52nd 44th -4 White 317 75th 75th 80th 72nd -3 99 90- Reading Math 80- t .. .::J! 70- C a\u0026lt;':II 60- . ~ Q) rl :\n: 50- C Q) .u... 40- Q) a.. 30 20 10 1 I All Black White All Black White I Year 1 0 Year2 a Year3 Effl Year4 I IO Si ne~ retained srudents are generally at an advantage when their data are compared with grade level norms, the longirudinal achievement analyses shown only include srudents who have made normal grade progress. 11 Some of the decline in test scores may be attributable to implementation of a new testing package (from the MAT-6 to the SAT) and the score conversion process. (All Year 4 data were converted from SAT scores to the MAT-6 equivalent.) 12 The table shows the percentile ranks associated with srudents' mean Normal Curve Equivalent (NCE) scores on the Merropolitan Achievement Test (MAT-6). For comparability, Year 4 Stanford Achievement Test (SAT-8) scores were convened to MAT-6 scores. 15 Table 7 shows an overall reading achievement loss of nine percentile ranks for Year 1 's 8th graders from Year 1 to 4, and a decline of three percentile ranks in mathematics achievement scores. Reading losses were greater for white students, but mathematics declines are very similar for both black (-4) and white students (-5) . Little Rock Table 7 Longitudinal Reading and Mathematics Achievement Comparisons13 For 8th Grade Students Tested Years 1 through 4 Who Made Normal Grade Progression Percentile Percentile Percentile Percentile Change Students N Rank Yr 1 Rank Yr 2 Rank Yr 3 Rank Yr 4 Yrs 1 to 4 (8th) (9th) (10th) (11th) Reading: All Students 1,011 63rd 70th 58th 56th -9 Black 633 50th 58th 44th 44th -6 White 355 83rd 86th 76th 73rd -10 Math: All Students 1,01 I 61st 70th 56th 58th -3 Black 635 50th 59th 44th 46th -4 White 353 78th 85th 75th 73rd -5 99 90 Reading ,. Math 80 ~ 70- . .. C: ac:a 60 Cl) .. 50 C: Q) u... 40 Q) a.. 30- 20 10 1 All Black White ' All Black White I Year1 D Year2 - Year3 -Year4 13 The Table shows the percentile ranks associated with students ' mean Normal Curve Equivalent (NCE) scores on the Metropolitan Achievement Test (MAT-6) . For comparability , Year 4 Stanford Achievement Test (SAT-8) scores were converted to MAT-6 scores. 16 I ...... I A longitudinal group of particular interest consists of those 4,370 students who have been in the school system for all four years. By definition, none of these students graduated, transferred out of the school system, dropped out, or were expelled before the end of Year 4. How have these students been progressing since the initiative began? Tables 8, 9 and 10 show retention, course failure and suspension histories, respectively, for the 4-YEAR COHORT students. Table 8 shows that approximately 12 percent of these students were retained in at least one of the four years. Table 9 shows that the majority (56.7%) of the 4-YEAR COHORT students failed at least one course over the four year period. About 8 percent of the 4-YEAR COHORT students failed one or more courses each year over the four year period. Table 10 shows that over one-fourth (27. 3 % ) of the 4-YEAR COHORT students were suspended out of school in at least one of the three years for which there are data, (Years 2 through 4), and just over 10 percent were suspended in more than one of the three years. Each of the tables shows disparities between outcomes for black students and white students. For example, 14.6 percent of the black students were retained in grade at least once, compared to 6.0 percent of the white students. Similarly, over the four years, 66.1 percent of the black students experienced course failure, compared to 39.4 percent of the white students, and about a third (33 .5 % ) of the black students experienced suspension, compared to just 16.1 percent of the white students. Little Rock Table 8 Retention Histories For 4-YEAR COHORT Students Status Retentions at the end of All Black White Year 4 N = 4,370 N = 2,920 N = 1,386 Never Retained N 3,860 2,495 1,303 % 88.3% 85.4% 94.0% Retained 1 out N 472 390 80 of 4 Years % 10.8% 13.4% 5.8% Retained 2 out N 38 35 3 of 4 Years % 0.9% 1.2% 0.2% Ever Retained in N 510 425 83 4 Years % 11.7% 14.6% 6.0% 17 I I II Table 9: Course Failure Histories For 4-YEAR COHORT Students Status at the end of I Course Failures Year 4 Never Failed a Course Failed a Course in 1 of 4 Years Failed a Course in 2 of 4 Years Failed a Course in 3 of 4 Years Failed a Course in 4 of 4 Years Ever Failed a Course in 4 Years All Black N = 4,370 N = 2,920 N 1,894 990 % 43.3% 33.9% N 865 637 % 19.8% 21.8% N 704 542 % 16.1 % 18.6% N 565 453 % 12.9% 15.5% N 342 298 % 7.8% 10.2% N 2,476 1,930 % 56.7% 66.1 % Table 10: Suspension Histories For 4-YEAR COHORT Students White N = 1,386 854 61.6% 222 16.0% 158 11.4% 112 8.1% 40 2.9% 532 39.4% Status Out-of-School Suspensions at the end of All Black. i . White Year 4 N = 4,370 N = 2,920 N = 1,386 Never N 3,162 1,941 1,163 Suspended % 72.7% 66.5% 83.9% Suspended in 1 N 763 600 159 out of 3 Years % 17.5% 20.5% 11.5% Suspended in 2 N 322 273 48 out of 3 Years % 7.4% 9.3% 3.5% Suspended in 3 N 123 106 16 out of 3 Years % 2.8% 3.6% 1.2% Ever Suspended N 1,208 979 223 in 3 Years % 27.3% 33.5% 16.1 % 18 I D. The Class of '92 Of special interest are the 2,047 students who were enrolled in the ninth grade in Year 1 and therefore were expected to graduate at the end of Year 4. Through the data base we have been able to follow these students, the High School Class of 1992, throughout their high school careers, from their ninth grade experiences in Year 1 to their expected graduation in June of 1992. How did the Class of '92 do? I I Race I N I Year 1 All 2,047 Black 1,198 White 820 Little Rock Table 11 Cumulative Enrollment 9th Grade -- The Class of '92 Status at the End of Year 4 Still In Transferred Graduated Presumed System Out of High Dropout Schools System School 5.5% 14 .5% 58 .7% 7.4% 6.2% 10 .9% 61.2% 8.1 % 4.4% 19.5% 55.4% 6.7% Unaccounted Expelled For 12.9% 1.0% 12 .3% 1.3% 13 .5% 0.5% It can be seen above that: 5.5 percent of the Year 1 ninth graders (including 6.2 percent of the black students and 4.4 percent of the white students) were still active in the Little Rock schools after Year 4\n14.5 percent had transferred out of the Little Rock schools (10.9 percent of the black students and 19.5 percent of the white students)\n58.7 percent graduated (including 61.2 percent of the black students and 55.4 percent of the white students)\nand a total of 21.3 percent had either dropped out of or been expelled from school ( dropouts and expulsions for black students totaled 21. 7 percent, dropouts and expulsions for white students totaled 20. 7 percent). 19 I E. The Student Survey Table 12 presents selected findings for the 2,462 students who completed student surveys in Year 4. 14 The surveys provide additional data about the students in the cohort file, including information about the status of their families, their own attitudes and behaviors regarding schooling, their employment experiences, and their sexual behavior. Table 12 shows, for all students and by race, the number of students responding to each question and the percent of students exhibiting the characteristic. For example, of the 1,971 surveyed students who responded to the question about their home structures, 3 7. 3 percent reported living in a single parent home (including 44.4 % of the black respondents and 23.5% of the white respondents). Of the respondents, 32.9 percent are free-lunch eligible (including 44.1 % of black respondents and only 10.1 % of white respondents). A total of 36 percent of the respondents indicated that they regularly cut classes, and 4. 7 percent expected not to go on to post-secondary schooling. Close to half of the surveyed students (43.3%) reported that they were working at the time the survey was administered, and 64.1 percent of those who were working reported that they were working 15 or more hours per week (during the school year). More than half of the respondents (58.2%) reported that they have had sex at least once and 32.3 percent of this group did not use birth control the last time they had sex. About 19 percent of the girls who have had sex reported that they have gotten pregnant. More than half (52.4%) of those who were pregnant have had a child. Because the survey responses contain the same identification numbers as are used with the school department's data system, we are able to investigate relationships between student characteristics and school outcomes. For instance, students eligible for free or reduced fee lunch generally perform less well on reading achievement tests than their peers who are not eligible. This association was seen among black students as well as among white students. Further, more poor than non-poor students are low attenders, fail courses, receive out-ofschool suspensions, are not promoted, and are over age for grade. Similarly, students with low academic aspirations performed less well on all of the student outcomes than their peers who do not have low academic aspirations. Once again, these associations were seen among black students as well as among white students. 15 14 The student surveys were administered to a sample of 7th - 12th grade students in each of the Little Rock junior and senior high schools. A total of 2,462 students responded to the Year 4 survey. 15 Appendix Table A-3 examines the relationships between two survey responses (low academic aspirations and freelunch eligibility) and several school outcomes. 20 Table 12 Little Rock Selected Surveyed Characteristics for All Secondary Students16 N = 2,462 Characteristic Students Exhibiting % of White Respondents, Characteristic Students By Item N % Exhibiting Characteristic N=829 N % Single Parent Home 1,971 734 37.3% 150 23.5% Free Lunch Eligibility 1,971 649 32.9% 63 10.1% % of Black Students Exhibiting Characteristic N= 1,596 N % 578 44 .4% 580 44.1% Cut Classes 2,421 871 36 .0% 454 44.4% 1,073 31.5% Low Academic 2,263 106 4.7% 32 Aspirations Working 1,731 749 43.3% 307 Working Full Time 674 432 64.1 % 117 Had Sex 2,253 1,312 58.2% 363 No Birth Control 1,268 409 32.3% 234 Last Time Fathered a Child 724 66 9.1% 15 Pregnant 558 57 10.2% 12 Ever Pregnant 557 105 18.9% 26 Have Child 105 55 52.4% 10 Single Parent Home indicates that the child is living with one parent. step parent. or foster parent. Free Lunch Eligibility includes students who are eligible for free and reduced fee lunch. 4.2% 46.0% 58.2% 47 .6% 34.1 % 7.6% 7.6% 16.4% 38.5% Cut Classes includes srudents who reported that they cut class \"often\" or \"sometimes\" (as opposed to never). 73 428 116 937 619 50 44 79 45 Low Academic Aspirations is defined as expecting not 10 pursue post-secondary schooling (i. e. , completing high school or less). Working is defined as employed at the time of survey administration. Working Full Time is defined as working 15 or more hours per week during the school year. Had sex includes both male and female srudents. 5.0% 41.2% 69.2% 64.4% 30.3% 9.6% 11.1 % 20.2% 57.0 % No Birth Control includes both male and female srudents who have had sexual intercourse and indicated that neither they nor their partner had used birth control the last time they had intercourse. Pregnant and Ever Pregnant items were tabulated for sexually active females and indicate, respectively whether they are currently pregnant or ever have been pregnant. Have Child includes female srudents who have given birth to a child. Fathered a Child was tabulated for sexually active males who indicated that they had fathered a child. 16 Only a few survey variables are considered in these analyses. Complete reports of survey data are available in separate publications. 21 III. Conclusion This report sketches an overview of the status of children attending the Little Rock public schools. It contains broad, over-years and longitudinal analyses which reflect the conditions (inside and outside of the school system) which New Futures is intended to address. W1'jle the analyses presented in this report show some of the trends and outcomes that have taken place during the first four years of the initiative, they do not constitute an evaluation of the initiative, nor of the Little Rock school system. We have presented only a small sample of the analyses that have been performed on the New Futures data base. 17 We hope that the thoughtful presentation of such analyses can engage broad constituencies in valuable discourse leading ultimately to the formulation of improved service-delivery policies and inter-agency collaboration. It is in this spirit that we offer these findings. One of the unique features of the New Futures Initiative is that the powerful data base used to generate the analyses is available to an interagency body. We strongly encourage the interagency group to put this powerful tool to use - to raise community awareness, to set priorities, and to help inform and shape policy. 17 The full four-year Cohorts and Comparative Data Report (Metis Associates, Inc., New York, NY), annual qualitative evaluation reports (Center for the Study of Social Policy, Washington, DC}, separate statistical reports of the survey results (Institute for Survey Research, Temple University, Philadelphia, PA), and other publications may be obtained from New Futures for Little Rock Youth. 22 Appendices Entering Junior High School \"Class of '92\" Entering High School Table A-1: Little Rock Cumulative Enrollment Status After Year 4 for all Students Enrolled in Year I Status Year I Status Year 4 Grade N In System Transferred Graduated Presumed Unaccounted Schools Dropout For 7th 2,226 62.1 % 20.9% 0.0% 1.8% 12.5% Black 1,444 66. l % 16.4% 0.0% 1.7% 11.9% White 741 54 .4% 29 .1% 0.0% 2.0% 13.8% 8th 2,317 57.2% 19.8% 0.3% 6.0% 14.5% Black 1,468 60.1% 15.2% 0.3% 6.7% 14.6% White 813 51.6% 27.8% 0.2% 5.0% 14.5% 9th 2,047 5.5% 14.5% 58.7% 7.4% 12.9% Black 1,198 6.2% 10.9% 61.2% 8.1 % 12.3% White 820 4.4% 19.5% 55.4% 6.7% 13.5% Junior High 6,589 42.9% 18.5% 18.3% 5.0% 13.3% Black 4, 110 46.5% 14.4% 18.0% 5.3% 13.0% White 2,374 36.1% 25.4% 19.2% 4.7% 13 .9% 10th 2,432 1.7% 9.8% 59.9% 15.3% 12.0% Black 1,448 2.1% 8.1 % 59.0% 15.8% 13.3% White 950 1.3% 12.3% 61.0% 14.8% 9.9% 11th 2,210 0.8% 7.2% 68 .0% 12.7% 10.7% Black 1,131 I.I% 6.5% 65.4% 13 .5% 12.4% White 1,055 0.6% 7.9% 70,3% 11.9% 9.1% 12th 1,971 0.0% 0.2% 92 .9% 5.7% 0.1% Black 927 0.0% 0.2% 91.5% 6.8% 1.3% White 1,013 0.0% 0.1 % 94 .2% 4.9% 0.6% High School 6,613 0.9% 6.1% 72.3% 11.6% 8.3% Black 3,506 1.2% 5.5% 69.7% 12.7% 9.8% White 3,018 0.6% 6.7% 75 .3% 10.5% 6.5% Total 13,203 21.8% 12.3% 45.4% 8.3% 10.8% Black 7,616 25.7% 10.3% 41.8% 8.7% 11.5% White 5,392 16.2% 14.9% 50 .7% 7.9% 9.8% Expelled 2.7% 3.9% 0.7% 2.2% 3.1% 0.9% 1.0% 1.3% 0.5% 2.0% 2.8% 0.7% 1.3% 1.7% 0.7% 0.6% 1.1% 0.2% 0.2% 0.2% 0.2% 0.8% 1.1% 0.4% 1.4% 2.0% 0.5% Table A-2: All New Futures Cities (Dayton, Little Rock, Pittsburgh and Savannah Combined) Change in Status on Six Key Variables Percentage Year 1 Versus Percentage Year 4 Variable Year 1 Year 4 Change Attendance (ADA) Middle School 89.5% 89.3% -0.2 worse High School 86.1% 84.2% -1.9 worse Low Q Membership Middle School 28.4% 25.4% -3.0 better High School 24.7% 24.2% -0.5 better Retention Middle School 8.8% 7.0% -1.8 better High School 13.7% 18.7% 5.0 worse Over Age Middle School 19.3% 15.5% -3.8 better High School 22.3% 22.7% 0.4 worse % of Courses Failed Middle School 11.4% 14.4% 3.0 worse High School 20.7% 22.8% 2.1 worse Total Dropout Middle School 9.5% 7.3% -2.2 better High School 18.1 % 13.1 % -5.0 better N for All Students: Year 1 = 61,977, Year 4 = 60,067 N for Mtcidle School Students: Year l = 26,644, Year 4 = 27,415 N for High School Students: Year l = 35,334, Year 4 = 32,652 I I Table A3-Little Rock Relationships Between Survey Factors and School MIS Outcomes For All Surveyed Students (In Percents) Factor = Free Lunch Eligibility Total Black White Outcomes Yes No Yes No Yes No I N=649 N=l ,321 N=580 N=735 N=63 N=563 Low Achievement 30.0% 12.5% 30.6% 18.5% 25.5% 5.1 % Low Attendance 20.3% 14.8% 20.9% 13.5% 17.5% 16.9% Course Failures 30.2% 24.6% 30.7% 30.5% 28.6% 17.2% Suspension 20.5% 11.l % 21.5% 14.0% 12.7% 7.8% Over Age 17.4% 8.1 % 17.8% 11.3% 14.3% 3.9% Relationships Between Survey Factors and School MIS Outcomes For Surveyed Junior High School Students (In Percents) Factor = Free Lunch Eligibility I Total Black White Outcomes Yes No Yes No Yes No N= 479 N=626 N=429 N=360 N=45 N=260 Low Achievement 28.9% 11 .5% 28.8% 16.0% 29.5% 5.5% Low Attendance 18.8% IO.I% 19.6% 8.4% 13.3% 12.3% Course Failures 26.9% 17.9% 28.2% 21.9% 17.8% 12.3% Suspension 24.6% 14.4% 26.1 % 18 .3% 13.3% 9.2% Over Age 17.3% 7.7% 17.9% 10.3% 13 .3% 4.2% Relationships Between Survey Factors and School MIS Outcomes For Surveyed High School Students (In Percents) Factor = Free Lunch Eligibility Total Black White Outcomes Yes No Yes No Yes No N=l42 N=567 N=125 N=306 N=l6 N=245 Low Achievement 31.8% 13 .9% 35 .7% 21.7% 10.0% 4.7% Low Attendance 23.9% 19.2% 24.0% 18.0% 25.0% 21.6% Course Failures 36.6% 30.7% 34.4% 38.2% 56.3% 22.0% Suspension 7.7% 8.3% 8.0% 9.8% 6.3% 6.9% 0Over Age 16.9% 8.5% 16.0% 12.1 % 18 .8% 3.7% I I Table A3-Little Rock Relationships Between Survey Factors and School MIS Outcomes For All Surveyed Students (In Percents) Factor = Low Aspirations Total Black White Outcomes Yes No Yes 1 No Yes No I N=336 N=l,927 N=229 I N= 1,228 N=l02 N=668 Low Achievement 55.l % 17.l % 60.9% 22.9% 43.5% 6.3% Low Attendance 39.6% 15.8% 39.7% 16.2% 40.6% 15.4% Course Failures 52 .8% 25.0% 56.2% 30.2% 46.9% 15.7% Suspension 33.0% 12.2% 41.l % 15.4% 15.6% 6.8% Over Age 34.9% 9.7% 39.7% 12.6% 21.9% 4.2% Relationships Between Survey Factors and School MIS Outcomes For Surveyed Junior High School Students (In Percents) Factor = Low Aspirations I Total Black White Outcomes Yes No Yes No Yes No N=70 N=l,153 N=51 N=797 N=l9 N=344 Low Achievement 51.8% 17.5% 55.3% 22.4% 44.4% 6.7% Low Attendance 35.7% 12.8% 41.2% 13.2% 21.l % 11.9% Course Failures 50.0% 19.0% 52.9% 23.0% 42.l % 10.2% Suspension 37.l % 16.3% 45 . l % 19.9% 15.8% 8.1 % Over Age 35.7% 10.3% 39.2% 12.9% 26.3% 4.4% Relationships Between Survey Factors and School MIS Outcomes For Surveyed High School Students (In Percents) Factor = Low Aspirations Total Black White Outcomes Yes No Yes No Yes No N=32 N=813 N=l9 N=476 N=l2 N=310 Low Achievement 72.7% 15.8% 85.7% 23.6% 50.0% 5.0% Low Attendance 46.9% 19.8% 31.6% 20.2% 75.0% 19.9% Course Failures 56.3% 32.0% 57.9% 39.3% 58.3% 21.8% Suspension 25.0% 7.1 % 31.6% 8.4% 16.7% 5.7% Over Age 31.3% 9.0% 36.8% 12.2% 16.7% 4.1 %\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eMetis Associates, Incorporation\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_1121","title":"Little Rock School District, Position Control Policy and Procedures Manual","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":["1993-05-10"],"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","School management and organization","School administrators","School employees"],"dcterms_title":["Little Rock School District, Position Control Policy and Procedures Manual"],"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/1121"],"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":["181 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLI'I*fLE ROCK SCHOOL DISTRICT POSITION CONTROL POLICY AND PROCEDURES MANUAL DRAFT MAY 10, 1993 NOTICE This policy and procedures manual has been developed by the Little Rock School District to provide direction and guidance in the processing of various personnel actions. The manual is designed to provide manual and data entry procedures to assist in accomplishing most personnel actions. The Human Resource Management System used by the Little Rock School District is one of several modules in the Comprehensive Information Management for Schools III (CIMS III) system. The CIMS III system is a product of National Computer Systems. For reference, consult the following user manuals:  Human Resources Management System, Applicant Tracking System, 4F330.  Human Resources Management System, Position Control System, 4F230 SECTION 1 POSITION CONTROL POLICY STATEMENT SECTION 1 POSITION CONTROL POLICY STATEMENT The Little Rock School District position control process is designed to provide a framework for successful personnel actions, sound stewardship of positions, and a base of accurate and timely information for decision-making. A quality position control process benefits all employees of the district every work day. A quality position control process requires the pride and professionalism of all employees. All positions in the Little Rock School District are authorized and allocated funding by the Board of Directors of the Little Rock School District. As administrator of the district, the Superintendent is ultimately responsible for the position control process. Accordingly, the Superintendent has directed all employees of the district to follow the policy and procedures outlined in this manual. The Director of Human Resources is the position control authority. Within the parameters set by the Board and Superintendent, the Director will have final approval on setting up new positions and initiating the hiring process. Prior to action, the Director will require the approval signature of the requesting Associate Superintendent (thereby acknowledging the position is necessary), and the approval signature of the Manager of Resources and School Support (thereby acknowledging that funds are available to support the position). The Director of Human Resources will maintain the Position Control Policy and Procedures Manual. All recommended changes must be submitted to the Director. The Director will be responsible for training on the position control system. Hiring managers must realize their key role and comply with the procedures outlined in this manual to ensure success. Paperwork must be initiated in a timely manner, be accurate in all respects, and reflect the proper accounting codes. SECTION 2 LRSD01 NEW HIRE LRSD(.U NDI HI RI A B F DISISION TO HIRE COMPLETE NDI POSITION REQUEST FORM YES PCS 301H UACANCY SET-UP C H J 0 Q YES PCS 301.11 CHANCE NECESSARY DATA PCS 301,12 CHANCE NECESSARY DATA PCS 301.13 CHANCE NECESSARY DATA PCS )00(  XX GENERATE UACANCY NUPIBER RETURN AtfflTAT[]) COPY or NEW POSITION FORM TO MANAGER ]( NO SIT UP JOB CODES L PCS 301,11 ADJ) NECESSARY DATA N p ____, UBAYC ANSCIQY UFffIiCLEE NUPIBER R s T u w l( MANAGER ASKS HR roR CANDIJ\u0026gt;ATI LISTING ATS 552.SER UACANCY MEttJ TO PREP SELECT ATS 550 Xl'Y UACANCY tllMBER AND PULL SELECT GIMRATI TRr CANDIDATI LlSTlHC MANAGER RlVlIS TRr CANDIDATE LlSTlHC MANAGER CONDUCTS IN1ERUIIWS u AR AD OLD POSITION BECOMES UACANCY y 2 AA AB AC YES MANAGER COMPLETES POSITION CONTROL FOJlfl MANAGER SENDS POSITION CONTROL FOJlfl TO ASSO SUPER ASSO SUPER APPROIJES AN]) SOOS TO HR DIRECTOR ATS 550 CRF.ATI CA NJ) I DA TI FILI ATS 230,SER CHANCE INFO ON TRF CHIRED\u0026gt; AJ NO AL AM AN AO AP ATS 550 CRF.ATI CA NJ) I DA TI LISTING OF ALL APP MANAGER RlVIDIS APP LISTING MANAGER CONDUCTS INTERUIDIS MANAGER SELECTS APP FOR HIRING MANAGER COMPLETES POSITION CONTROL FOJlfl MANAGER SENDS POSITION CONTROL FOJlfl TO ASSO SUPER 2 AH COPY or PCF AND FORMS SENT TO PAYROLL AE AF AG RINT SCRm POSITION ENTORY AND POSITION HISTORY Per, FORMS Fli.El) IN PERSONNEL FILE IN HR AQ AR AS AT AU ASSO SUPEJ! APPROIJES AND SENDS TO HR ])I RECTOR ATS 550 CREATE CANDll)ATE FILE HR CALLS SELECTEI) APPLICANT INTO OFFICE APPLICANT COMPLETES INSURANCE AND OTHEJ! FORMS PRINT SCREEN ON POSITION INVENTORY AND OTHEJ! -~ AU\\ l AW I AI I EEN D r PCPF~ INFOT RMFSlL EDAN / COPY or ALL :B-PROCESS IO PERSottm. MATERIAL IO FILI IN HR PAYROLL ..___. ...__ ~ I! SECTION 2 LRSDOI NEW IDRE A. The hiring manager makes the decision to begin the hiring process. B. The hiring manager completes the NEW POSITION REQUEST FORM (Appendix A). It is most important that the information is accurate. All information must be completed through the justification section. If not, the form may be returned, and the hiring process delayed. By signing the form, the hiring manager is certifying the position is necessary for the successful operation of the unit/ school. Upon completion, forward the form to the Associate Superintendent responsible for the position. C. The Associate Superintendent responsible for the position must sign and date the form. By signing the form, the Associate Superintendent is certifying the position is necessary for the successful operation of the unit/ school, and that they approve of the action. Upon signing, forward the form to the Manager of Resources and School Support. If not approved, return the form to the hiring manager with an appropriate explanation. D. The Manager of Resources and School Support must sign and date the form. By signing the form, the Manager is certifying that funding is authorized and available to support the position, and that they approve of the action as fiscally sound. Upon signing, forward the form to the Director of Human Resources. If not approved, return the form to the Associate Superintendent responsible for the position with an appropriate explanation. E. The Director of Human Resources must sign and date the form. By signing the form, the Director is certifying that this is a valid position and directing the Human Resources staff to complete the personnel action. If not approved, return the form to the Associate Superintendent responsible for the position with an appropriate explanation. F. The Human Resources staff enters the PCS 301H series of screens (Position Inventory) to start setting up the vacancy in the system. G. The Human Resources staff looks to see if the position requested is already set up in the system. PCS 301H.ll. (Ref 4F230, 5-2). H. The Human Resources staff enters screen PCS 301.11 (Ref 4F230, 5-2) and makes any necessary data element changes. NOTE: PLEASE LIST ANY DATA ELEMENT CHANGES WHICH WOULD LIKELY BE MADE. I. The Human Resources staff enters screen PCS 301.12 (Ref 4F230, 5-2) and makes any necessary data element changes. NOTE: PLEASE LIST ANY DATA ELEMENT CHANGES WHICH WOULD LIKELY BE MADE. J. The Human Resources staff enters screen PCS 301.13 and makes any necessary data element changes. NOTE: PLEASE LIST ANY DATA ELEMENT CHANGES WHICH WOULD LIKELY BE MADE. K. If the job codes are not already set up in the system, the Human Resources staff will set up the job codes in steps L,M,N. L. The Human Resources staff enters screen PCS 301.11 and adds necessary data elements. NOTE: PLEASE LIST ANY DATA ELEMENT ADDS WHICH WOULD LIKELY BE MADE. M. The Human Resources staff enters screen PCS 301.12 (Ref 4F230, 5-2) and adds necessary data elements. NOTE: PLEASE LIST ANY DAT A ELEMENT ADDS WHICH WOULD LIKELY BE MADE. N. The Human Resources staff enters screen PCS 301.13 (Ref 4F230, 5-2) and adds necessary data elements. NOTE: PLEASE LIST ANY DAT A ELEMENT ADDS WHICH WOULD LIKELY BE MADE. 0. The Human Resources staff enter screen PCS 301.11 (Position Inventory Detail) (Ref 4F230, 5-2), generating a new vacancy number. Write the vacancy number on the corresponding NEW POSITION REQUEST FORM (Appendix A). P. The Human Resources staff signs and dates the NEW POSITION REQUEST FORM (Appendix A),and files the original in the vacancy file by vacancy number sequence. Q. The Human Resources staff returns a copy of the signed and dated NEW POSITION REQUEST FORM (Appendix A) directly to the hiring manager. R. At this point, the hiring manager is able to proceed with the hiring process. The hiring manager asks Human Resources for a candidate listing from which records can be reviewed. S. The Human Resources staff enters ATS 000 Applicant Tracking Option, and the ATS 400 Vacancy Information Option (Ref 4F330, 5-1). At the ATS 552.01/ 11/ 12 screen, prepare the selection criteria. NOTE: WE NEED TO DEVELOP SOME GUIDELINES ON THE CANDIDATE CRITERIA. PLEASE GIVE THIS SOME THOUGHT, AND ADD YOUR COMMENTS. T/ U. The Human Resources staff enters ATS 550 series screens (Ref 4F330, 5-7), keys vacancy number, and pulls the select. This first listing should be set up to pull from the file of eligible transfers so that existing employees are looked at first. V. The Candidate Selection Report is generated, and should be used as the initial listing of candidates. W. The hiring manager reviews the Candidate Selection Report, reviews the individual personnel records of the prospective transfers, and decides on those to interview. X. The hiring manager conducts interviews with the top transfer candidates. Y. The hiring manager decides if there is a suitable transfer to fill the position. If yes, the manager will proceed with step Z below. If not, the manager will go to step AJ, to pull general applicants into the candidate listing. Z. The hiring manager completes the POSITION CHANGE FORM - TRANSFER (Appendix B). The hiring manager should pull the correct vacancy number from the NEW POSITION REQUEST FORM which was returned earlier in the process, and use that vacancy number on the POSITION CHANGE FORM - TRANSFER. This will link the two requests and ensure quicker approval. AA. The hiring manager sends the completed POSITION CHANGE FORM - TRANSFER to the responsible Associate Superintendent for approval. The Associate Superintendent forwards the signed form to the Director of Human Resources for approval and action. AB. NOTE: ACCORDING TO OUR CHARTS, WE SHOULD GO INTO THE ATS 550 SERIES AND CREATE A CANDIDATE FILE. I AM NOT SURE OF WHAT WE ARE DOING IN THIS STEP. I WILL NEED SOME HELP HERE. PLEASE GIVE SOME WORDS. AC. The Human Resources staff enters ATS 000 Applicant Tracking option, ATS 400 Vacancy Information option, and ATS 230 Applicant Hiring or Change of Status option. Once in the A TS 230 series screens (Ref 4F330, 5-27), the specific information on the individual is changed to make the hire. At this point, the transfer applicant is hired. NOTE: PLEASE LIST ANY SPECIFIC DATA ELEMENTS FOR CHANGE YOU THINK IMPORTANT TO MENTION HERE. AD. Transferring the applicant out of the old position will put the old position in the \"vacant\" status. This should be noted for backfill purposes. AE. The Human Resources staff enters EIS 301 series (Ref HELP), and changes the pay location site so that the absentee report will be correctly aligned. NOTE: NEED MORE SPECIFIC SCREEN INF OR MA TION AND POSSIBLY DATA ELEMENTS TO CHANGE. PLEASE PROVIDE. AF. The Human Resources staff enters PCS 000 Position Control System option, and the PCS 301 Position Inventory option. In the PCS 301 series, the staff does a print screen of PCS 301.11 and 301.13 (Ref 4F230, 5-1). The Human Resources staff enters PHS 000 Position History System option, and the PCS 820L Display Employee Position History option. In the PCS 820.01 and 820.11 screens (Ref 4F230, 6-1), the staff does a print screen on PCS 820.11. NOTE: CHECK ME CLOSELY HERE. AG. The Human Resources staff files the POSITION CHANGE FORM - TRANSFER, and the original of each of the four print screens above in the personnel file of the individual. AH. The Human Resources staff sends a copy of each of the four print screens above to the payroll office for necessary action. Al. In the case of a transfer, the hiring sub-process is now completed. No further action is required. If a transfer was not to be hired, go to step AJ. AJ. If a general applicant is to be hired rather than a transfer, these branch procedures should be followed. The Human Resources staff enters ATS 550 series screens (Ref 4F330, 5-7), keys vacancy number, and pulls the select. AK. The Candidate Selection Report is generated by pulling from this file of general applicants. General applicants will be considered after transfer candidates. AL. The hiring manager reviews the applicant listing, checks all of the appropriate records, and decides which applicants will be interviewed. AM. The hiring manager conducts interviews with the top applicants. AN. The hiring manager selects one of the applicants for hiring. AO. The hiring manager completes the POSITION CHANGE FORM - NEW EMPLOYEE RECOMMENDATION (Appendix C). The hiring manager should pull the correct vacancy number from the NEW POSITION REQUEST FORM which was returned earlier in the process, and use that vacancy number on the POSITION CHANGE FORM - NEW EMPLOYEE RECOMMENDATION. This will link the two requests and ensure quicker approval. AP. The hiring manager sends the completed POSITION CHANGE FORM - NEW EMPLOYEE RECOMMENDATION FORM to the responsible Associate Superintendent for approval. The Associate Superintendent forwards the signed form to the Director of Human Resources for approval and action. AQ. NOTE: SAME AS STEP AB. ACCORDING TO OUR CHARTS, WE SHOULD GO INTO THE ATS 550 SERIES AND CREATE A CANDIDATE FILE. I AM NOT SURE OF WHAT WE ARE DOING IN THIS STEP. I WILL NEED SOME HELP HERE. PLEASE GIVE SOME WORDS. AR. The Human Resources staff enters ATS 000 Applicant Tracking option, ATS 400 Vacancy Information option, and ATS 230 Applicant Hiring or Change of Status option. Once in the A TS 230 series screens (Ref 4F330, 5-27), the specific information on the new employee is entered to make the hire. At this point, the new employee is hired. NOTE: PLEASE LIST ANY SPECIFIC DATA ELEMENTS FOR CHANGE YOU THINK IMPORTANT TO MENTION HERE. AS. The Human Resources staff telephones the selected applicant, and requests they come into the office to complete the hiring process. AT. The new employee completes all necessary insurance forms and other required personnel forms. AU. The Human Resources staff enters PCS 301 (Position Inventory) and does a print screen on PCS 301.11 and PCS 301.13 (Ref 4F230, 5-1). NOTE: IS THERE ANY OTHER PRINT SCREEN PRODUCED AT THIS POINT? AV. The Human Resources staff files the POSITION CHANGE FORM - NEW EMPLOYEE RECOMMENDATION, and the original of each of the print screens above in the personnel file of the individual. AH. The Human Resources staff sends a copy of each of the print screens above, insurance forms, and any other required forms to the payroll office for necessary action. AI. In the case of a new employee being hired, the hiring sub-process is now completed. No further action is required. ' SECTION 3 LRSD02 NEW HIRE - TRANSFER CANDIDATE LRS002 NI HI RI - TRANSrIR CAHD I DATI A TRF CANDIDATE COMPLETES TRr REQUEST FORM ....__ ~ B TRF CANDIDATE SENDS TRr REQUEST FORM TO ASSO SUPER ASSO SUPER SENDS TRr REQUEST FORM TO HR l\u0026gt;IRICTOR C 1 ATS 3(11 ENTER REQUISITION DATA i I) , ATS 33(1 OOER DATA E F I ATS 32(1 \\ RFEIQLEU ISTITRIrO N / ENTER DATA FORM IN PERSottm. FILE I I G H l l~r~IN) '\\/ SECTION 3 LRSD02 NEW IDRE -TRANSFER CANDIDATE A. The transfer candidate completes the TRANSFER REQUEST FORM (Appendix E). B. The transfer candidate sends the TRANSFER REQUEST FORM to the Associate Superintendent for approval. Upon approval, the Associate Superintendent sends the form to Director of Human Resources. C. The Human Resources staff enters ATS 000 Applicant Tracking option, the ATS 300 Applicant Information option, and the ATS 301 Applicant Basic Information option. In the ATS 301 series screens (Ref 4F330, 4-4), the individual's information is verified and is \"T\"ed for transfer. If the requester is not already in the Applicant Tracking System, they will have to entered. D. The Human Resources staff enters ATS 000 Applicant Tracking option, the ATS 300 Applicant Information option, and the ATS 330 Applicant All Information Driver option. In the ATS 330.01 screen (Ref 4F330, 4-2), data is entered on about the individual and the transfer requester is set up as an applicant. The staff can now begin to pull over information on the transfer applicant. NOTE: DO WE NEED TO PUT MORE INFORMATION AT THIS POINT? E. The Human Resources staff enters ATS 000 Applicant Tracking System option, the A TS 300 Applicant Information option, and the ATS 320 Application Type and Positions option. The staff enters the necessary data on the ATS 320.01, 320.11, and the 320.12 screens (Ref 4F330, 4-9). This enters the application type and positions for which the transfer applicant is applying. F. The Human Resources staff files the TRANSFER REQUEST FORM in the employee's personnel file. G. At this point, the transfer applicant is set up in the application file and can be selected as a candidate for vacancies. Candidate listings will be pulled from this file. See step V in LRSD0l. H. The transfer candidate sub-process is now completed. SECTION 4 LRSD03 NEW HIRE - GENERAL APPLICANT B LRS003 NEW HIRE - GINIJIAL APPLICANT 111ST HAUE COPY or SSN CAR]) CREATE FILE ON GENERAL APPLICANT A APPLICANT COMPLETES APPLlCATlON FORM C OTHER REQU[RII) i----------\u0026gt;\"-------1 ])OCIJMENTATlON MA'i BE INCREMENTAL I) E r C MATERIAL COLLECTD BV HR ATS 3'11 ENTER APPLICATlON ATS 3'11.12 ENTER CHOICE l\u0026gt;ATA, MA'i BE MILi) CAR]) FILE APP ANI\u0026gt; SUPPORT PAPERS IN PERSottm. FILE H J )( ATS 320 COMPLETE NECESSARY l'IATA SECTION 4 LRSD03 NEW lllRE - GENERAL APPLICANT A. The general applicant (one who is not a current employee of the district) completes the appropriate application form, and submits the form to Human Resources. NOTE: DO WE WANT TO INCLUDE THE APPLICATION FORMS AND TALK ABOUT THEM? B. The general applicant must have at least a copy of the Social Security Card as part of the application package before it will be accepted by Human Resources. This copy will be attached to the application. C. The general applicant will be required to submit other documentation to verify citizenship, eligibility, and credentials. The latter two will vary depending on the job requirements. These materials may be submitted with the application or after the application is filed. NOTE: DO WE WANT TO INCLUDE MORE INFORMATION AT THIS POINT? D. The Human Resources staff will collect all general applicant information and documentation, and create a file on the general applicant. Data on the general applicant can be entered into the system on an incremental basis as it is received by Human Resources, or on a batch basis if everything is submitted at once. Standard practice will be to enter data incrementally as received. E. The Human Resources staff enters the ATS 000 Applicant Tracking System option, the ATS 300 Applicant Information option, and the A TS 301 series screens. In the ATS 301.01 and the ATS 301.11 (Ref 4F330, 4-4), the staff enters the necessary basic information needed for the general applicant. F. The Human Resources staff enters ATS 000 Applicant Tracking option, the ATS 300 Applicant Information option, and the ATS 330 Applicant All Information Driver option. In the ATS 330.01 screen (Ref 4F330, 4-2), data is entered about the general applicant. NOTE: DO WE NEED TO PUT MORE INF OR MA TION AT THIS POINT? G. NOTE: I AM CONFUSED AT THIS STEP. CHART SAYS ATS 301.12 FOR \"CHOICE\". I THOUGHT THIS WAS ATS 320.12. WHAT ARE WE DOING HERE IN 301.12? H. The Human Resources staff enters ATS 000 Applicant Tracking System option, the ATS 300 Applicant Information option, and the ATS 320 Application Type and Positions option. The staff enters the necessary data on the A TS 320.01, 320.11 (Ref 4F330,4-9), and the 320.12 screens. This enters the application type and positions for which the applicant is applying. I. The Human Resources staff files the application and all supporting documents in the general applicant's personnel file. J. At this point, the general applicant is set up in the application file and can be selected as a candidate for vacancies. Candidate listings will be pulled from this file after transfer applicants have been considered. See step AK in LRSDOI. K. The general applicant sub-process is now completed. SECTION 5 LRSD04 999 EXCEPTION HANDLING LRSD04 999 EXCEPTION HANDLING A B C D I r EMPLOYEE COMPLETES EXTINDD LIAUI REQUEST. SEND TO ASSO SUPER YES HR DIR RICIIUES EXTINDD LIAUI REQUEST HR CHICJ\u0026lt;S LIAUI AUA I LABI LITY HR DIR COLLECTS NECESSARY SUPPORT PAPERS NO rILI EXTINDD LIAUI REQUEST ---~,AND SUPPORT IN PERSONNEL rILI FILE MOOD Lr.AUE REQUEST C H J AND SUPPORT IN , __ ____. PERSONNEL FILE )( L OFFLINE CHECJ\u0026lt; or LEAUE AUAILABILITV HR NOTIFIES DIPLOVEE or LEAUE AUAILABLE HR DIR WRITES MDIO TO BUS orr WITH DETAILS ATS 330 .01 CHANCE NECESSAJIV DATA Q u FILE IN PERS\u0026lt;Hm. FILE FILE IN PERSONNEL FILE M N 0 p ATS'230,11 CHANCE DATA, UACANCY IIIMBER IN])EX ATS 233.11 OLD POSITION MOIJD TO \"OPEN\" STATUS PCS 820L.11 1~--~ PRINT SCREEN T u PCS 301H,11 PCS 301H.13 PRINT SCREEN PCS 301H .13 PRINT SCREEN, NI \"OPEN\" POSITION R s w COPY TO PAYROLL ABSENTEE ROUTINE .-------... 1----41 sus-r.\u0026amp;: '-----~ \"------\" SECTION 5 LRSD04 999 EXCEPTION HANDLING 999 exceptions include employees on extended leave. They are still set up on the payroll and are active employees, but will not be working in their jobs for some period of time. This category includes, but is not limited to, the following: - Medical leave, with or without pay - Suspension, with or without pay - Military leave due to mobilization, not annual training - CTA leave - Educational leave - Sabbatical leave A. The employee completes an EXTENDED LEA VE REQUEST FORM (Appendix F), and sends the form and supporting documentation to the responsible Associate Superintendent for approval. B. The responsible Associate Superintendent approves or rejects the request. If rejected, the EXTENDED LEA VE REQUEST FORM with written explanation is returned to the employee. A copy of the EXTENDED LEA VE REQUEST FORM with written explanation is filed in the employee's personnel file. If approved, the EXTENDED LEA VE REQUEST FORM is signed and dated, and forwarded to the Director of Human Resources. C. The Director of Human Resources receives the EXTENDED LEAVE REQUEST FORM and reviews it for appropriateness. D. The Human Resources staff enters an off-line leave application to check and verify the available leave credited to the employee. E. The Director of Human Resources collects all necessary supporting documentation which may be required in support of the request. These requirements will vary with the type of leave requested. F. The Director of Human Resources decides on approval of the leave. If rejected, the EXTENDED LEA VE REQUEST FORM with written explanation is returned to the employee. A copy of the EXTENDED LEAVE REQUEST FORM with written explanation is filed in the employee's personnel file . If approved , the EXTENDED LEAVE REQUEST FORM is signed and dated, and further processing takes place. G. The Human Resources staff enters an off-line leave application to check and verify the available leave credited to the employee. NOTE: THIS SEEMS REDUNDANT. WE CHECKED IT IN STEP D. CAN WE DELETE THIS STEP? H. The Human Resources staff notifies the employee of the leave and options available. I. The employee decides how to utilize the leave available, and provides the Human Resources staff this information for execution. J. The Director of Human Resources writes a memo to the Business Office with all of the details of the extended leave. The EXTENDED LEAVE REQUEST FORM, the supporting documentation, and a copy of the memo is filed in the employee's personnel file. K. The Human Resources staff enter PCS 000 Position Control System option, and the PCS 301 Position Inventory option. In the PCS 301H.01, the PCS 301H.11, and the PCS 301.11 screens (Ref 4F230, 5-2), the staff sets up a new position of the same type in location 999. While on extended leave, the employee will reside in this position. L. The Human Resources staff enters ATS 000 Applicant Tracking system option, the A TS 300 Applicant Information option, and the ATS 330 Applicant All Information Driver option. In the A TS 330.01 screen (Ref 4F330, 4-2), the staff changes the necessary data. NOTE: WHAT IS THE NECESSARY DATA? M. The Human Resources staff enters ATS 000 Applicant Tracking System option, the ATS 400 Vacancy Information option, and the ATS 230 Applicant Hiring or Change of Status option. In the A TS 230.01 and 230.11 (Ref 4F330, 5-27), the staff changes necessary data and enters the vacancy number of the new position in 999 location. This action moves the employee into the new position. NOTE: WHAT OTHER DATA ELEMENTS NEED TO BE MENTIONED? N. The Human Resources staff continues in the same screen series to ATS 230.12. At this screen, the staff enters the SSN of the Director of Human Resources in the data element block \"HIRED BY SSN\". The staff will also enter the appropriate dates using the date definition rules. NOTE: WE NEED SOME RULES/DEFINITIONS ON THESE DATES SO THAT PAYROLL AND HR ARE ON THE SAME SHEET. PLEASE HELP ME WITH WORDS. O. The Human Resources staff enters ATS 000 Applicant Tracking System option, the ATS 400 Vacancy Information option, and the ATS 233H Employee Terminations option. In the ATS 233H.0l and 233.11 screens (Ref 4F330, 5-51), the staff enters the data to move the \"old\" position into the \"open\" status. The employee is now terminated from the old position, and the position is in the \"open\" hold. P. The Human Resources staff enters PHS 000 Position History System option, and the PCS 820L Display Employee Position History option. In the PCS 820.01 and 820.11 screens (Ref 4F230, 6-1), the staff does a print screen on PCS 820.11. Q. The Human Resources staff files the original print screen in the employee's personnel file. R. The Human Resources staff sends a copy of the print screen to Payroll for further action. S. Payroll staff will use the print screen information to make the necessary changes to correct absentee reporting. T. The Human Resources staff enters PCS 000 Position Control System option, and the PCS 301 Position Inventory option. In the PCS 301 series (Ref 4F230, 5-2), the staff does a print screen of PCS 301.11 and 301.13. The Human Resources staff files the original print screens in the employee's personnel file. U. The Human Resources staff enters PCS 000 Position Control System option, and the PCS 301 Position Inventory option. In the PCS 301 series (Ref 4F230, 5-2), the staff does a print screen of PCS 301.11 and 301.13. This series of print screens are on the new \"open\" position. This copy will allow an audit trail of the original location from which the 999 exception came. V. The Human Resources staff files the original print screen in the employee's personnel file. W. The 999 Exception Handling sub-process is now completed. SECTION 6 LRSD05 999 EXCEPTION HANDLING - REMOVAL LRSl\u0026gt;05 999 EXCEPTION HAN])LING - RDIOIJAL A B C D E r HR DIR WRITES AUTHORIZATION TO BRING BACK DIPLOYEI PULL SHEET ON OLD \"OPEN\" POS lTl ON FROM PERSONNEL FILE PCS 301,01 CHANGE POS lTl ON FROM \"OPEN\" TO \"UACAHT\" ATS 230.11 UERU'Y DATA ATS 230.12 UERIF'i ACTION CODIS AN]) DATIS COPY TO PERSONNEL FILI FILE IN PERSONNEL FILI C H J ATS 233.11 CHANCE uACANCY TO NO PCS 8201,11 ,.,__ __, PRINT SCREEN )( L PCS 301H IN 999 llELITE OPEN/UACANT POSITION COPY TO PAVROLL COPY Of BOTH SCREENS TO PAVROLL ...__ \" l N 0 PUT BACJ\u0026lt; ON PAVROLL PUT BACJ\u0026lt; ON ABSOOEI LOC SECTION 6 LRSD0S 999 EXCEPTION HANDLING - REMOVAL A. The Director of Human Resources writes an authorization to bring back an employee from the 999 EXCEPTION status. There is no form\na memo will be utilized. B. The Human Resources staff pull the print screen of PCS 301.11 and 301.13 created in step V. of Section 5 (LRSD04 999 EXCEPTION HANDLING). The print screen will be in the employee's personnel file. C. The Human Resources staff enters PCS 000 Position Control System option, and PCS 301 Position Inventory option. In screens PCS 301.01 and 301.11 (Ref 4F230, 5-2), the staff changes the old position, matching the print screen from step B, from \"open\" status to \"vacant\" status. D. The Human Resources staff enters ATS 000 Applicant Tracking System option, the ATS 300 Applicant Information option, and the ATS 301 Application Basic Information option. In the A TS 301.01 screen (Ref 4F330,4-4), the staff checks the status of the employee and makes it \"active\". E. The Human Resources staff enters ATS 000 Applicant Tracking System option, the A TS 400 Vacancy Information option, and the A TS 230 Applicant Hiring or Change of Status option. In screens A TS 230.01 and 230.11 (Ref 4F330, 5-27), the staff verifies the data on the employee to ensure transfer to the correct position. F. The Human Resources staff continues in the ATS 230 series screens to ATS 230.12. In this screen, the staff verifies the action codes and the dates. G. The Human Resources staff enters A TS 000 Applicant Tracking System option, the A TS 400 Vacancy Information option, and the A TS 233H Employee Terminations option. In the ATS 233H.01 screen (Ref 4F330, 5-51), the staff terminates the employee from the 999 position location. H. The Human Resources staff continues in the ATS 233 series screens to ATS 233.11. In this screen, the staff changes the data element \"create vacancy'' to \"N\", preventing a vacancy in the old position. I. The Human Resources staff enters ATS 000 Applicant Tracking System option, the ATS 300 Applicant Information option, and the ATS 301 Application Basic Information option. In the ATS 301.01 screen (Ref 4F330, 4-4), the staff checks the status of the employee and makes it \"inactive\". J. The Human Resources staff enters PHS 000 Position History System option, and - the PCS 820L Display Employee Position History option. In the PCS 820.01 and 820.11 screens (Ref 4F230, 6-1), the staff does a print screen on PCS 820.11. The original of the print screen is filed in the employee's personnel file. A copy of the print screen is sent to Payroll for further action. K. The Human Resources staff enters PCS 000 Position Control System option, and the PCS 301 Position Inventory option. In the PCS 301H.11 screen (Ref 4F230, 5-2), the staff goes into the old 999 position and deletes it from the inventory. L. The Human Resources staff enters PCS 000 Position Control System option, and the PCS 301 Position Inventory option. In the PCS 301 series (Ref 4F230, 5-2)for the new position to which the employee has been moved, the staff does a print screen of PCS 301.11 and 30l.13. The original print screens are filed in the employee's personnel file, and copies of both print screens are sent to Payroll for further action. M. N. 0. Payroll staff places the employee back on the payroll in the new position. Payroll staff places the employee back on the proper absentee log. The 999 Exception Handling - Removal sub-process is now completed. L ' SECTION 7 LRSD06 SATELLITE HIRING - LRSl\u0026gt;06 SATELLITE HIRING A B C I) I r I MANAGER MAXIS J\u0026gt;ICISION TO HIRI I HIRING PACKAGE IS J)I1JILOPD AT SATELLITE ..._ - A LL l\u0026gt;OCU MOOS SINT TO HR ATS 301, 11 COMPLITI ON THI Nill HIRI 1 ATS 320.11/12 COMPLITI ON THE NDI HIRI ATS 311,11 COl1PLITI DATA I FlLE lN PERSottW. FILE C H J )( ATS 230, 11 ATS 230.12 ATS 230.13 COMPLETE :DATA ATS 233,01 PASS THRU SCREDI EIS 301 CHANCE :DATA PCS 301.11 PCS 301.13 PRINT SCREDI COPY or BOTH SCRDM TO PAYROLL SECTION 7 LRSD06 SATELLITE IDRING This sub-process applies to satellite hiring areas such as\nFood Services, HIPPY program, custodians, bus drivers, etc. A. The hiring manager at the satellite site makes the hiring decision. B. The hiring manager prepares the hiring package on the individual. The hiring manager must ensure all necessary documents are in the package, and that the documents are properly and clearly completed. NOTE: WE NEED STANDARDS FOR PACKAGE DOCUMENTS. WE NOTED 1-9 INFORMATION, INSURANCE AND BENEFITS FORMS, APPLICATION. WHAT ELSE NEEDS TO GO IN HERE. C. The hiring manage sends all documents to the Director of Human Resources for processing. D. The Human Resources staff enters ATS 000 Applicant Tracking System option, the ATS 300 Applicant Information option, and the ATS 301 Application Basic Information option. In ATS 301.01 and 301.11 (Ref 4F330, 44), the staff enters all of the necessary information on the new hire. E. The Human Resources staff enters ATS 000 Applicant Tracking System option, the ATS 300 Applicant Information option, and the A TS 320 Application Type and Positions option. The staff enters the necessary data on the ATS 320.01, 320.11, and the 320.12 screens (Ref 4F330, 4-9). This enters the application type and position for which the new hire is being employed. F. The Human Resources staff enters ATS 000 Applicant Tracking System option, the ATS 300 Applicant Information option, and the ATS 311 Applicant Documents Received option. The staff completes all of the necessary information on the new hire in ATS 311.01 and 311.11 (Ref 4F330, 4-33). G. The Human Resources staff enters ATS 000 Applicant Tracking System option, the ATS 400 Vacancy Information option, and the ATS 230 Applicant Hiring or Change of Status option. In screens ATS 230.01, 230.11, and 230.12 (Ref 4F330, 5-27), the staff completes the necessary data on the new hire. ATS 230.13 is a pass-thru screen. The new hire has now actually been hired into the system. H. The Human Resources staff enters ATS 000 Applicant Tracking System option, the A TS 400 Vacancy Information option, and the A TS 233H Employee Terminations option. The ATS 233H.0l (Ref 4F330, 5-51) is a pass-thru screen. The purpose of going through this screen is to add the base to the pay. NOTE: I DON'T UNDERSTAND THIS ONE. WE SHOULD PROBABLY ADD SOME MORE EXPLANATION. I. The Human Resources staff enters EIS 301 (Ref HELP). The staff changes necessary data on the new hire. NOTE: I HA VE NO INFORMATION ON EIS 301 SO I CAN'T DO MUCH WITH THIS ONE. PLEASE GIVE ME SOME WORDS. J. The Human Resources staff enters PCS 000 Position Control System option, and the PCS 301 Position Inventory option. In the PCS 301 series, the staff does a print screen of PCS 301.11 and 301.13 (Ref 4F230, 5-2). The staff files the original of both print screens in the new employee's personnel file. The staff sends a copy of both print screens to Payroll for further actions. K. The Satellite Hiring sub-process is new completed. SECTION 8 LRSD07 TERMINATION r J.RSJ)07 TERMINATION A B C D YES H HR DIR COMPLETES TERMINATION DOCIIMffiT PCS 381.11 HR UERIFIES CORRECT PERSON ATS 233 ,01 TERMINATE POSITION YES E NO PCS 301 DELETE UACIIHCY C HR A])IJERTISES POSITION J SOO COPY TO PAYROLL ATS 353 J\u0026gt;ILl'TI TIJIMINATION FROM FILI FILI IN PIRSottm. FILI SECTION 8 LRSD07 TERMINATION A. The Director of Human Resources writes a termination document on the employee. Since no form currently exists for this purpose, a memo will be used. B. The Human Resources staff enters PCS 000 Position Control System option, and the PCS 301 Position Inventory option. In the PCS 301.11 screen (Ref 4F230, 5-2), the staff verifies the correct employee. NOTE: CHECK THIS ONE CLOSELY. ARE WE CHECKING THE POSITION OR THE PERSON? C. The Human Resources staff enters ATS 000 Applicant Tracking System option, the A TS 400 Vacancy Information option, and the A TS 233H Employee Terminations option. In the ATS 233.01 screen (Ref 4F330, 5-51), the staff terminates the position on the employee's listing. D. Continuing to ATS 233.11, the Human Resources staff enters the necessary data to terminate the employee from the position. A decision is necessary at this point concerning creating a vacancy to backfill the employee. An entry must be made on this screen. E. If no vacancy is to be created, the Human Resources staff enters PCS 000 Position Control System option, and the PCS 301 Position Inventory option. In the PCS 301.11 screen (Ref 4F230, 5-2), the staff deletes the \"vacancy\". F. If a vacancy is to be created, the Human Resources staff enters PCS 000 Position Control System option, and the PCS 301 Position Inventory option. The staff prints the PCS 301.11 screen (Ref 4F230, 5-2) with the new vacancy number on it. This will be used for advertising the new vacancy. G. The Human Resources staff advertises the position. All general applicants will be entered into the system following the procedures in LRSD 03 New Hire - General Applicant. H. The Human Resources staff enters PHS 000 Position History System option, and the PCS 820L Display Employee Position History option. In the PCS 820.01 and 820.11 screens (Ref 4F230, 6-1), the staff does a print screen on PCS 820.11. The original of the print screen is filed in the employee's personnel file. A copy of the print screen is sent to Payroll for further action. Payroll staff will remove the former employee from the payroll using EMS programs. I. The Human Resources staff enters ATS 000 Applicant Tracking System option, the A TS 400 Vacancy Information option, and the A TS 353 Remove Pending Terminations option. In the ATS 353L.01 screen (Ref 4F330, 5-56), the staff deletes the termination from the file. This will remove the pending termination records entered using A TS 233H in step C/ D above. J. The Termination sub-process is new completed. SECTION 9 LRSDOS CHANGE IN SALARY CLASS LRS:OOS CHANGE IN SALARY CLASS A HR :OIR RECEIVES ACTION NOTICE ,.____ - B HR :OIR WRITE MEMO TO PAYROLL TO EXECUTE CHANGE ---- - C PAY 345 PAYROLL ENTERS CHANCE INFORMATION :0 PAYROLL RETURNS MEMO TO HR NOTING COMPLETION ...__ - r E 1 I \\ FILE \"EMO IN PCS 3(ill,SER PERSONNEL c CHANGE FILE ALL SCREDIS, I G EB-~J '----' - SECTION 9 LRSD08 CHANGE IN SALARY CLASS A. The Director of Human Resources receives an action notice from an Associate Superintendent to change the salary classification of a specific employee. There is currently no form to initiate this action, so the notice will likely be a memo. B. The Director of Human Resources will write a memo to Payroll describing the necessary change, and requesting that the change be executed. C. Payroll staff enters PAY 345 series (Ref HELP), and enters the change information. D. Payroll staff annotates the memo from the Director of Human Resources as to date and successful completion of the requested change, and returns the annotated memo to the Director of Human Resources. E. The Human Resources staff enters PCS 000 Position Control System option, and the PCS 301 Position Inventory option. The staff enters \"C\" changes on all screens in the PCS 301 series (Ref 4F230, 5-2). NOTE: WHAT IS THIS ACTION DOING FOR US? WE NEED A WHY IN HERE. PLEASE HELP ME WITH SOME WORDS. F. The Human Resources staff files the annotated memo in the employee's personnel file. G. The Change In Salary Class sub-process is now completed. -- SECTION 10 LRSD09 CHANGE OF CONTRACT LENGTH LRSD09 OIANCI or CONTRACT LmCTH D FILI ACTION REQUEST IN PERSONNEL FILI A B C I r C HR DIR RECIIUES ACTION REQUEST TRANSFER ROUTINE DELETE OLD RECORD SECTION 10 LRSD09 CHANGE IN CONTRACT LENGTH NOTE: IT WAS LATE IN THE DAY, AND WE DID NOT PROVIDE VERY MUCH INFORMATION ON THESE STEPS. PLEASE REVIEW THEM CLOSELY, AND HELP WITH SOME WORDS. A. The Director of Human Resources receives a request to change a contract length. The request must be in writing\nno form is currently used for this sub-process. This request must be endorsed and approved by the responsible Associate Superintendent. B. The Human Resources staff enters the CIMS system and performs the transfer routine\nLRSD02 NEW HIRE - TRANSFER CANDIDA TE, steps C, D, and E. NOTE: I AM NOT SURE WHAT WE ARE DOING HERE. PLEASE HELP ME OUT. C. The Human Resources staff enters the systme and changes the contract date of the employee. NOTE: NO SCREENS WERE GIVEN HERE. PLEASE PROVIDE SOME INFORMATION. D. The Human Resources staff files the action request in the employee's personnel record. E. The Human Resources staff enters the system and deletes the old record. NOTE: NEED SOME MORE INFORMATION HERE ... SCREENS AND DAT A ELEMENTS. F. The Human Resources staff enters the system and changes the calendar code. NOTE: NEED SOME MORE INFORMATION HERE ... SCREENS AND DAT A ELEMENTS. IS THIS PCS 120 SERIES FOR CALENDAR CODE? G. The Change of Contract Length sub-process is now completed. SECTION 11 LRSD10 DELETE POSITION E F H J K NO PCS 301 LOOIQJP tllKBER AH \"PREii HELD BV\" VES PCS 301 FIN LINE AH :DELllE 1 LINE IIDI VOii HAUE A PROBLEM L l \\ i~~s}tf:'/ IN DELETED POSITION FILI SECTION 11 LRSDlO DELETE POSITION A. . A manager makes an initial decision that a specific position should be deleted from the position inventory. B. The manager completes the POSITION CONTROL FORM - DELETE POSITION (Appendix D). All information above the first line of stars must be completed correctly. The form is then sent to the responsible Associate Superintendent for approval, and then on to the Director of Human Resources. C. The Human Resources staff must determine if the position is in \"open\" status. If it is, then they proceed to step H for processing. If it is not, they proceed to step D for further determination. D. The Human Resources staff must determine if the position is in \"vacant\" status. If it is, then they proceed to step H for processing. If it is not, they proceed to step E for further determination. E. The Human Resources staff must determine if the position is \"filled\". If it is, then they must talk to the Director of Human Resources to see if the manager really wants to delete a position with an employee currently in it. This may require going back to the manager for more information. If it is not, they proceed to step F for further determination. F. The Human Resources staff must determine if the position is a 999 Exception which is being backfilled. If the answer is yes, then there is a problem with deleting a position for which an employee is targeted sometime in the future. The Director of Human Resources must discuss the matter with the manager to make sure this is a valid move. If the answer is no, they proceed to step H for processing. H. The Human Resources staff enters the PCS 000 Position Control System option, and the PCS 301 Position Inventory option. From the PCS 301H .11 and the 301.11 screens (Ref 4F230, 5-2), they lookup the position number and the \"Person Replaced SSN\" data element. I. The Human Resources staff continues in the PCS 301 H .11 screen to see if there are more than one of these positions. If the answer is no, they proceed to step K to delete the position. If the answer is yes, they proceed to step J to identify the position to delete. J. The Human Resources staff continues in the PCS 3 lOH .11 screen, identifies the position, and flags one of them for deletion. K. The Human Resouces staff enters PCS 000 Position Control System option, the PCS 100 Management option, and the PCS 120 Position Codes option. In the PCS 120 series screens (Ref 4F230, 4-18), the staff flags the position \"D\" for deletion. L. The Human Resources staff files the POSITION CHANGE FORM - DELETE POSITION in the DELETED POSITION file for audit and history purposes. M. The Delete Position sub-process is now completed. APPENDICES APPENDIX A NEW POSITION REQUEST FORM THIS FORM IS USED TO REQUEST SET-UP OF A NEW POSITION AND VACANCY IN THE POSITION CONTROL PROCESS. PLEASE BE ACCURATE. Requesting manager: ___________ Date: ____ _ Requesting manager SSN: School/Dept: ____ _ Job Code State Dept Job Title Level Funding FTE Salary Schedule --- Range___ Step _ _ Contracted days _ _ Days/ week __ _ Hours/day __ _ Projected budget: FU - SF - IO - FUNC - OPUN - OBJT - PCT Justification: ------------------------ Requesting manager signature: ________________ _ ************************************************************* Associate Superintendent Responsible: _____________ _ Approved:_____ Disapproved: ____ _ Signature:______________ Date: ______ _ ************************************************************* Manager/ Resources and School Support Approved:_____ Disapproved:. _____ _ Signature:______________ Date:. _______ _ ************************************************************* Director of Human Resources Approved:_____ Disapproved: ____ _ Signature:______________ Date:. _______ _ ************************************************************* Human Resources Set-up date:_____ Vacancy number assigned: _______ _ Set-up by: ____________ _ APPENDIX B POSITION CHANGE FORM - TRANSFER THIS FORM IS USED TO REQUEST AN EMPLOYEE BE TRANSFERRED FROM ONE POSITION TO ANOTHER POSITION. PLEASE BE ACCURATE. Requesting manager: ___________ Date: ____ _ Requesting manager SSN: School/Dept: ___ _ Employee Name: ____________ _ SSN: ------ Current Site: ---------- Assignment: -------- Absentee Location: -------- Pay Location: -------- ] ob Code State Dept Job Title Level Funding FTE Effective Date of Transfer:______ Vacancy Number: ____ _ Position Previously Held By:________ Site: ____ _ New Position Site: Assignment: _____ _ Job Code State Dept Job Title Level Funding FTE New Salary Classification: ------------------- Requesting manager signature: _______________ _ ************************************************************** Associate Superintendent Responsible: ___________ _ Approved:_____ Disapproved: ____ _ Signature:_____________ Date: ______ _ ************************************************************* Director of Human Resources Approved:_____ Disapproved: ____ _ Signature: ___________ _ Date: -------- ************************************************************* Human Resources Date entered: ___ _ Entered by: ____________ _ APPENDIX C POSITION CHANGE FORM - NEW EMPLOYEE RECOMMENDATION THIS FORM IS USED TO REQUEST A NEW EMPLOYEE BE PLACED IN A POSITION AND ON THE PAYROLL. PLEASE BE ACCURATE. Requesting manager:____________ Date: ____ _ Requesting manager SSN: School/Dept: ____ _ Employee Name: ___________________ _ Address: City: __-_-_-_-_-_-_-_-_-_-_ --S-ta-te:- --------- --- ZIP: ----- SSN: ------- Birth Date:- ----- Sex: Race:- -- Effective Date of Hire: ------------ Position site:___________ Assignment: _______ _ Position Previously Held By:________ Site: ______ _ Vacancy Number: ________ _ Job Code State Dept Job Title Level Funding FTE Projected budget: FU - SF - IO - FUNC - OPUN - OBJT - PCT Requesting manager signature: _______________ _ ************************************************************** Associate Superintendent Responsible: ____________ _ Approved:_____ Disapproved: ____ _ Signature: ___________ _ Date: -------- ************************************************************* Director of Human Resources Approved:_____ Disapproved: ____ _ Signature: ___________ _ Date: -------- ************************************************************* Human Resources Date entered: ___ _ Entered by: ____________ _ APPENDIX D POSITION CHANGE FORM - DELETE POSITION THIS FORM IS USED TO DELETE A POSITION FROM THE POSITION CONTROL INVENTORY. PLEASE BE ACCURATE. Requesting manager: ____________ Date: ____ _ Requesting manager SSN: School/ Dept: ____ _ Position: ___________ _ Effective Date: -------- Position Previously Held By: _________ _ SSN: ------- Location: __________ _ Job Code State Dept Job Title Level Funding FTE Requesting manager signature: ________________ _ ************************************************************** Associate Superintendent Responsible: ____________ _ Approved:._____ Disapproved: ____ _ Signature: ____________ _ Date: -------- ************************************************************* Director of Human Resources Approved: Disapproved: ____ _ Signature:. ____________ _ Date: -------- ************************************************************* Human Resources Date entered: ___ _ Entered by: ____________ _ APPENDIX E TRANSFER REQUEST FORM THIS FORM IS USED FOR AN EMPLOYEE TO REQUEST A TRANSFER WITHIN THE DISTRICT. Employee Name: ____________ _ Date: ____ _ Employee SSN: ______ _ School/ Dept: ---------- Current Site: ---------- Assignment: _______ _ Transfer requested to: I ___________________ _ 2 -------------------- 3 -------------------- Requested date for transfer: ------------------- Reason for Request: ---------------------- Requesting employee signature: ________________ _ ************************************************************** Associate Superintendent Responsible: _____________ _ Approved:_____ Disapproved: ____ _ Signature: ____________ _ Date: -------- ************************************************************* Director of Human Resources Approved:_____ Disapproved: _____ _ Signature: _____________ _ Date: -------- ************************************************************* Human Resources Date entered: ___ _ Entered by: ____________ _ APPENDIX F EXTENDED LEA VE REQUEST FORM THIS FORM IS USED FOR AN EMPLOYEE TO REQUEST ANY TYPE OF EXTENDED LEA VE. Employee Name: ___________ _ Date: ____ _ Employee SSN:_______ School/Dept: _______ _ Current Site:__________ Assignment: ________ _ Type of leave requested: -------------------- Requested start date of leave: ________________ _ Requested end date of leave: ________________ _ Reason for request: ____________________ _ Requesting employee signature: _________________ _ ************************************************************** Associate Superintendent Responsible: ___________ _ Approved:_____ Disapproved: ____ _ Signature: ____________ _ Date: -------- ************************************************************* Director of Human Resources Approved:_____ Disapproved: ____ _ Signature:______________ Date: ______ _ ************************************************************* Human Resources Date entered: ___ _ Entered by: ____________ _\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_573","title":"Program identification and coding","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":["1993-05/1993-10"],"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","School improvement programs"],"dcterms_title":["Program identification and coding"],"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/573"],"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":["71 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nSTPR0G09 Date: May 14, 1993 To: Janet Bernard Brady Gadberry Sterling Ingram Gary Jones Estelle Matthls Marie Parker Jeanette Wagner Fro: Bill Mooney SubJ: Program Identification As we have discussed in Cabinet meetings, we must identify all of the programs in the district before we can move into comprehensive planning and budgeting. Additionally, those programs must be identified soon enough to change the coding in the accounting system so that we may begin collecting expenditures on July 1 against those programs. Once identified, we will have a list of programs around which we can begin to build a planning structure, and we will begin accumulating program costs which will help us in decision-making and reporting. So that we dont have to start form ground zero, I have prepared an initial program listing for your review and correction. This listing is a composite of an old list prepared some months ago and a more recent list prepared by Sterling Ingram. This listing represents ONLY programs which can be found in the LRSD Desegregation Plan and the Interdistrict Plan. We certainly want to identify those programs, but we also need to identify ALL programs conducted by the District. You will really have to help me out here. We want to come out of this with a listing of ALL programs operated by the District. We will use this listing for the following purposes: a) Starting point for our comprehensive planning, b) The link to evaluation criteria and progress reporting, c) Unit upon which we collect expenditures for FY93-94. For our purposes, a program can be defined as an established plan of operation, composed of a group or series of related strategies which are carried out to serve a specific area of identified need. It is a major undertaking by the district to fulfill statutory, executive, and/or legal requirements. Program's are the district's methods of implementing goals and objectives, and will be the basis for work progress monitoring and fiscal reporting. A word about the listing. The \"source\" column is a code I used to keep myself straight. The first character\nS = from Sterling's list, 0 = from theolder list, B = from both lists, and P = pulled directly from the Plan. The second character\nP = LRSD Desegregation Plan, I = Interdistrict Plan. The numerics are the page numbers of the respective plan. Please mark-up any additions/corrections to any of the information, and return to me by first thing Monday, May 24, 1993. draft. If I can help in any way. Just give me a call. This will give us several days to clean up the 2020. Your help in accurately identifying our programs will be the foundation for a comprehensive planning, budgeting, and reporting process which will help us get ahead. Thank you for your help. Copy to: Mac Bernd Mark MUhoUenSTPROG08 REVISED 13 MAY 93 PROGRAM IDENTIFICATION WORKSHEET SOURCE PROGRAM NAME PRIMARY SECONDARY SPl Commitment to Desegregation Board Bernd SP2 Leadership Board Bernd BP 6 HIPPY Matthis Shead, Price BP 7 4-year old program Matthis Shead, Price PP9 City-wide Early Childhood Education Program Matthis OP12 Rockefeller Early Childhood Magnet Matthis SP20 Special Programs Matthis BP21 Summer Learning Program Bernard Stueart BP24 ASSET Program Bernard Stueart BP28 School Operations Bernard SP Alternative Learning Center Bernard BP28 Testing Assistance - Disadvantaged Parker Ingram OP28 Student Hearing Officer OP28 Office of Desegregation and Student Assignment Parker BP34 In-School Suspension Bernard Stueart BP35 Job Fair Bernard OP39 Extra-Curricular Participation BP44 Teacher Recruiter Bernard Robertson BP46 Staff Development Matthis ZimmermanBP48 Academic Support Program Matthls Adams, Wood Stovall SP58 Gifted Education Matthls Donaldson BP63 Multicultural Programs Matthls Various SP81 Focused Activities Bernard Robertson Stueart Gremillion OP82 Academic Incentive Grants Bernard BP86 Original Magnets Matthls Bernard PP86 Parkview Science Magnet Bernard BP9 3 McClellan Community School Bernard Daggett PP9 5 Recruitment of Private School Students Parker SP96 Federal Programs Matthls Adams SP98 Vocational Education Matthls Dlllahunty BP106 Library Services Matthls Lyons BP114 Special Education Learning Center at Washington Matthls Kohler PP124 Staff Development Matthls BP125 Prejudice Reduction Board Bernd BP129 Security required for safe Schools Jones Barnhouse BP129 Data Processing System for Student Information Jones Klngsella SP129 Facilities Jones Eaton PP130 Employment Practices PP130 Bidding Practices Jones PP131 Parent Involvement/Communlty Linkages Parker BP131 VIPS - Recruiting Parker Milam PP139 Student Assignments ParkerBP143 M-to-M Magnet Schools (Central,Dunbar, Washington, Henderson, McClellan) Parker Pederson W1edower SP145 New Futures Bernard Young PP146 Facilities Jones OP148 King Interdistrlet School OP148 Stephens Intedlstrlct School OP149 IS. Office of Incentive Schools Bernard BP152 IS. Writing To Read Bernard Hart BP153 IS. Science Labs Bernard Hart BP153 IS. Computer Labs Bernard Hart OP153 IS. Foreign Language BP153 IS. Computer Loan Program Bernard Hart OP153 IS. Other Incentive School Academic Programs - Kindergarten - Reading across the Curriculum - Oral Expression across Curriculum - Learning Styles Inventory - School Themes - Seml-departmental - Instructional Tech - Study/Test-taking - Parent Home Study - Computer Managed Inst - Student Educ Plans - Specialized Programs - Incentive Programs - Homework - Criterlon-Refer Test - Heterogeneous grouping - Effective Schools - Afrlcan/Amer History BP154 IS. Extended Day Bernard HartPP156 IS. Social Skills - Family Forklore - Positive Imaging - Interpersonal skills - Rites of Passage - Role Model Program - Mentoring Program PP157 IS. Special Actlvltes - Peer Tutoring Program - Academic Reinforcement Clubs - Special Interest Clubs BP158 IS. Field Trips Bernard Hart PP159 IS. Latin Enrichment Program OP171 IS. Homework Centers BP171 IS. Transportation (Add) Bernard Hart OP171 IS. Homework Hotline OP171 IS. Mentors/Tutors BP172 IS. Instructional Aides (add) Bernard Hart PP172 IS. Supervision Aides PP172 IS. Career Skills Development BP172 IS. Extended Year Bernard Hart PP173 IS. Support Services Other - Community Access/Fleld Trip - Community Involve - Special Skills Prog - Special Training - Parental Involvement - Learning Time sched - Home/School Comm - Extracurricular Prog - Attendance and Behav - SubJ Related Extracurr PP175 IS. CounselIng/Soclal Work - Community Services Access - College/Post Grad Aware - Study Skills - Home/Nelghborhood Meet- Individual and Group Counselling - Wellness Program BP176 IS. Incentive/Recognltion Bernard Hart OP176 IS. Resident Counseling Service Camp Pfeiffer OP176 IS. Monitoring OP178 IS. Permanent Substitute OP178 IS. Additional Compensation PP178 IS. School Policies and Procedures Others OP179 IS. Extended Week OP190 IS. Staffing - Recommended Full-time positions PP190 IS. Staffing - Other - Staffing Committee - Staffing Needs Assessment - Staff Recruitment - Staff Selection - Staff Commlt/Effect Monitor - Teacher Demonstration Program - Master Teacher Prog - New Teacher Assist SP190 IS. Alternative Classroom Bernard Hart BP193 IS. Required Staff Development Bernard Hart BP194 IS. Teacher Stipends for Inservice and Extra 5 days Bernard Hart SP205 IS. Parent Involvement Parker Milam PP215 IS. Parent Recruitment BP224 Monitoring activities (Eval Parker BP227 Dept plus CMIS- ABACUS Ingram Computerized Transportation System Jones Montgomery**************************************************************** SIS student Cholces/Optlons Parker Pederson Wiedower 019 Romine Interdistrict Theme SI13 Summer School Bernard Roberts o n Gremillion Stueart SI21 Staff Development Matthls Zimmerman SI23 School Operations Bernard Robertson Gremillion Stueart SI33 Library Media Matthls Lyons SI35 Special Education Matthls Kohler SI53 Vocational Education Matthls Dlllahunty SI54 Guldance/Counseling Program Matthls Elston BI56 Parent Involvement/Communlty Linkages Parker Milam SI59 Public Relations WagnerSTPROGIO Date: June 21, 1993 To: Janet Bernard Brady Gadberry Sterling Ingram Gary Jones Estelle Matthis Marie Parker Jeanette Wagner From: Bill Mooney Sub j : 2! Program Identification Attached is the final draft of the identified programs. Today, I met with those that responded to the initial listing, and we worked through all the unresolved issued in a very productive meeting. This final draft represents all of the changes to date. Please review this draft, and feel free to mark it up if it is not right. This is the last chance before \"go\" time. If you have any comments, please get them to me prior to 10:00 AM, Wednesday, June 23, 1993. If from you by then, I forward. I don't hear I will go The next step will be to identify those programs for which we need to collect expenditure data during the coming year. Once that is done, I will get with Mark and finalize the coding structure so he can get it done. Better check to see if someone made YOU responsible for something you know nothing about. Copy to: Mac Bernd Mark Milhollen C # N N N 1 N 2 A A 3 A C N N A STPROG08 REVISED 1300 21 JUN 93 SOURCE SPl SP2 BPS BP7 PP9 OP12 SP20 BP21 BP24 BP28 SP N 29 BP28 A 5 OP28 N 6 OP28 N 27 BP34 A 28 BP35 PROGRAM IDENTIFICATION WORKSHEET SECOND REVISED MARK-UP PROGRAM NAME PRIMARY SECONDARY Commitment to Desegregation Leadership HIPPY 4-year old program City-wide Early Childhood Education Program Rockefeller Early Childhood Magnet Special Programs Summer Learning Program JTPA ASSET Program School Operations Alternative Learning Center Testing Assistance - Disadvantaged Student Hearing Officer Office of Desegregation and Student Assignment In-School Suspension Job Fair Board Bernd Board Bernd Matthis Matthis Matthis Matthis Matthis Bernard Bernard Bernard Bernard Parker Bernd Parker Bernard Matthis Shead Price Shead Price Shead Price Shead Price Bernard Glasgow Adams Young Stueart Stueart Stueart Ingram Howard Stueart ElstonN 7 OP39 Extra-Curricular Participation Bernard Stueart Gremillion Robertson C 8 BP44 Teacher Recruiter Gadberry Robinson N 9 BP46 Staff Development Matthls Zimmerman N 10 BP48 Academic Support Program Matthls Adams Woods Stovall N SP58 Gifted Education Matthls Donaldson N 12 BP63 Multicultural Programs Matthls Various N SP81 Focused Activities Bernard Robertson Stueart Gremillion A 13 OP82 Academic Incentive Grants Bernard Robertson Stueart Gremillion N 14 BP86 Original Magnets Matthls Bernard A PP86 Parkview Science Magnet Matthls Bernard N 26 BP93 McClellan Community School Bernard Daggett A PP95 Recruitment of Private School Students Parker Cole Rather N SP96 Federal Programs Matthls Adams A SP98 Vocational Education Matthls N 32 BP106 Library Services Matthls Lyons C 15 BP114 Special Education Matthls Kohler N PP124 Staff Development Matthls Zimmerman N 35 BP125 Prejudice Reduction Board Bernd A 16 BP129 Security required for safe Schools Jones Barnhouse Bernard C 17 BP129 Data Processing System for Student Information (including CIMS and ABACUS) Jones Klngsella N SP129 Facilities Jones EatonA PP130 Employment Practices Gadberry A PP130 Bidding Practices Jones A PP131 Parent Involvement/Community Linkages Parker Gill N 34 BP131 VIPS - Recruiting Parker Milam A PP139 Student Assignments Parker Wiedower N 18 BP143 M-to-M Magnet Schools (Central,Dunbar, Washington, Henderson, McClellan) Parker Pederson Wiedower N SP145 New Futures Bernard Young A PP146 Facilities Jones Bernard Parker A 19 OP148 King Interdistrict School Bernard Parker Matthis A 21 OP14 8 Stephens Intedistrict School Bernard Parker Matthis N 51 OP149 IS. Office of Incentive Schools Bernard A 52 BP152 IS. Writing To Read Bernard Matthis Parker A 53 BP153 IS. Science Labs Bernard Matthis Parker A 54 BP153 IS. Computer Labs Bernard Matthis Parker A 55 OP153 IS. Foreign Language Labs Bernard Matthis Parker A 56 BP153 IS. Computer Loan Program Bernard Matthis Parker A 75 OP153 SD IS. Other Incentive School. Academic Programs - Kindergarten - Reading across the Curriculum - Oral Expression across Curriculum - Learning Styles Inventory Bernard Matthis ParkerSD SD - School Themes - Semi-departmental - Instructional Tech - Study/Test-taking - Parent Home Study - Computer Managed Inst - Student Educ Plans - Specialized Programs - Incentive Programs - Homework - Criterion-Refer Test - Heterogeneous grouping - Effective Schools - African/Amer History A 57 BP154 IS. Extended Day Bernard Matthis Parker A PP156 IS. Social Skills - Family Forklore - Positive Imaging - Interpersonal sicills - Rites of Passage - Role Model Program - Mentoring Program Bernard Matthis Parker A PP157 IS. Special Activites - Peer Tutoring Program - Academic Reinforcement Clubs - Special Interest Clubs Bernard Matthis Parker A 59 BP158 IS. Field Trips Bernard Matthis Parker A PP159 IS. Latin Enrichment Program Bernard Matthis Parker A 60 OP171 IS. Homework Centers Bernard Matthis Parker A 61 BP171 IS. Transportation (Add) Bernard Matthis Parker A 62 OP171 IS. Homework Hotline Bernard Matthis Parker A 63 OP171 IS. Mentors/Tutors Bernard Matthis Parker A 64 BP172 IS. Instructional Aides (add) Bernard Matthis ParkerA PP172 IS. Supervision Aides Bernard Matthis Parker A PP172 IS. Career Skills Development A 65 BP172 IS. Extended Year Bernard Matthis Parker A PP173 IS. Support Services Other Bernard A PP175 A 66 BP176 A 67 OP176 A 68 OP176 A 69 OP178 A 70 OP178 A PP178 A 71 OP179 A 72 OP190 - Community Access/Field Trip - Community Involve - Special Skills Prog - Special Training - Parental Involvement - Learning Time Sched - Home/School Comm - Extracurricular Prog - Attendance and Behav - Subj Related Extracurr IS. Counseling/Social Work - Community Services Access - College/Post Grad Aware - Study Skills - Home/Neighborhood Meet - Individual and Group Counselling - Wellness Program IS. Incentive/Recognition IS. Resident Counseling Service Camp Pfeiffer IS. IS. IS. IS. Bernard Bernard Bernard Monitoring Ingrain Permanent Substitute Additional Compensation School Policies and Procedures Others IS. Extended Week IS. Staffing - Recommended Full-time positions Bernard Bernard Bernard Bernard Bernard Matthis Parker Matthis Parker Matthis Parker Matthis Parker Bernard Parker Gadberry Gadberry Matthis Parker Matthis Parker Matthis ParkerA PP190 IS. Staffing - Other - Staffing Committee - Staffing Needs Assessment - Staff Recruitment - Staff Selection - Staff Commit/Effect Monitor - Teacher Demonstration Program - Master Teacher Prog - New Teacher Assist Bernard Matthis Parker A SP190 IS. Alternative Classroom Bernard Matthis Parker A 73 BP193 IS. Required Staff Development Bernard Matthis Parker A 74 BP194 IS. Teacher Stipends for Inservice and Extra 5 days Bernard Gadberry A SP205 IS. Parent Involvement Bernard Parker A PP215 IS. Parent Recruitment Parker Bernard C 22 BP224 Monitoring Dept) activities (Eval Ingram Parker N 24 BP227 Computerized Transportation System Jones Montgomery N SI8 Student Choices/Optlons Parker Pederson Wiedower A 25 019 Romine Interdistrict Theme Bernard Matthis Parker N SI13 Summer School Bernard Robertson Gremillion Stueart / / N SI21 Staff Development Matthis Zimmerman N SI23 School Operations Bernard Robertson Gremillion Stueart N SI33 Library Media Matthis LyonsN SI35 Special Education Matthis Kohler N SI53 Vocational Education Matthis N SI54 Guidance/Counseling Program Matthis Elston A 33 BI56 Parent Involvement/Communlty Linkages Bernard Parker A SI59 Public Relations Wagner ParkerSTPROG12 Date: July 2, 1993 (SI To: Estelle Matthis Brady Gadberry Sterling Ingram Marie Parker Jeanette Wagner From: Bill Mooney Subj: Program Identification and Coding On June 30, 1993, I reached agreement with Bob Morgan on the expense coding in the attached program listing. Bob believes the current coding structure can provide the program-to-budget link we are looking for, assuming we follow through with program definitions and details. This is a great step forward for us since it means Mark would not have to revise any coding for this year. However, it does place a burden on us to follow through on the program side. I have provided you with the final program listing in the same order we have been using, that is in plan sequence order. For your convenience, I have also provided you the same listing in the current program code sequence. I wanted to give everyone a last shot at reviewing the expense coding for this year. If you believe coding changes are needed, please mark up the listing (either one) and get it back to me not later than 8:00 AM, July 9,1993. Remember, if there is no number in the far left column we will not try to collect program level expenditures for that program during the current fiscal year. If I do not have your mark-up by the noted time, I will assume you concur with the current coding and will proceed with the program listing as it is in the attachments. Time is sliort...lets get those cards and letters flowing. Copy to: Mark MilhollenSTPR0G13 Date: July 19,1993 fS, To: Estelle Matthis Brady Gadberry Sterling Ingram Mark Milhollen Marie Parker Jeanette Wagner From: Bill Mooney Subj : Program Identification and Coding Attached is your copy of the final version of the Program Identification Worksheet. sequence order and in program code sequence. I have provided the listing in plan No further action is required at this time. We will be using these listings to ensure program coverage when we start work on the program budget document. other For your information, am also working on listing of tf programs in desegregation plan. the district not directly related to the This draft listing covers the rest of the services $100,000,000. in the district, approximately 150 These will be addressed later. Iprograms tf for over I a If you have any questions, or if I can help you in any way, just give me a call. STPR0G13 Date: July 19,1993 From: Estelle Matthis Brady Gadberry Sterling Ingram Mark Milhollen Marie Parker Jeanette Wagner Bill Mooney Program Identification and Coding Attached is your copy of the final version of the Program Identification Worksheet. sequence order and in program code sequence. I have provided the listing in plan No further action is required at this time. We will be using these listings to ensure program coverage when we start work on the program budget document. other\" For your information, programs in I am also working on a listing of desegregation plan. services the district not directly related to the This draft listing covers the rest of the $100,000,000. in the district, approximately 150 These will be addressed later. tr programs It for over To: Sub j : If you have any questions, or if I can help you in any way, just give me a call.# 1 2 3 29 5 6 27 28 STPROG08 REVISED 09 JUL 93 SOURCE SPl SP2 BP6 BP7 PP9 OP12 SP20 BP21 BP24 BP28 SP BP28 OP28 OP28 BP34 BP35 PROGRAM IDENTIFICATION WORKSHEET IN PLAN SEQUENCE ORDER FINAL VERSION PROGRAM NAME PRIMARY SECONDARY Commitment to Desegregation Leadership HIPPY 4-year old program City-wide Early Childhood Education Program Rockefeller Early Childhood Magnet Special Programs Summer Learning Program JTPA ASSET Program School Operations Alternative Learning Center Testing Assistance - Disadvantaged Student Hearing Officer Office of Desegregation and Student Assignment In-School Suspension Job Fair Board Board Matthis Matthis Matthis Matthis Matthis Bernard Bernard Bernard Bernard Parker Bernd Parker Bernard Matthis Bernd Bernd Shead Price Shead Price Price Bernard Glasgow Adams Young Stueart Stueart Robertson Stueart Gremillion Stueart Ingram Howard Bernard Matthis Stueart Elston7 OP39 Extra-Curricular Participation Bernard Stueart Gremillion Robertson 8 BP44 Teacher Recruiter Gadberry Robinson 9 BP46 Staff Development Matthis Zimmerman 10 BP4 8 Academic Support Program Matthis Adams Woods Stovall 12 13 14 26 32 15 35 16 17 SP58 BP63 SP81 OP82 BP86 PP86 BP93 PP95 SP96 SP98 BP106 BP114 PP124 BP125 BP129 BP129 SP129 Gifted Education Multicultural Programs Focused Activities- Academic Incentive Grants Original Magnets Parkview Science Magnet McClellan Community School Recruitment of Private School Students Federal Programs Vocational Education Library Services Special Education Staff Development Prejudice Reduction Security required for safe Schools Data Processing System for Student Information (including CIMS and ABACUS) Facilities Matthis Matthis Bernard Bernard Matthis Matthis Bernard Parker Matthis Matthis Matthis Matthis Matthis Board Jones Jones Jones Donaldson Various Robertson Stueart Gremillion Robertson Stueart Gremillion Bernard Bernard Daggett Cole Rather Adams Green Lyons Kohler Zimmerman Bernd Barnhouse Bernard Kingsella Eaton I34 18 19 21 51 52 53 54 55 56 75 PP130 PP130 PP131 BP131 PP139 BP143 SP145 PP146 OP148 OP148 OP149 BP152 BP153 BP153 OP153 BP153 OP153 Employment Practices Bidding Practices Parent Involvement/Communlty Linkages VIPS - Recruiting Student Assignments M-to-M Magnet Schools (Central,Dunbar, Washington, Henderson, McClellan) New Futures Facilities King Interdistrict School Stephens Intedistrict School IS. Office of Incentive Schools IS. Writing To Read IS. Science Labs IS. Computer Labs IS. Foreign Language Labs IS. Computer Loan Program IS. Other Incentive School Academic Programs - Kindergarten - Reading across the Curriculum - Oral Expression across Curriculum - Learning Styles Inventory Gadberry Jones Parker Parker Parker Parker Bernard Jones Bernard Bernard Bernard Bernard Bernard Bernard Bernard Bernard Bernard Neal Gill Milam Weidower Young Bernard Parker Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker57 BP154 PP156 PP157 59 BP158 PP159 60 OP171 61 BP171 62 OP171 63 OP171 64 BP172 - School Themes - Semi-departmental - Instructional Tech - Study/Test-taking - Parent Home Study - Computer Managed Inst - Student Educ Plans - Specialized Programs - Incentive Programs - Homework - Criterion-Refer Test - Heterogeneous grouping - Effective Schools - African/Amer History IS. Extended Day IS. Social Skills - Family Forklore - Positive Imaging - Interpersonal skills - Rites of Passage - Role Model Program - Mentoring Program IS. Special Activites - Peer Tutoring Program - Academic Reinforcement Clubs - Special Interest Clubs IS. Field Trips IS. Latin Enrichment Program IS. Homework Centers IS. Transportation (Add) IS. Homework Hotline IS. Mentors/Tutors Bernard Bernard Bernard Bernard Bernard Bernard Bernard Bernard Bernard IS. Instructional Aides (add) Bernard Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis Parker Matthis ParkerPP172 IS. Supervision Aides Bernard Matthis Parker PP172 IS. Career Skills Development 65 BP172 IS. Extended Year Bernard Matthis Parker PP173 IS. Support Services Other Bernard 66 67 68 69 70 71 72 PP175 BP176 OP176 OP176 OP178 OP178 PP178 OP179 OP190 - Community Access/Field Trip - Community Involve - Special Skills Prog - Special Training - Parental Involvement - Learning Time Sched - Home/School Comm - Extracurricular Prog - Attendance and Behav - Subj Related Extracurr IS. Counseling/Social Work - Community Services Access - College/Post Grad Aware - Study Skills - Home/Neighborhood Meet - Individual and Group Counselling - Wellness Program IS. Incentive/Recognition IS. Resident Counseling Service Camp Pfeiffer IS. Monitoring IS. Permanent Substitute IS. Additional Compensation IS. School Policies and Procedures Others IS. Extended Week IS. Staffing - Recommended Full-time positions Bernard Bernard Bernard Ingram Bernard Bernard Bernard Bernard Bernard Matthis Parker Matthis Parker Matthis Parker Matthis Parker Bernard Parker Gadberry Gadberry Matthis Parker Matthis Parker Matthis Parker73 74 22 24 25 PP190 SP190 BP193 BP194 SP205 PP215 BP224 BP227 SIS 019 SI13 SI21 SI23 SI33 IS. Staffing - Other  Staffing Committee - Staffing Needs Assessment - Staff Recruitment - Staff Selection - Staff Commit/Effeet Monitor - Teacher Demonstration Program - Master Teacher Prog - New Teacher Assist IS. Alternative Classroom IS. Required Staff Development IS. Teacher Stipends for Inservice and Extra 5 days IS. Parent Involvement IS. Parent Recruitment Monitoring activities (Eval Dept) Computerized Transportation System Student Choices/Options Romine Interdistrict Theme Summer School Staff Development School Operations Library Media Bernard Bernard Bernard Bernard Bernard Parker Ingram Jones Parker Bernard Bernard Matthis Bernard Matthis Matthis Parker Matthis Parker Matthis Parker Gadberry Parker Bernard Parker Montgomery Pederson Wiedower Matthis Parker Robertson Gremillion Stueart Zimmerman Robertson Gremillion Stueart Lyons33 SI35 SI53 SI54 BI56 SI59 Special Education Vocational Education Guidance/Counseling Program Parent Involvement/Community Linkages Public Relations Matthis Matthis Matthis Bernard Wagner Kohler Green Elston Parker Parker'i * 1 2 3 5 6 7 8 9 10 12 13 14 15 16 17 STPROGll REVISED 09 JUL 93 SOURCE BP6 BP7 OP12 OP28 OP28 OP39 BP44 BP46 BP48 BP63 OP82 BP86 BP114 BP129 BP129 PROGRAM IDENTIFICATION WORKSHEET IN PROGRAM CODE SEQUENCE FINAL VERSION PROGRAM NAME PRIMARY SECONDARY HIPPY Matthis Shead 4-year old program- Rockefeller Early Childhood Magnet Student Hearing Officer Office of Desegregation and Student Assignment Extra-Curricular Participation Teacher Recruiter Staff Development Academic Support Program Multicultural Programs Academic Incentive Grants Original Magnets Special Education Security reguired for safe Schools Data Processing System for Matthis Matthis Bernd Parker Bernard Gadberry Matthis Matthis Matthis Bernard Matthis Matthis Jones Jones Price Price Howard Bernard Matthis Stueart Gremillion Robertson Robinson Zimmerman Adams Woods Stovall Various Robertson Stueart Gremillion Bernard Kohler Barnhouse Bernard KlngsellaStudent Information (including CIMS and ABACUS) 18 BP143 M-to-M Magnet Schools (Central,Dunbar, Washington, Henderson, McClellan) Parker 19 OP148 King Interdistrict School Bernard Parker Matthis 21 OP148 Stephens Intedistrict School Bernard Parker Matthis 22 BP224 Monitoring activities (Eval Dept) Ingram Parker 24 BP227 Computerized Transportation System Jones Montgomery 25 019 Romine Interdistrict Theme Bernard Matthis Parker 26 BP93 McClellan Community School Bernard Daggett 27 BP34 In-School Suspension Bernard Stueart 28 BP35 Job Fair Matthis Elston 29 BP2 8 Testing Assistance - Disadvantaged Parker Ingram 32 BP106 Library Services Matthis Lyons 33 BI56 Parent Involvement/Community Linkages Bernard Parker 34 BP131 VIPS - Recruiting Parker Milam 35 BP125 Prejudice Reduction Board Bernd 51 OP149 IS. Office of Incentive Schools Bernard Parker 52 BP152 IS. Writing To Read Bernard Matthis Parker 53 BP153 IS. Science Labs Bernard Matthis/ Parker 54 BP153 IS. Computer Labs Bernard Matthis Parker 55 OP153 IS. Foreign Language Labs Bernard Matthis Parker 56 BP153 IS. Computer Loan Program Bernard Matthis Parker 57 BP154 IS. Extended Day- Bernard Matthis Parker 59 BP158 IS. Field Trips Bernard Matthis Parker 60 OP171 IS. Homework Centers Bernard Matthis Parker 61 BP171 IS. Transportation (Add) Bernard Matthis Parker 62 OP171 IS. Homework Hotline Bernard Matthis Parker 63 OP171 IS. Mentors/Tutors Bernard Matthis Parker 64 BP172 IS. Instructional Aides (add) Bernard Matthis Parker 65 BP172 IS. Extended Year Bernard Matthis Parker 66 BP176 IS. Incentive/Recognition Bernard Matthis Parker 67 OP176 IS. Resident Counseling Service Camp Pfeiffer Bernard Matthis Parker 68 OP176 IS. Monitoring Ingram Bernard Parker 69 OP178 IS. Permanent Substitute Bernard Gadberry 70 OP178 IS. Additional Compensation Bernard Gadberry 71 OP179 IS. Extended Week Bernard Matthis Parker 72 OP190 IS. Staffing - Recommended Full-time positions Bernard Matthis Parker 73 BP193 IS. Required Staff Development Bernard Matthis Parker 74 BP194 IS. Teacher Stipends for Inservice and Extra 5 days Bernard Gadberry 75 OP153 IS. Other Incentive School Academic Programs - Kindergarten - Reading across the Curriculum - Oral Expression  across Curriculum - Learning Styles Inventory - School Themes - Semi-departmental - Instructional Tech - Study/Test-taking - Parent Home Study - Computer Managed Inst - Student Educ Plans - Specialized Programs - Incentive Programs - Homework - Criterion-Refer Test - Heterogeneous grouping - Effective Schools - African/Amer History Bernard Matthis Parker SPl Commitment to Desegregation Board Bernd SP2 Leadership Board Bernd PP9 City-wide Early Childhood Education Program Matthis Shead Price SP20 Special Programs Matthis Bernard Glasgow Adams Young BP21 Summer Learning Program JTPA Bernard Stueart BP24 ASSET Program Bernard Stuearti BP2 8 School Operations Bernard Robertson Stueart Gremillion SP Alternative Learning Center Bernard Stueart SPSS Gifted Education Matthis Donaldson SP81 Focused Activities Bernard Robertson Stueart Gremillion PP86 Parkview Science Magnet Matthis Bernard PP95 Recruitment of Private School Students Parker Cole Rather SP96 Federal Programs Matthis Adams SP98 Vocational Education Matthis Green PP124 Staff Development Matthis Z immerman SP129 Facilities Jones Eaton PP130 Employment Practices Gadberry PP130 Bidding Practices Jones Neal PP131 Parent Involvement/Communlty Linkages Parker Gill PP139 Student Assignments Parker Weidower SP145 New Futures Bernard Young PP146 Facilities Jones Bernard Parker PP156 IS. Social Skills - Family Forklore - Positive Imaging - Interpersonal skills - Rites of Passage - Role Model Program - Mentoring Program Bernard Matthis Parkert PP157 IS. Special Activites - Peer Tutoring Program - Academic Reinforcement Clubs - Special Interest Clubs Bernard Matthis Parker PP159 IS. Latin Enrichment Program Bernard Matthis Parker PP172 IS. Supervision Aides Bernard Matthis Parker PP172 IS. Career Skills Development PP173 IS. Support Services Other Bernard PP175 PP178 PP190 - Community Access/Field Trip - Community Involve - Special Skills Prog - Special Training - Parental Involvement - Learning Time Sched - Home/School Comm - Extracurricular Prog - Attendance and Behav - Subj Related Extracurr IS. Counseling/Social Work - Community Services Access - College/Post Grad Aware - Study Skills - Home/Neighborhood Meet - Individual and Group Counselling - Wellness Program IS. School Policies and Procedures Others IS. Staffing - Other - Staffing Committee - Staffing Needs Assessment - Staff Recruitment - Staff Selection - Staff Commit/Effeet Bernard Bernard Bernard Matthis Parker Matthis Parker Matthis Parker Matthis Parkerr Monitor - Teacher Demonstration Program - Master Teacher Prog - New Teacher Assist SP190 IS. Alternative Classroom Bernard Matthis Parker SP205 IS. Parent Involvement Bernard Parker PP215 IS. Parent Recruitment Parker Bernard SIS Student Choices/Options Parker Pederson Wiedower SI13 Summer School Bernard Robertson Gremillion Stueart SI21 Staff Development Matthis Zimmerman SI23 School Operations Bernard Robertson Gremillion Stueart SI33 Library Media Matthis Lyons SI35 Special Education Matthis Kohler SI53 Vocational Education Matthis Green SI54 Guidance/Counseling Program Matthis Elston SI59 Public Relations Wagner ParkerC0RR23 Date: August 26, 1993 To: Estelle Matthis Sterling Ingraa Mark MilhoUen Fron: Bill Mooney 2i, J*J '?!. sa . 1- Subj: Identification of Non-desegregatlon Prograas As you know, our Planning and Budget Calendar calls for us to have all non-desegregatlon prograas identified by Noveaber and for those prograas to be included in the Program Budget Docuaent for reporting in January. To that end, I have looked at how we could identify those prograas and link thea to budget expenditures. I started by reaovlng all the desegregation prograas and the related budgets. With what was left, it looked like following the current function code scheae would provide the best option. Using this approach allows us to see everything we do and capture all non-desegregation related dollars. The first attachaent lists these \"possible\" prograas In function code sequence. Looking at the list in this way does not show us auch \"prograa structure\" logic. Attachaent two is one way to arrange the function codes into \"prograa structure\" logic. This approach also follows the state coding guidelines, and would let us account for every dollar spent. (Instruction) would be the prograa. For exaaple, Eleaentary There would have to be at least one prograa goal for Eleaentary. There would have to be at least one objective for each of the four eleaents\nEleaentary, Specialty Prograas, Office of the Principal, and Other Support Services - B. You alght question objectives for the latter two, but before you aake up your aind please let ae talk to you about it. V I have taken the liberty to group these \"possible\" prograas into a recoaaendatlon for you. I suggest we handle this task just like we did the desegregation prograas\nthe Cabinet aarks tbea up and sends thea back, aarks thea up and sends thea back. Once we get the listing correct, then we can look at a strategy for developing the narrative', which will have to be written froa scratch. Hopefully, this will give us a starting point\nsoaething to shoot at. Maybe we can talk about this in Cabinet aeetlng and decide how best to proceed. I will help in any way I can.STPROG14 REVISED 20 JUL 93 PROGRAM IDENTIFICATION WORKSHEET NON-DESEGREGATION RELATED TOSSIBLE\" PROGRAMS NOTE: The following listing identifies \"possible\" programs which might be included in the program planning and budgeting process for the District. These \"possible\" programs were taken from the complete list of function code items for which funds have been budgeted for FY93-94. These \"possible\" programs are not addressed in the desegregation plan and are not coded as expenditures against the desegregation plan. These \"possible\" programs represent over $100 million in budgeted expenditures for this fiscal year. IO FUNC DESCRIPTION PROG PRIMARY SECONDARY 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 1105 1120 1130 1140 1146 1151 1152 1154 1155 1156 1157 1158 1190 1191 1193 1199 REGULAR PROGRAMS Four Year Old Program Elementary Middle/Junior High School High School High School Standards Boys Athletics Girls Athletics Football/ Minor Sports Volleyball Basketball Track, Tennis, Golf, Swim Baseball Other Regular Multi-Ethnic Program Traveling Teachers Substitutes - Instruction 00 00 00 00 00 00 1210 1220 1230 1240 1290 1292 SPECIAL EDUCATION Itinerant Instruction Resource Room Special Class Homebound and Hospital Other Extended Year Hand. Service VOCATIONAL EDUCATION00 00 00 00 00 00 00 00 00 00 00 00 1321 1331 1332 1333 1341 1351 1352 1353 1354 1362 1371 1392 Marketing/ Dist. Ed- Coop Business Ed Coop Business Ed Expl Business Ed - Skill Train Health Coop Trade \u0026amp; Ind - Coop Trade \u0026amp; Ind - Expl Trade \u0026amp; Ind - Skill Train Youth Apprenticeship Cons/HMKG Career Orientation Coord Career - Coop 00 00 00 00 00 00 1410 1420 1430 1440 1445 1490 ADULT EDUCATION Adult Basic Education Adult General Education Adult Vocational Program Special Projects Workplace Literacy Other Adult Education 00 00 00 1560 1570 1595 COMPENSATORY EDUCATION Reading Mathematics Compensatory Education 00 1910 GIFTED AND TALENTED Gifted and Talented 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 2111 2114 2120 2121 2134 2142 2211 2212 2213 2217 2219 2222 2229 2314 2315 2317 SUPPORT SERVICES Service Area Direction Pupil Accounting Services Guidance Services Service Area Direction Nursing Services Psychological Testing Services Service Area Direction Instruction and Curr Develop Instructional Staff Training Classroom Management Other Improvement of Inst School Library Services Other Education Media Serv Election Services Legal Services Audit Services00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 00 2319 2321 2490 2510 2521 2525 2529 2539 2541 2542 2543 2544 2545 2546 2548 2549 2551 2552 2553 2554 2572 2573 2574 2587 2589 2590 2610 2623 2632 2642 2649 2664 3800 3900 3909 3911 4900 5100 6000 Other Board of Education Office of the Superintendent Other Support Services Direction of Business Sup Service Area Direction Financial Accounting Services Other Fiscal Accounting Serv Other Facilities Acq \u0026amp; Co Service Area Direction Upkeep of Buildings Upkeep of Grounds Upkeep of Equipment Vehicle Maintenance Security Services Asbestos Program Other Oper \u0026amp; Maintenance Service Area Direction Vehicle Operation Monitoring Vehicle Servicing Purchasing Services Warehousing \u0026amp; Distribution Printing, Pub. \u0026amp; Duplication Safety \u0026amp; Security Risk Management Other Support Services - B Dir of Central Support Serv Evaluation Services Internal Information Services Recruitment \u0026amp; Placement Serv Other Staff Services Operations Instructional Programs Other Community Services Drug Abuse Prevention Family Life Education N F Other Non-Programmed Ch Bonded Indebtedness Provision for Contingencies 03 1550 Early Childhood Education 07 1152 Girls Athletics 20 20 1110 1120 Kindergarten Elementary20 20 20 20 20 20 20 20 20 20 20 20 20 20 1127 1210 1220 1230 1240 1570 1910 2120 2122 2134 2222 2410 2542 2590 Specialty Programs Itinerant Instruction Resource Room Special Class Homebound and Hospital Mathematics Gifted and Talented Guidance Services Counseling Services Nursing Services School Library Services Office of the Principal Upkeep of Buildings Other Support Services - B 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 1130 1132 1137 1151 1210 1220 1230 1240 1332 1333 1352 1353 1360 1362 1371 1595 1910 2120 2134 2222 2410 2542 2590 Middle/Junior High School Junior High Junior High Restructure Boys Athletics Itinerant Instruction Resource Room Special Class Homebound \u0026amp; Hospital Business Ed - Expl Business Ed - Skill Train Trade \u0026amp; Ind - Expl Trade \u0026amp; Ind - Skill train Home Economics Cons/HMKG Career Orientation Compensatory Education Gifted and Talented Guidance Services Nursing Services School Library Services Office of the Principal Upkeep of Buildings Other Support Services - B 40 40 40 40 40 40 40 1110 1120 1140 1210 1220 1230 1321 Kindergarten Elementary High School Itinerant Instruction Resource Room Special Class Marketing/Dist. Ed - Coop40 40 40 40 40 40 40 40 40 40 40 40 40 40 1331 1333 1351 1352 1362 1392 1595 2120 2134 2222 2223 2410 2542 2590 Business Ed Coop Business Ed - Skill Train Trade \u0026amp; Ind - Coop Trade \u0026amp; Ind - Expl Cons/ HMKG Coord Career - Coop Compensatory Education Guidance Services Nursing Services School Library Services Audiovisual Services Office of the Principal Upkeep of Buildings Other Support Services - B 50 50 50 50 50 50 50 50 50 50 50 50 50 1140 1322 1333 1341 1353 1354 1362 1393 2120 2134 2410 2539 2542 High School Marketing/ Dist Ed - Expl Business Ed - Skill Train Health Coop Trade \u0026amp; Ind - Skill Train Youth Apprenticeship ConsHMKG Coord Career - Expl Guidance Services Nursing Services Office of the Principal Other Facilities Acq \u0026amp; Co Upkeep of BuildingsSTPROG15 REVISED 27 JUL 93 PROGRAM IDENTIFICATION WORKSHEET NON-DESEGREGATION RELATED TOSSIBLE\" PROGRAMS MOONEYS RECOMMENDATIONS NOTE: The following listing identifies \"possible\" programs which might be included in the program planning and budgeting process for the District. These \"possible\" programs were taken from the complete list of function code items for which funds have been budgeted for FY93-94. These \"possible\" programs are not addressed in the desegregation plan and are not coded as expenditures against the desegregation plan. These \"possible\" programs represent over $100 million in budgeted expenditures for this fiscal year. IO FUNC DESCRIPTION PROG PRIMARY SECONDARY 00 1105 FOUR YEAR OLD Four Year Old Program 03 1550 EARLY CHILDHOOD Early Childhood Education 20 40 1110 1110 KINDERGARTEN Kindergarten Kindergarten 00 20 40 20 20 20 1120 1120 1120 1127 2410 2590 ELEMENTARY Elementary Elementary Elementary Specialty Programs Office of the Principal Other Support Services - B 00 1130 JUNIOR HIGH Middle/Junior High School30 30 30 30 30 1130 1132 1137 2410 2590 Middle/Junior High School Junior High Junior High Restructure Office of the Principal Other Support Services - B 00 40 50 00 40 40 1140 1140 1140 1146 2410 2590 HIGH SCHOOL High School High School High School High School Standards Office of the Principal Other Support Services - B 00 30 00 07 00 00 00 00 00 1151 1151 1152 1152 1154 1155 1156 1157 1158 ATHLETICS Boys Athletics Boys Athletics Girls Athletics Girls Athletics Football/Minor Sports Volleyball Basketball Track, Tennis, Golf, Swim Baseball 00 20 30 40 00 20 30 40 00 20 30 40 00 20 30 00 00 1210 1210 1210 1210 1220 1220 1220 1220 1230 1230 1230 1230 1240 1240 1240 1290 1292 SPECIAL EDUCATION Itinerant Instruction Itinerant Instruction Itinerant Instruction Itinerant Instruction Resource Room Resource Room Resource Room Resource Room Special Class Special Class Special Class Special Class Homebound and Hospital Homebound and Hospital Homebound \u0026amp; Hospital Other Extended Year Hand. Service00 40 50 00 40 00 30 00 30 40 50 00 50 00 40 00 30 40 00 30 50 00 50 30 30 00 40 50 00 30 00 40 50 50 1321 1321 1322 1331 1331 1332 1332 1333 1333 1333 1333 1341 1341 1351 1351 1352 1352 1352 1353 1353 1353 1354 1354 1360 1362 1362 1362 1362 1371 1371 1392 1392 1393 2410 VOCATIONAL EDUCATION Marketing/ Dist. Ed- Coop Marketing/ Dist. Ed - Coop Marketing/ Dist Ed - Expl Business Ed Coop Business Ed Coop Business Ed Expl Business Ed - Expl Business Ed - Skill Train Business Ed - Skill Train Business Ed - Skill Train Business Ed - Skill Train Health Coop Health Coop Trade \u0026amp; Ind - Coop Trade \u0026amp; Ind - Coop Trade \u0026amp; Ind - Expl Trade \u0026amp; Ind - Expl Trade \u0026amp; Ind - Expl Trade \u0026amp; Ind - Skill Train Trade \u0026amp; Ind - Skill train Trade \u0026amp; Ind - Skill Train Youth Apprenticeship Youth Apprenticeship Home Economics Cons/HMKG Cons/HMKG Cons/ HMKG ConsHMKG Career Orientation Career Orientation Coord Career - Coop Coord Career - Coop Coord Career - Expl Office of the Principal 00 00 00 00 00 00 1410 1420 1430 1440 1445 1490 ADULT EDUCATION Adult Basic Education Adult General Education Adult Vocational Program Special Projects Workplace Literacy Other Adult Education00 00 20 00 30 40 1560 1570 1570 1595 1595 1595 COMPENSATORY EDUCATION Reading Mathematics Mathematics Compensatory Education Compensatory Education Compensatory Education 00 20 30 1910 1910 1910 GIFTED AND TALENTED Gifted and Talented Gifted and Talented Gifted and Talented 00 00 2111 2114 ATTENDANCE/SW SERV Service Area Direction Pupil Accounting Services 00 20 30 40 50 00 20 2120 2120 2120 2120 2120 2121 2122 GUIDANCE SERVICES Guidance Services Guidance Services Guidance Services Guidance Services Guidance Services Service Area Direction Counseling Services 00 20 30 40 50 2134 2134 2134 2134 2134 HEALTH SERVICES Nursing Services Nursing Services Nursing Services Nursing Services Nursing Services 00 2142 PSYCHOLOGICAL SERV Psychological Testing Services 00 00 00 2211 2212 2213 CURRICULUM SERVICES Service Area Direction Instruction and Curr Develop Instructional Staff Training00 00 2217 2219 Classroom Management Other Improvement of Inst 00 20 30 40 40 00 2222 2222 2222 2222 2223 2229 EDUCATIONAL MEDIA SERV School Library Services School Library Services School Library Services School Library Services Audiovisual Services Other Education Media Serv 00 00 00 00 2314 2315 2317 2319 BOARD OF ED SERVICES Election Services Legal Services Audit Services Other Board of Education 00 2321 EXEC ADMIN SERVICES Office of the Superintendent 00 00 00 2510 2590 2610 SUPPORT SERVICE MGMT Direction of Business Sup Other Support Services - B Dir of Central Support Serv 00 00 00 2521 2525 2529 FISCAL SERVICES Service Area Direction Financial Accounting Services Other Fiscal Accounting Serv 00 50 2539 2539 FACILITIES ACQ SERVICES Other Facilities Acq \u0026amp; Co Other Facilities Acq \u0026amp; Co 00 00 20 30 2541 2542 2542 2542 PLANT SERVICES Service Area Direction Upkeep of Buildings Upkeep of Buildings Upkeep of Buildings40 50 00 00 00 00 00 00 2542 2542 2543 2544 2545 2546 2548 2549 Upkeep of Buildings Upkeep of Buildings Upkeep of Grounds Upkeep of Equipment Vehicle Maintenance Security Services Asbestos Program Other Oper \u0026amp; Maintenance 00 00 00 00 2551 2552 2553 2554 PUPIL TRANSPORT SERV Service Area Direction Vehicle Operation Monitoring Vehicle Servicing 00 00 00 2572 2573 2574 PURCHASING SERVICES Purchasing Services Warehousing \u0026amp; Distribution Printing, Pub. \u0026amp; Duplication 00 00 2587 2589 SAFETY \u0026amp; SECURITY SERV Safety \u0026amp; Security Risk Management 00 2623 PLANNING \u0026amp; EVAL SERV Evaluation Services 00 2632 COMMUNICATIONS SERV Internal Information Services 00 00 2642 1199 HUMAN RESOURCE SERV Recruitment \u0026amp; Placement Serv Substitutes - Instruction 00 2649 LABOR RELATIONS Other Staff Services DATA PROCESSING SERV00 2664 Operations 00 00 00 00 1190 1191 1193 3800 INSTRUCTIONAL PROGRAMS Other Regular Multi-Ethnic Program Traveling Teachers Instructional Programs 00 00 00 3900 3909 3911 COMMUNITY SERVICES Other Community Services Drug Abuse Prevention Family Life Education N F 00 00 2490 4900 NON-PROGRAMMED Other Support Services Other Non-Programmed Ch 00 5100 INDEBTNESS Bonded Indebtedness 00 6000 CONTINGENCIES Provision for ContingenciesGENERAL FUCNTION CODING GUIDE FUNCTION DESCRIPTION 00 20 30 40 50 60 61 62 70 90 District wide Elementary Junior High High School Vocational Center Adult Education Post-Secondary (Vo-tech) Adult Vocational Educational Cooperative OtherSTPROG08 REVISED 26 OCT 93 / # ex c s / 76 3 LI 76 3 L2 1 1 L6 2 1 L7 1 L9 3 6 L12 77 3 L20 77 3 L21 77 3 L24 2 L2 8 27 2 L 29 2 L28 5 2 L28 6 3 L28 27 2 L34 28 2 L35 PROGRAM IDENTIFICATION WORKSHEET IN PLAN SEQUENCE ORDER FINAL VERSION PROGRAM NAME PRIMARY SECONDARY Commitment to Desegregation Leadership HIPPY 4-year old program City-wide Early Childhood Education Program Rockefeller Early Childhood Magnet Special Programs Summer Learning Program JTPA ASSET Program School Operations Alternative Learning Center Testing Assistance - Disadvantaged Student Hearing Officer Office of Desegregation and Student Assignment In-School Suspension Job Fair Board Board Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Mayo Williams Mayo Matthis Matthis Williams Williams Shead Price Shead Price Price Glasgow Adams Young Anderson Anderson Robertson Anderson Gremillion Anderson Ingram Watson Matthis Anderson Elston7 2 L39 Extra-Curricular Participation Matthis Anderson Gremillion Robertson 8 3 L44 Teacher Recruiter Gadberry Robinson 9 3 L46 Staff Development Matthis Hudspeth 10 1 L48 Academic Support Program Matthis Adams Woods Stovall 1910 1 L58 Gifted Education Matthis Donaldson 12 1 L63 Multicultural Programs Matthis Various 13 2 L81 Focused Activities Matthis Robertson Gremillion Anderson 13 2 L82 Academic Incentive Grants Matthis Robertson Anderson Gremillion 14 6 L86 Original Magnets Matthis 14 6 L86 Parkview Science Magnet Matthis Anderson 26 2 L93 McClellan Community School Matthis TEA 33 4 L95 Recruitment of Private School Students Mayo Cole Rather 1 L96 Federal Programs Glascow Adams 1 L98 Vocational Education Glascow Green 32 3 L106 Library Services Glascow Lyons 15 1 L114 Special Education Glascow Kohler 9 3 L124 Staff Development Matthis Hudspeth 35 3 L125 Prejudice Reduction Board Williams 16 3 L129 Security required for safe Schools TBA Barnhouse 17 3 L129 Data Processing System for Student Information (including CIMS and ABACUS) TBA Kingsella 2540 3 L129 Facilities TBA Eaton3 L130 Employment Practices Gadberry 33 34 6 18 F15 3 4 4 3 6 2 2540 3 19 6 21 6 51 5 52 5 53 5 54 5 55 5 56 5 75 5 L130 L131 L131 L139 L143 L145 L146 L148 L148 L149 L152 L153 L153 L153 L153 L153 Bidding Practices Parent Involvement/Community Linkages VIPS - Recruiting Student Assignments M-to-M Magnet Schools {Central,Dunbar, Washington, Henderson, McClellan) New Futures Facilities King Interdistrict School Stephens Intedistrict School IS. Office of Incentive Schools IS. Writing To Read IS. Science Labs IS. Computer Labs IS. Foreign Language Labs IS. Computer Loan Program IS. Other Incentive School Academic Programs - Kindergarten - Reading across the Curriculum - Oral Expression across Curriculum - Learning Styles Inventory TBA Mayo Mayo Mayo Mayo Matthis TBA Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Matthis Neal Gill Milam TBA Young Matthis Mayo Mayo Gremillion Mayo Robertson Mayo Robertson Gremillion Robertson Gremillion Robertson Gremillion Robertson Gremillion Robertson Gremillion Robertson Gremillion57 5 L154 5 L156 5 L157 59 5 L158 5 L159 60 5 L171 61 5 L171 62 5 L171 63 5 L171 64 5 L172 - School Themes - Semi-departmental - Instructional Tech - Study/Test-taking - Parent Home Study - Computer Managed Inst - Student Educ Plans - Specialized Programs - Incentive Programs - Homework - Criterion-Refer Test - Heterogeneous grouping - Effective Schools - African/Amer History IS. Extended Day IS. Social Skills - Family Forklore - Positive Imaging - Interpersonal skills - Rites of Passage - Role Model Program - Mentoring Program IS. Special Activites - Peer Tutoring Program - Academic Reinforcement Clubs - Special Interest Clubs IS. IS. IS. Matthis Matthis Matthis Field Trips Latin Enrichment Program Homework Centers IS. Transportation (Add) IS. Homework Hotline IS. Mentors/Tutors IS. Instructional Aides Matthis Matthis Matthis Matthis Matthis Matthis (add) Matthis Glascow Mayo Glascow Mayo Glascow Mayo Glascow Mayo Glascow Mayo Glascow Mayo Glascow Mayo Glascow Mayo Glascow Mayo Glascow Mayo5 L172 IS. Supervision Aides Matthis Glascow Mayo 5 L172 IS. Career Skills Development Matthis Glascow Mayo 65 5 L172 IS. Extended Year Matthis Glascow Mayo 5 L173 IS. Support Services - Community Access/Field Trip - Community Involve - Special Skills Prog - Special Training - Parental Involvement - Learning Time Sched - Home/School Comm - Extracurricular Prog - Attendance and Behav - Subj Related Extracurr Other Matthis Glascow Mayo 5 L175 IS. Counseling/Social Work - Community Services Access - College/Post Grad Aware - Study Skills - Home/Neighborhood Meet - Individual and Group Counselling - Wellness Program Matthis Glascow Mayo 66 5 L176 IS. Incentive/Recognition Matthis Glascow Mayo 67 5 L176 IS. Resident Counseling Service Camp Pfeiffer Matthis Glascow Mayo 68 5 L176 IS. Monitoring Matthis Glascow Mayo 69 5 L178 IS. Permanent Substitute Matthis Glascow Mayo 70 5 L178 IS. Additional Compensation Matthis Glascow Mayo 5 L178 IS. School Policies and Matthis 71 5 L179 Procedures Others Glascow Mayo IS. Extended Week Matthis Glascow Mayo72 5 L190 IS. Staffing - Recommended Full-time positions Matthis Glascow Mayo 5 L190 IS. Staffing - Other - Staffing Committee - Staffing Needs Assessment - Staff Recruitment - Staff Selection - Staff Commit/Effeet Monitor - Teacher Demonstration Program - Master Teacher Prog - New Teacher Assist Matthis Glascow Mayo 5 L90 IS. Alternative Classroom Matthis Glascow Mayo 73 5 L193 IS. Reguired Staff Development Matthis Glascow Mayo 74 5 L194 IS. Teacher Stipends for Inservice and Extra 5 days Matthis Glascow Mayo 33 4 L205 IS. Parent Involvement Matthis Glascow Mayo 33 4 L215 IS. Parent Recruitment Mayo Matthis 22 3 L224 Monitoring activities (Eval Dept) Ingram Mayo 24 3 L227 Computerized Transportation System TBA Montgomery 6 18 student Choices/Options Mayo Pederson Wiedower 25 6 19 Romine Interdistrict Theme Matthis Mayo 65 3 113 Summer School Matthis Robertson Gremillion Anderson 9 3 121 Staff Development Matthis Hudspeth 2 123 School Operations Matthis Robertson Gremillion32 3 133 Library Media Glascow Anderson Lyons 15 1 135 Special Education Glascow Kohler 1 153 Vocational Education Glascow Green 3 154 Guidance/Counseling Program Glascow Elston 33 4 156 Parent Involvement/Community Matthis Linkages Mayo 33 4 159 Public Relations Wagner MayoSTPROG08 REVISED 26 OCT 93 PROGRAM IDENTIFICATION WORKSHEET IN CLUSTER SEQUENCE ORDER FINAL VERSION # c s CLUSTER 1 PROGRAM NAME CURRICULUM PRIMARY SECONDARY 1 1 L6 HIPPY Matthis Shead 2 1 L7 4-year old program Matthis Price 10 1 L4 8 Academic Support Program Matthis Adams Woods Stovall 12 1 L63 Multicultural Programs Matthis Various 15 1 L114 Special Education Glasgow Kohler 15 1 135 Special Education Glascow Kohler 1910 1 L58 Gifted Education Matthis Donaldson 1 L9 City-wide Early Childhood Education Program Matthis Shead Price 1 L96 Federal Programs Glasgow Adams 1 L98 Vocational Education Glasgow Green 1 153 Vocational Education Glasgow Green # C S CLUSTER 2 PROGRAM NAME SCHOOL OPERATIONS PRIMARY SECONDARY 1 2 L28 School Operations Matthis Robertson Anderson Gremillion 2 123 School Operations Matthis Robertson Gremillion Anderson7 2 L39 Extra-Curricular Participation Matthis Anderson Gremillion Robertson 5 2 L28 Student Hearing Officer Williams Watson 27 2 L34 In-School Suspension Matthis Anderson F15 2 L145 New Futures Matthis Young 13 2 L82 Academic Incentive Grants Matthis Robertson Anderson Gremillion 13 2 L81 Focused Activities Matthis Robertson Anderson Gremillion 26 2 L93 McClellan Community School Matthis TEA 27 2 L Alternative Learning Center Matthis Anderson 29 2 L28 Testing Assistance - Disadvantaged Mayo Ingram 28 2 L35 Job Fair Matthis Elston # C S CLUSTER 3 PROGRAM NAME SUPPORT PRIMARY SECONDARY 76 3 LI Commitment to Desegregation Board Williams 76 3 L2 Leadership Board Williams 6 3 L28 Office of Desegregation and Student Assignment Mayo Matthis 6 3 L139 Student Assignments Mayo TBA 9 3 L46 Staff Development Matthis Hudspeth 9 3 L124 Staff Development Matthis Hudspeth 9 3 121 Staff Development Matthis Hudspeth 32 3 L106 Library Services Glasgow Lyons 32 3 133 Library Media Glasgow Lyons 24 3 L227 Computerized Transportation TBA Montgomery17 3 16 3 System L129 Data Processing System for Student Information (including CIMS and ABACUS) TBA Kingsella 8 3 22 3 35 3 65 3 77 3 77 3 77 3 2540 3 2540 3 3 3 3 # C S 33 4 33 4 33 4 L129 Security required for safe Schools TBA Barnhouse Matthis L44 Teacher Recruiter Gadberry Robinson L224 Monitoring activities (Eval Dept) L125 Prejudice Reduction 113 L21 L24 L20 Ingram Board Mayo Williams Summer School Matthis Robertson Gremillion Anderson Summer Learning Program JTPA ASSET Program Special Programs L129 Facilities L146 Facilities 154 Guidance/Counseling Program L130 Employment Practices L130 Bidding Practices CLUSTER 4 PROGRAM NAME L131 156 L205 Matthis Matthis Matthis TBA TBA Glascow Gadberry TBA RECRUITING PRIMARY Parent Involvement/Community Mayo Linkages Parent Involvement/Community Matthis Linkages IS. Parent Involvement Matthis Anderson Anderson Glasgow Adams Young Eaton Matthis Mayo Elston Neal SECONDARY Gill Mayo GlasgowMayo 33 4 L215 IS. Parent Recruitment Mayo Matthis 33 4 L95 Recruitment of Private School Students Mayo Cole Rather 33 4 159 Public Relations Wagner Mayo 34 4 L131 VIPS - Recruiting Mayo Milam # C S CLUSTER 5 PROGRAM NAME INCENTIVE SCHOOLS PRIMARY SECONDARY 51 5 L149 IS. Office of Incentive Schools Matthis Mayo 52 5 L152 IS. Writing To Read Matthis Robertson Gremillion 53 5 L153 IS. Science Labs Matthis Robertson Gremillion 54 5 L153 IS. Computer Labs Matthis Robertson Gremillion 55 5 L153 IS. Foreign Language Labs Matthis Robertson Gremillion 56 5 L153 IS. Computer Loan Program Matthis Robertson Gremillion 57 5 L154 IS. Extended Day Matthis Glasgow Mayo 59 5 L158 IS. Field Trips Matthis Glasgow Mayo 60 5 L171 IS. Homework Centers Matthis Glasgow Mayo 61 5 L171 IS. Transportation (Add) Matthis Glasgow Mayo 62 5 L171 IS. Homework Hotline Matthis Glascow Mayo 63 5 L171 IS. Mentors/Tutors Matthis Glascow Mayo 64 5 L172 IS. Instructional Aides (add) Matthis Glasgow65 5 L172 IS. Extended Year Matthis 66 5 L176 IS. Incentive/Recognition Matthis 67 5 L176 IS. Resident Counseling Matthis Mayo Glascow Mayo Glasgow Mayo Service Camp Pfeiffer Glasgow Mayo 68 5 L176 IS. Monitoring Matthis Glascow Mayo 69 5 L178 IS. Permanent Substitute Matthis Glascow Mayo 70 5 L178 IS. Additional Compensation Matthis Glascow Mayo 71 5 L179 IS. Extended Week Matthis Glascow Mayo 72 5 L190 IS. Staffing - Recommended Full-time positions Matthis Glascow Mayo 73 5 L193 IS. Required Staff Development Matthis Glasgow Mayo 74 5 L194 IS. Teacher Stipends for Inservice and Extra 5 days Matthis Glascow Mayo 75 5 L153 IS. Other Incentive School Academic Programs - Kindergarten - Reading across the Curriculum - Oral Expression across Curriculum - Learning Styles Inventory - School Themes - Semi-departmental - Instructional Tech - Study/Test-taking - Parent Home Study - Computer Managed Inst - Student Educ Plans - Specialized Programs - Incentive Programs - Homework - Criterion-Refer Test - Heterogeneous grouping - Effective Schools Matthis Robertson Gremillion5 L156 5 L157 5 L159 5 L172 5 L172 5 L173 5 L175 5 L178 - African/Amer History IS. Social Skills - Family Forklore - Positive Imaging - Interpersonal skills - Rites of Passage - Role Model Program - Mentoring Program IS. Special Activites - Peer Tutoring Program - Academic Reinforcement Clubs - Special Interest Clubs IS. Latin Enrichment Program IS. Supervision Aides Matthis Matthis Matthis Matthis IS. Career Skills Development Matthis IS. Support Services - Other - Community Access/Field Trip - Community Involve - Special Skills Prog - Special Training - Parental Involvement - Learning Time Sched - Home/School Comm - Extracurricular Prog - Attendance and Behav - Subj Related Extracurr IS. Counseling/Social Work - Community Services Access - College/Post Grad Aware - Study Skills - Home/Neighborhood Meet - Individual and Group Counselling - Wellness Program IS. School Policies and Procedures Others Matthis Matthis Matthis Glascow Mayo Glascow Mayo Glascow Mayo Glasgow Mayo Glasgow Mayo Glascow Mayo Glascow Mayo Glascow Mayo5 L190 IS. Staffing - Other - Staffing Committee - Staffing Needs Assessment - Staff Recruitment - Staff Selection - Staff Commit/Effeet Monitor - Teacher Demonstration Program - Master Teacher Prog - New Teacher Assist Matthis Glascow Mayo 5 L90 IS. Alternative Classroom Matthis Glasgow Mayo CLUSTER 6 STUDENT CHOICES/OPTIONS CLUSTER # C S PROGRAM NAME PRIMARY SECONDARY 19 6 L148 King Interdistrict School Matthis Mayo Gremillion 21 6 L148 Stephens Intedistrict School Matthis Mayo Robertson 25 6 19 Romine Interdistrict Theme Matthis Mayo 3 6 L12 Rockefeller Early Childhood Magnet Matthis Price 14 6 L86 Original Magnets Matthis 14 6 L86 Parkview Science Magnet Matthis Anderson 18 6 L143 M-to-M Magnet Schools (Central,Dunbar, Washington, Henderson, McClellan) Mayo 6 18 Student Choices/Options Mayo Pederson WiedowerCHECKLIST JOR DEVELOPING PT'iiTOldiA'NCL OBJECTIVES ] ]. In order to accomplish the objectives of your dcpartment/section, what are the significant contributions that you expect from the subordinate manager? 2. Are the reconwCTdcd objectives consistent with the contributions you expect? 3. Should any objectives his/her rccoimiended objectives? be established for his/her function in addition to or as substitutes for 4. Are his/her objectives realistic - the priority, timing, budget requirements, and his/her capabilities to accomplish them? 5. As stated, do they meet the criteria of a good performance objective? 6. What assistance will you need to provide to enable them to accomplish their objectives? 7 Are the objectives consistent with and do they effectively coordinate with the objectives of - no conflicts or inappropriate overlapping? your other subordinate managers - 8. Does he/she have sound plans for accomplishing their objectives? 9. How will you evaluate the progress toward accomplishing the objectives? a. How frequently and in what form do you want reports on progress? b. Hovj will interim progress be measured  how will you know if progress is on schedule? FORMAT FOR A HELL-STATED OBJECTIVE (Accomplishment verb) (cost in S and/or work hours). (single specific end result) By (specific time period or date) AT A good objective states the WHAT, WHEN and COST but avoids the HOW and FEASIBILITY, EXAMPLES provide introductory M.B.O. training for all departments within the organization by September 1978. To To implement a total M.B.O. program by January 1979. To review the committee structure of Nursing Service and develop a revised approach by 15 January 1979. To achieve a medical supply expenditure rate of 84% of FY 77's experiences by September 1978. NOTE\nStating the cost and/or work hours in the objective is not always necessary, up to the discretion of the manager. It is leftDEVELOPING PFRFORHANCF OBJECTIVES Check List of questions for the Individual 1. What are the major responsibilities of the position? Does your current position description accurately describe those responsibilities? 2. For each of your major responsibilities, what are the significant results that you should be achieving? a. b. c. Based on your best judgment, evaluate whether the results have been reasonable satisfactory or \"need improving.\" In those areas most in need of improvement, what specifically needs to be accomplished? In order to make your best profit contribution, in which areas should you concentrate your efforts during the next year  over the next several years? 3. What are the objectives of the next higher unit to which you are expected to contribute? a. What specific contributions should your function make to accomplishing those objectives? 4. Considering your major responsibilities and the objectives of the unit that your unit is part of, list the objectives that you feel should be established for your function for the next year. 5. What priorities should be assigned to those objectives? a. Too many-objectives can lead to confusion or frustration. Reduce the principal objectives b. c. d. to a list of not more than six. Are the principal objectives those that will most significantly contribute to profit? Is it reasonable to expect that they can actually be achieved within the extablished time limits? Will your superior agree to the objectives and priorities? 6. As stated, do your objectives meet the criteria of a good performance objective? 7. How will the stated objectives be accomplished? a. b. c. d. e. f. g. What brganizational resources, assistance, budgets, etc., will be needed to accomplish the objectives? What assistance will be needed from your superior, associates, and subordinates? What responsibilities for implementation will be delegated to subordinates? What steps will have to be taken and how much lead time will be required in order to accomplish the objectives as scheduled? What difficulties are likely to be encountered and how can they be prevented or overcome? What are possible alternate approaches to accomplishing each objective? Under what conditions may it become necessary to revise any of the objectives.PREPARATION OF OBJECTIVES Objectives are end results to be achieved within a given period of time. 1. Endeavor to set an objective for each unit goal. Exceptions are permitted, if data can't be obtained or experience Is insufficient to set mean- Ingful objectives. 2. Objectives should be stated in terms of end results to be accomplished, activity may be used as an objective. Occasional ly, an 3. Objectives should be set at a challenging level, attainable. They should be difficult to achieve but 4. Objectives should be stated as precisely as possible. The more measurable the better. 5. Objectives should be set even though all conditions for their attainment are not within the control of the subordinate. 6. Don't be inhibited by difficulties in planning. CRITERIA FOR OBJECTIVES 1. OUTPUT ORIENTED 2. TIME BOUNDED 3. END RESULT 4. SPECIFY SINGLE RESULT 5. HEASURABLE/VERIFIABLE 6.' CONTROLLABLE 7. REALISTIC/ATTAINABLE 8. STRETCH 9. SUPPORT SUPERORDINATE'S OBJECTIVES 10. INDICATES SUCCESS OR FAILURE 11. FEEDBACK (HOW ARE WE PROGRESSING?) 12. CONCENTRATES ON THE \"WHAT\" \u0026amp; \"WHEN\"\nTHE \"WHY\" ANO \"HOW\" ARE AVOIDED 13. MEASURES A MAJOR SEGMENT OF THE INDIVIDUAL'S RESPONSIBILITY 14. NOT SHARED 15. MUTUALLY AGREED UPON 16. CONSISTENT WITH ORGANIZATIONAL POLICIES, PRACTICES, \u0026amp; RESOURCES 17. RELATE DIRECTLY TO ROLES AND MISSION  18. BE UNDERSTANDABLE 19. WRITTEN3 DESEGREGATION PLAN PROGRAMS REQUIRING FUNDS Deseg Plan Proa # Page # Description 1 2 3 5 6 7 8 g 10 12 13 14 15 16 17 18 19 21 22 24 25 26 27 28 29 32 33 34 35 49 5 5 12 28 28 39 44 46 48 63 82 86 114 129 129 143 148 148 224 227 1-9 93 34 35 28 106 1-56 131 125 00 51 52 53 54 55 56 57 59 z 60 61 \u0026lt; 62 ,63 64 65 66 67 149 152 153 153 153 153 154 158 171 171 171 171 172 172 176 176 Hippy 4-Year Old Program Rockefeller Early Childhood Magnet Student Hearing Officer Office of Desegregation (and Student Assignment - p. 142) Extra-Curricular Participation\ne.g., transportation / Teacher Recruiter Staff Development '/Academic Support Programs, including remediation (PAL) (See 5/1/92 order) / Multicultural Programs/Curriculum Academic Incentive Grants ^Original Magnets (also page 4 in the Interdistrict Plan) Special Education Learning Center at Washington Security (required for \"safe schools\") Data Processing System for Student Information (also page 177) / M-to-M Magnet Schools (Central. Dunbar. Washington, Henderson. McClellan) King Interdistrict School (also page 386) Stephens Interdistrict School (also page 386) Monitoring Activities (Evaluation Department plus CMIS-ABACUS) \u0026lt;/ Computerized Transportation System Romine Interdistrict Theme / McClellan Community School In-School Suspension / Job Fair /^Testing Assistance - Disadvantaged / Library Services Parent Recruiting '^VIPS - Recruiting Prejudice Reduction To Be Allocated Incentive Schools (Items numbered 50 and above) Office of Incentive Schools - Supplies/Miscellaneous ^Writing To Read Science Labs Computer Labs Foreign Language Computer Loan Program V Extended Day /Field Trips (also 173) Homework Centers (cost included in Extended Day) /Transportation (additional) Homework Hotline Mentors/Tutors ^Instructional Aides (additional) Extended Year / Incentlve/Recognition Resident Counseling Service (Camp Pfeiffer)/ . Desegregation Plan Programs Requiring FurxJs Page 2 68 / 69 70 71 72 73 74 75 176 178 178 179 '^190 ^193 \u0026lt;194 153 Monitoring Permanent Substitute (Recommended\ntherefore, required) Additional Compensation - extra hours Extended Week Staffing - Recommended Full-Time Positions (Recommended\ntherefore, required) Required Staff Development (also Page 204 - Paula Greer) Teacher Stipends for Inservice and Extra 5 Days Other Incentive School Academic Programs c:\\memos\\planoo8l wpd n\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_509","title":"Incentive Schools: Obligations","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":["1993-03-29"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","School facilities","School integration"],"dcterms_title":["Incentive Schools: Obligations"],"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/509"],"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":["139 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nINCENTIVE SCHOOLS Kev to document and page references: Guide\nODM incentive School Monitoring Guide. 1993-94  Equipment and materials are adequate.  Purchasing procedures meet supply needs in a timely manner (ODM, page 15). Student Retention: Page 1 Under the terms of the 1989 Settlement Agreement, the revised 1992 de\norders, and ODM (Office of Desegregation Monitoring) monitoring reco been ordered into law by the court, the Little Rock School District is incentive school mandates itemized below.  Incentive school library resources have been compared with each other and other schools of comparable size to bring about parity of holdings through an equitable purchasing policy. Library shelves have been purged of outdated and worn materials (ODM, page 15). ODM\nRecommendations from the Office of Desegregation Monitoring 1991-92 Incentive Schools Monitoring Report, June 5, 1992\nordered into law by the District Court. July 10. 1992. May 1992 Order\nThe District Court's Order of May 1. 1992 regarding modifications to the 1989 desegregation plans. Plan: The revised 1992 LRSD Desegregation Plan, dated April 29. 1992\nordered into law May 1. 1992. Class Enrollment:  Racial isolation is avoided (ODM, page 11). Guidance and Counseling (Guide, page 6):  The school has a complete guidance and counseling program (individual and group guidance, personal and social guidance, classroom guidance, and career guidance). Curriculum and Instruction (Guide, page 4):  Multicultural materials are available in the resource center in a range of interest and reading levels.  Bulletin boards, posters, charts, and other visual aids depicting cultural diversity are displayed throughout the school.  An active learning environment is present (learning centers, displays, independent/group work area).INCENTIVE SCHOOLS Under the terms of the 1989 Settlement Agreement, the revised 1992 desegregation plans, court orders, and ODM (Office of Desegregation Monitoring) monitoring recommendations that have been ordered into law by the court, the Little Rock School District is obligated to fulfill the incentive school mandates itemized below. Key to document and page references: ODM: Recommendations from the Office of Desegregation Monitoring 1991-92 Incentive Schools Monitoring Report. June 5. 1992\nordered into law by the District Court. July 10. 1992. Guide: ODM incentive School Monitoring Guide, 1993-94 May 1992 Order: The District Court's Order of May 1. 1992 regarding modifications to the 1989 desegregation plans. Plan: The revised 1992 LRSD Desegregation Plan, dated April 29. 1992\nordered into law May 1. 1992. Class Enrollment:  Racial isolation is avoided (ODM, page 11). Curriculum and Instruction (Guide, page 4):  Multicultural materials are available in the resource center in a range of interest and reading levels.  Bulletin boards, posters, charts, and other visual aids depicting cultural diversity are displayed throughout the school.  Equipment and materials are adequate.  An active learning environment is present (learning centers, displays, independent/group work area).  Purchasing procedures meet supply needs in a timely manner (ODM, page 15).  Incentive school library resources have been compared with each other and other schools of comparable size to bring about parity of holdings through an equitable purchasing policy. Library shelves have been purged of outdated and worn materials (ODM, page 15). Guidance and Counseling (Guide, page 6):  The school has a complete guidance and counseling program (individual and group guidance, personal and social guidance, classroom guidance, and career guidance). Student Retention: Page 1 School staffing teams develop a plan with the next grades receiving teachers to address the learning deficits of retention candidates (ODM, page 33). Special Services/Programs Enrollment:  Special education referrals are consistent, objective, and made without racial or gender bias (ODM, page 18).  Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes (ODM, page 18). Parent and Community Involvement (Guide, page 10):  Parents and the community are welcome in the school (school maps, welcome signs, and posters).  There is a school volunteer program (school/community partnership, volunteer sign-in sheets, work space, volunteers, and visible recognition).  There are parent involvement programs (parent sign-in sheets, PT A, and school committees).  Records of volunteer participation are sufficiently detailed to reflect an accurate picture of community involvement overall as well as at each school. Monthly documentation identifying the number of volunteers, their race and gender, the total hours they serve, and the types of services they provide is compiled (ODM, page 37).  Volunteer training including the type of training, when and where the training was offered, and session participants by race, gender, and school service site is documented (ODM, page 38). Facilities and Security (Guide, page 11):  The campus and building are clean and free of debris and graffiti.  Hallways are clean and well maintained.  Facilities for special education and counseling are designed to meet the needs of the student served.  Playground equipment is appropriate and adequate.  Restrooms are adequate (cleanliness, number, supplies).  Classrooms are in good repair with adequate heating/ventilation.  Kitchen facilities provide adequate ventilation, traffic patterns, and safety provisions.  School district safety procedures are evident. Page 2Court Adopted Recommendations (ODM, page 43):  Franklin: Repair or replace the roof on each level of the building. Replace all ceiling tiles damaged by water leaks. Repaint interior walls as needed.  Garland: Determine the feasibility of adding bathrooms on the second floor of the building, increasing the size of the media center, and relocating the buildings main entrance.  Ish: Professionally evaluate the structural condition of the building and correct the many problems caused by the leaky roof. It may be necessary to add a new sloped roof to the building. The unsightly classroom bathrooms should be repaired at once by those qualified to deal with asbestos. The exterior lighting should be repaired or replaced and the buildings trim painted. Once the roof no longer leaks, the entire interior should be repainted.  Mitchell: Conect the drainage problem and then replace the water-damaged carpeting in the GT room. Address the shortage of media center space, possibly by adding book shelves to the second floor hallway near the librarians office which is located in a kiosk in that area. Consider adding more shelves to create storage space within the existing media center.  Rightsell: Eliminate the moisture problem at the school. Professionals with restoration experiences should be involved to help solve the problems of a fine old building. The playground should receive major improvements including additional age-appropriate equipment.  Rockefeller: Install a new heating and cooling system if the ineffectiveness of the present system is not corrected by the recently replaced room thermostats.  Stephens: Install shades to cover the unsightly classroom skylights. Correct the CBI classroom shortcomings or move the class to a room where there is an indoor heated restroom with proper changing facilities.  Modify building space to increase library capacities at Mitchell and Garland. At Mitchell, books most frequently used by the four-year-old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. The space thus relinquished would create room in the main library for other use.  All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, the custodial staff should be trained in proper plant care. Many LRSD schools have lost mature plantings to improper and overzealous pruning by district workers or to underwatering in times of summer heat and drought. Page 3Incentive School Program:  A comprehensive long-range strategic plan has been developed for implementation of the incentive school program (ODM, page 20).  The incentive program is successful in desegregating the school (Plan, page 149).  Student assignment practices reflect an understanding of the importance of placement stability and its relationship to academic progress (ODM, page 2).  Fifty percent of kindergarten seats are reserved for white students (May 1992 Order, page 28).  Kindergarten seats reserved for white students are held for a reasonable period of time and are released only if sustained recruitment efforts are unsuccessful (May 1992 Order, page 28). College scholarship incentives have been discussed by the parties and the possible use of a trust fund explored. The costs of implementing a scholarship program have been determined and feasibility of a trust fund has been assessed (Plan, page 149). The Incentive School Program Parent Council functions as a district-wide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly (Plan, page 151). Incentive School Academic Programs and Curriculum Development: The four-year-old program uses High/Scope or a comparable curriculum model and a parent component is incorporated into the program (Plan, page 152).  Four-year-old enrollment is limited to 18 children per class (ODM, page 10).  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input (ODM, page 17). Writing to Read labs, or other instructional technology program, is in place for grades K-2 at each school (Plan, page 152). An Early Prevention of School Failure model is used in all kindergarten classes. There are regularly scheduled parent/teacher conferences (Plan, page 152). Reading and oral expression are infused throughout all curriculum areas (Plan, page 152).  Reading comprehension and reading for meaning are stressed at every grade level (ODM, page 32). Learning styles inventories are used in each school to assist teachers in varying their teaching styles to match students learning styles (Plan, page 153). Page 4School themes are developed at the each school by parents and staff and are integrated into the curriculum (Plan, page 153).  Fresh imaginative themes are established based upon each schools unique strengths (ODM, page 20). Semi-departmentalization is the recommended organizational structure for grades 4-6 (Plan, page 153). Instructional technology is present in labs and individual classrooms (Plan, page 153). Science labs (either mobile or permanent) with adequate equipment, materials, and supplies are available for students in grades 3-6 (Plan, page 153).  Children are able to execute long-term experiments and study science in the fullest sense (ODM, page 15). Computer labs for remediation and enrichment have a minimum of 25 stations (Plan, page 153). Foreign language labs with appropriate equipment and materials are operative in each building (Plan, page 153). Foreign language instruction is incorporated into each schools curriculum using the foreign language lab and the \"total physical response\" method of instruction. Emphasis will be on basic vocabulary, conversation, and cultural materials (Plan, page 156). A computer loan program provides portable computers for loan to students in grades 4-6 for home use. Remediation as well as enrichment software is available (Plan, page 153). Parent Home Study Guides will be available by the 1993-94 school year (Plan, page 153). Computer Managed Instructional Technology is used to track student progress (Plan, page 153). Student education plans are developed, implemented, and monitored for each student. Parents are involved in each phase of development and monitoring (Plan, pages 153, 177, 186). Specialized programs, such as remedial, special education, and GT, are available during the core day with reinforcement activities during extended day, week, or year (Plan, page 154). Homework is assigned according to district policies (Plan, page 154). Computer generated criterion referenced tests are used for student assessment (Plan, page 154). Heterogeneous grouping is used at all grade levels and instructors alternate between whole group, small group, and individualized instruction. Every student will receive some individualized instruction every day (Plan, pages 154, 178, 188). Page 5 A combination of teacher-directed and learner-directed instruction is present (ODM, page 32). The Effective Schools model operates in each school, with training provided for implementation (Plan, page 154). African and African-American History programs are established in each school. The programs are sequential and include the study of cultures and histoiy (Plan, page 154). A classics reading program is an area of emphasis and the basal is used to augment the classics (Plan, page 154). A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. Time for instruction is scheduled, materials and supplies provided, and student achievement documented (Plan, pages 154, 159-164). Physical Education/Health is included in the total elementary curriculum with emphasis on: wellness, lifelong leisure skills, nutrition, and respect for those with disabilities/handicaps (Plan, page 156). Social skills are taught, where appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes the following programs: Rites of Passage, Role Models, and Mentoring (Plan, pages 156-157). Academic reinforcement clubs and special interest clubs, such as Debate, Thespians, Math Club, Odyssey of the Mind, Great Books Club, Foreign Language Club, and sporting or arts related clubs, are developed to meet students needs and are a part of each schools special activities. Students have the opportunity to serve as office monitors, library helpers, student council members, fire marshals, and the like. Parents will be informed of these options (Plan, pages 157, 175, 182, 184). Field trips are used to enhance learning and broaden cultural experiences through local, state, and national trips. Trips provide community access for incentive school students with other LRSD schools. Exhibits and performances are also brought to the schools, and students participate in shadowing experiences (Plan, pages 158, 173, 181). Page 6Incentive School Operations: Support programs \"The following items will be components of every incentive school:\" (Plan, page 171) Homework centers operate at least three days a week with transportation provided. The centers are supervised by a certified teacher with additional aides and teachers proportionate to the number of students. Other options are explored for students who choose not to attend homework centers (Plan, pages 171, 180). Homework Hotline operates Monday - Thursday, 6:00 - 8:00 p.m. with rotated and compensated staffing (Plan, pages 171, 180).  Parents are aware of the phone service at the beginning of the year\nperiodic reminders are issued (ODM, page 26).  The relationship between the homework centers and the hotline has been evaluated and appropriate adjustments made (ODM, page 26). Peer tutoring: teachers and students are trained, tutoring is supervised by teachers, and tutors are compensated wdth coupons redeemable for goods (Plan, pages 157, 171, 180). Retired teacher mentors serve as tutors and club sponsors (Plan, pages 171,180). A Career Skills Development Program develops career choices using written information, guest speakers, films, and interest inventories (Plan, pages 172, 180). Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students (Plan, pages 172, 180).  Extended year is a continuation of the regular school year (ODM, page 25).  Academic enhancements are evident (ODM, page 25).  Attendance is recorded by grade level, race, and gender (ODM, page 25).  Records indicate both host and guest schools participation in Saturday programs. The documentation is cumulative (ODM, page 25). Community Involvement includes Boy and Girl Scouting programs at each incentive school, students have access to community organizations and volunteer experiences (Plan, pages 172, 173).  Membership lists include a category for race (ODM, page 39).  Records of troop meetings and activities are present (ODM, page 39). Page 7Special Skills Programs will be scheduled during the time designated for extended day activities. Scheduling for extended day will be set to meet the needs of students to include the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian (Plan, pages 173, 174, 181, 184).  A survey of parents and students has been conducted to determine the most appealing extended day activities (ODM, page 25).  Extended programs are based on information gleaned from SEPs, the school staff, parents, and students. The extended day program reinforces and extends the SEP to meet individual needs (ODM, page 25). Extracurricular programs allow students recognition, leadership experience, and a chance to be involved in school activities. Among these are future teachers programs. Just Say No Clubs, intramurals, office monitors (at recess or lunch time, not class time), library helpers, safety patrol, fire marshals, flag monitors, and student council memberships (Plan, pages 175, 184). Attendance and behavior guidelines: Time-out rooms are staffed with trained personnel. Students receive help with problem solving. Students help develop school based management rules. Students and parents sign a contractual agreement for attendance (Plan, pages 175, 184).  Staff, parents, and students cooperatively design discipline policies (ODM, page 23).  Discipline policies/procedures are well publicized and clearly indicate what is appropriate and inappropriate behavior. Consequences are clearly spelled out (ODM, page 23).  Enforcement of policies is fair and consistent (ODM, page 23).  Discipline data is collected and closely monitored to make modifications to the discipline program (ODM, page 23).  Classroom management approaches are appropriate for the work being done (ODM, page 32). Counseling/Social Work: Community services access: Compacts provide students access to community support programs such as volunteers and pre-professionals from colleges and universities, and assistance from social agencies (Plan, pages 175, 183).  Students have access to a wide spectrum of community-based programs (ODM, page 39).  Documentation of program use is provided (ODM, page 39). College/post graduation awareness is promoted through a mentoring program which provides role models for work skills and college awareness (Plan, pages 175, 183). Page 8Study skills training enhances skills in test taking, listening, and studying. Students practice test taking (Plan, pages 153,176, 183).  Meaning and understanding is stressed in all academic instruction, keeping in mind the relationship between what is taught, learned, and tested (ODM, page 32).  Improvement in mathematics understanding is present (ODM, page 32).  Cultural infusion is evident in classroom materials (ODM, page 32).  Teacher-directed and learner-directed instruction coexist in the classroom (ODM, page 32).  Test taking skills are being taught (ODM, page 32).  Student test performance \"profiles\" (test data, length of attendance at school, discipline/attendance records, participation in school programs) are present (ODM, page 32). Individual and group counseling is present and peer facilitators are utilized. Students are taught conflict resolution (Plan, pages 176, 184).  Written building guidance plans have been developed to address personal growth, social development, career awareness, and educational development (ODM, page 27).  The school collaborates with Departments of Human Services and Health (ODM, page 27).  A social worker needs assessment has been performed and social workers placed as needed (ODM, page 27). A wellness program is in place at each building. Students are screened for health and given information on various topics (self-esteem, nutrition, drug prevention, and first aid). Presentations are made to parents on similar topics (Plan, pages 176, 184).  Medicaid reimbursements are used at the local building (ODM, page 29).  Medicaid reimbursement funds are used to purchase services for non-Medicaid eligible students (ODM, page 29).  The school has developed partnerships with the Departments of Health, Employment Security, and Human Services (ODM, page 29). Camp Pfeifer: Students needing additional academic assistance have access to programs such as Camp Pfeifer (Plan, page 176, 185). Monitoring and Evaluation: Verifiable monitoring of student growth measures student progress. There is training for monitoring teams (Plan, pages 176, 186). Page 9Regular tracking of student attendance, discipline/behavior and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review (Plan, pages 176, 186). Quarterly reports and visitations are used to assess student progress, facility upkeep, and care of grounds and equipment. The monitoring team is composed of district and school staff, parents, and community representatives. The staff participates in writing school and personal goals. Students formulate achievement contracts. Goal achievement is evaluated (Plan, pages 177, 186). Student evaluators rate the school, its climate, and their educational experiences twice a year. Students are selected at random\nwith 5% involvement from each grade level, to help design questionnaires, analyze data, and reach conclusions. Students receive responses to issues they raise. Students, teachers, and parents complete a school climate survey annually (Plan, pages 177, 186, 187). Computerized student data is accessible at each school (Plan, pages 177, 187). School site teams work to implement programmatic modifications with membership rotated each semester so that certified and non-certified staff, parents, and students have input (Plan, pages 178, 187). Additional items recommended for each incentive school (Plan, pages 178, 188, 189).  uniforms for students, such as blue jeans and a white shirt dress code for staff  student handbooks, available at every building, which reflect the building philosophy and program  a playground for PE purposes  additional compensation for teachers/principals who work extra periods of time at the incentive schools  Saturday programs, to enhance learning, which include but are not limited to: -field trips -enrichment activities -tutoring -parent/child \"make \u0026amp; take\" sessions -book fairs -physical education activities Incentive School Staffing: The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators and the Joshua Intervenors. The committee assesses staffing Page 10 needs, sets criteria, assists in recruitment of quality staff, and determines hiring procedures (Plan, page 190).  Progress is being made toward racially balancing both the certified and non-certified staff (ODM, page 6). Staffing needs assessment bases staff selection upon the needs and interests of the student population. Factors to be considered include: number of students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs (Plan, page 190).  Staff development activities are evaluated through survey responses from each staff member (Plan, page 170). Recommended full-time positions include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, reading (remediation), math (remediation), computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides (one per classroom), non-certified supervision aides, program specialist, principal, assistant principal (Plan, page 191).  Recommended positions to be filled or left vacant are based on the results of a current needs assessment of the school (May 1992 Order, pages 41-42).  There is a program specialist in place to support the thematic emphasis of the school (May 1992 Order, page 41).  An appropriate number of instructional aides (2:3 ratio if no K-6 class has more than 20 students -1:1 ratio if any K-6 classroom has more than 20 students) are provided (May 1992 Order, page 34). Staff recruitment involves ongoing nationwide recruitment strategies with emphasis on recruiting minorities. Recruitment files are current and include promising student teachers and participants in the Master Teacher Program (Plan, page 191). Staff selection involves the Incentive Schools Staffing Committee according to the plan provisions regarding selection criteria, job descriptions, and selection process. All staff are hired for on a one-year basis and involuntary transfer or other decisions are enacted at the end of the year, based on performance quality. (This also applies to aides, clerical, and custodial workers) (Plan, page 192). Staff commitment/effectiveness monitoring involves ongoing informal review and semi-annual formal conferences. These assess staff effectiveness based on student academic achievement as measured by formal test results and other forms of measurement (Plan, page 192), Incentive School Staff Development: The Staff Development Planning Committee at each incentive school is composed of teachers, an IRC specialist, parents, principals, and other administrators to plan staff development experiences (Plan, page 192). Page 11 A long-term strategy has been developed for meeting the plans minimum staff development requirements (ODM, page 7).  The quality, relevance, and adequacy of present staff training programs have been evaluated (ODM, page 8).  Classroom utilization of inservice training is evaluated (ODM, page 8). A staff development needs assessment is coordinated by the Staff Development Committee. It examines the following: students per grade level, race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, health needs, attendance records, tardiness records, and program goals and curriculum of the incentive schools (Plan, page 193).  Staff development needs are individually assessed on an ongoing basis through clinical supervision and monitoring of Individual Improvement Plans (Plan, page 201).  School Profile data specifically reflects the amount and scope of each staff members training (ODM, page 7). Minimum Staff Development Requirements (Plan, pages 192-93) PET (one cycle, refresher every 3-5 yrs.): TESA (one cycle): Classroom Management (one cycle): Effective Schools Training: Cooperative Leaming/Leaming Styles: AT\u0026amp;T Human Effectiveness Training: Parent/Educator Communication \u0026amp; Human Relations Skills: Mentor Teacher Program: Special Staff Development for Principal, Assistant Principal:  Staff has had inservice emphasizing active learning at all grade levels. (ODM, page 14)  Inservice is held for principals, teachers, parents, and aides emphasizing the developmental levels of pre-school children and developmentally appropriate activities (ODM, page 17).  Teachers are provided with comprehensive training in techniques for dealing with disruptive students (ODM, page 23).  Parents have access to special training in working with their children, assisting with homework, computer literacy, nutrition and human growth and development (Plan, page 174).  Staff receives training in working with youth at risk, working in an urban setting, and analysis and use of data for enhancing student achievement (Plan, page 174).  Training which helps teachers to facilitate active learning has been emphasized at all grade levels (ODM, page 14). Page 12 Gender/Ethnic Expectations and Student Achievement training has been considered (ODM, page 11). A Teacher Demonstration Program is planned by a districtwide Teacher Demonstration Program Committee to enable incentive schools to serve as laboratories and models for other schools (Plan, pages 193-4).  The principal monitors the Teacher Demonstration and identifies areas of strengths and concerns (Plan, page 203). A Master Teacher Program Committee plans a districtwide program to involve student teachers from state and local colleges and universities in the incentive schools. The program is monitored by the principal and college faculty representatives. A pool of perspective staff members is maintained from the student teachers assigned to incentive schools through the Master Teacher Program (Plan, pages 194, 204). Teacher assistance: An IRC specialist provides ongoing assistance to new teachers and those needing help. The specialist assists the Staff Development Planning Committee with training programs (Plan, page 194).  Teachers make full use of the resources and specialists available at the LRSD Instructional Resource Center (ODM, page 14). Incentive School Parent Involvement: An incentive school parent program will be established to equip parents with job skills necessary for employability at all levels within the school. Program objectives and activities include: designing and administrating a needs assessment to determine community interest and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and teacher/parent mentorships (Plan, pages 178, 189, 206, 207).  The parent internship program and parenl/teacher mentorships are implemented as outlined in the plan (ODM, page 39). A Parent Center provides resources and materials recommended by a parent/staff committee for loan to parents. A parent has been trained to operate the center and the center is responsible for the development and distribution of a monthly communications packet (Plan, pages 206, 208).  Parents recommendations for resources to include in the Parent Centers are actively sought and as many of their suggestions as possible are incorporated. Parent use of the center and resources loaned are documented (ODM, page 39). A Parent program will assist parents in understanding and carrying out school expectations by: offering mini-workshops on topics such as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills\nrequesting that parents pick up report cards at least twice a year\nand requiring principals to have direct parental contact through scheduled meetings and home visits (Plan, pages 206, 209). Page 13 Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and childs school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed (ODM, page 39). Parent recognition is used as a tool for community and parent involvement. There is parent/community recognition at monthly PT A meetings, awards are displayed, school lunch vouchers are given, and students are involved in the selection process (Plan, pages 209-210).  Make parent and volunteer recognition an integral, ongoing, and highly visibly part of school life (ODM, page 38). Home and school communication is evident at each incentive school. Parents understand how to advance support and concern for the school, attend school activities and monthly school meetings, volunteer, receive a parent handbook and a monthly calendar, sign homework, receive monthly reports, and report absences. Early indicators and early intervention programs are formulated with alert and success cards to update parents on their childs needs and achievements. Staff members make at least two home visits. Meetings are scheduled at community locations, such as churches and homes, to forge neighborhood/school partnerships. Parents have access to the school through identified pick up points within the school community. Each school has identified three key communicators and utilizes community role models and mentors (Plan, pages 157, 174, 176, 183, 184, 188, 206, 210-211).  The number and date of visits to each students home, along with who made the visit is documented to determine if each family is visited at least twice each year (ODM, page 38).  Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends (ODM, page 38).  Mechanisms are established at each school to ensure that parents regularly sign homework (ODM, page 38).  An intense mentor recruitment campaign is underway (ODM, page 29).  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students (ODM, page 29).  Mentors and their students are documented by race, gender, participation hours, and types of activities shared by the students and mentors. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are maintained (ODM, page 30). Parent contractual commitments are signed prior to enrollment (Plan, page 211).  Parents sign contracts when they register their children in the incentive schools. Follow up procedures to remind parents of the commitments made in the contract are in place (ODM, page 38). Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center (Plan, pages 206, 212). Page 14School and community trust is raised through a speakers bureau for community groups in school zones and a posted calendar of neighborhood events. Neighborhood pride is promoted through events coordinated by school staff (Plan, page 213). School improvement plans are developed by administrators, parents, and teachers to promote an open atmosphere, provide input into decision making, and create a sense of ownership through involvement (Plan, page 214). Incentive School Parent Recruitment: Community information is provided to special interest and community groups, including information sessions at churches and with other audiences, a telephone hotline, Saturday information booths at malls and neighborhood stores, special media coverage, and highlight sheets are given all elementary parents and placed in local businesses (Plan, pages 215, 218-219). Recruitment strategies include the use of brochures, PSAs, billboards, media blitz, videocassette recordings, flyers, open house, targeted neighborhood blitz, small group tours, ADE special designation, celebrity endorsements, and a speakers bureau for each school. Meetings are held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. Two parent recruiters have been hired to conduct recruitment activities (Plan, pages 215-216, 220-222).  A strategic plan is based on the recruitment section of the desegregation plan and reflects a well thought-out, interrelated process (ODM, page 4).  A firm timetable is part of the recruitment plan and is strictly adhered (ODM, page 5).  Number and variety of specifically targeted recruitment activities are increased (ODM, page 5).  A tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups is established (ODM, page 5). The Biracial Advisory Committee, with the advise of marketing and advertising experts, serves as the steering committee for incentive school recruitment. The committee reviews bi-monthly reports on the implementation and effectiveness of various recruitment strategies from the desegregation office. The committee evaluates the recruitment program each quarter and recommends to the Board of Directors changes needed in recruitment strategies and activities (Plan, pages 217, 223).  The committees monitoring instrument includes recruitment assessment (ODM, page 5). Rockefeller Early Childhood Magnet School: The early childhood education program at Rockefeller is used as a desegregation tool and includes the early childhood program as an integral part of the whole school (Plan, pages 12, 13). Page 15The early childhood program receives the same attention and support as the grades K through six (Plan, page 13). Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges (Plan, page 12). The development of innovative early childhood education practices is emphasized and piloted at the school (Plan, page 12). Rockefeller is used as a demonstration site for college students, the countys teachers, and daycare workers (Plan, page 12). The advice of parents and educational professionals is incorporated in all aspects of the planning and implementation of the early childhood program (Plan, page 12). Students attending the three-year-old program are allowed to continue on into the schools four- year-old program (Plan, page 13). Sibling preference is granted to the brothers and sisters of the early childhood education students (Plan, page 13). The development of a year-round, full day school for children from infancy through sixth grade has been explored. A biracial group of teachers, parents, administrators, and experts from local universities works with the district to assess the feasibility of such a program (Plan, page 13). An evaluation of the early childhood program has been conducted to determine its impact on desegregation. In addition, the parent committee routinely evaluates matters related to childcare policies and procedures (Plan, page 13). Page 16\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_p15728coll3_397147","title":"Clarice Todd Little individual file","collection_id":"bcas_p15728coll3","collection_title":"Butler Center for Arkansas Studies Documents Collection","dcterms_contributor":["Little, Clarice Todd"],"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","United States, Arkansas, Pulaski County, Little Rock, Dunbar High School, 34.73231, -92.28654"],"dcterms_creator":null,"dc_date":["1993-03-23"],"dcterms_description":["This folder contains a document donated by Clarice Todd Little.","This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : University of Arkansas at Little Rock Center for Arkansas History and Culture"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["National Dunbar Alumni Association historical collection, 1880-2016 (UALR.MS.0021)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["African Americans--Arkansas--Little Rock","Dunbar High School (Little Rock, Ark.)","Education--Arkansas--Little Rock","Education, Secondary","Segregation in education--Arkansas--Little Rock"],"dcterms_title":["Clarice Todd Little individual file"],"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/p15728coll3/id/397147"],"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":null},{"id":"bcas_bcmss0837_1175","title":"Little Rock School District, school board meeting minutes and correspondence","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1993-01-14/1993-12-16"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School board members","School boards","School management and organization","Meetings"],"dcterms_title":["Little Rock School District, school board meeting minutes and correspondence"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1175"],"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":["109 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n,____,/    LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting January 14, 1993 RECEl\\/fED OCT 2 7 1995 Office of Desegregation tvioniwtino The Board of Directors of the Little Rock School District met in a lawfully called special meeting at 6: 20 p. m. immediately following the Board agenda review meeting on January 14, 1993. The special meeting was conducted in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The president, Mrs. 0. G. Jacovelli, presided. MEMBERS PRESENT: Mrs. O. G. Jacovelli Mr. John Moore Ms. Pat Gee Dr. Katherine Mitchell Mr. Willie D. (Bill) Hamilton Mr. Dorsey Jackson Mr. John Riggs MEMBERS ABSENT: None ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes Mr. Don Umfleet, Audio Specialist CALL TO ORDER: ROLL CALL: The president called the special meeting to order at 6:20 p.m. The roll call revealed the presence of all seven (7) Board members. PURPOSE OF SPECIAL MEETING: The chair announced that the special meeting was called for the purpose of conducting student disciplinary hearings and to consider reinstatement petitions. NON-CONTESTED EXPULSIONS AND LONG-TERM SUSPENSIONS: Mr. Rudolph Howard directed the Board members' attention to the non-contested expulsion recommendations of Tyrone Banks, Roger Crusterson, Bara Nichols, Phillip Watts, and Timothy White. He also directed the Board members' attention to the non-contested recommendation for the long-term suspension of Brent Armstrong, Derrick Bowman, Quentin Davis, David Faison, Keith Farr, Stacy Givens, Andre Harris, Deshun Hollis, Mervyn Johnson, Kendrick Land, Norman Miles, Shawn Moseley, Bilal Muhammad, Albert Porter, Kevin Pugh, Carlos Reese, and Jerry Roberson. Mr. Dorsey Jackson moved the administration's recommendations on the non-contested expulsions and long-term suspensions. Mr. John Moore seconded the motion, and it carried unanimously. CONTESTED EXPULSIONS: The Board conducted a hearing with regard to the expulsion recommendation for Janice Harris. After hearing all testimony and considering the evidence presented to it, Mr. John Moore moved to long-term suspend Janice Harris and if she comes back to the Board and shows that she has been involved in counseling and that it has had an effect and if Mr. Watts agrees, we will admit her back. Mr. Dorsey Jackson seconded the motion, and it carried with six (6) to one (1). Dr. Katherine Mitchell dissented . . The Board conducted a hearing with regard to the expulsion recommendation of Ronnie Scott. After hearing all testimony and considering the evidence presented to it, Mr. Dorsey Jackson moved that Ronnie Scott be placed back in school on strict probation and if any further incident or violation of any school rules occur in any way, he will be expelled immediately. Mr. Bill Hamil ton seconded the motion, and it carried unanimously. The Board considered the petition of Michael Hornes for reinstatement to school from the Juvenile Justice Center. After hearing all testimony and considering the evidence presented to it, Mr. John Riggs moved to reinstate Michael Hornes preferably to a school other than McClellan, on strict probation. Dr. Katherine Mitchell seconded the motion, and it carried unanimously. The Board considered the petition of Phillip Conway for reinstatement to school. After hearing all testimony and considering the evidence presented to it, Mr. John Moore moved to reinstate Phillip Conway. Mr. John Riggs seconded the motion, and it carried unanimously. The Board considered the petition of Dana Stephens for reinstatement to school. After hearing all testimony and considering the evidence presented to it, Mr. John Moore moved to reinstate Dana Stephens to the Alternative Learning Center and put her on the list for the Elizabeth Mitchell Residential Treatment Program. Mr. Dorsey Jackson seconded the motion, and it carried unanimously. The Board considered reinstatement to school. the petition of Ylanna Value After hearing all testimony for and  considering the evidence presented, Mr. John Moore moved to reinstate Ylanna Value on strict probation for the second semester of the 1992-93 school year. Mr. John Moore moved the Superintendent's recommendation. Dr. Katherine Mitchell seconded the motion, and it carried unanimously. ADJOURNMENT: Mr. Dorsey Jackson moved to adjourn. the motion, and it carried unanimously. business to come within the call for the Board of Directors, the meeting adjourned Mr. John Riggs seconded There being no further special meeting of the at 8:25 p.m. O. G. Jacoveli,President 1~:dfl J!J J-V Pat Gee, Secretary APPROVED: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Regular Meeting January 28, 1993 OCT 2 7 IY~.5 The Board of Directors of the Little Rock School District met in its regularly scheduled monthly meeting at 6:22 p.m. on January 28, 1993, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The president, Mrs. O. G. Jacovelli, presided. MEMBERS PRESENT: Mrs. O. G. Jacovelli Mr. John Moore Ms. Pat Gee Dr. Katherine Mitchell Mr. Willie D. (Bill) Hamilton Mr. Dorsey Jackson Mr. John Riggs MEMBERS ABSENT: None EX OFFICIO MEMBERS PRESENT: Mr. Frederick Fields, Teacher Representative Miss Candace Jones, student Representative ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes Mr. Don Umfleet, Audio Specialist I. CALL TO ORDER: ROLL CALL: The president called the regular meeting to order at 6:22 p.m. The roll call revealed the presence of all seven (7) Board members. II. READING OF THE MINUTES The chair asked for a motion to remove the November 19, 1992 minutes from the table. Dr. Katherine Mitchell moved to remove the November 19, 1992 minutes from the table. Mr. John Moore seconded the motion, and it carried unanimously. Dr. Mitchell moved to approve the November 19, 1992 minutes of the regular meeting of the Board. Ms. Pat Gee seconded the motion, and it carried unanimously. The chair directed the Board members' attention to the minutes of the special meeting on September 16, 1992\nthe special meeting on October 5, 1992\nthe special meeting on October 15, 1992\nthe special meeting on November 5, 1992\nthe special meeting on November 12, 1992\nand the regular meeting on December 17, 1992. Mr. Bill Hamilton moved approval of the minutes. Ms. Pat Gee seconded the motion, and it carried unanimously. III. PRESENTATIONS: A. Superintendent's citations Dr. Bernd presented certificates to the winners of the American Education Week Essay Contest that was sponsored by the Little Rock PTA Council and the Central Arkansas Reading Council. The theme was \"America's Schools: Take a New Look.\" The winners who received certificates were: Primary Level (K-3 Grade): First Place - Danielle Dushkin, Brady Elementary Second Place - Sarah Pollard, Williams Magnet Third Place - Jessica Slaughter, Western Hills Elementary Intermediate Level (4th - 6th) First Place - Jonathan Jones, carver Magnet Second Place - John Crain, Carver Magnet Third Place - Lakeisha Palmer, Cloverdale Elementary Junior High Level (7th - 9th) First Place - Tonya Andrews, Mabelvale Jr. High Second Place - Walter Coleman, Mabelvale Jr. High Third Place - Heather Gregg, Mabelvale Jr. High Senior High Level - 10th - 12th) First Place - Keith Harvey, McClellan High Second Place - James Vardaman, McClellan High Third Place - Amy Ramer, McClellan High. Dr. Bernd also recognized the teachers of the winning students: Becky Dugan, Karen Latch, Shirley Thomas, Betty Glenn, Donna Hall, taking the liberty of making the decision for the Board not to meet with the group. She called for the resignation of Mrs. Jacovelli and Dr. Bernd and urged the remaining members of the Board to act responsibly when the community desires to share its concerns. Mr. \"Say\" McIntosh told the Board that this group are concerned about the safety of their children in the schools. He told the Board that the safety of our children should cause us to get as mad as the suspension of Mr. Hickman. He urged the Board to not let the news media twist them and get them to try the case in the media. He alleged that the news media is trying to cause a riot. A Little Rock Central High School senior (name unknown) questioned the methods of the Board and why things were done like they were. She told the Board that the problem is ignorance, and she feels that her rights have been violated. Mr. Melvin Moss told the Board that the actions taken by the administration and Board are peculiar and has caused students and parents a lot of frustration. He told the Board that the important things are God, the family, and the community, stupid. At this point in the \"Remarks from Citizens\" section on the agenda, Mr. Chris Heller, legal counsel for the District, responded to the unrest in the audience by explaining that it is the Board's responsibility to remain neutral in personnel issues until they hear all evidence in a formal hearing. He told the audience that he had advised the Board not to listen to any comments. Mr. John Riggs asked for a recess. The Board recessed at 7:10 p.m. and reconvened at 7:25 p.m. Upon reconvening, an unidentified speaker urged the Board get its priorities in order. Mr. Ari Merretizon told the Board that there is a lot of tension in the community and asked the Board to instruct Dr. Bernd to engage in discussion about their concerns. He expressed his view that the group would understand the limitations of the discussion. V. ACTION ITEMS: A. Election of Officers Mr. Dorsey Jackson moved to remove from the table the election of officers. Mr. John Riggs seconded the motion, and it carried unanimously. Mr. Jackson moved to elect John Moore as President of the Little Rock School District Board of Directors.by acclamation. Mr. John Riggs seconded the motion, and it carried unanimously. Gloria Russ, Nancy Jones, and Gloria Blakely. The Superintendent also awarded certificates to the winners of the \"My Southwestern Bell Yellow Pages Wish\" program. Honored were: Tequesia Neal, Cloverdale Elementary, $50.00 for Little Caesar's Pizza\nShiree Lawson, Rockefeller Elementary, $100 for Wordsworth Book Stores\nMaquinta Davis, Romine Elementary, $150.00 for Lenderman Paint Company\nErica James, Badgett Elementary, $2 00 for Microcomputer Center\nKrystal Rose Marks, Romine Elementary, $250 for Radio Shack, and the first place winner, Nikkola Hadley, Badgett Elementary, $1000 for ABC Playground Equipment. Patty McNeil, principal at Dodd Elementary School, introduced the winners of the White House Replica Contest held at Dodd School. Ms. Raines' second grade class won the primary division, and Ms. Riddle's sixth grade class won the intermediate division. Dr. Bernd also presented Superintendent's Citations to the ex officio members of the Board for January: Candice Jones, student ex officio from Fair High School\nand Frederick Fields, teacher ex officio from Cloverdale Elementary. He and members of the Board thanked them for their service to the Board. IV. C. Citizens Committees None reporting. D. Board Members None. E. Partnerships None. REMARKS FROM CITIZENS: Dr. Bernd read a statement concerning the Board's policy on receiving information or commenting on pending personnel issues. Mrs. Jacovelli reiterated that it would be inappropriate for the Board to hear comments concerning a personnel issue that might ultimately come before the Board for a hearing. She stated that all of the speakers signed up to address the Board have indicated that the subject of their remarks would be \"Central High School\" or \"John Hickman.\" She told the audience that if the subject of Mr. Hickman comes up during remarks, she would gavel the speaker and the Board would go into recess. Mrs. Hafeeza Majeed asked for the resignation of Mrs. Jacovelli and Dr. Bernd. She told the Board that she had obtained the signature of fifty patrons and voters asking for a meeting with the Board under Arkansas statute. She admonished Dr. Bernd for Mr. John Moore assumed the presidency and opened the floor for nominations for vice president. Mr. Riggs nominated Dorsey Jackson for vice president. Mrs. O. G. Jacovelli seconded the nomination. Mr. Jackson was elected unanimously. Mr. Dorsey Jackson moved to elect Dr. Katherine Mitchell as secretary of the Board by acclamation. Mr. Bill Hamil ton seconded the motion , and it =cc.=a:..:rc..:r,....,1=-e ::.d=-w-=ia.ot:.:.h.o......:s\"\"'1\"\"x =-..(..-.= 6_,_)---=a::..:f:..cf=-=i-=r=m=a\"\"\"'t\"\"'1=-v -'-=e'--'-v-=o:....:t::..:e:.\ns=--=-. Mrs. o. G. Jacovelli abstained. B. Henderson Athletic Field Agreement Dr. Bernd directed the Board members' attention to the maintenance agreement between the District and the City of Little Rock for the maintenance of the athletic field at Henderson Junior High School. He recommended that the Board approve the maintenance agreement as submitted in the printed agenda and to direct the administration to process the necessary documents. Mrs. Jacovelli moved the Superintendent's recommendation. Mr. Riggs seconded the motion, and it carried unanimously. C. Position Paper on School Health The Superintendent recommended that the Board act to support the position as submitted in the printed agenda. Dr. Mitchell moved the Superintendent's recommendation. Mrs. Jacovelli seconded the motion, and it carried unanimously. D. Community Study Center Program Dr. Bernd informed the Board that he had signed a letter of support of the Community Study Center and asked the Board to endorse the concept and support the collaborative effort with the Little Rock Boys Club in the establishment of the Community Study Center, including seeking funds through specific grants to assist with the program. Ms. Linda Young, the District's New Futures Liaison, introduced members of the Hoover Collaborative. Mrs. Jacovelli moved the Superintendent's recommendation for the endorsement of the collaborative efforts with the Little Rock Boys Club in the establishment of the Community study Center including seeking funding through specific grants and the approval of a waiver allowing course credit to be granted for students participating in the Center. Mr. Riggs seconded the motion, and it carried unanimously. E. Personnel Changes Dr. Bernd directed the Board members' attention to the personnel changes in the printed agenda and the slip sheet containing the resignation of Catherine Johnson. He recommended that the Board approve the personnel changes. Mrs. Jacovelli moved the Superintendent's recommendation. Mr. Jackson seconded the motion, and it carried unanimously. F. Financial Reports The Superintendent pointed out the new format. Mr. Gary Jones answered questions from Board members. He told the Board that the new format was the first pass and that revisions and simplification will probably follow. Mr. Jackson moved approval of the financial reports. Mrs. Jacovelli seconded the motion, and it carried unanimously. VI. REPORT AGENDA A. Sibling Transfers Mrs. Marie Parker reported on the requirements of the desegregation plan concerning siblings going to the same schools whether they be attendance zone, non-attendance zone, or magnet schools. Board members asked questions and expressed a desire that every effort be made to get siblings in the same school. B. The Incentive Schools' Master Teacher Program Mrs. Janet Bernard highlighted the report contained in the printed agenda. Board members asked questions. Mrs. Bernard told the Board that these schools will serve as lab schools for student teachers. She also reported that this report will be sent to the Court and to the Desegregation Monitor. C. Educational Programs Report GARLAND INCENTIVE SCHOOL'S EDUCATION BEYOND THE CLASSROOM Mrs. Arma Hart introduced Mr. Robert Brown, principal at Garland Incentive School. Mr. Brown reported on some of the events that are scheduled after school hours to help students learn and to involve parents in the life of their child. Some of the programs are group discussions on social issues within the community, trips to movies and dinner engagements at different ethnic restaurants. He also told the Board that the school had been engaged in many changes, including the lowering of class sizes, obtaining instructional aides and supervision aides, and establishing the Writing to Read labs. They have mentor programs to raise self esteem, the IRC specialists work with new teachers, they have established a staffing committee that includes parents, teachers, and administrators. He reported that the school has began the Effective Schools training for all staff members, including the custodial staff. VII. CONSENT AGENDA Dr. Bernd presented the items for the consent of the Board as follows: Donations of Property A computer disk drive to Fair Park Elementary by Mr. Howard Muldrow\nA scoreboard to Cloverdale Jr. High by Mr. John Twyford/Twin City Bank\n$6,000 to fund an art teacher to Forest Park Elementary by Forest Park PTA\nPea gravel for playground at Fulbright Elementary by Glacial Concrete, Mark \u0026amp; Mary Rose Breckenridge, and Chuck Germer\nComputer equipment to HIPPY Program by IBM/HIPPY USA\n1992 GMC Pickup Truck to Metropolitan Vo-Tech Center by Landers Trucks, Benton\nComputer equipment to Rockefeller Incentive School by Arkansas Power \u0026amp; Light Company\nand Software valued at $1500 to Central High School by Systematics. Lease Agreement - King Elementary School Property A 99-year lease agreement between the District and the City of Little Rock for approximately 3.5 acres of land to be used for the new Martin Luther King School site. The lease is to be $1.00 per year for the 99 years. Air Space Agreement - King Elementary School Property An air space agreement between the District and the Arkansas State Highway Commission to lease approximately three acres of land for the purpose of constructing and maintaining a parking lot for the new Martin Luther King Elementary School. Authorization to Apply for School Assistance in Federally Affected Areas Assurances - P.L. 81-874 A request for authorization and approval of the Resolution from the Board of Directors so the District can submit this year's application in a timely manner. The Superintendent recommended that the Board approve all the items listed in the consent section of the printed agenda. Mr. Dorsey Jackson moved the consent agenda. Mr. John Riggs seconded the motion, and it carried unanimously. VIII. AUDIENCE WITH INDIVIDUALS OR GROUPS None VOTE OF APPRECIATION: Mr. Bill Hamilton moved to give Mrs. Jacovelli a vote of thanks for serving as the Board president and commended her for the manner in which she has served. Mr. Dorsey Jackson seconded the motion, and it carried unanimously. RECESS: The Board recessed at 8:35 p.m. and reconvened at 8:59 p.m. IX. STUDENT DISCIPLINARY RECOMMENDATIONS Mr. Howard directed the Board members' attention to the non-contested expulsions of Tellys Clemmons, Lynn Davis, Shawn Henson, Quawn Marshall, Trimmell McIntosh, William Teague, and Terrance Williams. He asked that the non-contested recommendations include Jason Perkins, who was listed as a contested expulsion recommendation. He also directed the Board members' attention to the non-contested long-term suspensions of Avianca Adrow, Lakeisha Barnes, Antonio Beasley, Chris Bell, Araby Branch, Gailisa Bryant, Timmy Dewitt, Patrick Ellis, Jimmy Frazier, Eric Howard, Tamika Johnson, Lourenco Lee, James May, Wendy Montgomery, Leticia Nelson, Billy Robinson, and Walter Zinamon. Mr. Dorsey Jackson moved approval of all the non-contested expulsions and long-term suspensions. Mr. John Riggs seconded the motion, and it carried with five affirmative votes. Mr. Bill Hamilton and Mrs. O. G. Jacovelli were absent for the vote. The Board considered the reinstatement petition of Eric Allen. After hearing all the testimony and evidence presented to it, Mr. Dorsey Jackson moved to reinstate Eric Allen to Cloverdale Jr. High if that can be accomplished in order to give Eric's father an opportunity to serve as a positive role model and to give Eric a final chance to get an education in the Little Rock School District. Mrs. Jacovelli seconded the motion. After discussion, Mr. Jackson amended his motion to allow for reinstatement to the Alternative Learning Center on strict probation. Mrs. Jacovelli accepted the amended motion. The motion carried unanimously. Mr. Hamilton was absent. The Board considered the reinstatement petition of Eleta Spencer. After hearing all the evidence presented to it and the recommendation of the administration to grant the reinstatement petition, Mrs. 0. G. Jacovelli moved the administration's recommendation that Eleta Spencer be reinstated on strict probation regarding weapons for the balance of the 1992-93 school year. Mr. Jackson seconded the motion, and it carried unanimously. ADJOURNMENT: Mrs. Jacovelli moved to adjourn. Mr. Riggs seconded the motion, and it carried unanimously. There being no further business to come before the regular meeting of the Board, the meeting adjourned at 9:22 p.m. rs. O. G. Jcovelli, President ~JIZJJ~ Ms. Pat Gee, Secretary APPROVED: d-)'f+ 5 ' t} .3 ---'\"\"--i1'--'-\"--=-+, --'-=--- LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting January 28, 1993 REC OCT 2 7 199.5 Office of Oe:::-(lrE-gak,n fl:c1 .. :0.,r J The Board of Directors of the Little Rock School District met in a lawfully-called special meeting at 5:35 p.m. on January 28, 1993, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The president, Mrs. o. G. Jacovelli, presided. MEMBERS PRESENT: Mrs. O. G. Jacovelli Mr. John Moore Ms. Pat Gee Dr. Katherine Mitchell Mr. Willie D. (Bill) Hamilton Mr. Dorsey Jackson Mr. John Riggs MEMBERS ABSENT: None EX OFFICIO MEMBERS PRESENT: Mr. Frederick Fields, Teacher Representative CALL TO ORDER: ROLL CALL: The president called the special meeting to order at 5:35 p.m. The roll call revealed the presence of all seven (7) members of the Board of Directors. PURPOSE OF SPECIAL MEETING: The chair announced that the special meeting was called for the purpose of considering the Aerospace Magnet School. CONSIDERATION OF AEROSPACE MAGNET: Mr. John Riggs expressed the reasons for his initial support of the proposed Aerospace Magnet School and the reason that he has now changed his mind about the viability of the proposal. He cited as major reasons for his change of mind, (1) strong opposition from Board of Directors Special Meeting January 28, 1993 2 the North Little Rock School District, the Pulaski County Special School, and the Magnet Review Committee\n(2) the improbability of the Aerospace Education Committee raising the required $20 million in operating funds within the next five months\nand (3) the wisdom of investing in a declining aerospace industry. Mr. Riggs reiterated his strong support for business and the aerospace industry. He also indicated that he realized the political consequences of his action. Following his statement, Mr. Riggs moved to rescind the Resolution adopted on November 24, 1992 regarding the building of an aerospace senior high school and the offering of companion aerospace courses in junior high schools, and that all work on the aerospace school and grant application cease. Mr. Dorsey Jackson seconded the motion. Discussion on the motion ensued, and Ms. Pat Gee moved to amend the motion to table the aerospace project until the July, 1994 Board meeting. Dr. Katherine Mitchell seconded the amendment. Discussion ensued. Mr. Dick Holbert, representing the Aerospace Education Committee, urged the Board to submit the grant to the U. S. Department of Education and defended the viability of the project. Following Mr. Holbert's address to the Board, further discussion ensued. Mr. John Moore called the question. The amendment to the motion failed three ( 3) to four ( 4) . Dr. Mitchell, Ms. Gee, and Mr. Hamilton voted in favor of the amendment. Mr. Riggs, Mr. Jackson, Mrs. Jacovelli, and Mr. Moore voted in opposition to the amendment. The main motion carried four (4) to three (3). Mr. Riggs, Mr. Jackson, Mrs. Jacovelli, and Mr. Moore voted in favor of the motion. Dr. Mitchell, Ms. Gee, and Mr. Hamilton dissented. ADJOURNMENT: Mr. John Riggs moved to adjourn. Mr. Dorsey Jackson seconded the motion, and it carried unanimously. There being no further business to come within the call for the special meeting, the meeting adjourned at 6:17 p.m. coveiiCPresident Ms. Pat Gee, Secretary APPROVED=----'~~) -\u0026lt;.,.cd-=s:........i)c_.q.._3_ I I LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting February 11, 1993 The Board of Directors of the Little Rock School District met in a lawfully-called special meeting at 6:37 p.m. on February 11, 1993, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The president, Mr. John Moore, presided. MEMBERS PRESENT: Mr. John Moore Mr. Dorsey Jackson Mrs. 0. G. Jacovelli Ms. Pat Gee MEMBERS ABSENT: Dr. Katherine Mitchell Mr. Willie D. (Bill) Hamilton Mr. John Riggs ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes CALL TO ORDER: ROLL CALL: The president called the meeting to order at 6:37 p.m. The roll call revealed the presence of four (4) Board members, which constituted a quorum. PURPOSE OF SPECIAL MEETING: The special meeting was called for the purpose of conducting student disciplinary hearings and considering disciplinary recommendations. Board of Directors Special Meeting February 11, 1993 STUDENT DISCIPLINARY HEARINGS: 2 The Board conducted a hearing on behalf of Marty L. Page. After hearing all testimony and considering the evidence in the case, the Superintendent recommended that Marty Page be expelled from the Little Rock School District\nhowever, noting that he is a senior with good grades, records, etc., and that nothing would be accomplished by having him return next year, the Superintendent recommended that the credit al~eady earned for the first semester be awarded\nthat he enroll in a correspondence course and/or vocational school to earn the needed credit for graduation\nand upon acquisition of the 1 unit that the school award him a diploma. The recommendation included the provision that he not participate in any school activity, inclusive of graduation, while the expulsion is in effect. Mrs. o. G. Jacovelli moved the Superintendent's recommendation. Ms. Gee seconded the motion, and it carried unanimously. The chair directed the Board members' attention to the noncontested expulsion recommendations of Corey Caldwell, Willena Darrough, Michael Monroe, and Angela Redden. Mrs. Jacovelli moved the administration's recommendation for the expulsion of these students. Mr. Jackson seconded the motion, and it carried unanimously. The Board conducted a hearing on behalf of Avery Page. After hearing all testimony and considering the evidence in the case, the Superintendent recommended that Avery Page be assigned to the Juvenile Justice Center Alternative Program for the remainder of the 1992-93 school year and that he receive counseling there on a weekly basis. Mr. Dorsey Jackson moved the Superintendent's recommendation and stated that if Avery and his parents want to make the decision not to go, it is their decision. Mrs. Jacovelli seconded the motion, and it carried unanimously. The Board conducted a hearing on behalf of Briann Guin. After hearing all testimony and considering the evidence in the case, the Superintendent recommended that Brian Guinn be expelled for the designated period of 20 days (1/22/93 to 2/22/93) or time served. Mrs. o. G. Jacovelli moved the Superintendent's recommendation. Mr. Dorsey Jackson seconded the motion, and it carried unanimously. The Board conducted a hearing on behalf of Derrick Galvin. After hearing all testimony and considering the evidence in the case, the Superintendent recommended that Derrick Galvin be Board of Directors Special Meeting February 11, 1993 3 expelled for the remainder of the year\nhowever, if Galvin wants to attend the Juvenile Justice Center, the District will facilitate this. Ms. Pat Gee moved the Superintendent's recommendation. Ms. o. G. Jacovelli seconded the motion, and it carried unanimously. ADJOURNMENT: Mrs. Jacovelli moved to adjourn. Mrs. Pat Gee seconded the motion, and it carried unanimously. There being no further business to come before the special meeting of the Board of Directors, the meeting adjourned at 7 :21 p.m. Mr. hn Moore, President ,i~ Dr:-='Katherine Mitchell, Secretary APPROVED:_---'-/~, _-- _\n_,-' - _~, __\n__ _ LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting February 16, 1993 The Board of Directors of the Little Rock School District met in a lawfully-called special meeting at 5:09 p.m. on February 16, 1993, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The president, Mr. John Moore, presided. MEMBERS PRESENT: Mr. John Moore Mr. Dorsey Jackson Dr. Katherine Mitchell Ms. Pat Gee Mr. Bill Hamilton (joined meeting at 6:05 p.m.) MEMBERS ABSENT: Mrs. O. G. Jacovelli Mr. John Riggs EX OFFICIO MEMBERS PRESENT: Ms. Sue Rogers, Teacher Representative Miss Gillettie Bennett, Student Representative ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes CALL TO ORDER: ROLL CALL: The president called the special meeting to order at 5:09 p.m. The roll call revealed the presence of four (4) Board members, which constituted a quorum. PURPOSE OF SPECIAL MEETING: The chair announced that the special meeting was called to hear from individuals who have petitioned the Board to discuss Little Rock Central High School. The president explained to the audience that the speakers must refrain from speaking to the Board about Mr. John Hickman, suspended principal at Central High. INDIVIDUAL SPEAKERS: Mrs. Hafeeza Majeed led in a silent prayer. She read a letter from Willie Lynch, a slave owner, which was written in 1712 about how to control slaves. She told the Board that our children are being neglected because a superintendent has been brought here to do a job. She compared the Little Rock School District as the plantation and the group, Fifty for the Future, as the overseer. She said the District is making sure that black children don't learn and are pitting black women against black men. She complained about Mrs. Bernard's investigating tactics with students. She asked that an impartial panel be appointed and asked that Mr. Moore resign as president and that Mr. Jackson resign as vice-president because they are insensitive to black children. A member of the audience accused Dr. Bernd of cracking sexual jokes when he spoke to teachers at a pre-school meeting last fall. Ms. Sheila Parker told the Board that the students should be first and called for Dr. Bernd's resignation. Mr. Byron Jenkins told the Board that by taking Mr. Hickman out of the school the students, mostly seniors, have really been hurt. He said there was no loyalty at the building now and that the body can't function without the head. He asked that the Board take into consideration the way students feel. The Board recessed at 5:39 p.m. Upon reconvening, Mr. Moore again asked that the speakers keep their remarks about Central High in general and not about Mr. Hickman. Mr. Say McIntosh told the Board that in 1992 the city had 52 black youngsters killed, and he had not seen the people as mad about these young people being killed as they are over the suspension of Mr. Hickman. He called on black people to stop killing each other. Ms. Bahiyyah Ward told the Board that she is a senior at Central High and that this is the worst year of her life. She said the situation at Central has destroyed the senior class. She told the Board that it underestimates the students and parents of Central are going to bring the truth to the public. Ms. Cory Smith told the Board that the school is just not the same. People are smoking and shooting dice on campus. He said there is no evidence to support what has happened. Ms. Lois Brown said her daughter goes to Central and she does not appreciate Mrs. Bernard asking her questions about her relationship with Mr. Hickman. She said the questioning has caused friction between her and her husband. Rochelle Wells, a sophomore at Central High, said Mr. Hickman treats everyone with respect. She asked the Board why it did not - ask the students what they think. Ms. Susie May, a teacher at Central, expressed concern about some of the comments. She told the Board that morale at Central is high, that the atmosphere is quiet and calm. She said they are no longer interrupted by assemblies and announcements. Ms. Nancy Wilson, an art teacher at Central, said she grew up in Detroit. She assured the Board that Central High is not out of control. She said she had noticed that the number of students in the halls have been reduced as are other incidents. She said teachers feel supported and that morale has improved. Mr. Bill Hamilton joined the meeting at 6:05 p.m. Mr. C. E. McAdoo, pastor of Wesley United Methodist Church, said he was representing the Christian Ministerial Alliance. He said the wind has moved a reed and they will keep hitting the anvil. In allegorical language, Rev. McAdoo expressed that there is a great deal of support in the community for Mr. Hickman. Miss Bahiyyah Ward told the Board that if Mr. Hickman is not returned to Central the (the students) will tear the school apart brick by brick. Mr. Charles Davis told the Board that it had taken away a role model and said they were put on this Board for a reason. He told the Board that the kids in the school are most important. Rev. J. E. Booker, Pastor of Saint Peter's Rock Baptist Church, told the Board that they have created a powder keg and not to call on the black pastors for help. Lawrence Allen, Sr. said one of the ladies caught up in the rumors at Central is his daughter. He said he talked to Mrs. Bernard and tried to stop the allegation. He now knows they are false but a man has been destroyed\nhe has been destroyed\nand he is mad as hell. ADJOURNMENT: Mr. Dorsey Jackson moved to adjourn. Ms. motion, and it carried three (3) to two (2). and Mr. Jackson voted in favor of adjournment\nMitchell voted in opposition to adjournment. The meeting adjourned at 6:37 p.m. Approved: /  ,\nJj , _., _$ Pat Gee seconded the Mr. Moore, Ms. Gee, Mr. Hamilton and Dr. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 JUN 4 1993 Otrice of Desegregation Monitoring Board of Directors Regular Meeting February 25, 1993 The Board of Directors of the Little Rock School District met in its regularly scheduled meeting at 6:10 p.m. on February 25, 1993, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The president, Mr. John Moore, presided. MEMBERS PRESENT: Mr. John Moore Mr. Dorsey Jackson Dr. Katherine Mitchell Mr. John Riggs - MEMBERS ABSENT: Ms. Pat Gee Mr. Willie D. \"Bill\" Hamilton Mrs. o. G. Jacovelli ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Norma Rodgers, Acting Recorder of Minutes Mr. Don Umfleet, Audio Specialist I. ACTION: CALL TO ORDER ROLL CALL The president called the regular Board meeting to order at 6:10 p.m. The roll call revealed the presence of four (4) Board members, which constituted a quorum. II. ACTION: READING OF THE MINUTES Minutes for the Special Meetings on November 24, 1992\nDecember 10, 1992\nJanuary 14, 1993\nJanuary 28, 1993\nand the Regular Meeting on January 28, 1993 were read. Mr. Dorsey Jackson moved approval of the minutes as submitted. Mr. John Riggs seconded the motion, and it carried unanimously. Board of Directors Regular Meeting February 25, 1993 III. REPORT: PRESENTATIONS A. Superintendent's Comments 2 Dr. Bernd presented Mr. Franklin Davis, Principal at Franklin Incentive School who introduced Mr. Billy McFarland, troop leader of the Boy Scouts at Franklin. The Boy Scout Troop presented a reading of Martin Luther King's address entitled, \"I Have a Dream\" in observance of Black History Month. Each troop member recited from memory a portion of King's address. Dr. Bernd presented a citation to Craig O'Neill who has been a very \"creative\" supporter of our District. Mr. O'Neill recently began including a small but significant time slot on his early morning radio show at KURB in which he announces school business. The Ward, Cundiff and Aaron Memorial Recognition Program, sponsored by the Pulaski Heights Lions Club, presented awards to students and teachers who have gone the extra mile in serving their community. Students are selected on the basis of having a grade point average of 3.5 or above, participation in extra-curricular activities and demonstrated community leadership. Teachers were selected on the basis of excellence in teaching, volunteering extra time with students in need and for their community involvement. Four teachers and eight students received the award. The teachers were: Mary Carter - Pulaski Heights Jr. High Geraldine Johnson - McDermott Elementary Joann Williams - Jefferson Elementary Sherrie Snowden - Fair High School Students who received the award were: Christopher Hendrix - Central High School Rob Marus - Central High School Tammi Keeton - McClellan Community School Denise Bauer - McClellan Community School Candice Jones - Fair High School Shaundra Harris - Hall High School Ashley Bailey - Hall High School Susan Russenberger - McClellan Community School The Superintendent presented a citation to Mr. Jimmy Brown who helped organize the mentoring program at Cloverdale Elementary School. The program matches adult mentors with students as a way to provide a positive role model. A citation was presented to the student and teacher ex-officio Board of Directors Regular Meeting February 25, 1993 3 Board Members for the month of February - student Gilettie Bennett, Hall High School and our teacher, Sue Rogers, Dodd Elementary. B. Citizens Committees None reporting C. Board Members Dr. Katherine Mitchell issued congratulations to Coach Charles Ripley, Parkview Magnet School's basketball coach, who has been named to coach the McDonald's All-American basketball team, and also congratulations to Coach Al Flanigan who will serve as the assistant. Dr. Mitchell also thanked New Futures for paying her expenses to attend the conference on \"Effective Schools\" in Phoenix, Arizona. Dorsey Jackson reported he attended an \"Our Town\" Seminar at DeGray Lake sponsored by the Junior Chamber of Commerce during the week-end of February 19. IV. REMARKS FROM CITIZENS: Ms. Shelia Parker asked that consideration be given to the children. She asked that Dr. Bernd step down as Superintendent. Ms. Venessa Frazier stated she is a parent of children in the Little Rock School District. She stated that she had moved to Little Rock from another school district where her child was a 4.0 student. She stated he now has a grade point average of 1.7. She spoke on the loss of the population in Arkansas. She encouraged people not to hate, but rather to encourage our children to love one another. She thinks this has a great deal to do with her child's loss of interest in school. V. ACTION: A. New Partnerships Dr. Bernd directed the Board members' attention to the new partnerships between Dean's Donut Factory and Cloverdale Elementary School. After representatives of the partners were recognized and presented with certificates, Mr. John Riggs moved approval of the partnership, Dr.Mitchell seconded the motion, and it carried unanimously. Board of Directors Regular Meeting February 25, 1993 4 B. Applied Math I - Request for New Math Course Offering for the 1993-94 School Year. Ms. Matthis announced that we were asking the Board for approval to offer Applied Math I for the 1993-94 School Year, and she in turn introduced Dianne Wood, Supervisor of Math, who explained the course. Mr. John Riggs moved the implementation of the new Applied Math I course for the 1993-94 school year, seconded by Mr. Dorsey Jackson, and it carried unanimously. C. Child Care and Development Block Grant Application Mrs. Matthis reported that the Arkansas Early Childhood Commission has announced a grant program available to all registered and licensed child day care providers. The Little Rock School District's grant proposal for the school year 1992-93 is $37,500. These grant proposals are for appropriate playground equipment for pre-kindergarten children. The grants are in the amount of $2,500 per school, and applications are being submitted for the following schools: Badgett Bale Cloverdale Franklin Garland Geyer Springs Ish Mitchell Rightsell Rockefeller Romine Stephens Washington Watson Wilson Mr. Dorsey Jackson moved acceptance of this Block Grant. Dr. Mitchell seconded the motion, and it carried unanimously. D. Policy on Approval of Budget - First Reading There was discussion on this first reading of the policy on Approval of Budget. This policy requires approval by the Board of any transfer in excess of $25,000. Mr. Dorsey Jackson moved approval of this policy on a first reading, seconded by Mr. John Riggs, and it carried unanimously. VI. REPORT AGENDA A. Biracial Committee Incentive Schools Monitoring Report Ms. Shirley Thomas, Chairperson of the Biracial Committee was introduced by Ms. Marie Parker, Associate Superintendent for Organizational and Learning Equity. Ms. Thomas presented the Biracial Committee Incentive Schools' Monitoring Report (printed in Board of Directors Regular Meeting February 25, 1993 5 agenda). Ms. Thomas reported that there is evidence if varying degrees of compliance from school to school reflected in equitable staff composition, student awards and honors, and improvement plans and strategies for the schools as well as students. Ms. Thomas also reported that the Superintendent will make a presentation on Effective Schools at the March 9 Meeting of the Biracial Committee. B. Desegregation Update Dr. Bernd reported that Judge Wright has made it very clear that she wants a budget from LRSD that can be monitored by the Court. A job description is being developed for the budget person to work through the Court with the Little Rock School District in preparing a budget. It has been made very clear that when the budget preparation is accomplished, this person will no longer be employed by the District. During discussion of this report, Mr. Jackson asked the Board if they thought our desegregation plan needed to be overhauled and questioned the need for another budget person to serve at the discretion of the Federal District Court. Mr. Moore expressed his view that Board members are charged with the responsibility of hiring employees. Dr. Mitchell asked if we might just develop a new plan. Additional discussion centered around the concern for focusing our attention and resources on teaching all children instead of programs that don't appear to make a difference. C. Educational Programs Report: J. A. Fair's Mock Trial Team Mrs. Janet Bernard introduced students from Fair High School's Mock Trial Team together with the team's sponsor, Mrs. Gay McDaniel. It was announced that this team won the state competition and went to Harvard University where they competed in the national competition. Ms. McDaniel explained that the team is strictly extracurricular in nature. The students come before school and stay late in order to participate. When the team went to Harvard to participate, the District paid one-half the cost and the team raised funds for the remainder of the trip. The students gave a very interesting presentation on their \"trial\" procedure where some of the students appeared as lawyers and some as witnesses. D. Report on Policies on Suspension of Elementary students Board of Directors Regular Meeting February 25, 1993 6 Mrs. Bernard presented a comparative report on the number of out-of-school suspensions for elementary school students during the first semester of the 1990-91, 1991-92 and 1992-93 school year. The report shows a decline in the number of black students who have been suspended. VII. CONSENT AGENDA Dr. Bernd presented the items for the consent of the Board as follows: Donations of Property Donations to Washington Magnet School: $200 for RIF Program from Twin City Bank $1,300 for RIF Program from Washington Magnet PTA $600 from Levi Strauss Foundation 3 Books for Media Center from Little Rock Wastewater Utility\nTelevision/Videocamcorder to Brady Elementary from Holiday Inn West\n$4,500 from the 1942 Graduating Class to Central High School\nLight Table to Metropolitan Vo-Tech from BEI Motion Systems Company\nWord Processor from Sam's Club to Meadowcliff Elementary School. Youth Apprenticeship/Work-based Learning Grant - Second Year Funding. It has been learned that funding will continue for the existing six demonstration Youth Apprenticeship/Workbased Learning Projects - providing that the projects have met and/or have shown significant progress toward meeting the requirements as outlined in the 1992 RFP (Request for Proposals) and have demonstrated productivity regarding the number of student apprentices participating in the program. Ms. Matthis distributed a corrected budget for this project wherein the corrected amount for 1993-94 should read: $101,186.00 instead of $98,248.00 as printed in the agenda. Financial Reports Financial Reports for the period ended January 31, 1993 were presented along with Bond Account for the period ended Board of Directors Regular Meeting February 25, 1993 January 31, 1993. Personnel Changes 7 Personnel Changes with recommendations for acceptance of resignations/terminations and employment of new staff at the positions, salaries and classifications were presented for consideration and approval. The Superintendent recommended that the Board approve all the items listed in the consent section of the printed agenda. Mr. Dorsey Jackson moved the approval of the consent agenda. Mr. John Riggs seconded the motion, and it carried unanimously. VIII. AUDIENCE WITH INDIVIDUALS OR GROUPS None ADJOURNMENT: Mr. John Riggs moved to adjourn. Dr. Katherine Mitchell seconded the motion, and it carried unanimously. There being no further business to come before the regular meeting of the Board, the meeting adjourned at 9:15 p.m. Mr. Dr. Katherine Mitchell,Secretary APPROVED: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting March 11, 1993 The Board of Directors of the Little Rock School District met in a lawfully-called special meeting at 6:07 p.m. on March 11, 1993, in the Board Room of the Administration Building, 810 West Markham street, Little Rock, Arkansas. The special meeting was called to order immediately following the Board Agenda Review Meeting. The president, Mr. John Moore, presided. MEMBERS PRESENT: Mr. John Moore Mr. Dorsey Jackson Mr. Willie D. (Bill) Hamilton Ms. Pat Gee Mr. John Riggs MEMBERS ABSENT: Dr. Katherine Mitchell Mrs. o. G. Jacovelli ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes Mr. Don Umfleet, Audio Specialist CALL TO ORDER: ROLL CALL: The president called the meeting to order at 6:07 p.m. The roll call revealed the presence of five (5) Board members. PURPOSE OF SPECIAL MEETING: The chair announced that the special meeting was called for the purpose of considering the 1993-94 school calendar, considering the lease agreement for the Parkin Building, and to conduct student hearings. 1992-93 SCHOOL CALENDAR: Dr. Bernd reviewed the proposed school calendar and recommended that the Board approve it for the 1992-93 school year. A Board members asked questions and discussion ensued concerning  various aspects of the calendar. Mr. John Moore moved that the school calendar be amended to include Christmas vacation where it is marked Winter Vacation. Mr. Dorsey Jackson seconded the motion. The motion carried three (3) to two (2). Mr. Jackson, Mr. Riggs, and Mr. Moore voted in favor of the motion. Mr. Hamilton and Ms. Gee voted in opposition to the motion. Mr. John Riggs moved to approve the proposed 1992-93 school calendar as amended. Mr. Dorsey Jackson seconded the motion, and it carried unanimously. LEASE ON PARKIN BUILDING: Mr. Gary Jones explained that approval of the lease is the first step in the process because we are continuing to negotiate for the purchase of the facility, and leasing will give us the opportunity to evaluate the facility. Mr. Dorsey Jackson moved approval of the lease agreement for the Parkin Building. Mr. Bill Hamilton seconded the motion, and it carried unanimously. STUDENT HEARINGS: Mr. Dorsey Jackson presided over the student hearings in the absence of President John Moore. Mr. Rudolph Howard reported that he would like to change his recommendation on Toyia Williams from non-contested expulsion to a long term suspension and reported that the principal concurs with the change in recommendation. Her name was moved to the long-term suspension recommendations list. The chair directed the Board members' attention to the longterm suspensions listed under Part II of the agenda, which now includes the name of Toyia Williams. Mr. John Riggs moved approval of the long-term suspensions. Ms. Pat Gee seconded the motion, and it carried unanimously. Students included in this motion are Sharon Betts, Bridgette Bynum, Katherine Kreech, Darryl Lea, Toyia Williams, and Anthony Smith. REINSTATEMENT PETITIONS: Mr. Howard presented the following students' reinstatement: Darrell Freeman, Tekia Johnson, and Clifton Thomas. Mr. Bill Hamilton moved the reinstatement recommendations. Mr. John Riggs seconded the motion, and it carried unanimously. The Board conducted a hearing in connection with the expulsion recommendation of Delores Hubbert. After hearing all testimony and considering the evidence in the case, Mr. John Riggs moved the administration's recommendation for expulsion for the 1992-93 school year. Ms. Pat Gee seconded the motion, and it carried unanimously. The Board conducted a hearing in connection with the long-term - suspension recommendation of Duane Wilson. After hearing all testimony and considering the evidence in the case, Dr. Bernd recommended that the suspension be for 36 days. Ms. Pat Gee moved the administration's recommendation. Mr. Hamilton seconded the motion, and it carried unanimously. The Board conducted a hearing in connection with the long-term suspension recommendation of Anthony Farissa. After hearing all testimony and considering the evidence in the case, Dr. Bernd recommended that the suspension be for 36 days. Mr. John Riggs moved the Superintendent's recommendation. Ms. Pat Gee seconded the motion, and it carried unanimously. ADJOURNMENT: There being no further business to come before the special meeting of the Board of Directprs, the meeting adjourned at 8:30 p.m. upon motion of Mr. Riggs, a second by Ms. Gee, and unanimous approval of the Board members. :~ore, President ~ APPROVED: ------- LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Regular Meeting March 25, 1993 The Board of Directors of the Little Rock School Districts met in its regularly scheduled meeting at 6:06 p.m. on March 25, 1993, in the Board Room of the Administration Building, 810 West Markham street, Little Rock, Arkansas. The vice-president, Mr. Dorsey Jackson, presided. MEMBERS PRESENT: Mr. Dorsey Jackson Dr. Katherine Mitchell Mr. Willie D. (Bill) Hamilton Ms. Pat Gee Mr. John Riggs - MEMBERS ABSENT: Mr. John Moore Mrs. o. G. Jacovelli ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes Mr. Don Umfleet, Audio Specialist I. CALL TO ORDER ROLL CALL The vice-president called the meeting to order at 6:06 p.m. The roll call revealed the presence of five (5) Board members. II. READING OF THE MINUTES The chair directed the Board members' attention to the minutes of the regular meeting on February 25, 1993. Dr. Katherine Mitchell moved approval of the minutes as submitted. Mr. Bill Hamilton seconded the motion, and it carried unanimously. III. PRESENTATIONS A. Superintendent A Board of Directors W Regular Meeting March 25, 1993 2 Dr. Bernd announced the winners in the \"Pennies for Pasta - Change for Change\" contest as follows: Jefferson Elementary School for raising the most money (2,590.00)\nMs. Becky Ramsey's room at Jefferson for winning the classroom category ($382.00)\nCarver Magnet Elementary School and Central High School for winning second and third place awards, respectively\nWatson Elementary School for winning the second and third place in the classroom divisio~, respectively\nAlso honored for their help in this program was Wendy Salaam, Executive Director of Fighting Back\nTed Jones, General Manager of K-Duck Radio Station\nCindy Watkins, Director of Community Relations for KATV, Channel 7\nCapt. Jean Kozusko, U. s. Air Force\nRoger Marlin, Marketing Director of Metropolitan National Bank\nJohn Pryor, City Finance Director, City of Little Rock\nMary Hunter Wagoner, Chairman, Greater Little Rock Chamber of Commerce Partners in Education. A special thanks was given to Mr. Bruce Thompson, General Manager of The Olive Garden Restaurant, who provided a great spaghetti lunch for the winning classroom and to Mr. Herren Hickingbotham with TCBY Enterprises, who gave the winning school two IBM lap-top computers. Dr. Bernd also presented Superintendent's Citations to the Parkview Debate team that participated at Harvard University recently. Two of the four 2-person teams placed: one in second place and one in ninth place. Representing the Parkview Debate Team were Carmen Korenbandi, Yetu Robinson, Steve Broadnax, Michael Hardin, Shawn Stephens, Laura Sandage, Brandle Stillman, and Tori Humphrey. Citations were also awarded to the student and teacher ex officio Board members for this month: Allison Tedder, a student at McClellan Community High School\nand Coach Ellis Register of McClellan High School. B. Citizens Committees None reporting. c. Board Members Mr. Dorsey Jackson and Mr. John Riggs read prepared statements. The statements were entered into the record and are attached hereto and made a part of these minutes. A Board of Directors W Regular Meeting March 25, 1993 3 Dr. Katherine Mitchell reported that she had a very interesting visit at Watson Elementary School where she spent time with the child she is mentoring. She also recognized Dr. Diana Glaze, who has been selected to participate in the national Principals Hotline program on March 27th and 28th. She explained that this program will put principals in touch with parents so they can answer questions about schools. Dr. Mitchell also commended the students who participated in MATH COUNTS. Fletcher Foti was on the winning team and will represent our District in competition in Washington, D.C. She reported that Dunbar was second overall and that Mann was third. She also commended Michael Carroll and Kimberly Yeargin, who have been selected as National Merit Finalists. Mr. Dorsey Jackson congratulated the basketball teams at Parkview, McClellan, and Fair, for ending the season at number 1, 2, and 5 in the State, respectively. D. Partnerships Dr. Bernd introduced two new partnerships: Back Yard Burgers and Rockefeller Incentive Schools\nand UALR's \"Partners in the Arts\" program and LRSD elementary schools (to be determined). He recommended approval of the partnerships. Ms. Gee moved the recommendation. Mr. Hamilton seconded the motion, and it carried unanimously. Certificates were presented to each partner commemorating the new partnerships. IV. REMARKS FROM CITIZENS Ms. Sheila Parker told the Board that what is going on now in the District is serious\nthat when the head does not function properly, the system will not work. She urged the Board to consider her letter that she wrote last month. Mr. Marcus Eubanks, representing students from Central High School, asked the Board when they were going to meet with the students. Mr. Jackson responded that we are trying to schedule a time when the Board can get a quorum. Mr. Byron Jenkins, reiterated the students' request for a meeting with the Board members. He told the Board that Mr. Freeland had no reason to call Mr. Hickman a thief. Mr. John Walker told the Board that all the parties are tired of conflict and thought we would be able to put conflict behind us when we signed the settlement agreement -- that all parties were victorious. Further, he stated that since the Board has taken the position that the plan should be changed, then there is only one force, Judge Wright, who represents the force of the A Board of Directors W Regular Meeting March 25, 1993 4 Constitution of the United States. He further stated that this litigation is about the Constitutional rights of black children. He explained that he could not allow the Board to chastise him because he would not be equal to them. He said that Judge Wright has found this District to be out of compliance and that public opposition cannot sway decisions on desegregation. He alleged that the administration has spent more time creating conflict than trying to resolve it and unless and until we try to get back on track, it will be that way. He asked Mr. Jackson to re-evaluate his position and accept the notion that the least child in the District is entitled to the same quality of education from a teacher who has only privileged in her classroom. V. ACTION ITEMS A. Hippy-JTPA Proposal Dr. Bernd recommended that the Board approve the request to submit the JTPA-HIPPY Proposal to the City of Little Rock as reflected in the slip-sheeted (corrected) version. Dr. Katherine Mitchell moved the Superintendent's recommendation. Mr. John Riggs seconded the motion, and it carried unanimously. Ms. Gee urged - Board members to attend the HIPPY graduation. B. JTPA Summer Learning Proposal Dr. Bernd directed the Board's attention to the JTPA Summer Learning Program application to the City of Little Rock to provide training for students during the summer of 1993. Mr. Sam Stueart answered questions from Board members and discussion ensued concerning the tracking system which has been included in this year's program as an evaluative tool. Further discussion centered around the advisability of using GPA as an indicator of success. Dr. Mitchell advocated using diagnostic tests to determine what skills the students are lacking. Following discussion, Dr. Bernd recommended that the Board adopt the proposal with the proviso that the administration will explore the possibility of using an instrument more closely aligned with our curriculum. Mr. Bill Hamilton moved the Superintendent's recommendation. Ms. Pat Gee seconded the motion, and it carried unanimously. c. Nurses Agreement Dr. Bernd recommended that the Board approve the 1992-93 agreement reached between the District and the Nurses Association as reflected in the printed agenda. Dr. Mitchell moved the Superintendent's recommendation. Mr. John Riggs seconded the motion, and it carried unanimously. D. Stephens Interdistrict School Site Selection Board of Directors Regular Meeting March 25, 1993 5 Dr. Bernd told the Board that the Committee had broad representation and has given long and careful consideration to the site for the new Stephens Interdistrict School. He commended the commitment of the neighborhood around the current Stephens School. He recommended that the Board approve for submission to the Court the site of the present Stephens School for the construction of the new Stephens Interdistrict School. Mr. Bill Hamilton moved the Superintendent's recommendation. Dr. Mitchell seconded the motion. Discussion ensued. Mr. Sammie Mills spoke in favor of the school being constructed at the present Stephens School site. Mr. Riggs suggested that the District erect a plaque or statue that relates the history of the Stephens School and the significance of that site. Mr. Jackson reminded the Board that we must aggressively recruit students to the interdistrict school and asked that the Board see a specific recruiting plan before this is submitted to the Court. Dr. Bernd assured Mr. Jackson that a recruiting strategy is being developed with the assistance of the Pulaski County Special School District. Ms. Marie Parker told the Board that a recruiting strategy is being planned that addresses the issues of theme and safety. Mr. Jackson further suggested that we target employees at University of Arkansas for Medical Sciences and the Veterans Hospital. Mr. Riggs encouraged the administration to look at some of the other successful schools such as Rockefeller for indicators of what parents want for their children. Ms. Gee commended the Committee for its comprehensive study. Following discussion, the motion carried unanimously. E. Policy on Approval of Budget - Second Reading Dr. Bernd recommended that the Board adopt the Policy on Approval of the Budget on second reading. Mr. John Riggs moved the Superintendent's recommendation. Dr. Mitchell seconded the motion, and it carried unanimously. VI. REPORT AGENDA A. Terry School's Dad's Club Mrs. Margaret Gremillion introduced Mrs. LaDell Looper, Principal of Terry Elementary School. Mrs. Looper reported on the organization of the Dad's Club. Mr. Tyrone Harris, Vice-principal at Terry School, reported on his work with the Dad's Club and introduced Mr. Greg Alagood, who reported that the Club has a speaker's bureau for men to talk to classes\nthat they are organizing a mentor program\nand generally be involved in school activities to provide youngsters a positive male role model. The Board recessed at 8:15 p.m. and reconvened at 8:20 p.m. A Board of Directors  Regular Meeting March 25, 1993 B. Desegregation Update 6 Dr. Bernd reported that the administration has furnished the Court the needs assessment for incentive school staffing, a draft organizational management chart, language on New Futures, the academic support program, and the early childhood report. He reported that we are currently hiring theme specialists, auditing the plan for compliance, and developing evaluation components. He told the Board that the highest priority is to develop an audit on the status of implementation and expressed confidence that the Board will find a high level of compliance once the audit is done. Following the Supeintendent's report, Dr. Mitchell asked that we conduct a work session as to what is in the plan. Mr. Riggs suggested that the new budget ,person talk with the Board at the next Board meeting, and strongly encouraged the administration to meet with the Office of Desegregation Monitoring on the budget cuts. VII. CONSENT AGENDA Dr. Bernd recommended approval of the consent agenda as follows: A. Donations Requests to donate the following: (1) Catalog Files/Catalogs to Metropolitan VocationalTechnical High School by Allied Supply Incorporated\n(2) Ellison Lettering Machine to Wakefield Elementary School by the Wakefield PTA\n(3) $500 toward an art grant match to Watson Elementary School by Lucky B. for Arkansas Children's Fundraisers, Inc.\n(4) a VCR to Terry Elementary School by Linda and Kyle Bunney ( in memory of Krista Ann Bunney\n(5) assistive listening device to the Division of Exceptional Children by Gale Stewart\n(6) an outdoor school sign to Jefferson Elementary School by Janet Jones, Jefferson P.T.A., and O.D. Tucker\n(7) $1000 in teacher grants to McClellan Comunity High School by First Commercial Bank. B. Personnel Changes Approval of resignations/terminations, employment of new staff, deceased and retirees at the positions, salaries, and classifications as reflected in the printed agenda. Also the terminations of Monica Scott, Edward Paige, and William Thomas as indicated on a slip sheet\nand the appointment of Sadie Mitchell as the principal of the new Martin Luther King Elementary School for the 1993-94 school year at an annual salary of $42,881.14 plus a car allowance of $564.00. A Board of Directors  Regular Meeting March 25, 1993 7 c. Financial Reports Approval of the financial reports as reflected in the printed agenda. Mr. John Riggs moved approval of the consent agenda. Ms. Pat Gee seconded the motion, and it carried unanimously. VIII. AUDIENCE WITH INDIVIDUALS OR GROUPS None. IX. STUDENT DISCIPLINARY RECOMMENDATIONS Dr. Mac Bernd recommended that the Board approve the non-contested disciplinary recommendations as follows: Non-contested expulsion of Matthew Gallien, Andre Jennings, Gilbert Jones, Everett Mack, and Laboya Walker\nNon-contested long-term suspensions of Roderick Bradford, Germain Brown, India Brown, Desmond Davis, Preston Flowers, Shajuana Harris, Shade Holley, Carnal Jackson, Orlando Jones, Waverly Jones, Fred Lawrence, Gerald Mayo, Lajessica Mayo, Tiffany Nelson, Carlos Pace, Maxley Parker, Jericho Rideout, Steve Shelton, Jermaine Simmons, Antonio Smith, Candis Thrower, Angela Williams, Racquel Williams, and Kerry Wilson. Mr. recommendation. unanimously. ADJOURNMENT: Bill Hamilton moved the Superintendent's Mr. John Riggs seconded the motion, and it carried Mr. John Riggs moved to adjourn. Dr. Katherine Mitchell seconded the motion, and it carried unanimously. There being no further business to come before the regular meeting of the Board of Directors, the meeting adjourned at 9:35 p.m. Jo Katherine Mitchell, Secretary I \"'I ' (:- \"\n] APPROVED: l{,  2 :.\n_ ' ~ Board Comments by Dorsey Jackson March 25, 1993 Just a few days more than eighteen months ago, I was elected to be the representative of Zone 3 on the Little Rock School Board. I am still moved by the honor and trust bestowed upon me by the YQtm in that Zone. I chose to run for this position because of my strong conviction that a viable public school system is critical to the economic growth of our community. When a person runs for an elected office, they are immediately labeled a \"politician.\" If nothing else, has been accomplished during the last eighteen months, I have, at least, cast doubt on the propriety of that labeling. To perhaps further prove that I am not a typical politician, recent events have caused me to look back at my campaign platform to determine whether I have been performing in the manner in which I indicated I would. Unfortunately, and regrettably, I find tliat my track record is not that outstanding. Accomplishments in two of five objectives particularly give me concern: 1. Ensuring that the District operates in a financially responsible manner through effective management of its limited resources\nand 2. Working with the administration and the Board to see that court-ordered policies are properly and fairly implemented so that the District can get out of the Courtroom. In analyzing my failures in these two areas, I have arrived at a very troubling unfortunate conclusion. The first objective is rendered extremely difficult, if not impossible, to accomplish because of the requirements necessitated by the second objective. My only qualifications for this position, in reality, were a fairly decent financial background and a little bit of common sense. These two qualifications inspire me to try to modify the District's desegregation plan to one that is affordable. Unfortunately, common sense apparently has no place in managing the financial affairs or any other affairs of this district While I will readily admit that the settlement plan and the desegregation plan are the plans of this district, I would like to point out one simple fact that some may be overlooking. I was not on this Board when these plans were approved and originally committed to. I have merely inherited them. Although I am normally proud of my heritage, this bequest is not particularly the best thing that ever happened to me. I am firmly convinced the Desegregation Plan needs to be changed and changed quickly. A reality of our democracy is that we are able to change. Our president recently was elected on a theme of change. The Arkansas Legislature has probably introduced four to five thousand bills during this legislative session. Why? In large part, I am sure, because the individual legislators feel a need to change. Much of the media's attention this past weekend has been devoted to the pending change in the make-up of the U.S. Supreme Court, partially how it will impact previous court decisions on such matters as Roe vs. Wade. Why all the attention, if not for the possibility of change. Earlier this week, the Arkansas House voted to put a constitutional amendment on the ballot dealing with term limitations. This is an attempt to change something just overwhelmingly approved by the voters last November, less than five months ago. - As I mentioned earlier, one of my few qualifications for this job was a little bit of common sense. Realizing that it is stupid to go to a gunfight with only a knife, common sense tells me that I must seek another solution. If by my words and actions I have offended the Court, I apologize. I realize my behavior in the courtroom this past Friday was not exemplary. Just as we expect our teachers and principals to be role models, at all times, for our students, we should expect no less of ourselves. In spite of my philosophical differences with this plan, I intend to use my influence as a Board Member to see that it is implemented. Since so much money and talent is currently being wasted in the courtroom regarding our Plan, I think it is vital that we do all that is humanly possible to expedite the compliance with all aspects of both the Plan and the monumental information requests by Parties to the plan. Implementation and compliance should be our number one objective. This is where I will be focusing my attention. I hope the remainder of the Board will as well. While this will be my focus, I will also be encouraging dialogue between all parties to try to modify the plan. I trust those in higher levels of authority will not try to suppress my rights as a board member to speak out and effect change by placing undue burdens on me or other members of the Board. Finally, I must speak to the African American community. As I mentioned at the beginning of my remarks, a viable school system is critical to economic growth in our community. It is critical not only in attracting businesses, and accordingly jobs, but also in adequately preparing our young people for those jobs. The demands being placed on this administration by the Joshua intervenors are unreasonable. If you truly are interested in a system that educates all children and a system that remains viable, you must insist that your intervenor restrain himself and his personal hostilities. These tactics, and these demands being placed on the administration, while not stealing in the pure legal definition, are nevertheless robbing this district of precious time, time we cannot afford to waste if we are to adequately prepare the children of this district. If your objective is to have total control of this district, as some would suspect, then the district is destined for failure as is the viability of the community. I have previously admitted publicly that one word to sum me up is \"stubborn\". If anyone thinks that making my life less than pleasant through constant subpoenas, forced attendance at court hearings, or other yet to be devised techniques, is going to cause me to resign from this board, you are wrong. Dead wrong. I was elected by the citizens of Zone 3 and I intend to continue to serve them. If they are unhappy, I trust they will let me know soon. Truthfully, I would rather be crappie fishing. I ask that these remarks be made a part of the minutes of this meeting, so that should someone desire to enter them into the Court record, valuable time will not be wasted watching a video. s1TEMENT OF JOHN RIGGS. IV TO THE LITTLE SCHOOL BOARD AND THE EIGHTH CIRCUIT COURT AT THE LITTLE ROCK SCHOOL BOARD MEETING --3/25/93 Last Friday, March 19th, was my first visit to a federal court. I have a few observations on that first visit that I would like to share with our board our administration, and our students and patrons. First, for the mo~ part, people involved in the federal court system are nice folks. Although at times some folks do get a tab over emotional, on the whole I was very well treated. The court folks were kind enough to reserve a nice big chair especially for me that was in front so that I could see the action up close and personal--if the proceedings had been a Razorback basketball game we would have had the equivalent of court side seats. Being fairly naive about courts and lawyers in general, I found the day to be a very interesting civics lesson, much like the civics lesson Dr. Bernd referred to when discussing some of our Central students and our hearing for Mr. Hickman. I would say on the whole, I enjoyed most of the day and look forward to my next indoctrination into how our court system works. I just wish you lawyers would stop suing me for trying to do the best I can in this job. I do feel I did pick the best profession for me by becoming a simple tractor salesman rather than a lawyer or judge While we were in court, the judge was nice enough to give us a report on our conduct and what she expects ofus as the ultimate leaders of the LRSD. Some patrons and citizens I have talked with since Friday think the Judge was way out of line with this document--! do not. Frequently, as a manager, I give folks who work with and for me oral and written evaluations so that they can become better at their jobs by working on weaknesses and emphasizing strengths. Any good manager ( and surly our federal judge would want to be construed as a good manager) does this--so I do not think her actions were out of line.  I concur with Judge Wright that we have a legal if not moral obligation to do everything under our power t sure that the LRSD is pursuing a course of quality desegregated education. I also happen to believe that we should do what ever it takes to comply with Judge Wright's orders--after all, she is a federal judge, makes a hell of a lot more money than we do, and can not be fired or beat in an election. But besides those reasons, I believe we should do what we can to carry out this plan because the Little Rock School District Board of Directors voted to implement it to the best of the school district's ability, and I believe there are parts of it that are effective in achieving the goal of a quality, desegregated educational experience for our students though I again agree with the judge that there are parts of the plan that are expensive and may not be the most economical or effective means to achieve our goals. I do take offense to some of the statements made by Judge Wright in her report to us. First of all, I am not a whiner or a complainer. It offends me that the Judge feels the need to stereotype me for comments that were not made by me nor that reflect the official and stated policy of the LRSD. I would remind the Judge of her own words from the hearing last week \"impressions are important\". I believe that we should not allow ourselves to be involved in name call--it will serve no useful purpose. Again, though I find other areas of agreement with Judge Wright. Her statement that the LRSD acts as if it lost its court case is a dead solid perfect description of how many of the patrons and even this board feels about our current situation. And understandably so, for any time that people lose the right to direct their lives and institutions, then those people have LOST. And in a real sense, the citizens of LR have lost most of the ability to direct the most important institution in our fair city--our schools. The vital, important lesson here is this: do the moral and right thing the first time and hold people accountable so that you do not put yourself in the position where you have to seek help from the federal court system. I also am very concerned about the judge's statements seemingly discouraging discussion by duly elected  lie officials at an official public meeting. Discussion and debate are key elements in a true democracy. ainly public debate over the direction of our most important political entity, our schools, should be enAraged. Again, I am not suggesting in an way that we disregard the federal authorities in this case--we should m!l'every reasonable effort to carry out our desegregation plan and Judge Wright' orders with all deliberate speed. I also have some concerns over Judge Wright's orders in regards to our attendance at court hearings. I chose to believe that Judge Wright is being truthful in her document when she requested our attendance at this particular hearing because she feared we do not understand our obligations or her orders--others in the community believe Judge Wright's actions to be purely punitive and vindictive. I chose to reject this argument. I truly believe the judge is concerned about our understanding of some of the issues and her orders in this case. I would ask, though, that the judge give some considerations to the nature of this board when she requires our attendance at more hearings. The LRSD board is composed of non-paid volunteers who are elected by the ta,\"(payers of the school district. Each of us have a job we are employed at in order that we can pay the rent, cloth and feed our family, and pay our taxes. We serve because we are committed to public service and to quality public education. The court must be mindful of the already countless hours of time that we take away from our jobs to serve our patrons. I believe the judge runs a very real risk of implying that only the independently wealthy who do not have to work can serve on this or any other public board--this is a dangerous and wrong signal to send to our community, and again I will remind the Judge that in her own words that \"impressions are important\". I would contend that if the judge is truthful in her belief that we do not understand her orders ( and again I believe that she is) then I would say that if this board does not understand what Judge Wright expects after Friday's hearing then there is absolutely no hope for us and Judge Wright should go ahead and hold us in contempt and take over complete control of the school district. I believe that this board certainly got the message and that there is no need to continue to require us to attend hearings for the expressed reason of understanding her orders. The judge also expressed concern that our council and superintendent were not relaying to the board the full concern o court. I would suggest that as a compromise, if the judge will cancel her order to require us to attend ha gs, I will agree to attend all hearings in the next year and give a personal report back to the board on just exactly what the court expects. Although I am like the rest of the board with a job outside of my school board activities, I am very fortunate to work for an employer who will allow me to make this time commitment to the court and fortunate to work with very competent and thoughtful co-workers who will take up the slack in my absence. So I believe the judge has accomplished her goal of getting our attention and I will be willing to attend further hearings to ensure the board keeps the message, although I am sure other board members will want from time to time to attend hearings as they can and as they have done in the past. I would like to explain to the judge and our patrons also why sometimes members of this board seemed confused ( as I am most of the time) about our desegregation plan. Partly, and especially as it relates to our budget, we get mixed signals from the court. Ont the one hand the judge and Mr. Morgan at the ODM(and certainly me and rm sure other board members) are insisting that we spend the proceeds of our desegregation settlement wisely and where it will do the most good. Yet, the judge also directs us to fund programs that the school district, this board, perhaps the Joshua Intervenors, and the judge herself feel are ineffective and a waste of money. So here is the great dilemma: we get accused of not spending money wisely by the court and then we are told by the court to spend money on programs that the court feels are wasteful and will not further us on our road to achieve unitary status by having excellent desegregated education in Little Rock. It is no wonder that my wife thinks rm turning into a schizoid. I talked at the February board meeting about how my company produces a marketing document first and then puts the dollars to it, not vice-versa. This statement was made in the context of agreeing with the court for the need to hire someone to assist us with developing a budgeting process along those lines. I would also remind the court that one of the values of a marketing document is that it is flexible and can be changed as market  itions change. An inflexible document or plan is the surest way I know of to send a company or a school ct into bankruptcy. Judge Wright stated in court Friday that we have some latitude to modify this plan. Ta are only a very few provisions of the plan that are sacred according to the 8th Circuit court of appeals. I h9those items and will pass them out to our board in case some of us have forgotten what they were. Anything else is fair game as long as the parties in the case agree that the plan needs to be changed and the changes are not facially unconstitutional. ,\\nd finally, since I have taken up too much time already, let me address some thoughts to the Joshua intervenors. the LRSD administration, this board , the Office of Desegregation Monitoring, the court and most importantly, our patrons. I find it very disheartening that this board and district seem to always find themselves in some sort of battle on a continuing basis. What particularly bothers me is that most times those that we fight have the exact same goals as we do!! And that goal is this: that Little Rock should have the finest desegregated school system that we can afford where fairness and equity are found as the rule and where our patrons and students feel that they are getting the best education possible in our town. As I was leaving the hearing Friday, Iv1r. John Walker was holding the elevator door for me and said, \"come on Ivir. Riggs, as long as you don't mind riding with the enemy.\" Now I know Ivir. Walker said this in jest because he knows that I consider him a friend and have great respect for him, but it is this misconception that since we sometimes do not agree on strategies that we must be enemies that holds this district and even this city back from greatness. We are not the enemy of the Joshua Intervenors\nwe are not the enemy of the Office of Desegregation Monitoring\nwe are not the enemy of Judge Wright and the eighth circuit court\nwe are not the enemy of the patrons of our gifted and talent programs\nwe are not the enemy of the students and parents from Central High\nwe are not the enemy of the Aero Space Education Center advocates. We are the enemy of ignorance\nwe are the enemy of prejudice\nwe are the enemy of inequity in education. I believe all these other groups believe ignorance, prejudice and inequity to be their enemy also. And so instead of enemies, we are allies in this school district's attempt to be an example of excellent desegregated education. It is ~ aradigm that we must go forward with from this day on. This paradigm must have at its core inclusiveness\n- aradigm must go along the lines of this: that to accomplish our ambitious and noble dream YOU AND I , not you OR I, but you AND I must work together, hand in hand to make our dream reality. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting April 1, 1993 The Board of Directors of the Little Rock School District conducted a special meeting at 11:09 a.m. on April 1, 1993, in the employee lounge of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The meeting was hastily called as a result of a group of Central High School students and parents who presented themselves at the AdJninistration Building requesting a meeting. The vice-president, Mr. Dorsey Jackson, presided. MEMBERS PRESENT: Mr. Dorsey Jackson Mr. Willie D. (Bill) Hamilton Ms. Pat Gee Mr. John Riggs - MEMBERS ABSENT: Mr. John Moore Dr. Katherine Mitchell Mrs. o. G. Jacovelli OTHERS PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes CALL TO ORDER: ROLL CALL: The vice-president called the meeting to order at 11:09 a.m. The roll call revealed the presence of four ( 4) Board members, which constituted a quorum. PURPOSE OF SPECIAL MEETING: The vice-president announced that the special meeting was called for the purpose of responding to a petition of citizens which was submitted on March 17, 1993. Extensive discussion ensued regarding whether or not this special meeting is the special meeting asked for in the petition. It was finally decided that the Board would conduct another meeting when all Board members could be present. The students were particularly interested in Mr. John - Moore being present at the next meeting. Board members explained their time constraints and it was decided that the students would share some of their concerns in this meeting but with the understanding that another meeting would be held in response to the petition. The students did not identify themselves, but they shared the following concerns: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. That they were not getting a good education. That teachers are not following the curriculum. There are too many kids outside the building at Central. There is no leadership at the school. Some teachers curse in the classroom. Students who demonstrated are being harassed. People spray MACE in the bathrooms\ntherefore, they can't go to the bathroom. People smoke marijuana in the bathrooms. Teachers do not dress professionally\nthey wear very short skirts or warm-ups. Teachers say things like \"sit your ass down.\" At lunch all white students are in the front and all black students are in back. Black or African history. is not taught and that one month of black history emphasis is insulting, artificial and divisive. There are very few library books on African-Americans. They think that the exclusion of black people is deliberate. Textbooks ignore African-Americans. Teachers wait until you leave their room before writing students up and then the student has D-Hall but doesn't know anything about it. Extensive discussion ensued concerning the students' complaints about the lack of African and African-American history. The students asked that an elective course in African studies be offered and that the curriculum be truly multi-cultural. Mr. Bill Hamilton had to leave the meeting at 11:58 a.m. to attend another meeting. Mrs. Hafeeza Majeed complained that she did not get a reply to her letter which contained the petition asking for a special meeting and that she was directed to go through the chain of command when she complained of the harassment of students. The students pointed out that a great deal of attention is given to the 6 million Jews that were killed by Nazi's in Germany but very little is said about the 100 million African-American slaves that have been killed in the United States. Mrs. Frazier, a parent, complained that there is a complete disregard and respect for citizens as people who can go to Central - and voice their opinions. Mr. Dorsey Jackson left the meeting at 12:50 p.m. because of a prior commitment. After discussion was completed, the special meeting adjourned at 1:02 p.m. John~:esident ,~A,..Jdhll@ Katherine Mitchell, Secretary ( ~- , ,  -, APPROVED: __- '-~----_\n'~- ~- --_\"-~_) _____ LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Regular Meeting April 22, 1993 The Board of Directors of the Little Rock School District met in its regularly scheduled monthly meeting at 6:04 p.m. on April 22, 1993, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The president, Mr. John Moore, presided. MEMBERS PRESENT: Mr. John Moore Mr. Dorsey Jackson Dr. Katherine Mitchell Mrs. 0. G. Jacovelli Ms. Pat Gee Mr. Willie D. (Bill) Hamilton Mr. John Riggs MEMBERS ABSENT: None - EX OFFICIO MEMBERS PRESENT: Ms. Caroline Bryant, Teacher Representative Miss Terry Luster, Student Representative ALSO PRESENT: I. Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes Mr. Don Umfleet, Audio Specialist CALL TO ORDER: ROLL CALL: President John Moore called the meeting to order at 6:04 p.m. The roll call revealed the presence of all seven (7) Board members. II. READING OF THE MINUTES: The chair directed the Board members' attention to the minutes of the special meeting on February 16, 1993\nthe regular meeting on March 25, 1993\nand the special meeting on April 1, 1993. Mrs. o. G. Jacovelli moved approval of the minutes as submitted. Mr. Dorsey Jackson seconded the motion, and it carried unanimously. Board of Directors Regular Meeting April 22, 1993 III. PRESENTATIONS: A. Superintendent 2 Dr. Mac Bernd presented a Superintendent's Citation to Mrs. Mary Guinn, Principal of Carver Magnet Elementary School, in recognition of Carver School being named one of \"America's Best Elementary Schools\" by REDBOOK MAGAZINE. Carver will receive $2,000 from the SEGA Youth Education and Health Foundation as a result of this distinction. Also honored with a Superintendent's Citation was Coach Charles Ripley of Parkview Magnet High School and his 1992-93 basketball team who won the ,l\\rkansas State Championship. Mr. Ripley was also recognized for being named by the Arkansas Democrat-Gazette as the 1993 High School Coach of the Year. Dr. Diana Glaze was presented a Superintendent's Citation in honor of her being chosen as one of 50 educators to receiving training in a National Association of School Principals SAAC workshop held last month in San Francisco. She was also chosen to participate in the convention's Principal' s Hotline, which was organized to offer a toll-free telephone line to parents, students, and educators from throughout the nation giving them the opportunity to ask questions concerning learning problems, interpretation of school policies, and basic parenting. Dr. Glaze also presided at one of the NASP meetings entitled \"Make a Difference in the Lives of Children -- Building a Winning Team.\" Citations were also given to the student and teacher ex officio members of the Board for this month: Ms. Caroline Bryant of Fair Park Elementary, and Miss Terri Luster of Parkview Magnet School. B. Citizens Committees None. c. Board Members Ms. Pat Gee reminded the Board members and audience that this is Arkansas Childrens' Week. Mrs. Gee also asked that the agenda be re-ordered to allow the educational report to be given after the educational partnerships are recognized. The Board approved of the request\ntherefore, Ms. Gee moved to re-order the agenda to allow the educational report to be given after the partnerships on the agenda. Mrs. Jacovelli seconded the motion, and it carried unanimously. Mr. Dorsey Jackson directed the Board members' attention to a Board of Directors Regular Meeting April 22, 1993 3 program called \"Arkansas Designated Driver Highway Hero Program\" and the \"Prom Promise\" program for an alcohol and drug free prom. He expressed appreciation and thanks on behalf of the Board for those fine programs. Mr. Jackson also asked the Board to consider taking the desegregation plan and begin to get regular reports on it at each month's Board meeting. He asked the Board members to begin thinking about the types of reports and information it would like to receive. In addition, Mr. Jackson asked that the administration and Board begin to review Board policies and start revising and updating the policies as necessary. Dr. Katherine Mitchell said she believed the Board should have a work session to find out what is in the desegregation plan and make sure the different school administrators and teachers know what is in the plan. Mr. John Riggs agreed with Mr. Jackson's request to begin receiving regular reports on the desegregation plan. He also told Board members that he found it educational to learn of the concerns of the Judge and of the Office of Desegregation Monitoring but it was heartening to learn that ODM and the administration agreed on many items. Mr. Riggs also announced that he attended the VIPS Evening with the Stars and expressed that he felt the success of individual schools is directly proportionate to the amount of input and time spent in the schools by parents. He also called for the administration and Board to begin strategic planning and to \"create a vision\" for our schools. Mr. John Moore said that he and other Board members who missed Court this week will go back for a private session with the Judge to catch up. Mr. John Moore presented a souvenir gavel to Mrs. o. G. Jacovelli commemorating her service to the Board of Directors as president of the Board. Mrs. Jacovelli thanked everyone for their expressions of good wishes during her recent illness and asked for their continued thoughts and prayers. D. Partnerships Dr. Bernd recommended that the Board approve the following schools and businesses who have completed the requirements necessary to establish a partnership and are actively working together to accomplish their objectives: University of Arkansas at Little Rock College of Arts, Humanities \u0026amp; Social Sciences, and Mann Arts and Math/Science Magnet\nthe Arkansas cattlemen's Association and Romine Interdistrict School\nand the Delta Sigma Theta Sorority, Incorporated, and Wilson Elementary School. Representatives of all partnerhips were introduced and awarded certificates to commemorate the new partnerships. Board of Directors Regular Meeting April 22, 1993 EDUCATIONAL PROGRAMS REPORT 4 Mrs. Janet Bernard introduced Mr. Larry Robertson, Assistant Superintendent. Mr. Larry Robertson introduced Ms. Mary Golston, principal of Badgett Elementary School. Mrs. Golston reported that the \"Operation Excel\" program at Badgett Elementary School was a mentoring program that brings together several advocates of the school, including Dr. Brown from the University of Georgia, and the school's partner in education, Webster University's Jerry Peters. She reviewed some of the volunteer work that is taking place at the school and introduced Mr. Greg Gipson, Youth Minister at First United Methodist Church. Mr. Gipson reported the his church has a program called ASEP (A Student Enrichment Program) to work with at-risk students. Each Tuesday evening church members pick up children at their home and bring them to the church for tutoring and a meal. They also maintain a relationship with the children throughout the school year. Mr. Jerry Peters reported on some of his activities at Badgett, including a contract for good behavior. He also recognized the Rebsamen Golf Association for donating 250 golf clubs for Badgett's golf course. He challenged the Board to be leaders because vision is developed by leaders. IV. REMARKS FROM CITIZENS: Dr. Lloyd Benjamin, representing the Board of Overseers of KLRE/KUAR, reviewed the District's history of support for the radio station and the partnership with UALR. He urged the Board not to cut the District's share of funding for the station. Dr. Tom Munson, representing the Friends of KLRE/KUAR, emphasized the broad educational ventures that the programming at KLRE/KUAR provides. He urged the Board to continue its support of the station. Mr. Somers Matthews spoke in opposition to the use of calculators in grades K-6. He asked the Board to re-visit this practice and abolish the use of calculators in grades K-6. Ms. Sheila Parker told the Board that she is sick of what is going on in the District and asked the Board to bring the evidence before the community. She suggested that if the Board cuts the budget, it should start with the administration. - Mr. Bill Lambright asked the Board to reconsider the decision to change the name of winter vacation to Christmas vacation. Board of Directors Regular Meeting April 22, 1993 RECESS: The Board recessed at 7:22 p.m. and reconvened at 7:55 p.m. v. A. ACTION ITEMS: Proposal for Naming the Mann Magnet Junior High School Gymnasium in Honor of Coach Oliver Elders 5 Mrs. Marion Lacey, principal of Mann Magnet Junior High School, introduced the contingency of alumni who support the naming of the gymnasium at Mann in honor of Coach Oliver Elders. The alumni members present were Mr. Grant Cochran, Mr. Morris Williams, Mrs. Gwen Ziegler, Coach Oliver Elders, and Mr. Sterling Ingram. She also recognized Dr. Katherine Mitchell as an alumnus. Dr. Grant Cochran briefly spoke in favor of the naming of the gymnasium. Dr. Mac Bernd recommended that the Board approve this tribute to Coach Elders by naming the Horace Mann Gymnasium the OLIVER ELDERS GYMNASIUM. Mrs. O. G. Jacovelli moved the recommendation. Mr. Bill Hamilton seconded the motion, and it carried unanimously. B. King Attendance Zones Dr. Bernd introduced Ms. Marie Parker, Associate Superintendent for Organizational and Learning Equity. Mrs. Parker made a presentation concerning the proposed zones, explaining the significance of each zone block. She also reported on her meetings with the parents of Ish Incentive School concerning the possibility of closing the school. Extensive discussion ensued concerning the incentive schools, their purpose, and the need to desegregate the incentive schools. Mrs. Sarah Facen, representing the Ish community, urged the Board to keep Ish Incentive School open and suggested that it not be included in the King attendance boundary. Following discussion, Dr. Bernd recommended that the Board approve the proposed attendance zone for the new Martin Luther King, Jr. Interdistrict School. Mr. John Riggs moved the administration's recommendation. Mrs. Jacovelli seconded the motion, and it carried unanimously. A copy of the attendance zones are attached hereto and made a part of these minutes. VI . REPORT AGENDA: A. Report on 1993-94 Budget A Dr. Bernd told the Board that this report is really a W \"Financial Forecast,\" which is preliminary to proposing a budget. Board of Directors Regular Meeting April 22, 1993 6 He reviewed the process that has been and will be used to develop the final 1993-94 budget which he will present for the Board's adoption in July. He also reviewed the Citizens Budget Report which is attached to the materials forwarded to the Board. Dr. Bernd introduced Mr. Gary Jones, Manager of Resources and School Support. Mr. Jones presented the District's revenue/expense forecast. Using an overhead projector, his presentation included an examination of the budget reduction criteria, which is (a) compliance with the desegregation plan\n(b) minimize impact to programs\nand (c) streamline organizational pyramid. He reviewed the budget recommendations and position reductions, all of which will reduce the growth in the pudget by $7.5 million. Mr. Jones reviewed the reinstatement of programs and the revenue forecast for 1993-94. Board members expressed concern about Mabelvale Junior High being the only junior high with a six period day, the seniority of the former Pulaski County teachers, the impact of the reduction of 50 computer aides, a need to listen to the staff members from the bottom up, and the need for Board members to be provided with an organizational chart and accompanying job descriptions. A copy of the budget presentation is attached to these minutes and made a part hereof. B. Report on Summer School Plans Mrs. Janet Bernard directed the Board members' attention to the report contained in the printed agenda. Board members asked questions. VII. CONSENT AGENDA: Mrs. Jacovelli moved the consent agenda. seconded the motion. The consent agenda included: Dr. Mitchell A. approval of the donations as listed in the printed agenda\nB. approval of the right-of-way at Wakefield Elementary School as described in the printed agenda\ne C. approval of the submission of the Levi Strauss grant as described in the printed agenda\nBoard of Directors Regular Meeting April 22, 1993 7 D. approval of the personnel changes as reflected in the printed agenda: and E. approval of the financial reports as submitted in the printed agenda. The motion to approve the items in the consent agenda carried unanimously. VIII. AUDIENCE WITH INDIVIDUALS OR GROUPS Dr. Selma Hobby suggested that employees have an opportunity to suggest budget cuts. IX. STUDENT AND/OR EMPLOYEE DISCIPLINARY RECOMMENDATIONS Dr. Bernd directed the Board's attention to the noncontested expulsion recommendation of Eric Dailey and the long-term suspensions of the following students. Adrienne Alexander, Bridget Austin, Latisha Austin, Gary Brown, Galisa Bryant, Branden Cage, Rondale Cox, Jalal Dawson, Damien Ellison, Melvin Floyd, Cyrus Gamble, Bobby Harris, Martin Henderson, Leroy Hurd, Kamil Jabara, Mervyn Johnson, Tameka Johnson, Kendall Jones, Naomi Jones, Calvin Long, Owen McMullen, Jermaine Morris, Robert Porter, Marcus Rafter, Bobby Salazar, Shannon Scales, Antwan Scott, DeAngela Staples, Willie Tyler, Shantae Whale, Keenan Wheeler, and Undra Williams. Mr. Dorsey Jackson moved the administration's noncontested recommendations on the above students. Mr. John Riggs seconded the motion, and it carried unanimously. ADJOURNMENT: There being no further business to come before the regular meeting of the Board of Directors, upon motion by Mr. Riggs, a second by Mrs. Jacovelli, and unanimous approval of the Board members, the meeting adjourned at 10:34 p.m. JJ?de]~ Dr. Katherine Mitchell, Secretary APPROVED: 0 _, ru\ni ~ 7 ~ -~---------------- LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting April 28, 1993 The Board of Directors of the Little Rock School District met in a lawfully-called special meeting at 5: 11 p. m. on April 28, 1993, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, ~rkansas. The president, Mr. John Moore, presided. MEMBERS PRESENT: Mr. John Moore Mr. Dorsey Jackson Dr. Katherine Mitchell Mr. Willie D. (Bill) Hamilton Ms. Pat Gee Mr. John Riggs MEMBERS ABSENT: Mrs. O. G. Jacovelli ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes Mr. Don Umfleet, Audio Specialist CALL TO ORDER: ROLL CALL: The president called the meeting to order at 5:11 p.m. The roll call revealed the presence of six (6) Board members. PURPOSE OF SPECIAL MEETING: The chair announced that the special meeting was called for the purpose of considering the District's budget reductions and for the re-election of personnel. CITIZENS COMMENTS: Mr. Michael Nellums spoke in opposition to the recommendation to abolish the position of Minority Recruiter Coordinator. Mr. Eric Coleman spoke in opposition to the recommendation to abolish the position of Minority Recruiter Coordinator. Ms. Stephanie Copes spoke in opposition to the recommendation to abolish the position of Minority Recruiter Coordinator. Ms. Pamela Staton spoke in opposition to the recommendation to abolish the position of Minority Recruiter Coordinator. Ms. Georgia Wells spoke in opposition to the recommendation to reduce the hours of library clerks. Ms. Judith Runyon spoke in opposition to the recommendation to ablish the position of computer lab attendant. Rev. C. E. McAdoo spoke in .opposition to the recommendation to abolish the position of Minority Recruiter Coordinator. Ms. Valarie Scarbrough spoke in opposition to the recommendation to abolish the position of computer lab attendant. Ms. Linda Battisto spoke in opposition to the recommendation to abolish the position of Minority Recruiter Coordinator. Ms. Eleanor Reasoner spoke in opposition to the recommendation to abolish the position of computer lab attendant. Mr. Calvin Carter spoke in opposition to the recommendation to abolish the position of computer lab attendant. Mr. Frank Martin expressed his view that lack of planning and mismanagement has caused the current budget deficit. Ms. Ginny Kurrus spoke in opposition to the recommendation to abolish the position of computer lab attendant. Ms. Susan Hood spoke in opposition to the recommendation to abolish the position of computer lab attendant. Ms. Judith Yeager spoke in opposition to the recommendation to abolish the position of computer lab attendant. Ms. Joyce Lamb spoke in opposition to the recommendation to abolish the position of computer lab attendant. Rev. James Thrower spoke in opposition to the recommendation to abolish the position of Minority Recruitment Coordinator. Mr. Donald Richardson spoke in opposition to the recommendation to abolish the position of Minority Recruitment Coordinator. Mr. Don Umfleet spoke in opposition to the recommendation to - abolish his position. PERSONNEL RENEWALS: Dr. Bernd recommended that the Board approve the personnel actions listed in sections 1 through 5 on the handout given to each Board member. Board members asked questions. Following discussion concerning the recruitment of students for classes at Metropolitan and the method for removing deficiencies in certification, Mr. Dorsey Jackson moved the recommendation of the administration on the staff renewals as presented. Mr. John Riggs seconded the motion, and it carried four (4) to two (2). Dr. Mitchell and Ms. Gee voted in opposition to the motion. PERSONNEL REDUCTIONS: Dr. Bernd directed the ,Board members' attention to the restructuring of the budget reduction in the Volunteers in Public Schools department. He explained that this restructuring will reduce the contract lengths of six (6) VIPS staff members in order to realize the necessary savings. The Board recessed at 6:47 p.m. and reconvened at 7:15 p.m. Upon reconvening, Dr. Bernd presented the remainder of the list of reductions as follows: 1) two driver trainers\n2) two custodial supervisors\n3) one construction manager\n4) one EPA Coordinator\n5) one assistant director for media services\n6) one recruitment coordinator\n7) one communications specialist\n8) onehalf assistant principal at Gibbs Magnet School\n9) one Partners in Education Manager\n10) one secretary in Human Resources\n11) one secretary to an assistant superintendent\n12) one vocational secretary\n13) one plant services secretary\n14) one transportation shop clerk\n15) one food service data entry person\n16) reduction in contract lengths of VIPS staff members\n17) 50 computer aides\n18) reduction of the hours of media clerks\n19) one plant services painter\n20) one plant services stock clerk\n21) one plant services trade helper\nand 22) eight math teachers. Dr. Bernd recommended that the Board approve the personnel reductions and reviewed the process and timeline for approving a tentative budget at the end of May so the tentative budget can be submitted to Judge Wright for approval. Extensive discussion ensued concerning the District's ability to meet its obligations under the Desegregation Plan in light of the budget reduction recommendations. Dr. Mitchell and Ms. Gee indicated that they would like to have a budget work session. Following additional discussion and questions from Board members, Dr. Mitchell moved to table action on the recommendations for budget cuts until the Board has an opportunity to review the District's desegregation plan and the cuts' effect upon it. Mr. John Riggs seconded the motion. After discussion, the motion carried five (5) to one (1). Mr. John Moore voted in opposition to the motion. SUBMISSION OF TENTATIVE BUDGET: Mr. Gary Jones presented the tentative budget document and commended his staff for their hard work in preparing the document in a timely manner. He suggested that the Board schedule individual meetings with him to discuss the format and coding. Mr. Jackson commended Dr. Bernd for fulfilling his promise to get the budget to the Board before May 1. ADJOURNMENT: Mr. Dorsey Jackson moved for adjournment. Mr. John Riggs seconded the motion, and it carried unanimously. There being no further business to come before the special meeting of the Board, the meeting adjourned at 8:30 p.m. Jo] re, President '-~~ Katherine Mitchell, Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting May 3, 1993 The Board of Directors of the Little Rock School District met in a lawfully-called special meeting at 5:08 p.m. on May 3, 1993, in the Roosevelt Thompson Auditorium at Central High School. The meeting was held in response to a petition of fifty (50) citizens requesting a meeting. The pre~ident, Mr. John Moore, presided. MEMBERS PRESENT: Mr. John Moore Mr. Dorsey Jackson Dr. Katherine Mitchell Ms. Pat Gee Mr. Willie D. (Bill) Hamilton Mr. John Riggs MEMBERS ABSENT: Mrs. O. G. Jacovelli ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes Mr. Don Umfleet, Audio Specialist CALL TO ORDER: ROLL CALL: The president called the special meeting to order at 5:08 p.m. The roll call revealed the presence of six (6) Board members. PURPOSE OF SPECIAL MEETING: The chair announced that the special meeting was called in response to a petition signed by fifty (50) citizens. The meeting was held at Central High School at the request of Mrs. Hafeeza Majeed on behalf of Central students. STUDENT COMMENTS: Mr. Reginald Taylor read the \"1993 Little Rock Central High Crisis\" philosophy statement. A copy of the philosophy statement is attached hereto and made a part hereof. Mr. Truman Hardin submitted to the Board two requests: that students be excused from school on May 27 and 28 in order to make a trip to Memphis\nand that Mr. Hickman be allowed to be a part of the 1993 graduation ceremonies. Miss Tenille Mitchell expressed her disappointment in her educational environment and complained about the lack of AfricanAmerican authors on the reading lists. Mr. Reginald Dodson reiterated the students' request to be excused on May 27 and 28. He also expressed disappointment that his previous complaints about harrassment has not been followed up. He told the Board that two of the teachers who are harassing him are Robin Davis and Joe Gray. He also complained about the lack of a multi-cultural curriculum. He complained that the students did not have enough notice on the NCCJ sponsored retreat. Ms. Pat Gee asked Mr. Dodson to send her an itinerary on the trip to Memphis. Willis Bailey asked for fairness and equitable treatment of personnel. He told the Board that he was afraid to come to Central High before Mr. Hickman came. Tracy Oliver expressed disappointment that there are no caucasian students at this meeting. She expressed that she was offended that someone would feel threatened by those who demonstrated and that she felt a strong sense of racism because of it. Naima Majeed told the Board that she wanted Mr. Hickman to get his job back because he is innocent. She expressed her view that Central is a hateful place since Mr. Hickman left and that teachers are not dressing professionally and not coming to school. She said she had been looked at funny, harassed by teachers, and called stupid. Pauline Williams said the students' personal lives have been affected and that the image of the community has been affected by what has happened to Mr. Hickman. She expressed that she is proud of the mature way in which the students have handled the situation. She urged the students to continue to do that. She urged them to search out assistance from adults they respect. She urged the - students to use \"reverse peer pressure.\" Dr. Katherine Mitchell told the students that she applauds their efforts and commended them for the way in which they have conducted themselves. She expressed regret that the students who marched to the Administration Building was not allowed to enter the building. She urged them to continue to stand for what they believe in a peaceful and orderly way. Mr. James H. Powell commended the students for their presentations to the Board. He reviewed his background in the civil rights movement and his work with Reverend Martin Luther King, Jr. He said he had fought for his daughter, who is now a student at Central High School. He suggested that if Mr. Hickman is a criminal he should be prosecuted. He expressed concern that \"droplets\" of 1957 are still here at Central., i.e., students do not intermingle. Ms. Linda Williams expressed concern that the children are hurting. She asked that the school set another date for the NCCJ program and give more notice to the students. Mr. Byron Jenkins, a senior at Central High School, said Mr. Hickman was a great role model. Miss Tenille Mitchell asked if the District administers drug tests to teachers. She said there is a lot of \"stuff\" going on at Central and she doesn't see the Board doing its job. She said education here is a joke. Mr. Akim Majeed told the Board that everyone needs to \"get off their seats downtown\" and find out what is going on. He said he could name people who are under the influence of drugs at Central High School. Mr. Sammy Mills told the Board that the kids are reaching out for help. He urged the Board to find another date for the NCCJ program and offer it again. He expressed disappointment that there are not more parents and students at this meeting. He said there should be white students and parents and teachers here. Mr. Rochelle Webb told the Board that she loves Mr. Hickman and wants him back. Ms. Dorothy Oliver asked if suspension was the only option the administration had or could a less drastic action been taken. She asked why this meeting could not have been scheduled during the day to allow all students, parents, and teachers to attend. Ms. Sheila Parker told the Board that she is trying to get rid of Dr. Bernd. Miss Michelle Wallace complained that Ms. Swain never comes out of her office except when the students are in class. ADJOURNMENT: There being no further business to come before the special meeting, Mr. Dorsey Jackson moved to adjnurn. Ms. Pat Gee seconded the motion, and it carried five (5) to one (1). Dr. Katherine Mitchell voted against adjournment. The meeting adjourned at 7:15 p.m. Jo~e, President 4,,J~ Katherine Mitchell, Secretary PREAMBLE \"1993 LIT'rLE ROCK CENTRAL HIGH CRISIS\" PHILOSOPHY STATEMENT We, the undersigned students of Little Rock Central High School, Little Rock, Arkansas, do hereby adopt the following Philosophy Statement. The groundwork for the development of this statement was achieved by conducting student surveys at LRCH, copies of which are attached . This statement addresses our concerns and resolutions for the current \"crisis\" at our school and the resulting racial polarization of our city and state. This \"crisis\" is the result of the suspension of our principal, Mr. John L. Hickman, Jr., an African American male who, single-handedly, restored a safe educational and social environment to the school. Furthermore, the educational goals and aspirations of many students presently enrolled at Little Rock Central, have been greatly impacted by the sudden loss of this \"Mr. Joe Clark\" personality, because, in the words of many parents and students, \"Mr. Hickman is the only reason that I am attending Little Rock Central High today.\" e we, therefore, submit our names as representation that we believe the time has come for the students of this great and historical institution to begin writing the history of the \"second\" crisis at Little Rock Central High, the \"1993 Crisis of Little Rock Central High.\" STATEMENT During the crisis at Little Rock Central High School in 1957, nine African American students were denied the right to a \"quality\" integrated education . In 1993, we believe that the \"crisis\" at Little Rock Central High still remains the same, because the right to a \"quality\" integrated education for all children continues to be attacked. The education that we seek and the lessons that we are currently learning can no longer be contained within the four walls of the physical building. For many of us, \"learning\" has advanced from the \"pages\" of our textbooks and has spilled over into our city's streets, neighborhoods and communities. Clearly, for many of us, \"education\" has become a lesson about racism, which is alive and well at Little Rock Central High, and throughout our city and state. - The \"one--of-a-kind\" educational environment that Mr. John L. Hickman, Jr. created in our school has been attacked and destroyed by the racist attitudes of the \"leaders\" of our school district. The dominoe effect of this racism is evidenced by the racial polarization that is plagueing our school and our city. LRCH PHILOSOPHY STATEMENT Page 2 As children, we learn from the examples of our parents and other adults. Thus, we have witnessed African American students actively supporting the \"cause'', and Anglo-Saxon students have been absent in expressing support for the safe educational and social environment that was present under the administration of Mr. Hickman. The racial polarization is further evidenced by a majority Caucasian Board of Directors who continue to make decisions based on \"color\" instead of \"content.\" Furthermore, the present \"crisis\" has resulted in a placed on the local media, preventing them from entering to report peaceful assemblies by students who have express themselves through demoristrations. ban being the campus chosen to Inevitably, many students at Little Rock Central High have experienced strained relationships among students, teachers, and other administrative staff. Some students, along with parents, have been arrested, handcuffed and jailed as a result of a March 31 demonstration (\"sit-in\") in the school's cafeteria. The demonstration, ironically, was in protest of the refusal by the Little Rock School District Board of Directors to honor Ark. State - La\\-:, AR Code Annotated 6-13-619, which states that \"School Boards are required to meet with citizens to address the issues of concern to those citizens when the petition is signed by fifty (50) or more registered voters of the school district.\" Thus, the students of Little Rock Central High who, hereby, agree with this philosophy statement, do offer the following resolutions for a peaceful end to the \"1993 Crisis at Little Rock Central High School, Little Rock, AR: 1. We believe that it is fair and rational for the Little Rock School District Board of Directors to immediately reinstate Mr. John L. Hickman, Jr., as the Principal of Little Rock Central High School. 2. In the absence of \"fair and impartial\" conduct by the Little Rock School District Board of Directors, we believe that a thorough investigation must be conducted that will ultimately result in the termination of the contract of Dr. Cloyde \"Mac\" Bernd as Superintendent of the Little Rock Public Schools. 3. We believe that the presence of Associate Superintendent, Ms. Janet Bernard, in our District, has greatly hampered and ultimately destroyed the safe educational and social environment at Little Rock Central High. We further believe that the degrading actions of Ms. Bernard has negatively impacted the lives of many students and parents in our city. We, therefore, appeal to Little Rock residents, and the parents and students of Little Rock Central High to join us in seeking to have the contract of Mrs. Bernard terminated. LRCH PHILOSOPHY STATEMENT Page 3 4. The Ad Hoc Committee for Fairness and Equity in Little Rock Public Schools believe that the members of the Board of Directors should be representative of the majority population of African American students in our District. We, therefore, have agreed to actively participate in seating at least four African American Board members. We, the student representatives of the Ad Hoc Committee For Fairness and Equity in Little Rock Public Schools, and all other students whose names appear below, do invite all members of the community and media representatives to a \"send-off\" ceremony, on Tuesday, May 4, 2:00 p.m., at 1723 S. Broadway, Little Rock, AR. This ceremony will be held to send our Philosophy Statement and the attached signatures, via facsimile and Federal Express, to the following individuals: 1. The Honorable Bill Clinton, President of the United States, Washington, D.C. 2. The Honorable Jim Guy Tucker, Governor, State of Arkansas Little Rock, AR 3. Rev. Jesse L. Jackson, President, National Rainbow Coalition Washington, D.C .  Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 Board of Directors Special Meeting May 13, 1993 The Board of Directors of the Little Rock School District met in a lawfully-called special meeting at 5:22 p.m. on Thursday, May 13, 1993, in the Board Room of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. The vice-president, Mr. Dorsey Jackson, presided. MEMBERS PRESENT: Mr. Dorsey Jackson Dr. Katherine Mitchell Mrs. o. G. Jacovelli Ms. Pat Gee Mr. John Riggs MEMBERS ABSENT: Mr. John Moore Mr. Willie D. (Bill) Hamilton ALSO PRESENT: Dr. Mac Bernd, Superintendent of Schools Mrs. Pat Kumpuris, Recorder of the Minutes Mr. Don Umfleet, Audio Specialist CALL TO ORDER: The Vice President called the meeting to order at 5:22 p.m. The roll call revealed the presence of four (4) Board members. Mr. Riggs joined the meeting at 5:35 p.m. APPROVAL OF RESOLUTION ON TRANS: Dr. Bernd explained the Resolution Authorizing the Issuance and Sale of Tax and Revenue Anticipation Promissory notes and Fixing Form and Terms Thereof. Mrs. o. G. Jacovelli moved approval of the Resolution. Dr. Katherine Mitchell seconded the motion, and it carried unanimously. A copy of the Resolution is attached to these minutes and made a part hereof. - ADOPTION OF COMPUTER SCIENCE TEXTBOOK: Board of Directors Special Meeting May 13, 1993 2 Dr. Bernd recommended that the Board approve the Selection Committee's recommendation as shown on the Local Adoption Form furnished to the Board members. Mrs. o. G. Jacovelli moved the Superintendent's recommendation. Ms. Pat Gee seconded the motion, and it carried unanimously. A copy of the Local Adoption Form is attached to these minutes and made a part hereof. ADOPTION OF SECONDARY MATHEMATICS TEXTBOOK: Dr. Bernd recommended th~t the Board approve the Selection Committee's recommendations as shown on the memo from Mrs. Estelle Matthis to the Board members. Mrs. 0. G. Jacovelli moved the Superintendent's recommendation. Dr. Katherine Mitchell seconded the motion, and it carried unanimously. A copy of the memo listing the secondary mathematics textbook recommendations is attached hereto and made a part of these minutes. ABC CONTINUING GRANT: Dr. Bernd directed the Board members' attention to the information previously furnished to them concerning the Arkansas Better Chance (ABC) grant for third-year funding of developmentally appropriate early childhood education programs. Dr. Bernd recommended that the Board approve the submission of the 1993-94 grant application in the amount of $233,992.00. Dr. Katherine Mitchell moved the Superintendent's recommendation. Mrs. o. G. Jacovelli seconded the motion, and it carried unanimously. RECESS: The special meeting was recessed at 6:38 p.m. to convene the regularly scheduled agenda review meeting. Following the agenda review meeting, the special meeting was reconvened. DISCUSSION OF STUDENT REQUESTS: Dr. Bernd reminded the Board members that the Central High School students had made two requests during the meeting with them on May 3. Discussion ensued concerning the requests for excused absences to go on a trip to Memphis and for Mr. Hickman to preside over their graduation. By consensus, the Board decided that the absence request should be handled by the school administrato\"r in compliance with the LRSD Attendance Policy and that the exact rules used in similar cases should be followed. Dr. Bernd also mentioned that Mr. Hickman's attendance at graduation should depend upon his employment status at the time. Board of Directors Special Meeting May 13, 1993 EMPLOYEE HEARING: 3 The Board conducted a closed hearing on behalf of Monica Scott. After hearing all testimony and considering the evidence in the case, Mrs. o. G. Jacovelli moved for an executive session. Ms. Pat Gee seconded the motion, and it carried unanimously. The Board recessed into executive session at 8:20 p.m. and reconvened at 8:31 p. m. Upon reconvening, Dr. Mac Bernd recommended that Ms. Scott be su\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_1002","title":"Aerospace Technology Magnet School, grant","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993"],"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 law and legislation","Educational planning","Educational statistics","Magnet schools","Aviation Education Programs (U.S.)","Education--Finance"],"dcterms_title":["Aerospace Technology Magnet School, grant"],"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/1002"],"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":["160 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition and may contain some errors.\n~ ~ cJ7 kt ... [(1 ~ '--.rc/4-+,/( 4-/1 ~ \u0026amp;iv ~ ~ (.,(2 51) VlA) ~ t ~~ ~7()#1 ~ad, ~ ~~t vT 12\u0026lt;-~ ~~ ~ V\n,,d(: :--\"'\" ~ ,/4_,, ,\u0026amp;,, ~'4 6'-4..d-~al~ -- ~ t2U J ~ :__ (ll_,_ /1 :\u0026gt; ~ ~uL__ ~~ - ~~~ _7 r t11JJT ~ d ,,z /V1t2-J2- /f\nJa,o -\u0026gt; UH 1J /1 ivo U2JtJ ~ 6f/f/6 tv 'I ~ f- ~- ge,t-/4:_ CJ..L [J\n6~ - S'~ j ~ OOM \u0026lt; Ed) (J' - \u0026lt;#$Cl\u0026gt; - ~ ~ ~t.f' ~ ~ ~ ~ 7 cJ3 / S\u0026lt;(Ct -Cl ltd \u0026lt;id~ Jwv 9\n) t/a_ M~~ 61508 Federal Register / Vnl. 57, No. 248 / Thursday, December 24, 1992 / Rules and Regulations DEPARTMENT OF EDUCATION 34 CFR Part 280 RIN: 1810-AA63 Maanet Schools Assistance Program AGENCY: Department of Education. ACTION: Final regulations. SUMMARY: The Secretary amends the regulations governing the Magnet Schools Assistance Program (MSAP). These amendments are needed to improve administration of the program and to enable the Secretary to select applications for funding .that best demonstrate promise of achieving the purposes of the program. EFFECTIVE DATE: These regulations take effect either 45 days after publication in the Federal Register or later if the Congress takes certain adjournments. If you want to know the effective date of these regulations, call or write the Department of Education contact person. A document announcing the effective date will be published in the Federal Register. FOR FURTHER INFORMATION CONTACT: Sylvia Wright, Chief, Magnet Schools and Desegregation Branch, U.S. Department of Education, 400 Maryland Avenue, SW., room 2059, Washington, DC 20202--6246. Deaf and hearing impaired individuals may call the Federal Dual Party Relay Service at 1- 800-877-8339 (in the Washington, DC 202 area code, telephone 708-9300) between 8 a.m. and 7 p.m., Eastern time. SUPPLEMENTARY INFORMATION: These amendments are based on the Department's experience in implementing the program over several years. These final regulations also complement the President's AMERICA 2000 strategy by requiring that, in order to receive MSAP assistance, local educational agencies (LEAs) demonstrate how well their proposed magnet schools will provide highquality educational programs in desegregated learning environments that are designed to improve significantly the academic and vocational skills of America's students. On August 12, 1992, the Secretary published a notice of proposed rulemalcing (NPRM) for this program in the Federal Register (57 FR 36324). As a result of public comments since publication of the NPRM, the Secretary has made the following revisions:  Section 280.20 has been revised to clarify that, in determining the eligibility of an applicant's voluntary desegregation plan, an LEA will be asked to submit ad,iitional information only after the Secretary has reviewed the enrollment data and other materials the LEA has submitted with its application and determined that additional information is necessary to assist the Secretary in determining the eligibility of the LEA's plan.  Section 280.32(d} has been revised to explain further the factors used to evaluate an applicant's need for assistance. Note: These final regulations do not solicit applications. A notice inviting applications under this competition is published in a separate notice in this issue of the Federal Register.  Analysis of Commenlll and Changes regulations in this document do not require transmission of information that is being gathered by or is available from any other agency or authority of the United States. List of Subjects in 34 CFR Part 280 Civil rights, Desegregation, Education. Elementary and secondary education, Grant programs-education, Magnet schools, Reporting and recordkeeping requirements. (Catalog of Federal Domestic Assistance Number 84.165A Magnet Schools Assistance Program) Dated: December 18, 1992. Lunar Alexander, Secretary of Education. The Secretary amends part 280 of title 34 of the Code of Federal Regulations as In response to the Secretary's invitation in the NPRM, six parties submitted comments on the proposed regulations. An analysis of the comments and of the changes in the regulations since publication of the NPRM is published as an appendix to these final regulations. - follows: Substantive issues are discussed under the section of the regulations to which they pertain. Technical and other minor changes-and suggested changes to sections of the regulations that were not discussed in the NPRM-are not addressed.  Executive Order 12291 These regulations have been reviewed in accordance with Executive Order 12291. They are not classified as major because they do not meet the criteria for major regulations established in the order.  Intergovernmental Review This program is subject to the requirements of Executive Order 12372 and the regulations in 34 CFR part 79. The objective of the Executive Order is to foster an intergovernmental partnership and a strengthened federalism by relying on processes developed by State and local governments for coordination and review of proposed Federal financial assistance. In accordance with the order, this document is intended to provide early notification of the Department's specific plans and actions for this program. Assessment of Educational Impact In the NPRM the Secretary requested comments on whether the proposed regulations would require transmission of information that is being gathered by or is available from any other agency or authority of the United States. Based on the response to the proposed rules and on its own review, the Department has determined that the PART 280-MAGNET SCHOOLS ASSISTANCE PROGRAM 1. The authority citation for Part 280 continues to read as follows: Authority: 20 U.S.C. 3021-3032, unless otherwise noted. 2. Section 280.2 is amended by redesignating the undesignated introductory text as paragraph (a), redesignating paragraphs (a) and (b) as paragraphs (1) and (2), respectively, and adding a. new paragraph (b) to read as follows:  280.2 Who la ellglble to apply for  grant? (b) The Secretary approves a voluntary plan under paragraph (a)(2) of this section only ifhe determines that for each magnet school for which funding is sought- (1) The magnet school will reduce, eliminate, or prevent minority group isolation within the period of the grant award, either in the magnet school or in a feeder school, as appropriate\nand (2) The establishment of the magnet school will not result in an increase of minority enrollment, at the magnet school or at any feeder school, above the districtwide percentage of minority group students in the LEA's schools at the grade levels served by that magnet school. (Authority: 20 U.S.C. 3022) 3. Section 280.4 is amended by _. designating \"Minority group isolation\" in paragraph (b) as a separate definition by italicizing the words \"Minority group isolation\" and adding a definition for \"Feeder school\" in alphabetical order to read as follows:   F:\" ont DUAL! TY COt it IEC T IIJl'I SEPV I CES PHONE No. 310 598 6773 Jan. 22 1993 8 :20AM P02 Federal Regfster / Vol. 57, No. Z48 I ThW'lday, Deoemher 24, 1992 / Rulea and Rogulatlont 6150! . l :,.. l I .I i I I l \\ 1 I I 4 t 290 4 wnet de1\\nttton1 1ppty lo thle p,9g1,m? Fe-,rlrr school mun~ 1 school from whic:h 5tudonts ue dr11wn to stl\\lnd 1 mognel $c:liool. 4. Section 280.20 l1 amondnd by adding now puHgr11ph1 (f') (4) and (5), rod\"~iRnAt!ng lhll cum1nt puRgroph lR) as puragroph (i), and adding now paregr~ph~ (g) and (h) to ~d as follows: I 2\u0026amp;c.?0 How doff OM -wiy for I gr1r,t'P (0  (41 For an LEA that tlffka assistance for existing m11gnet 1ehool,- (i) Enrollment number11 and percentegea, for minority and nonminority group students, for oach mego11\\ school for which funding ls IIQUl(\"hl and each ftl8der school- (,._) For the tchool year prior 10 the Cffiltlon of each magn,t 11\u0026lt;\nhool: (8) For the school year In which the applicatlon Is  ubmllled : an,I (C) For each of the two scln\u0026gt;ol years ortha propoaad grant cycl11 (i.e., projl'cied enrollment flgunu)\\ and (I i) Obtrlc:tw!de enrollment number, and porcont1111e for minority iiroup student in the l..E/\\'s schools, for grade l11v1\u0026gt;la Involved In th11 appllcant's mr.net r.hool, {8 .g., K~, 7-0, 10-12}( M for the school year prior lo the CNM1Uon of each magnet school: (ti) For tha school ye.r In which the application le whmltted: and (C) F'or each or lhe two school year of the propo1\u0026amp;d g-rant cycle (I.e., pro)IIC11td enrollment ngui,,11). (r,J For ,n LEA thet 1eeks u,luanc. for new magnet achool,- (1) Enrollment numbor, and percenteges, ror minority and non minority group 1tudent1, for Heh rnei\nnet 11chi\n,ol for which funding I sou~ht and for nac:h (iieder Jr.hool- (t\\) F'1ir tho i\n,\nhool yo~r In which the appllaition ia suhmitted: and (JJ) For each or the two ,\u0026lt;ehi\n,ol year,  of the propo~tld grent cycle (I.e., pro jected enrollment ligures)\nand (ii) Dislrictwide number1 and pereenteRet of minority group students In the l.l:A 'a achoola, for the l!ftld love!, Involved In the appllr..11nt '11 magnet IIChools (e .g., K~. 7-9, 1~12}- (A) For the school year In which th.a eppllcetlon II auhmllled: and (0) F'ot eaeh of Iha two school yea.,. oflhe propo11\u0026amp;d grant cycle (I.e., proloctod enrollment flgures) . (g) An applicant that does no\\ have an p11roveddesogregallon plan, 1111d demonRlrates that it cannot provide some portion of th11 ln!ormallon r\u0026amp;q l111stRd under IlAl'egreph~ (0(4) end (:1) vf tl,is \u0026amp;Ccilon, may pi\"Ovlde olhr inlurmntion (In llou orth,t portion of th'-' lnformetlon not p,ovldl'd In re~pome to par111tfRphi (1)(4) and(~) of thi~ ~1ctio11) to domon~trotu thnl the i\nn\u0026gt;ntk1n or Op(lrallon of its propo,\ned mngnut ~chool would reduce, eliminate, or prev~nt 1nlnorl1y group l,olatiotl In the Applicant's ichool, end would not result In an lncre111Ul or minority '1uilont l~olallon at one of Ule 11ppllcant't schools above the dlstrlctwlde pnrr.rntni!B for minority 11t11d1mts at the 11Bme grade levels as thote served In th m11g11et Jcbool. (h) AIIIIT ~lewlng the lnformetlon providod ln reRpon!MI to pal'lgreph (0(4) or (5) of tnb tectlon, or u provided undor paragnph (g) of this Mctlon, the Secretary rney 1'9qUett o\\hBt lnforrnatlon, If necetl48ry (e.g., d11mographlc det.e con011rning the 11t111nd11nr.o 11re11 In which the m11inat M\".hools are or wtll be located), to dotormine whethor to appl'Ove an t.A' plan.    !Approved by lht Office orM1n1sement and lhrl11nt uodor control 11urnber 181~$16) (Authority: 20 U.S.C. 3027) 5. Soctlon 280.31 ls 111vlsed to reed H follow1: 1,\u0026amp;0.31 wtiat ~ eritwt  doff the Secretary uN? T1:te Seaetery usu the followlnlJ solectlon criteria In avaluallng eech apl1Hcetlo1\\: . a) Plan of optrotlett. (2S point ) (1) The Secretl\\l')' review, e.ach eppllc1tlon 10 detem,lne lha quality of the plan of operation for the pto)tlc1, (2) The Socnllery detcirmlnM the exlent lo which the applicant dnmon\u0026amp;tratea- (i) The efrect.lv11net1 or Its mn110Ram11nt plan lo ensuN proper and llffl i:l ont Admlnl1tnlion of 1h11 pro)A\u0026lt;:1: (ii) 1'11,. 11Hi\u0026gt;ctlvenc,$~ af IIA pion to atte ln ~por,iflc outcomes thnt- (A) Will eccompllsh the purpose, of 1h11 program\n(DJ Arf! 1ttalnabl, within the project pflrlCld\n(C) An, mett\\1!'1lblo and quantlflsble: ancl (DJ For mulU-)'Mr projectJ, c.an be u,ed lo determine the proJIICt' ptogrM In m1111llng lh lntor,dad outcome : (IUJ The errectlvaneu or It, plan for ullllllns Ila N!\u0026amp;OUl'Cff and pertonnel to eclalnve tho obfectlvu or lha _projtoci, Including how well It utlllzn key porsonnul to complete tos.k and achlove lha ob}ocUvet or the project: (l't') How It will enture c,qual access 11nd l.nlatment for eligible project participants who havo bo(in tradltlonall\n unrl11rr11p~nled In COUl'tff or artivllio~ oIT,mid \u0026amp;ft part of the m11g1111t 11d1uol. e.~ .. wom,\n,n 11nd girl In mutliematics, ~lonco or technology coursc,A, nnrl dhabh+d Al,ud\"nts\nanrl (vi The AIToctlvenou or ii plftn to r11CTUlt 1tudenta from diffeN1nt 11ocial. oconomlc, othnlc, onrl m:iol bacltgrounde Into the mftgnet schook (b) Q1.1nlity of personnel. (10 point~) (1) Th Secr-etary t0vlew1 etr.h application lo detennlne the q11oliflc.Atlone or the pen:nnnel the appllr.ant plan lo URe on the projflct, (2) Tho Secffltary detAnnlnes the 11xtent to whlch- {I) The pmJect director (lf one 111 used) I, ~uallfied to msnage the project: (11) Other key par80nnel fll'II qualified to menage the proled: (Ill) Teechert who will provide Instruction In par1lc:lpating magnet tehool\u0026amp; are qualified to Implement the spBClel curriculum or the megnut 11Choola\nend (iv) Tho epplicant,  part orus nondlscrimlnetory emplo)'11'1frlll pl'tlctlr.es wlll 11nsure thet Its personnel an, selllcied for employm11nt without ~ard to ra~. rell11ion, col01, natlonBI origin, HX, age, ot dlublllty. (J) To detennlne J)flrtonnel quallncatlona the S:ratary con,lden1 experfenClll and training In fleld11 mlated to the ob)octlvet or the proftd, Including the by p!!nionnel'a knowledge of a.nd e~rl11n0t In turTiculum development and d11111gN111otlon ,tniteglH. (c) Quality of prof Pel derlgn. (35 points) (l) Th Sectelary revi- 111th 1pplieetlon to detmnln8 the quality or the proJect de.lgn, (2) The Secretary determinee the extent to whleh each m11gnet llchool for which fundlnK le 110ught will- (il f'oslor lntftl'K'tlon among iltudnnts of diffeMtnt ,()(\"Jal, economic, ethnic, Alld rftclnl background~ In cla~~mom actlv1tt1111, ntrecurrlr.ulu 1ctJvltle1, or other actlvitlo, In the magnet sr.hools (or, if 1ppropri1te, In the achoola In which tho megn11t school programs operate): (ill Addren the educallon1I Meda or th11 Rtudenls who will bo ontol111d In the mo~nol schools\n(Iii) fJ1rry out a high quality educatlonlll ptognm th.i will substanllelly ,treniithen 11tud1n11J' k.nowledgo o! mathemallet, ldenCA, hltto,y, English, fo\"'lgn lanRUt11t111, art, mu1h:, or vocttlon1I kill,: (Iv) f!nco\\1111ge gn,otnr ptirtntll declAlonmnltlng and lnvolvemflnt: and (v) Improve the racla I bol11J101t or 1tudents In the rpllc.nnt' echoob by r11duclng, ellmlnetlng, or preventing r,, inorlty gmup tsolntic,n In II tchool~. i1510 Fedenl llegister I Vol. 57, No.. 2-ta I Tbmsd\u0026amp;.y. December 24, 19~ I Rllles and Jtegvla\u0026amp;na l d) Bud~I aod .resoun:es. ~ points) (i) Applications based on plans er assistnnet, is aooght affords promise of The Secretary re~ each-applicatioe: momfication.s-of plans with achieving the purposes of-this program to determip lhe adequacy 0. the implementation dates not mor\u0026amp; tlia as listed in  280.1. resources. and tle cost-effedivuness. of five, Jll\u0026amp;n bemre the- Ju.fr l that fi:JJJmn (2} h determining the degree to which the budget form. project, including- the de\u0026amp;dliM date fi:ir applicatiofts. (5 the magnet scbool affon:ls- promise of ( H The. adequacy ol lhe facHities lhat pohm} achieving the purposes stated in -280.1, the applicant plans to use\n(ii) Applit\na\u0026amp;ns based on plans ~ the Secretary will evaluate the (2) The adequacy of the equipment. modifications. ol plans with likelihood that the applicant'\u0026amp; plaa t\u0026amp; and supplies that the applicant pl:a:nsto implementation~ moJ8. than- 5 yeus, achien desegmgaticm tlzmuglt the,use, o{ use\nand but uot more. than 10 yeara-before tlw a mapat school prognm will ha (3) The adequacy and reasonabl-eness July 1 that follows the deadlina dat\u0026amp; for successful in nidaciD8, ellininating. or of the budget i\u0026gt;r the project ht relation applications. fl point's) pnventillfJ minarity gmup isolation in to the ob~ of tlHJ ject.  liiH Applications based OD pbma or li\u0026amp;}lt of Its overall strategy. Factota the. (e)E-rtilttatiort plan.~ pcuts} Tl JllOdificati,w,a Qf plans with Secretary wiR consider include, out are- Secretaq determines the extent to implementation dates mo:a than 18 not limited to-which the evaluation plan for the! years bat not mare thane 15 yeanJ,ef\u0026amp;llle (i) The needs assessment conducted pni\nia- the ~J.y 1 lhat iellows the deadline da(8 by !he-~   ( 1) Indndes methods that ant- for applationa.. ,,. pomtJ)  (ii) Toe sm, ,elec6on b eed1, -et approprime for the project\n6i) ~~based m plans-as school\n' --.,.- (2) Will determine-bow aua:essful the modifications= 'Wilk. (iii} n. special CUJ\"Fk:\\H1!1m sel'eded project is ht meet.Ing.Im iDteaded implementation' mom than U for eaca JINl!IMlldiool\namt outco-. inclndmg its goals for years belmr\u0026amp; Ila Jul.r i tfiat follows_ tt. (iv) ll appropriaw, it11upplica:nl's. past  desegrepung ita atudant.s and dead.lme data m .,. ticatioas to points) performam ill ~lsrils ~a\u0026amp;. increasmgahldlllt achievamem\naad. (c) In-roln:ment'f1JIUllOl'ityg,r,up throoRlnse ob map sir:hooL   (3) Includes methods that ara cbiJdre.1t. (5 pmnta). (0 Co//obomtive ti/forts. 15 points) The-objective and that will prodtte6'data that (1) The Secretary gives special Sea:etary detennins the ex11111Uo are quanrifiabut. consideration to tll8 proportion of which the protect tbrwbidi lll8istaJN:\u0026amp; (f} Commibnf?flt alHl capacity. (10 mi.norily ~\"'P children iDYc\u0026gt;l-ved. I\u0026amp; the- is sought mvolvff ti- collabmati~ point\u0026amp;) (1} The-Seaeta,y ~-each approved~ pmt. efforts of institwmi. efbigtieir application '6 determin\u0026amp; whether 1b\u0026amp; (2) Toe Secretuy det.muJllll\u0026amp; ilia education, COIJHllunily-bMed applicant is likely to C\u0026amp;ftlif:we the percentage that represents a comparison o,ganizations, lh\u0026amp;appropriate-Stat'\u0026amp; , - magnet schoohwvities 1tft1tr.usistam:e ofthe-mnnberolminoritygroup educational agenq', or\u0026amp;Jt-, ether under iliia pen.is ROclengeu,wilable. children involved in the applicants organization. {:l.} The. Secretary delermme\u0026amp; the  -.l ,l 4 ~~ft~n~...] L- extent to which lhe applicant- a~ov..., _.._ ..,..m lo u- (Apprmzed by !ha Office ofManaaemenf and (i) Is committed to ilia magnet schools number of minority group dilld- B'udget under control number 18to-ost6J project: 8Dd enrolled in the applicant's schools. (Authorify~ 20 u.s.c. 30281 (ii} Has identified other resou:cea \\.o (3) The-Sec19tary awmv one- point for each 28 pescerlfage points-fhtt applicmt Appendix.-~ ef o.rmaeac. ..t caoctnitviintiuees .sw uhpepno rats fsoirs ttmhecme augnndeetrs iclihfso. o_l receives un d er paragrap h (c l ' }-6'thi Changes {2 111 s  ln~nft \"fable section. (Note:Thlsappendlx will not be codlfted program 1$ no ~t av8l  (d} Need fortn8isttmce-. (15 points} ft) in the Code of l\"edetaf ltegwationa.J (Appmred hy the Offiat of Mu.agemmi.t and Th\u0026amp; Secremy evaluates the applicant's ,. ' Budget under control nundm-Wo--0516} n88d for assistance-under this part, by I 2tlD.2. Vlllo llullgl..._ to apply b  '.: ' (Aulllerifr-20U.S.C. 3021~3032} considering- grant? '  ,,,  6. Section 280.32 is revised to read. as (i) The costs of:fil11y implementing tbe Comment: On COIBffleRter suggested-\". follows: magnet schools project as~ that urban~ be granted men,'.,,-.:. -- (ii) The reSfflln:etf ffl!l'labl\u0026amp; to the than two y~ ID show that a newly\n-   280.3:l How lupaclal. conaideratlon applicant to etm\"1 oot the proiecf if creatacl magnet pmsram hn reduaNI\n, .. t- ~ glvert to appllc:a? funds under the- progR!IR\u0026gt; went not eliminaeed, Ill' prevented minorify group fa) How special consideration is gjven. f.vided\nisolation. The cemmenter indicated rhit In addition to di\u0026amp; poiutaawmted under 'ii) The-9tentto-whidi the costs of . the two-yea,time frame f9 unreelistic:fe '.   280.31 , the-Secretary givesspecia} e pro\nect ~ tll\u0026amp;applicant's light ofthelienier!Jfhese districtsm'tlSt   consideration to the facloa. lisfild i-R resources: and  overcome to fflfflJC\u0026amp; PIICiaf isolation ancf   - paragraphs (b} through (f) of this fiv)' The-dif\u0026amp;ltlty el effedi'l'efy suggested that a three- or funr--year timSc., ,_ section-. 1118 maxiRMHll number of carrying out the approved plan and thtt frame for.reporting progress or 1t ~ .. _- ' poinls aWIHded for each factor is s1ated project forwhicli assistanc\u0026amp; fs sought, grant period would be mont realistic., \n.,__ in parentheses.  including consideration of how the Disc\u0026amp;ssian:Tbe Seaet\u0026amp;rJ belt  -t:.i.\n,\n~ lb) RecentAe:1\u0026amp;:of 1/te implementalion design of the magnet sdlool project- interpre(ed the Magnet Schools  ~\"X:\n.-, of the approved desegregtrtum plan. (5 . e-.g., th\u0026amp; type-el p!Og1111ft pn,posed, the Asslstam::e Act (MSAAJ to require-\u0026amp;~~ G- points} -location of the-magnet adtool within thtt year limit on graBf BWIH\"M under ' -- (1) TheSecretuy nvie.wseach LEA-fmpeds mtfm! applicant's aMlity program. See-20 U.S.C. 30:n. In ,\n: application tndeta,mme.the.nicentneu to-!1Ua:85Sfttlly amyout thnppro-,ed addfflOII, theSecretary\u0026amp;eliffes1tc of the lmplemeat.ati:oa date of the plan.  reasona1-te expecU\u0026amp;at witflin tl approved~ plan or (2) Th.e-appliantrecefves-\\!l)!c\u0026gt;lS two-year grant periodm l.EACll'l't ~-- modificati-. of tile l)lan. poinls, depen\u0026lt;lmg on tk ~ of ifs dmnonstrate a positm, change~~  .:.,. (2) The SeaefaryGetNJRine\u0026amp; che. n88d for assistance\nminority group isolation- in its\n/  recentnsss. of ta plan 'h,- assi8Jlmg ea (e) ~ of acMe,,e,nenf. (t-5- points} as a r8S1!lt of !he implemenfatfon ~IF:? fi. application fo 0118 oftl'le- foltowintf (1) The~ defmnines tlle-eldent magnet school Thtt Secretary .,.~~' . r.ategories:  to which !be ......:-. for wmch at .... _ di\"\"-\" that dJ ~ - rv,vv, apprea e8 URf Hn..-uny _ -~ - . .... Federal R.egister / Vol. 57, No. 248 / Thursday, December 24, 1992 / Rules and Regulations 61511 districts face in implementing voluntary desegregation plans and, accordingly, has not established numerical benchmarks to measure how well an LEA has performed under a MSAP grant. However, the Secretary seeks to award MSAP grants to those LEAs that best demonstrate promise of achieving the purposes of this program. Changes: None. Comment: One commenter suggested that the Secretary introduce some flexibility into the requirement that magnet schools not result in increases in minority enrollments in the magnet or feeder schools above the relevant districtwide average. The commenter suggested that a margin of five percent be permitted, because in many urban school districts the non-minority enrollment is very small and therefore districts struggle to enroll and maintain \u0026amp; critical mass of non-minority students in their schools. Thus, the movement of a single non-minority student may have a significant impact on the percentage of minority group students in a particular school. Discussion: Use ofan LEA's districtwide average as the standard for evaluating the effect of a magnet school on other schools in an LEA provides a school district with sufficient flexibility to tailor a desegregation plan to its needs so that the district can maximize its opportunities to promote desegregation. It also provides the Secretary with a standard that can be applied uniformly to all school districts when determining the eligibility of their voluntary desegregation plans, and that can be used as a reasonable gauge to measure if an applicant Is attempting to reduce, eliminate, or prevent minority group Isolation. Clianges: None. t 280.20 How does one apply for a grant? Comment: One commenter explained that neither the old regulations nor these revised regulations address the difficulty that districts with open enrollment plans bave, when see.king approval of a voluntary desegregation plan, in demonstrating the effect of the magnet school on surrounding schools, because the traditional concept of a \"magnet feeder school\" does not apply to these districts. The commenter suggested that districts with open enrollment plans be permitted to demonstrate the effectiveness of a magnet school by providing data on student assignment patterns for neighboring schools, that would have been applicable had the districts not had open emollment. Discussion: The Secretary believes that the regulations address this concern. Under, 280.20(g) of the regulations, an LEA that demonstrates that it cannot provide reliable data on magnet feeder schools may provide other information to the Secretary in support of its desegregation plan. This section provides an applicant flexibility in demonstrating the potential effectiveness of its magnet school if, because of the design of its desegregation plan, an applicant does not have data on feeder schools as required under  280.20(0. Therefore, districts with open enrollment plans may provide other information to demonstrate that creation or operation of their magnet schools complies with the eligibility requirements of this program. Changes: None. . Comment: One commenter suggested that  280.20(0(4)(iii) be clarified to indicate-(1) when the applicant would be required to submit \"other information that the Secretary determines is necessary\n\" (2) whether the information would be required of all or only some applicants\nand (3) whether the example provided is used for illustrative purposes only. If additional information will be required of all applicants, the commenter suggested that the regulations Indicate how applicants will be notified of the additional requirements. Discussion: The Secretary recognizes that there may be limited circumstances when an LEA may not be able to provide the information requested under 280.20(0(4) or (5) in the manner required by the regulations, or may not provide enough Information ~th its application to allow the Secretary to fairly evaluate its desegregation plan. The Secretary does not expect that every applicant will be asked to provide additional information In support of its desegregation plan. However, the Secretary wants to ensure that each applicant is given a full and fair opportunity to demonstrate its eligibility for this program. Therefore, if, after review of enrollment data provided with an application, or other information provided by an LEA to demonstrate its eligibility, the Secretary does not have sufficient information to approve a desegregation plan, the Secretary will request that an LEA provide additional information. Reference to providing the Secretary with demographic data to support a desegregation plan is included in this discussion for illustrative purposes only. Changes: The Secretary has deleted  280.20(0(4)(iii) and (S)(iii) and added a new section (h) to explain that, after reviewing the enrollment information provided with an LEA's application, or other information provided by the LEA under paragraph (g), the Secretary may request additional information necessary to evaluate the LEA's desegregation plan. Comment: One commenter suggested that the regulations indicate where in the application the applicant should provide desegregation plan data (e.g., enrollment numbers and percentages). Discussion: Instructions for submitting enrollment numbers and percentages, and any other information to support an application, will be provided in the application package. Changes: None. Comment: One commenter recommended that the regulations require applicants to submit in their application the data needed to ascertain their compliance with civil rights laws. The commenter expressed concern that some districts seeking MSAP funds maintain racially identifiable classes as a result of ability grouping and assign faculty and staff in a manner to identify ii$ schools for a particular race of students. Discussion: Under  280.20, an LEA must provide assurances of its compliance with civil rights laws in its application and upon request, must provide the Assistant Secretary for Civil Rights with any information the Assistant Secretary finds is necessary to determine whether the assurances will be met. This provision of the regulations was not changed by the NPRM. Changes: None. 280.31 What Mlection criteria does the Secretary UN? Comment: One commenter objected to the proposed reduction of points for the quality of project personnel under  280.31(b), because it believes the success of each project depends on experienced key personnel who are knowledgeable about desegregation and magnet schools. Discussion: The Secretary agrees that a project must have qualified staff if it is to be successful and therefore has assigned significant points for this criterion. However, the Secretary has found that almost all applicants propose to use personnel who are qualified to conduct the project activities. In assigning the relative weights for the selection criteria, the Secretary determined that the criteria for project design and implementation, i.e., \"quality of project design\" and \"plan of operation,\" provide a more meaningful indication of the likelihood of an applicant's success In meeting the purposes of the MSAP. Changes: None. 61512 Fe4eral ltegi,ter / Vol. 51, No. Z48 I n.msd2y, December %4, 1992 / Rules and ReBulations Comment: One commenter feh that the regulations soould address perceived deficienciea in !h progmm. Specifically, the commenter recommended that the regulations be amended to limit funding to only magnet schools that serv\u0026amp; the school's entire student population and that operat\u0026amp; throughout the regular school day, to allow expendituJeS oo}y for the operation of the magnet school, and to disallow expenditures for a yeM of planning. DiSC11ssion:Th.MSAA de6nesa magnet school as \"a school or educational center that offen a special curriculum capable of attracting students of different racial backgrounds.\" The MSM does oot limit eligibility for MSAP funding to a magJ1et school that only involves an entin, student population and that onty opentes throughoot the.regular school day. However, under 280.ll[c), the Secretary evaluates how well an LEA's magnet school will assist an LEA to desegNgat\u0026amp; its schools. In this way, the Secn,taJ')' selects for awards tJiose applicants that best demonstrate promise of echieving the purpos\u0026amp; of the program. In addition, although the  MSAA permits funds to be used for planning and promotional activities, planning activities 819 limited to no more thaR 10 pen:ent of a grant award in any given year. Changes\nNODB. Comment: One com,-111..- felt that assigning paints Wider 280.31(c)(2)(iiil for a project's confonnanoa,with the President's AMERI~ 2000 strategy goes beyond the purpose of the law and therefore the existing regulations should not be changed. .DfSCTJsmm: Poin1t are- not assigned for a project's conformance with the President's AMERICA:2000 strategy. The selection factor evaluating thtt typ\u0026amp; of educational pn,gram that an LEA wm prrmde is based on the requirement in the MSAA that the magnet school pn:mde courses of instmcti{)n ro substmrtnrfty strengthen a student's knowfedge of academic subjects and marlcetabJe vocational sJciHs. The subjects that are identffi\u0026amp;d under-this factor a,e specifically induded in thi, MS.AA In desail\u0026gt;ing fh1I \"Uses of funds.\" Chtmges. None. CommeJJt7-0ne ronH1'1e!JteF fek that the points assigned to \"commitment and capacity\" under 230.31 ff) sooutd be im:reesed, to mah con4hmetioo of projects after Federal fund.1'1g ends a stronger requirement. TM cOlmJl8Jder indicated that ifdl\u0026amp; magJl8t programs are reducing minority 8\"l\"'P' isol\u0026amp;tNJII and are improving academic achievemeat they shoold be cootinuad. The commenter notad that u11der the current point assignment, programs are sometimes decnasecl or eliminated after the Federal funding ends. Discuss:ioA: n. 5ecretary believes that the criterion \"Commitment and capacity\" has t-n assigned significant points relative to the other selection factors, to ensure that applicants Jor, MSAP funds will continutt magnet schools programs. Data from previoosly funded magnet IICOO\u0026lt;\u0026gt;Js granu confinn that mast MSAJ\u0026gt;.funded programs are continued after Fedellll funding ends. In addition, an applicant must demonstrate under other selection fitdors, e.g., \"Collabonitive efforts,\" that U has sought other resources through which funds needed to contintte a project could be acquired. . . Changes: None. 280.32 Howlupacr.t can  llferMlon given to appicanla? Comment:Two cmmmm1ers fall the 10 points awuded for ''-recmtness, of implementation of ~roYed desegregation phm\" be retained. One comme11ts explained that reducing the points for this factor reduces th. advantage b newly desegregating districts that attempt to wiu puhlic acceptaoca of plans throogh th. use of new magnet schools. Another commenter- tel1 that districts that amtimraily revise desegn,geUon plans to adapt to changing cin:umstances and student needs shouM be rewanled. IAscussion:Tbe regulations contlmie to proYide am advantap to school districts that are implementing new or recently nmsed plans, bm reduce the relative Mrigbt of this special considenition factor. The Secrete?)' hM found that this criterion hH not resulted in 1t meeningft!l distinction among applicants since most 1tppliamts have received maximum points for it. For example, in the fiscal yeer 1991 g?Mlt competition, 85 percent of the appJicants received the maximum score-. Thi, alStricf's '1iesire to meet theeducational needs of its student's amf its desire to retain the support ofthecommmrlty mould bit sufficient incentmt fur implementing new plans or for ~ existing pfitM. Chan~: Hone,, Commfflt: Om, commenter said that n,duciug the pmits awarded b \"involv~ of minority 1fOOP students\"' front lrJ to S ,educes Ula competitiw ad1fllllt.age rw districts that are truly striving to meet the purpoS6'S of the-MSAP by tl'fldemking e,assiV9', drstrictwidG c:klsegfflglttion. Discr,SS(Jll: Tha pmnls for th1t proportion of minority group children involved in the applicant's desegregation plan was 111duced because most applicants }lava received the maximum points fm this criterioo and therefore it has not helped to detannine the Nllative lll8rit or applications. Also, the Secretary found that appli.ca:nts who had made progress in desegregating some schoola in their districts wore being penalized for their success. Tb. reduction in poirits for this criteri-On is intended to ensme that the weight given is rea90nably consistent with its value in determining the Ukely ~ of the applicant' plan to achieV\u0026amp; the pUJl)Ose oftheMSAP. Changes: None. Comment: One commenter stau,d that the lanS(U8ge oitae regulations under \"need for uai:stance\" is inmiequate to pnm!Dt wealthy diatricts from reaming ftm.ds while poor dismcts are left uniunded. Another mmmenwsoggest. ed that. the factors used to enluata an applicant's need for 8S$ist11Da be eoq,end\u0026amp;d to g,ive applicants further gaidance on what information should be provided to address this criterion fe.g~ how will the Secretary asseS\u0026amp; m applicant's ability to finance the pmjecl). The commenter also noted that dus aiterion now refers ollly to the difficulty of carrying out the project for which assistance is s\u0026gt;ught and not the diffic:ulty of carrying out the applicant's desegn,ptiilln plan and the project for which ~nee is~ Discu.ssion:\"Need for assisuDC\u0026amp;  i.s an iJRportaDl aitarion for fwiding under the MSAP md, ac.coniingly, is a rewitively heavily weighted factor. Th\u0026amp; Secretary agrees laat additional guidance ou the flCUl3 that the Secretary will consider in evaluating this criterion will assist BA app\u0026amp;am in demonstrating its need for MSistaRE:e and will provide the Secretary with information to bettM distinguish lffllong applicants seeking funding. Information provided in an application in respcmse to this criterioa may induda (l) a budget for ti.Illy implementing the magnet schools p,ojed or a nanative discussion of msts for fuUy implementing tbe project that includes a breakdown of aU of the resouices that will be needed to fund the. project\n(2J a descri ptic,n of any special costs that, because of th. desii,, of the project. would be incaJnd in ~de, t~ implemnl the pn,jecl fully\nand (3:) a description of why die appli.caol does not bava lllf\u0026amp;:ienl fun\u0026lt;k without assistanc. under tbis Pfll8RDl to fully implement die~- Changes: Tbi Secretary .-.s nrvisaci this section to explain farthsr the factms used lo-evaluece au appliC811C'~ need fi:\u0026gt;r assistance. n. Seaetuy wilt nalxiate Federal R.egmer / Vol. 57, No. 248 I Thwsday,-December 24, 1992 / Rules and Regulstions 11513 an applicant's-need for assistance based on how much it will cost the applicant to fully implement the magnet schools project proposed in the application and the resources available to the applicant to implement the project if funds under the MSAP were not provioed. The Secretary will also consider how the design of the project impacts on the applicant's ability to successfully implement the desegregation plan as proposed. Commffit: One commenter suggestac1 that if the Secretary wants to reduce the collective weight of the special consideration facton, the points assigned to \"collaborative efforts\" could be reduced because the commenter felt that this factor does not de11Brve equal weight with \"quality of personnel\" and \"commitment and capacity,\" and does not merit more weight than \"budget and resources.\" Discussion: The NPRM did not propose a change in the points uaigned for this criterion. Currently, five points are awarded under S 280.32(f) fur this criterion. Changes: None. (FR Doc. 92-31222 Piled 12-23-92\n8:45 am) aUNGCOO!- II 61514 Federal Register / Vol. 57, No. 248 / Thursday, December 24, 1992 / Notices DEPARTMENT OF EDUCATION [CFDA No.: 84.165A] Magnet Schools Asalatance Program\nNotice Inviting Appllcatlona for New Awards for Aacal Year (FY) 1993 Purpose of Program: Provides grants to eligible local educational agencies to support magnet schools that are part of approved desegregation plans. Eligible Applicants: Local educational agencies. Deadline for Transmittal of Applications: February 19, 1993. Deadline for Intergovernmental Review: April 20, 1993. Applications Available: January 4, 1993. Available Funds: $107,532,800. Estimated Range of Awards: $200,000-$4,000,000. Estimated Average Size of Awards: $1,792,000. Estimated Number of Awards: 60. Note: The Department is not bound by any estimates in this notice. Project Period: Up to 24 months. Applicable Regulations: (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 80, 81, 82, 85 - and 86\nand (b) the regulations in 34 CFR part 280 as amended. (Please note that amendments to 34 CFR parts 75 and 77 of EDGAR were published in the Federal Register on Wednesday, July 8, 1992, (57 FR 30328). Final regulations tt-. MM 19 amending 34 CFR part 280 are published in this issue of the Federal Register. SUPPLEMENTARY INFORMATlOH! Applicants must submit with their applications one of the following types of desegregation plans (1) a plan required by a court order\n(2) a plan required by a State agency or official of competent jurisdiction\n(3) a plan required by the Office for Qvil Rights (OCR), United States Department of Education (ED), under Title V1 of the Civil Rights Act of 1964 (Title V1 plan)\nor (4) a voluntary plan adopted by tl!e applicant. An applicant that submits a plan required by a court, State agency or official of competent jurisdiction, must obtain approval for any modification to the plan from the court, agency, or official that originally approved the plan. A previously approved desegregation plan that does not include the magnet school or program for which an applicant is now seeking assistance under this program must be modified to include the magnet school component, and the modification to the plan must be approved by a court, agency or official, as appropriate. An applicant should indicate in its application if it is seeking to modify its previously approved plan. However, all applicants must submit proof to ED to approval of all modifications to their plans by March 26, 1993. If an applicant submits a modification to a previously approved s ~ \\ w J l \u0026amp;.-u..e.. ~@Mi\u0026amp;a~ Title V1 plan, the proposed modification will be reviewed by OCR for approval as part of this magnet schools application process. An applicant submitting a desegregation plan as described in 1, 2, or 3 above, must provide an assurance that the plan is being implemented as approved. An applicant submitting a voluntary plan or a modification to a Title V1 plan for approval by the Secretary must provide a copy of a school board resolution or other evidence of final official action adopting and implementing the plan, or agreeing to adopt and implement it if Magnet Schools Assistance Program funds are made available. FOR APPLICATIONS OR INFORMATION CONTACT: Steven L Brockhouse, U.S. Department of Education, 400 Maryland Avenue, SW., room 2059, Washington, DC 20202-6246. Telephone (202) 401- 0358. Deaf and hearing impaired individuals may call the Federal Dual Party Relay Service at 1-800-877-8339 (in the Washington, DC 202 area code, telephone 708-9300) between 8 a.m. and 7 p.m., Eastern time. Program Authority: 20 U.S.C. 3021-3032. Dat_ed: December 18, 1992. John T. MacDonald, Assistant Secretory, Elementary and Secondary Education. (FR Doc. 92-31223 Piled 12- 23-92\n8:45 am! ~ CODE 40CICH1-II  - .E.=n,- : GILIALI TY CON ECT IIJN '\nERIJ I CES PHDNE No. -r o \\ 'Pl c.K \\-\\-o \\ b-. rT fi1:,1'V\\ ', C-o. \\ \\ Q 1J. I f\\ f\\ \"310 59:::: 6773 Jan. 22 1993 8: 20AM P01 61514 Federal R~ater I Vol. 57, No. 248 I Thursday, Decembor 24, 1Qi\n12 / No!IC1!1 DEPARTMENT OF EDUCATION ICl'OA Mo.: M,16SAJ Mtgr-..t ~hool, AHl t n~ ProgrM\nNqtlce Inviting Appllcatton, for New Award for F1cal v .. r (FY) 1993 l'urposc r,f Prusrom: Prov Id~~ gr11nts to t1llRlhl11 loi:~l educ11llonal \"W\"'d'\" lu ~ \\pport rnogne! r.hool, Iha! ~ttt pai1 of e1lprovlld dosogregotlon plsn~. f.ll8ible llppliconts: Lor.RI Rrh1c-.11tlC1nal 11:endo,, Deadline for Transmittal of Applicntinns: Fnbrunry 19, 1993. ~nd/lne for Jnltrgo\\'P.rnmrntal R!l1ew: J.ptil 20, 1993. Applications Available: January 4, 1!)93. Availab/11 Funds: $107,532.800. Estimated Range of A word,: $ 200 ,OOo-$4 ,000 ,000. Estimated ll~rage Siu of Awarth: si,192,000. Estim11ted Number of ,A.wordi\n: 60. Noe: The Oqpartment l not bound by an)' er.llmalea In lh 11 notice. Project Period: Up to 24 months. Applicah/11 Regulations: (B) The Education Depertment Gonoral Adminlmat!vo Regulations (EDGAR) In 34 CF1t p11ru 75, 71, 79, RO, 8\\, !12, 8!1 and 116\nand (b) the N!lfl.llstlon, In 34 CFR part 280 11 amendod. (PleHe note that amendment to 34 CFR pattA 'r!I and ,, ,,, E'OCAR Wllll'II puhlleh n In the 1.deral Rlgl.ater on WP\u0026lt;!nead1y, July 6, HIM, (51 FR 30328), Final rogulollona amending H Cf'f\u0026lt; part Zf10 ere puhl i~hod In thl8 im1e ol tho Fedrl RP.r.iih,r. SUPPL[MCNTAAY INP:OAMAnotl! Appliconts mu11t gubmll with thftlr ~ppli\u0026lt;:11tions OM of the followlnR typt19 of do~oi,:re?,otlon plans (1 l I plan re9ult\u0026lt;1d by II co\\lrt urdor: (2) a plan ro,,uirud by a ~!RIO eg!lncy ur o(lklftl or r.ompfftRnl jurl..Jir:11,.n: (3) e r,!11n r11quirod by the Offlce lot Civil Rights (OCI\u0026lt;), United States O(,partment of Ecluca1ion (F:D), undor Till11 VI of the Civil Rights Act of 1964 (Title V1 plan)\nor (4) a voluntary plBn ndupluJ Ly tl,11 nppllcent. An applicant that ubmltt1 a plan requirod by a court, State agency or orficial of c\u0026lt;lmpetent Juriadictlon, must obtain 11ppronl [or any modification tp\nt~i:n from tlui couu agency, or lnat originally approved the ~Ian: A prevlou~ly approved ~fflRAtlon plan that does not Include 1h11 n1n14net school or progr,m for which an ftppllcant 11 now seeking u,lstance ~rnh1r thlLDrogr~: mu~rc=~'::\"to mclude th\u0026amp; . .!Dftil tchoo nt, abrei d the mo~r!!\n:.': ~~ ~ha o\n!t!\"ust agproved..lf I lleri n lficial ro rlete  It 1pproved  Tllio V1 plan, the pmpoM\u0026gt;d mi,tilnr.Allon wil1 l\u0026gt;\u0026lt;l r-ovinw11d hy OCR for approvAI n~ porl of thi~ rtiegnM ~ch0ola application process. An 11ppll(\nllol submitting ft dn~\"8rosntlon plan n, dMc:ribod In 1, 2, or J abuv~, must pmvlJI! an a,sur~nr.n that thu plan ls b.ilng lmploniorilnrl A~ eppr0vod. Au HJ)pll\u0026lt;:,ml 1uhmilllnR ~ volonlary plAn n, 11 modlricMl(')n lo II Tltle Vl plan for approval by the Se('.retary rnuat provldo  copy of a 11\u0026lt;:hool b\u0026lt;u\\J'd re!ll'\u0026gt;lutlon or nlhor evidence of final official action 11doptlng and lmplenuu,tln~ th11 pl11n, or ogl'0(1!r1R to adopt end lmplament It ifM~gnot Schools A~slstance Program funds ere made available. ~ AJ\u0026gt;PUCAn()HS Of' INl'ORltlATION C~ACT: StllVen l... Brodhouse. U.S. Oclp111'1mt1nt ofEduca!lon, 400 Maryland Avenue, SW .. room 2059, We~hlng1on, DC Z0202...{1248. Tal(lphona (202) 40t- 03S8. Denf and hearin~ lmpelre\u0026lt;l tndlvlduals may call the Fllderal Dual Party Reley Service t 1-8()()-877-8339 (in the Wuhlng1on, DC 202 ares coda. telephone 708-9300) 1,etwoen II a.m. and 7 p.m., Eastern time. Pr-ovam A111horlty: 20 U.S.C. 3021 - 3032. 0~1.,d: l.'lecetmt- 18, 1002. John 't. MacDo11tld, llss/,t(lnl SIICT'f'fO,Y, BJlmontary 011d St1COt1dary td1.1001/ort , (Flt Doc. 03-31223 ,11..i U-2\u0026gt;--92: 8:0 am! '8LUHQ~~ ... ' ,, 1992 Guide to U.S. Department of Education Programs CONTENTS Introduction ii Glossary iii National Education Goals Offices: 1 Elementary and Secondary Education 14 Postsecondary Education 34 Educational Research and Improvement 44 Bilingual Education and Minority Languages Affairs 48 Vocational and Adult Education 63 Special Education and Rehabilitative Services 75 Regional Representatives 76 Index or Programs INTRODUCTION This annual guide provides, in compact form, information necessary to begin the process of applying for funding from individual federal education programs. How to use this guide In the alphabetical index on page 76 programs are listed by both popular name and by descriptive words. The number after each index entry is the number that appears before each program title, not the page number. The U.S. Office of Management and Budget (0MB) assigns most funded programs a number, shown in parentheses after each program title. The 0MB nwnbers are keyed to a more detailed description of each program in 0MB  s current Catalog of Federal Domestic Assistance (see glossary). The numbers in parentheses following each program narrative description refer to the National Education Goals addressed by the program. The six National Education Goals are listed on page iii. Block grants The Augustus F. Hawkins-Robert T. Stafford Elementary and Secondary School Improvement Amendents of 1988 reauthorized and amended a number of elementary and secondary education programs, among them Chapter 1 and Chapter 2 of the Elementary and Secondary Education Act of 1965. Chapter 1 gives states and local education agencies primary responsibility for conducting the largest federal program in suppon of education for the disadvantaged. Chapter 1 targets almost $5 billion to meet the special needs of disadvantaged children. Chapter 2 of Title I of the Elementary and Secondary Education Act of 1965, as amended, is designed to fund promising educational programs that state and local sources can suppon after their effectiveness is demonstrated\nto provide fllllds to purchase library and instructional materials\nto meet the special educational n~ of at-risk and high cost students\nto initiate and expand effective school programs\nand to allow state education agencies and local education agencies to meet their educational needs and priorities for targeted assistance. State education agencies are responsible for administering Chapter 2, while local education agencies design and implement Chapter 1 programs. How to apply for funding . While the federal government administers and distributes most fllllds allocated by Congress, some programs call for both state and federal administration. Under several programs, states administer federal grants under federal guidelines. In these state grant programs, individuals and organizations must apply directly to state agencies, as indicated in the column beaded \"Who May Apply.\" Under other programs, federal funds are distributed through grants or contracts directly to individuals, schools and school districts, libraries, museums, and organizations. Annollllcements of all competitions for federal grants are published in the Federal Register, and requests for proposals (RFPs) for all contract~ appear in the Commerce Business Daily (see glossary). Application information for federal grants or contracts can be obtained by contacting the administering office listed under the cohnnn beaded \"Contact.\" Written inquiries should be addressed to (name of administering office), U.S. Department of Education, Washington, DC 20202, unless another address is given. Telephone numbers of all contact offices are in area code 202 llllless otherwise indicated. Participation of private school students Programs that require that eligible private elementary and secondary school students and teachers be provided with services comparable to those afforded public schools have an asterisk () before the program description. Under these programs, the public agency generally is required to consult with appropriate representatives of private schools. The precise requirements for serving these students are contained in the panicular program regulations. In certain cases, further reference to the Department of Education General Administrative Regulations may be necessary. Some programs also authorize the implementation of a bypass (see glossary) to provide services dir~tly to eligible private school students and teachers when a public agency has failed to do so. These programs are indicated by a dagger (t ) before the program description. For more information on the opportunities available for private school students, contact the Office of Private Education (202) 401-1365. --Compiled by Alyce Jackson Office of Public Affairs GLOSSARY Bypass: When a public education agency fails to provide services authorized by federal law, the Secretary of Education may withhold fimds from that agency and may contract with a third pany to provide such scivices directly. This procedure is referred to as \"bypassing\" the public education agency. Catalog of Federal Domestic Assistance (CFDA.): Published by the U.S. Office of Management and Budget (0MB) and updated with looseleaf additions, this catalog dcscn\"bes all federal programs that distribute funds to states, organizations, and individuals. Toe numbers in parentheses after each program title in this guide correspond to 0MB numbers in the CFDA. For more details about any program listed in this guide, use its 0MB number to locate it in the CFDA. The CFDA is available in most major libraries or by subscription from the Superintendent of Documents, Government Printing Office, Washington. DC 20402, telephone (202) 783-3238. The domestic subscription price is $38 annually ($47.50 foreign), which includes periodic updated materials. Checks should be made payable to the Superintendent of Documents. VISA, MasterCard, CHOICE, and GPO deposit account orders accepted. Commerce Business Daily: A publication issued every weekday by the U.S. Department of Commerce listing all federal procurement invitations, including the Department of Education's requests for proposals (RFPs) for contracts. This publication is available in most major libraries or by subscription from the Superintendent of Documents, Government Printing Office, Washington, DC 20402, telephone (202) 783-3238. The domestic subscription price is $261 annually, by first-class priority mail or $208 annually by regular second-class mail (six-month subscription $130 by first-class pricxity mail, $104 by regular second-class mail\nsix-month foreign subscription $130 pl!JS airmail postage). Checks should be made payable to the Superintendent of Documents. VISA, MasterCard, CHOICE, and GPO deposit account orders accepted. Contract: An award of money to carry out a specific task for a government agency, as described in a request for proposal (RFP) published in the Commerce Business Daily. Contracts are awarded to bidders submitting proposals that best meet the requirements of the announced work, within a competitive budget range. Currently unfunded programs: Once Congress bas authorized legislation, funds must be appropriated in order for legislation to be carried out However, appropriations are not always forthcoming following .the passage of legislation, and previously authorized or funded prcgrams are sometimes dropped from annual appropriation acts. Some programs authorized by Congress are never funded\nsometimes they are not refunded. In this Guide, the words \"Currently unfunded\" appear in parentheses under such programs. Federal Register: A publication issued every weekday by the National Archives and Records Administration listing all federal agency regulations and legal notices, including details of all federal grants competitions. Available in most major libraries and by subscription from the Superintendent of Documents, Government Printing Office, Washington, DC 20402, telephone (202) 783-3238. The domestic subscription price is $340 annually, by regular second-class mail ($916 for firstclass priority mail)\n$170 for six months by regular second-class mail. Foreign subscriptions are $425 annually, $212.50 for six months. Checks should be made payable to the Superintendent of Documents. VISA, MasterCard, CHOICE, and GPO deposit account orders accepted. Grants: In direct grant or discretionary programs, awards are granted directly to those whose applications best meet the criteria for the work, as set out in the regulations of the federal agency published in the Federal Register. State formula grants or entitlement grants are made to the states in accordance with a formula based on the number of children or students to be served or on the amount of federal or state money available. In state-administered grants, the state itself is the grantee and may award grants to subgrantees on either a discretionary or formula basis. Local education agenc:y (LEA): An agency that exercises control over the public schools in a specific area within a state or territory, usually called a school district. Postsecondary school: Any public or private education institution of higher education beyond the secondary level, including two- and four-year colleges, technical schools, and universities. State education agency (SEA): An agency that oversees all public education within a state or territory, usually called a state department of education. 11 NATIONAL EDUCATION GOALS 1. Readiness for School By the year 2000, all children in America will start school ready to learn. 2. High School Completion By the year 2000, the high school graduation rate will increase to at least 90 percent 3. Student Achievement and Citizenship By the year 2000, American students will leave grades four, eight, and twelve having demonstrated competency in challenging subject matter including English, mathematics, science, history, and geography\nand every school in America will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning. and productive employment in our modem economy. 4. Science and Mathematics By the year 2000, U.S. students will be first in the world in science and mathematics achievement. 5. Adult Uuracy and Lifelong Learning By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship. 6. Safe, Disciplined, and Drug-free Schools By the year 2000, every school in America will be free of drugs and violence and will offer a disciplined environment conducive to learning. iii Office of Elementary and Secondary Education COMPENSATORY EDUCATION PROGRAMS PROGRAM WHO MAY APPLY t 1. Education for the Disad- Local education agencies (must vantaged-Grants to Local apply to state education agencies). Educational Agencies (84.010). Formula grants. Provides assistance to improve the educational opportunities of educationally deprived elemen-tary and secondary students who reside in low-income areas by helping those children succeed in the regular program, attain grade-level proficiency, and improve achievement in basic and more advanced skills. National Education Goals: 1, 2, 3, 4 and 5 2. Education for the Disadvan- Local education agencies (must taged-Capital Expenses apply to state education agencies). (84.216). Provides payments Formula grants to states\ndiscretionary for capital expenses incurred as grants to local agencies. a result of implementing alternative delivery systems to provide Chapter 1 instructional services to eligible private school children in compliance with the requirements of Aquilar v. Felton.  3 . Even Start Family Literacy Local education agencies applying in Programs-Grants to Local collaboration with community-based Education Agencies, Commu organizations, public agencies, nity-Based Organizations, institutions of higher education, or and Other Nonprofit Organi- other nonprofit organizations\ncommu-zations (84.213). Improves the nity-based organizations or other education opportunities of nonprofit organizations applying in children in low-income areas collaboration with local education by integrating early childhood agencies (must apply to state education education and adult education agencies). Insular areas receive for parents into a unified formula grants. Indian tribes and tribal program. National Education organizations apply to U.S. Depart- Goals: 1, 3 and 5 ment of Education directly. Discre-tionary grants. *Elementary and secondary private school students and/or teachers entitled to services. tBypass available. CONTACT Compensatory Education Programs, 401-1682 Compensatory Education Programs, 401-1682 Compensatory Education Programs, 401-1692 Office or Elementary and Secondary Education COMPENSATORY EDUCATION PROGRAMS-Continued t  PROGRAM 4. Neglected and Delinquent Chllclren (84.013). Improves the educatioo of children up to age 21 in state-operated or supported schools for neglected or delinquent children\nadult cmectional facilities and cooununity day programs for neglected or delinquent children by providing supplementary education services to meet the special needs of these children. National Education Goals: 2, 3 and 5 5. Education for the Disadvan-taged- State Administntion (84.012). Provides for the administration of Chapter 1 programs. National Education Goals: 1, 2, 3 and 5 6. Education for the Disadvan taged-State Program Im provement Grants (84.218). Provides funds to state eduai-tion agencies for direct education services in schools implementing Chapter 1 pro-gram improvement plans. 7. Follow Through (84.014) . Provides comprehensive services to children from lowincome families, who are in kindergarten and primary grades and who have had Head Stan or a similar quality preschoolexperience,and provides resources to develop effective practices for educating such children. National Education Goals: 2 and 3 WHO MAY APPLY State agencies providing free public education for children in institutioos for neglected or delinquent children, adult oorrectional facilities and for children attending community day programs foc neglected or delinquent children(must apply to state education agencies). Formula grants. State education agencies. Formula grants. State education agencies. Formula grants. Local education agencies (may apply to state education agen-cies). Local education agencies or other public and nonprofit private agencies, organizations, and institutions. Discretionary grants. *Elementary and secondary pivale school students and/or teac:bers entitled to~- 1B~ available CONTACT Compensatory Education Programs, 401-2699 Compensatory Education Programs, 401-1682 Compensatory Education Programs, 401-1682 Compensatory Education Programs, 401-1692 Office or Elementary and Secondary Educadaa SCHOOL IMPROVEMENT PROGRAMS PROGRAM 8. Education for Homeless Children and Youth-State Programs (84,196). Provides assistance to establish an office in eacb state to coordinate education for homeless children and youth and to provide services to children in local education agencies. National Education Goals: 1, 2, 3,4 and 5  t 9. Federal, State, and Local Partnership for Educational Improvement., (Chapter 2 ) (84.151). Assists state and local education agencies in improving quality and promoting innovation in elementary and secondary education.  10. Law-Related Education Program (83,123). Suppons projects in state and local education agencies and educates the public about the American legal system and the principles on which it is based so that students and adults may become well-informed and effective citizens. National Education Goals: 3 and 6  11. Arts In Education Program (84.084). Stimulates the integration of the arts into the education system by bringing together school and community an resources. National Education Goal: 3 WHO MAY APPLY State education agencies and local education agencies (must apply to state education agencies). State education agencies and local education agencies (must apply to state education agencies). Formula grants. State and local education agencies\ninstitutions of higher education\npublic and nonprofit private agencies, organizations or institutions. Discretionary grants. Very Special Arts, John F. Kennedy Center for the Performing Arts, Washington, D.C. *Elementary and secondary private school students and/or teachers entitled to services. tBypass available CONTACT Compensatory Education Programs, 401-1692 School Effectiveness Division, 401-1333 E.quity and Educational Excellence Division, 401-1342 E.quity and Educational Excellence Division, 401-1342 3 Offlce of Elementary 1111d Secondary EduaUon SCHOOL IMPROVEMENT PROGRAMS-Continued PROGRAM WHO MAY APPLY CONTACT 12. Drug-Free Schools and Com- State education agencies\nGovernor's\nDivision of Drug-Free Schools and munities-State and Local and local or intermediate education Communities, 401-1599 Progra~ (84.186). Provides agencies or consortia (must apply to assistance to states for grants state education agency). Formula to establish, operate, and grants. Local education agencies and improve local pograms of drug other public entities and private abuse prevention, early inter- nonprofit entities (must apply to vention, rehabilitation referral, Governor's office). and education in elementary and secondary schools. Also provides assistance to states for services to high-risk youth and for develop-ment, training, technical assis-tance, and coordination activities. National Education Goal: 6 13. Drug-Free Schools and Com- Public or private organii.ations, Division of Drug-Free Schools and munlties-Regional Centers institutions, agencies, or individuals. Communities, 401-1599 Program (84.188). Establishes five regional centers to provide training and technical assistance to develop and strengthen drug and alcohol abuse education and prevention\nand to evaluate and disseminate information. National Education Goal: 6 14. Drug-Free Schools and Com- Any organi:zation primarily serving Division of Drug-Free Schools and munlties--Hawalian Natives and representing Hawaiian Natives Communities, 401-1599 Program (84.199). Provides that is recognized by the Governor assistance to organi:zations that of Hawaii. primarily serve and represent Hawaiian natives for drug and alcohol abuse education and prevention programs. National Education Goal: 6 4 Office of Elementary and Secondary Education SCHOOL IMPROVEMENT PROGRAMS-Continued PROGRAM 15. Drug-Free Schools and Communities-- Demonstration Grants to Institutions of Higher Education (84.184A). Awards grants for model demonstration programs coordinated with local elementary and secondary schools for the development and implementation of quality drug and alcohol abuse education and prevention projects that demonstrate the practical application of the findings of educational research and evaluation and the integration of that research into drug and alcohol abuse education and prevention programs. National Education Goal: 6 16. Drug-Free Schools and Communities-Federal Activities Grants Program (84.184B). Awards grants to support drug and alcohol abuse education and prevention activities. National Education Goal: 6 17. Drug-Free Schools and Communities-School Personnel Training Program (84.207A). Awards grants to establish, expand, or enhance programs and activities for the training of elementary and secondary school teachers, administrators, and other school personnel concerning drug and alcohol abuse education and prevention. National Education Goal: 6 WHO MAY APPLY Institutions of higher education. Discretionary grants. State and local education agencies\ninstitutions of higher education\nand other nonprofit agencies, organizations and institutions. Discretionary grants. State education agencies\nlocal education agencies\ninstitutions of higher education\nor a consortia of those agencies or instutions. Discretionary grants. CONTACT Division of Drug-Free Schools and Communities, 401-1258 Division of Drug-Free Schools and Communities, 401-1258 Division of Drug-Free Schools and Communities, 401-1258 5 Office or Elementary and Secondary Education SCHOOL IMPROVEMENT PROGRAMS-Continued PROGRAM 18. Drug-Free Schools and Communities-Emergency Grants (84.233A). Awards grants to combat drug and alcohol abuse by students. National Education Goal: 6 19. Drug-Free Schools and Communlties--Counselor Training Grants Program (84.l41A). Awards grants to establish, expand, or enhance proi\nrams and activities for the training of counselors, social workers, psychologists, or nurses who are providing or will provide drug abuse prevention, counseling, or referral services in elementary and secondary schools. National Education Goal: 6 20. Training Program for Educators- Innovative Alcohol Abuse Education Programs (84.238). Awards grants to train educators on problems associated with alcoholism in the family. National Education Goal: 6 21. General Assistance for the Virgin Islands. Provides general assistance to improv.:: public education in the Virgin Islands. National Education Goals: 1, 2, 4, 5 and 6  22. Inexpensive Book Distribution Program. SupportS the  distribution of inexpensive books to students age 3 through high school to provide motivation for learning to read. National Education Goals: 1 and 5 WHO MAY APPLY Local education agencies. Discretionary grants. State education agencies\nlocal education agencies\ninstitutions of higher education\nand consortia of those agencies or institutions. Grants may also be awarded to private nonprofit agencies that have an agreement with a local education agency to provide training in drug abuse counseling for individuals who will provide counseling in the schools of that local education agency. Discretionary grants. State education agencies\nlocal education agencies\ninstitutions of higher education\nand public or private organization agencies, and institutions. Discretionary grants. Note: Only noncompeting continuation grants will be funded in FY 1992. Government of the Virgin Islands. Reading is Fundamental, Inc. *Elementary and secondary private school students and/or teachers entitled to services. 6 CONTACT Division of Drug-Free Schools and Communities, 401-1258 Division of Drug-Free Schools and Communities, 401-1258 Division of Drug-Free Schools and Communities, 401-1258 School Effectiveness Division, 401-1333 F.quity and Educational Excellence Division, 401-1342 Office of Elementary and Secondary Education SCHOOL IMPROVEMENT PROGRAMS-Continued PROGRAM 23. Ellender Fellowships (84.148). Assists the Close-Up Foundation of Washington, D.C., in promoting knowledge and understanding of the federal government to secondary school students and their teachers, and to older Americans and recent immigrants. (Closing dates vary with geographic location.) National Education Goals: 3 and 5 24. Consolidated Grants Applications for Insular Areas. Permits an insular area to consolidate two or more programs under one application to provide simplified reporting procedures and flexibility in allocating the funds to meet educational needs. 25. Desegregation AssistanceCivil Rights Training and Advisory Services (84.004). Provides technical assistance, training, and advisory services to school districts in the preparation, adoption, and implementation of desegregation plans and of effective methods of coping with the special education problems caused by the desegregation of school districts based on race, sex, and national origin. Assistance is provided by state education agencies and regional desegregation assistance centers. National Educastion Goals: 1, 2, 3, 4, 5 and 6 WHO MAY APPLY Economically disadvantaged secondary school students\nsecondary school teachers\neconomically disadvantaged older Americans\nand recent immigrants. American Samoa\nVirgin Islands\nGuam\nthe Republic of Palau\nand the Commonwealth of the Northern Mariana Islands. State education agencies\npublic agencies and private nonprofit organizations. Discretionary grants. CONTACT Close-Up Foundation, 1235 Jefferson Davis Hwy., Suite 1500, Arlington, VA 22202, (703) 892-5400 School Effectiveness Division, 401-1334 Equity and Educational Excellence Division, 401-0358 7 Office or Elementary and Secondary Education SCHOOL IMPROVEMENT PROGRAMS-Continued PROGRAM WHO MAY APPLY CONTACT 26. Women's Educational Equity Public agencies\nprivate nonprofit Equity and Educational Excellence Act Program (84.083). organizations\nand individuals. Division, 401-1342 Promotes educational equity Discretionary grants. for women and girls through development and dissemination of model educational programs and materials. National Education Goal: 2 27. Dwight D. Eisenhower State education agencies and state School Effectiveness Division, Mathematics and Science agencies for higher education. 401-0841 Education Program (84.164). Improves the skills of teachers and quality of instruction in mathematics and science and increases the access of all students to this instruction. National Education Goals: 3and4 28. Magnet Schools Assistance Local education agencies. Equity and Educational Excellence Program (84.165). Assists Division, 401-0358 eligible local education agencies in planning, establishing, and operating magnet schools that are part of an approved desegregation plan. National Education Goals: l,2,3and4 29. Christa McAuliffe Fellowship Public and private school teachers Equity and Educational Excellence Program (84.190). Provides apply to their state. Division, 401-1342 fellowships for outstanding teachers to engage in activities to improve their knowledge and skills and the education of their students. National Educsation Goals: 1, 2, 3 4, 5 and 6 8 Office or Elementary and Secondary Education SCHOOL IMPROVEMENT PROGRAMS-Continued PROGRAM WHO MAY APPLY CONTACT 30. Native Hawaiian Gined and University of Hawaii at Hilo. Equity and Educational Excellence Talented Demomtration Division, 401-1342 Program (84.210). Provides financial assistance to the University of Hawaii at Hilo (1) to establish a Native Hawaiian Gifted and Talented Center at the University of Hawaii at Hilo\nand (2) to develop a series of demonstration projects for gifted and talented elementary and secondary school students, including identification of special needs, conduct of educational services, research, evaluation, and dissemination. 31. Native Hawaiian Model University of Hawaii\nKamehameha Equity and Educational Excellence Curriculum Implementation Schools\nand Hawaii State Education Division, 401-1342 (84.208). Provides financial Agency. assistance to implement, in public school.$, a curriculum developed by the Kamehameha schools. National Education Goals: 2, 3, 4, 5 and 6 32. Native Hawaiian Family- Native Hawaiian organizations. Equity and Educational Excellence Based Education Centers Division, 401-1342 (84.209). Provides financial assistance to operate 11 family-based education centers for native Hawaiian children. National Education Goal: 33. School Dropout Demonstra- Local education agencies\ncommu- Equity and Educational Excellence lion Assistance Program nity-based organizations\nand educa- Division, 401-1342 (84.201). Provides financial tional partnerships. assistance to demonstrate effective programs to reduce the number of children who do not complete their elementary and secondary education. National Education Goal: 2 9 Office or Elementary and Secondary Education PROGRAM 34. Foreign Languages Assistance Program (84.249). Provides financial assistance to states, on a matching basis, to improve the quantity and quality of instruction at the elementary and secondary levels in foreign languages that are identified by the Secretary as critical to the economic and security interests of the United States. IMPACT AID PROGRAMS WHO MAY APPLY State education agencies. 35. School Assistance in Feder- Local education agencies. ally Affected Areas- Comtruction, Impact Aid (84.040). Provides assistance for the construction of urgently needed minimum school facilities in school districts that have bad substantial increases in school membership as a . result of new or increased federal activities\nthat serve children residing on Indian lands\nor that are substantially comprised of federal property. National Education Goals: 1, 2, 3, 4, 5 and 6 36. School Assistance in Federally Local education agencies. Affected Areas-Maintenance and Operatiom, Impact AiJ (84.041). Provides fmancial assistance to local education agencies where the tax base of a school district is reduced through the federal acquisition of real property\nor where a local education agency provides education for children who reside on or whose parents are employed on federal property, including Indian lands, or who are on active duty in the unifonned services. CONTACT School Effectiveness Division, 401-1062 Division of Program Operations, 401..()()43 Division of School Assistance, 401-3637 or 401-2651 Office of Elementary and Secondary Education INDIAN EDUCATION PROGRAMS PROGRAM WHO MAY APPLY CONTACT 37. Indian Education-Adult Indian tribes, Indian organizations, Office of Indian Education, 401-1943 Education (84.062). Provides and Indian institutions. financial assistance, on a discretionary basis, for educa-tional services projects to improve educational opportuni-ties for Indian adults. National Education Goal: 5 38. Indian Educatioi-Formula Local education agencies\ntribal Office of Indian Education, 401-1907 Grants to Local Educational schools\nand schools operated by the Agencies and Tribal Schools U.S. Department of the Interior, (84.060). Provides financial Bureau oflndian Affairs. assistance for elementary and secondary school projects meeting the special educational and culturally- related academic needs of Indian children. 39. Indian Education-Fellow- Individuals who are \"Indian\" as Office of Indian Education, 401-1916 ships for Indian Students defined under the authorizing statute (84.087). Provides assistance, and regulation. on a discretionary basis, for Indian students to pursue post-baccalaureate degrees in medicine, clinical psychology, psychology, law, education, and related fields\nor postbaccalaureate or undergradu-ate degrees in engineering, business administration, natural resources, and related fields. 40. Indian Education-Grants Indian tribes\nIndian organizations\nor Office oflndian Education, 401-1943 to Indian-Controlled Schools local education agencies in existence (84.072). Provides assistance, no more than three years, and which on a discretionary basis, to operate a school for Indian children support enrichment projects to that is located on or geographically meet the special educational near one or more reservations. The and culturally- related academic requirement that a school be on or needs of Indian children in local near a reservation does not apply to education agencies estab- any school serving Indian children in lished no more than three years Alaska, California, or Oklahoma. and in Indian-controlled elementary and secondary schools. 11 Office or Elementary and Secondary Education INDIAN EDUCATION PROGRAMS-Continued PROGRAM  41. Indian Education-Special Programs and Projects (84.061). Provides assistance on a discretionary basis for planning, pilot, and demonstl'a tion projects and educational services for Indian children. This program also supports educational personnel development (EPD) programs preparing persons to serve, improve the qualifications of persons serving or provide in-service training to persons serving Indian students as educational personnel or ancillary educational personnel. National Education Goals: 1, 2, 3, 4, 5 and6 WHO MAY APPLY Planning, Pilot, and Demonstration Projects. SEAs\nLEAs\nand Indian tribes, Indian organizations, Indian institutions, and federally supponed elementary and secondary schools for Indian children. Education Services Projects. SEAs\nLEAs\nand Indian tribes, Indian organizations, Indian institutions, and for certain projects, consortia of Indian organizations, LEAs, and instutiond of higher education. EPD Section S32l(d). Institutions of higher education, and LEAs and SEAs in combination with institutions of higher education. EPD Section S322. Institutions of higher education\nIndian tribes\nand organizations. MIGRANT EDUCATION PROGRAMS PROGRAM 42. Migrant Education-College Assistance Migrant Program (CAMP) (84.149). Provides special academic and suppon services to migrant and seasonal farm workers or their chiidren who are enrolled in college or university to enable them to eoo1plete their freshman year. National Education Goals: 2, 3 and 5 WHO MAY APPLY Institutions of higher education or  other public or nonprofit private agencies in cooperation with an institution of higher education. . Discretionary grants. *Elementary and secondary private school students and/or teachers entitled to services. 12 CONTACT Office of Indian Education, 401-1943 CONTACT Office of Migrant Education, 401-0740 Office of Elementary and Secondary Education MIGRANT EDUCATION PROGRAMS-Continued PROGRAM WHO MAY APPLY CONTACT 43. Migrant Education-Coordl- State education agencies. Discretion- Office of Migrant E.ducation, nation (84.144). Improves ary grants and contracts. 401-0742 interstate and intrastate coordi-nation of Migrant E.ducation program activities. National Education Goal: 1 44. Migrant Education-High Institutions of higher education or Office of Migrant E.ducation, School Equlvalency Program other public or nonprofit private 401-0740 (HEP) (84.141). Provides agencies in cooperation with an academic and supporting institution of higher education. services to enable migrant and Discretionary grants. seasonal farmworkers or their children age 17 or older who have dropped out of high school to obtain a high school diploma or its equivalent and subsequent employment or further education at a postsecondary school. National Education Goals: 2, 3 and 4  45. Migrant Education-State State education agencies. Formula Office of Migrant E.ducation, Formula Grant Program grants. 401-0740 or 401-0742 (84.011). Establishes and improves programs to meet the special educational needs of children of migratory agricul-tural workers and migratory fishermen. 46. Migrant Education-Even State education agencies. Discretion- Office of Migrant E.ducation, Start Program (84.214). To ary grants. 401-0744 establish and improve programs to meet the special educational needs of migratory preschool children and their parents by integrating early childhood education and adult education into a unified program. National Education Goals: and 5 *Elementary and secondary private school students and/or teachers entitled to services. 13 Office of Postsecondary Education FEDERAL STUDENT AID PROGRAMS For information about loans, grants, and work-study programs to help students attend postsecondary schools, follow this procedure: First, contact the financial aid administrator at a postsecondary school. Second, write to Federal Student Information Center, P.O. Box 84, Washington, DC 20044, and ask for The Student Guide: Financial Aid from the U.S. Depanment of Education, 1992-93. For specific information about bow the Pell Grant eligibility is calculated, write to Federal Student Aid Programs, P.O. Box 84, Washington, DC 20044, and ask for the latest edition of the Pell Grant Formula. For further information call l-800-4FED-AID (433-3243), or contact the administering office of the Department ofF.ducation listed under \"Contact.\" 14 PROGRAM 47. Pell Grant Program (84.063). Provides grants to eligible first-time undergraduate students to help them meet the costs of postsecondary education. National Education Goal: 5 48. Supplemental Educational Opportunity Grants (84.007). Provides supplemental grants to assist students (who show exceptional financial need) who have not received first undergraduate degree in acquiring a postsecondary education. Priority is given to Pell Grant recipients. National Education Goal: 5 49. State Student Incentive Grants (84.069). Assists states in providing grant programs for postsecondary students and awards to eligible students for campus-based community service workinglearning study. The maximum grant is $2,500 per year. National Education Goal: 5 WHO MAY APPLY Undergraduate and vocational students enrolled or accepted for enrollment in participating schools. Students must be enrolled at least half-time. First-time undergraduates and vocational students accepted for enrollment at participating schools. Grants can be awarded to students enrolled less than half-time. The recipient states can give awards to undergraduate and graduate students having substantial financial need. CONTACT Federal Student Aid Programs, 1-800-4FED-AID (433-3243) Federal Student Aid Programs, 1-800-4FED-AID (433-3243) Federal Student Aid Programs, 1-800-4FED-AID (433-3243) Office or Postsemndary Education FEDERAL STUDENT AID PROGRAMS-Continued PROGRAM WHO MAY APPLY CONTACT 50. Robert C. Byrd Honors The recipient states can give scholar- Federal Student Aid Programs, Scholarship Program (84.185). ships to academically meritorious 1-800-4FED-AID (433-3243) Makes grants to states to enable students who are graduating from them to award scholarships to high school and are accepted for promote student excellence and enrollment at public or private achievement and to recognize nonprofit institutions of higher exceptionally able students who education. show promise of continued excellence. Students may receive $1,500 for their first year of postsecondary education. National Education Goal: 5 51. Stafford Loan Program Undergraduate, vocational, and Federal Student Aid Programs, (84.032). Low-interest graduate students accepted for 1-800-4FED-AID (433-3243) loans made by a lender such as a enrollment at least half-time in bank, credit union, or savings participating schools. and loan association. Loans are insured by a guarantee agency and reinsured by the federal government. National Educa-tion Goal: 5 52. Supplemental Loans for Graduate, professional, and indepen- Federal Student Aid Programs, Students (84.032). Graduate, dent undergraduate students accepted 1-800-4FED-AID (433-3243) professional, and independent for enrollment at least half-time in undergraduate students are participating schools. eligible for loans of up to $4,000 per academic year. Interest rates are variable. For the 1991-92 award year, the interest rate was 9.34 percent. National Education Goal: 5 53. PLUS Loan Program Parents of dependent students who are Federal Student Aid Programs, (84.032). Provides loans of up accepted for enrollment at least 1-800-4FED-AID (433-3243) to $4,000 per academic year for half-time in participating schools. parents of dependent students for student education expenses. National Education Goal: 5 15 Office or POIUKOndary Education FEDERAL STUDENT AID PROGRAMS-Continued PROGRAM WHO MAY APPLY CONTACT 54. College Work-Study Program Students who have not received first Fedc:ral Student Aid Programs. (84.033). Provides part-time undergraduate degree and vocatiooal 1-800-4FED-AID (433-3243) employment for postseCOndary and graduate students accepted for students who need the money to enrollment in participating scbools. help meet the costs of their education. National Education Goals: 5 55. Perklm Loan Program Students who have not received first Federal Student Aid Programs, (84.038). Provides low-interest undergraduate degree and vocational 1-800-4FED-AID (433-3243) (5 percent) loans to first-tim.: and graduate students accepted for undergraduates and vocational enrollment in participating schools. and graduate students to help them acquire a postsee0ndary education. The school is the lender. National Education Goal: 5 56. Income Contingent Loan Limited to undergraduate students Federal Student Aid Programs, Program (84.226). Implements enrolled or accepted for enrollment 708-4690 a five-year demonstration at least half-time in one of the ten project starting with the 1987-88 participating institutions. award year. The project is being conducted with ten participating institutions to explore the feasibility of a direct loan program that use$ an income-contingent repay-ment plan as an approach to student debt manageability. National Education Goal: 5 57. Paul Douglas Teacher The recipient states can give scholar Federal Student Aid Programs, Scholarships (84.176). ships to undergraduate students to 1-800-4FED-AID (433-3243) Awards grants to states for attend an eligible institute of higher scholarships to outstanding high education to pursue courses of study school graduates who demon-  leading to initial teacher certification. strate an interest in teaching, to Students must be full-time students encourage and enable them to and maintain satisfactory progress in pursue teaching careers. order to continue receiving scholar- Students must have graduated ship payments. from high school in the top 10 percent of their class. Students may receive up to $5,000 a year. National Education Goals: 1, 2, 3,4 and 5 16 Office of Postsecondary Education HIGHER AND CONTINUING EDUCATION PROGRAMS PROGRAM WHO MAY APPLY CONTACT 58. National Science Scholars Scholars are nominated by state Office of Student Financial Program (84.242). Provides nominating committees. Assistance, 7084607 scholarships to graduating high school students who have excelled in the sciences, mathematics, or engineering. The scholarships recognize the academic achievement of these students and encourage them to continue their education in these academic areas at the post secondary level. National Education Goals: 4 and 5 59. Student Literacy Corps Institutions of higher education. Division of Higher Education, (84.219). Makes available Incentive Programs, 708-8394 two-year grants to institutions of higher education to promote and operate literacy corps programs in public community agencies in communities where such institutions are located. National Education Goal: 5 60. Strengthening Program Postsecondary schools that meet Division of Institutional Develop- (84.031). Provides funds to certain eligibility requirements. ment, 708-8839 eligible institutions to improve their academic quality, institu-tional management, and fiscal stability in order to increase institutional self-sufficiency and strengthen their capacity to make a substantial contribution to the higher education re-sources of the nation. National Education Goal: 5 61. Historically Black Colleges Historically black colleges and Di vision of Institutional Develop-and Universities (RBCUs) universities. ment, 708-9926 Prognm (84.031). Provides support to strengthen various aspects of the schools through a formula grant program to accredited, legally authorized HBCUs. National Education Goal: 5 17 Offlcie of PClltlec:ondary Education  ffiGHER AND CONTINUING EDUCATION PROGRAMS-Continued 18 PROGRAM 62. Challenge Grant Program (84.031). Provides funds to eligible institutions on a matching basis as incentive to seek alternative sources of funding to assist the institution to achieve financial indepen-dcnce. National Education Goal: 5 63. Endowment Challenge Grant Program (84.031). Provides matching funds to eligible institutions of higher education in order to establish or increase endowment funds\nprovide additional incentives to promote fund-raising activities\nand foster increased independence and self-sufficiency at such institutions. National Educa-tion Goal: 5 64. Talent Search Program (84.044). Helps identify and counsel eligible persons age 12 to 27 years, usually high school students, to complete high school and pursue and complete postsecondary education. National Education Goals: 2, 3and5 65. Student Support Services (84.042). Provides federal financial assistance to projects designed to assist qualified postsecondary students, at least two-thirds of whom are physically handicapped or lowincome individuals who are first-generation college students. National Education Goal: 5 WHO MAY APPLY Postsecondary schools, including certain graduate and medical schools, that meet certain eligibility require-ments. Postsecondary schools, including cena,in graduate and medical schools, meeting certain eligibility require ments. Institutions of higher education\npublic and private agencies and organizations\nand, in exceptional circumstances, secondary schools if there are no other applicants capable of providing this program in the target areas to be served by the proposed projects. Institutions of higher education. CONTACT Division of Institutional Develop-ment, 708-8866 Division of Institutional Develop ment, 708-8866 Division of Student Services, 708-4804 Division of Student Services, 708-4804 Office or Postsecondary Education HIGHER AND CONTINUING EDUCATION PROGRAMS-Continued PROGRAM WHO MAY APPLY CONTACT 66. Training Program for Institutions of higher education and Division of Student Services, Special Progra~ Staff and other public and nonprofit private 708-4804 Leadership Personnel agencies and organizations. (84.103). Provides grants for short-term training for leader ship personnel and other staff employed or preparing for employment in programs funded under the Special Programs for Students from Disadvantaged Backgrounds. National Education Goals: 2, 3, 4, and 5 67. Veteran's Education Outreach Institutions of higher education that Division of Higher Education Program (84,064). Encour enroll at least 100 veterans with Incentive Programs, 708-7861 ages recruitment, special honarble discharges. education, and counseling of veterans by postsecondary schools. National Education Goal: 5 68. Upward Bound (84.047). Institutions of higher education\nDivision of Student Services, Provides financial assistance to public and private agencies and 708-4804 projects designed to generate in organizations\nand, in exceptional participants skills and motiva- circumstances, secondary schools if tion necessary for success in there are no other applicants capable education beyond high of providing this program in the target school. National Education areas to be served by the proposed Goals: 2, 3, 4 and 5 projects. 69. Educational Opportunity Institutions of higher education\nDivision of Student Services, Centers (84.066). Provides public and private agencies and 708-4804 grants to operate centers to organizations\nand, in exceptional provide financial and academic circumstances, secondary schools, if information about higher there are no other applic~ts capable education opportunities and of providing this program in the target assistance in applying for areas to be served by the proposed admission to residents of the projects. target area who are at least 19 years of age, with exception. National Education Goal: :'i 19 Office or Postsecondary Education IDGHER AND CONTINUING EDUCATION PROGRAMS-Continued PROGRAM WHO MAY APPLY CONTACT 70. Payments to Institutions or Institutions of higher education. Division of Student Services, Higher Education. Makes 7084900 cost-of-education payments to institutions of higher education. (Currently unfunded) National Education Goal: 5 71. Spedal Child Care Services Institutions of higher education. Division of Student Services, for Di.sadvantaged College 7084804 Students. Provides grants to institutions of higher education to provide special child care services for disadvantaged students. (Currently unfunded) National Education Goal: 5 72. School, College and University Institutions of higher education and Division of Student Services, Partnerships (84.204). Makes local education agencies that enter 7084804 grants to encourage partnerships into a wriuen partnership agreement between institutions of higher which can include businesses, labor education and secondary organizations, professional organiza-schools serving low-income tions, community-based organiza-students to support programs lions, or other private or public that improve the academic skills agencies or associations. of public and private nonprofit secondary school students\nto increase their opportunities to continue education after secondary school\nand to improve their prospects for employment after secondary school. National Education Goals: 2, 3 and 5 73. Ronald E. McNalr Post- Institutions of higher education. Division of Student Services, Baccalaureate Achievement 7084804 Program (84.217). Identifies low-income, first-generation college students, and student~ from a group that is underrepresented in graduate education who are enrolled in a degree program at an eligible institution of higher education, and provides them with neces-sary support services to effec-lively prepare them for graduate programs. National Education Goal: 5 20 Office or Postsecondary Education ffiGHER AND CONTINUING EDUCATION PROGRAMS-Continued PROGRAM WHO MAY APPLY CONTACT 74. NatJonal Resource Centers Institutions of higher education or Center for International \u0026amp;lucation, (84.015). Promotes instruction combinations of such institutions. Advanced Training and Research in modem foreign languages Branch, 708-7283 and area and international studies critical to national needs by supporting the establishment, strengthening, and operation of such centers at colleges and universities. 75. Language Resource Centers Institutions of higher education or Center for International \u0026amp;lucation, (84.229). Establishes and combinations of such institutions. Advanced Training and Research operates language training Branch, 708-6280 centers which shall serve as resources to improve the Nations capacity to teach and learn foreign languages. 76. Undergraduate International Institutions of higher education\nCenter for International \u0026amp;lucation, Studies and Foreign Lan- combinations of such institutions\nInternational Studies Branch, guage Program (84.016). public and private nonprofit agencies 708-9293 Awards grants to institutions and organizations. to assist in planning and carrying out programs to strengthen and improve undergraduate instruc-lion in international studies and foreign languages\nalso awards grants for model programs\nalso awards grants to nonprofit agencies and organi-zations for irojects that will significantly contribute to the undergradaute instruction. 77. Intensive Summer Language Institutions of higher education or Center for International F.ducation, l.mtitutes. Awards grants to ccmbinations of such institutions. International Studies Branch, institutions to establish and 708-8747 conduct intensive summer language institutes. (Currently unfunded) 21 Office or Postsecondary Education HIGHER AND CONTINUING EDUCATION PROGRAMS-Continued 22 PROGRAM 78. Research Studies Annual Report (84.017). Awards grants to instinuions of higher education for research and studies to determine the need for increased or improved modem foreign languages and to re.search more effective methods of providing instruction, administering proficiency tests, and developing and publishing specialized materials for such instruction. 79. Periodicals Published Outside the U.S. (84.251). Awards grants toinstitutions and libraries to provide assistance for the acquisition of, and provision of access to, periodicals published outside the  United States. 80. Business and International Education Program (84.153). Awards grants and contracts to institutions of higher education to promote linkages between such institutions and the American business community engaged in international economic activity. National Education Goal: 5 81. Centers for International Business Education (84.220). Awards grants to institutions of higher education to pay the federal share of the cost of planning, establishing, and operating centers for international business education which promote linkages between such institutions and the American business community engaged in international economic activity. National Education Goal: 5 WHO MAY APPLY Postsecondary schools. Higher education institutions\npublic or nonprofit library institutions\nconsortia of such institutions. Institutions of higher education that have entered into agreements with business enterprises, trade organizations or associations engaged in international economic activity. (Federal assistance cannot exceed 50 percent of the cost. ) Institutions of higher education. CONTACT Center for International F.ducation, International Studies Branch, 708-9297 Center for International F.ducation, 708-9290 Center for International F.ducation, International Studies Branch, 708-7283 Center for International F.ducation, 708-8764 Office or Postsemndary Edacatioll ffiGHER AND CONTINUING EDUCATION PROGRAMS-Continued PROGRAM WHO MAY APPLY CONTACT 82. Gnnts for the Construction, States and cenain territories that have Di vision of Higher Educalim, Reconstruction, and Renova- an agreement with the Secretary Incentive Programs, 708-9401 tion of Undergraduate pursuant to 20 U.S.C. 1143. Academic Facilities (84.001). Provides grants for the con-struction, renovation, and re-construction of imdergraduate academic facilities and com-bined graduate and imdergradu-ate facilities. (Currently unfunded) National Education Goal: 5 83. Gnnts for the Construction, Graduate institutions of higher Division of Higher Education, Reconstruction, and Renova- education. Incentive Programs, 708-9401 tion of Gnduate Academic Faclllties (84.172). Provides grants for the construction, renovation, and reconstruction of graduate academic facilities. Grants not to exceed 50 percent of the development cost 84. Loans for Construction, Institutions of higher education and Division of Higher Educaticm, Reconstruction, and Renova- higher education building agencies. Incentive Programs, 708-9401 tion of Academic Facilities. Provides loans for the construe-tion, reconstruction, or renova-tion of academic facilities. Loans not to exceed 80 percent of the development cost (Currently unfunded). 85. College Construction Loan Institutions of higher education. College Construction Loan Insurance Association. The Insurance Association, 2445 M St.. association provides direct NW, Washington, DC 20037, guarantees insurance and 835-0090 reinsurance on obligations issued for education facilities purposes, including construe-tion, reconstruction, renovation, acquisition, or purchase of education, training, research, facilities or housing (including furniture, fixtures, and equip-ment), and underlying real propeny, and instructional equipment and research instru-mentation. 23 Office or Postsecondary Education HIGHER AND CONTINUING EDUCATION PROGRAMS-Continued PROGRAM WHO MAY APPLY CONTACT 86. Grants to Pay Interest on Institutions of higher education and Division of Higher Education, Debts. Awards interest grants higher education building agencies. Inccntive Programs, 708-9401 to assist institutions of higher education and higher education building agencies in reducing the cost of borrowing from other sources. (Funds currently appropriated are used only to pay interest and subsidies on prior grants made under this program.) National Education Goal: 5 87. Housing and Other Educa- Undergraduate postsecondary Division of Higher Education, tional Facilities Loans education institutions. Incentive Programs, 708-9401 (84.142). Makes loans to undergraduate postsecondary education institutions to assist in the construction, reconstruc-lion, or renovation of housing, undergraduate academic facilities, and other educational facilities for students and faculties. National Education Goal: 5 88. Cooperative Education Institutions of higher education and Division of Higher Education, Program (84.055). A wards combinations thereof and other public Incentive Programs, 708-9407 grants to institutions of higher and private nonprofit agencies or education to support planning organizations. and implementing programs integrating periods of academic study with public or private employment\nand for adminis-tration, training, and resource centers, research and demonsua-lion/ innovation projects. National Education Goal: 5 24 Office of Postsecondary Educatloa HIGHER AND CONTINUING EDUCATION PROGRAMS-Continued PROGRAM 89. Minority Participation in Graduate Education Programs (84.202). Awards grants to institutions of higher education for identifying talented undergraduate students who demonstrate financial need and are from minority groups underrepresented in graduate education, and for providing those students with opportunities to prepare for graduate study. National Education Goal: 5 WHO MAY APPLY Institutions of higher education. CONTACT Division of Higher Education, Incentive Programs, 708-9393 25 Office or Postsea\u0026gt;ndary Education HIGHER AND CONTINUING EDUCATION PROGRAMS-Continued PROGRAM WHO MAY APPLY CONTACT 90. Patricia Roberts Harris Institutions of higher education. Division of Higher Education, Fellowship Program (84.094). (Graduate students apply to participat- Incentive Programs, 708-8395 Provides grants to graduate and ing schools.) professional students who demonstrate financial need\nalso provides fellowship and instillltional support in academic and pofessional areas to assist minorities and women in undertaking graduate and professional study in academic fields in which they have been historically underrepresented. National Education Goals: 4 and5 91. Jacob K. Javits Fellowship Graduate students at doctoral level. Division of Higher Education, Program (84.170). Provides Incentive Programs, 708-8394 fellowships to doctoral candi-dales pursuing graduate study in the arts, humanities, and social sciences for periods not to exceed 48 months. A board establishes the general policies for the program, selects the fields in which fellowships are to be awarded, and determines the number of fellowships each year for designated fields. National Education Goal: 5 92. Graduate Assistance in Areas Academic departments and programs Division of Higher Education, or National Need (84.200). and other institutions of higher Incentive Programs, 708-9419 Provides fellowships to assist education. graduate students of superior quality who demonstrate fmancial need. Grants are awarded to academic departments and programs of instiwtions of higher education to sustain and enhance the capacity for teaching and research in areas of national need. National Education Goals: 4 and 5 26 Office or Postsecondary Education HIGHER AND CONTINUING EDUCATION PROGRAMS-Continued PROGRAM WHO MAY APPLY CONTACT 93. Assistance for Training In the Public and private agencies and Division of Higher Education, Legal Profes.slon (84,136). organizations other than institutions Incentive Programs, 708-9393 Provides opportunities for of higher education. students from disadvantaged backgrounds to undertake training for the legal profession. National Education Goal: 5 94. Law School Clinical Experi- Accredited Jaw schools or a combina- Division of Higher Education, ence Program (84.097). lion or consortiwn of accredited law Incentive Programs, 708-7863 Provides grants and contract~ schools. to accredited law schools to help fund (up to 90 percent of the cost) the establishment and expansion of programs to provide clinical experience for Jaw students. National Educa-tion Goal: 5 95. Minority Science Improve- Public and private, nonprofit minority Division of Higher Education, ment Program (84.120). institutions, nonprofit science-oriented Incentive Programs, 708-4662 Makes grants designed to effect organizations, professional scientific long-range improvement in societies, and all nonprofit accredited science and engineering colleges and universities providing education at predominantly service to a group of eligible minority minority institutions of higher institutions or providing in-service education and to increase the training for project directors, scien-participation of under- lists, engineers from eligible minority represented ethnic minorities institutions. in scientific and technological careers. National Education Goals: 4 and 5 96. Minority Support in Science Institutions of higher education with Division of Higher Education, and Engineering Program significant minority enrollment (at Incentive Programs, 708-4662 (84.120). Makes grants to least 10 percent). provide or improve support programs for minority students enrolled in science and engi-neering programs at institutions of higher education with a significant minority enrollment (at least 10 percent). (Currently unfunded). National Educa-tion Goals: 4 and 5 27 Office or Postsecondary Education HIGHER AND CONTINUING EDUCATION PROGRAMS-Continued PROGRAM 97. Special Service Projects Program. Makes grants to institutions of higher education to provide or improve support to accredited colleges and lllliversities and professional scientific societies for activities designed to eliminate and reduce specific barriers to the entry of minorities into careers in science and technology. (Currently unfunded). National Education Goals: 4 and 5 98. Native Hawaiian Higher Education Demonstration Program. Provides scholarships and fellowships to native Hawai ian postsecondary students at both the undergraduate and gradual~ levels of study. National Education Goal: 5 99. Fund for the Improvement of Postsecondary EducationComprehensive Program (Preapplication and Applications) (84.116). Awards grants to assist education institutions and agencies in improving postsecondary educational opportunities. National Education Goal: 5 100. Innovative Projects for Student Community Service (84.116F). Makes grants to support innovative projects 28 that encourage srudent participation in community service projects in exchange for educational services or financial assistance, thereby helping to reduce the debt acquired by students in the course of completing postsecondary education programs. National Education Goal: 5 WHO MAY APPLY Institutions of higher education. Kamehameha schools. Institutions of post.secondary education\na combination of institutions of postsecondary education\nand other public and private nopnprofit education institutions and agencies. Institutions of postsecondary education\ncombinations of such institutions\nand other public and private nonprofit education agencies and organizations. CONTACT Division of Higher Education, Incentive Programs, 708-4662 Division of Higher Education, Incentive Programs, 708-9393 Fund for the Improvement of Postsecondary Education, 708-5750 Fund for the Improvement of Postsecondary Education, 708-5750 Office or Postsecondary Education HIGHER AND CONTINUING EDUCATION PROGRAMS-Continued PROGRAM 101. Practitioner Scholars: Lecture Series (84.116G). Awards grants to support efforts by postsecondary education practitioners to contribute to knowledge about postsecondary education by producing a document or other product or by engaging in an activity designed to share the postsecondary educational practitioner's knowledge with others. National Education Goal: 5 102. Special Focus Competition: College-School Partnerships to Improve Learning of Essential Academic Subjects, Kindergarten through College (84.116H). Awards grants for projects addressing a particular problem area or improvement approach in postsecondary education. Invitational priority: the improvement of teaching and sequencing of curricula across grade levels of disciplines, including English, history, foreign languages, geography, mathematics, and natural science. National Education Goals: 3 and 5 103. Special Focus Competition: Projects In Science and the Humanities (84.116K). Awards grants for projects addressing a particular problem area or improvement approach in postsecondary education. Invitational priority: the development of courses or curricula that link science, social science, and the humanities. National Education Goal: 5 WHO MAY APPLY Institutions of postsecondary education\na combination of institutions of postsecondary education\nand other public and private nonprofit education institutions and agencies. Institutions of postsecondary education\na combination of institutions of postsecondary education\nand other public and private nonprofit education institutions and agencies. Institutions of postsecondary education\na combination of institutions of postsecondary education\nand other public and private nonprofit education institutions and agencies. CONTACT Fund for the Improvement of Postsecondary Education, 708-5750 Fund for the Improvement of Postsecondary Education, 708-5750 Fund for the Improvement of Postsec ondary Education, 708-5750 29 Office or Postsecondary Education HIGHER AND CONTINUING EDUCATION PROGRAMS-Continued PROGRAM 104. Partnerships for Economic Development. Awards grants for more comprehensive efforts to link postsecondary education institutions with state and local governments, labor, business, industry, and community organizations in order to meet local problems and to plan, maintain, and attract lasting economic improvement. (Currently unfunded). National Education Goal: 5 105. Urban Community Service. Awards grants to urban universities to support cooperative projects that provide urban areas with applied research, planning services, specialized training, technical assistance, or other services to address the high priority needs of such areas. National Education Goal: 5 106. Fulbright-Hays Doctoral Dissertation Research Abroad Program in Foreign Language and Area Studies (84.022). Provides opportunities for graduate students to do full-time dissertation research abroad in modem foreign languages and 30 area studies in order to develop research knowledge and capability in world areas not commonly taught in U.S. institutions. National Education Goal: 5 WHO MAY APPLY Postsecondary institutions, or a consortia of such institutions that involve state and local governments, labor, business, industry, labor unions, and community nonprofit organizations. Urban universities or a consortium of such institutions. Institutions of higher education (graduate students must apply through their universities). CONTACT Office of Postsecondary Education, 708-5547 Division of Higher Education Incentive Programs, 708-4662 Center for International Education, Advanced Training and Research Branch, 708-9298 Office or Postsemndary Education HIGHER AND CONTINUING EDUCATION PROGRAMS-Continued PROGRAM WHO MAY APPLY CONTACT 107. Fulbright-Hays Faculty Institutions of higher education Center for International Education, Research Abroad Program in (faculty members must apply through Advanced Training and Research Foreign Language and Area their employing schools). Branch, 708-8763 Studies (84.019). Strengthens programs of international studie~ at universities and colleges by providing opportunities for faculty members to conduct research and study abroad in foreign languages and area studies. National Education Goal: 5 108. Group Projects Abroad for State education agencies\npostsecond- Center for International E.ducation, Language and Area Studies ary schools\nprivate nonprofit educa- International Studies Branch, (84.021). Helps education lion organizations\na consortium of 708-8294 institutions to improve their these institutions, agencies and programs in modern foreign organizations. languages and area studies. National Education Goal: 5 109. Fulbright-Hays Seminars Undergraduate faculty members from Center for International E.ducation, Abroad Program (84.018). postsecondary institutions whose International Studies Branch, Increases mutual understanding professional activities primarily 708-7292 between people of the United include teaching introductory courses States and other countries by in the humanities or the social offering qualified American sciences\nsecondary schoolteachers of educators opportunities to social studies subjects\nadministrators participate in shon-term and curriculum specialists of state or seminars abroad. National local education agencies with direct Education Goal: 5 responsibility for curriculum develop-ment in social studies. 31 Office or Posuecondary Education DRUG PREVENTION PROGRAMS PROGRAM 110. Imtitution-Wide Program (84.183A). Provides assistance to institutions of higher cduca tion to develop, implement, operate, and improve drug abu~e education and prevention programs. Projects must be ccmprehensive, institution-wide programs designed to prevent or eliminate student use of illegal drugs and abuse of other drugs and alcohol, including programs whose direct or indirect purpoSt: is to train students, faculty, and staff in drug abuse education and prevention. National Educsation Goal: 6 111. National College Student Organizational Network Program (84.183B). Provides assistance to develop, implement, operate, and improve drug abuse education and prevention programs for students enrolled in institutions of higher education. For fiscal 32 year 1992, the Secretary supports only the development and implementation of projects (a) conducted in conjunction with national student networks or organizations\nand (b) addressing one or more specific approaches or problem areas related to drug abuse education and prevention for students enrolled in institutions of higher education. National Education Goal: 6 WHO MAY APPLY Institutions of higher education and coosortia of institutions of higher education. Institutions of higher education and consortia of institutions of higher education. CONTACT Fund for the Improvement of Postsecondary Education, 708-5750 Fund for the Improvement of Postsecondary Education, 708-5750 Office of Pmtsecondary Education DRUG PREVENTION PROGRAMS-Continued PROGRAM 112. Speclrac Approaches to Prevention Projects (84.183D). Provides assistance to develop, implement, operate, and improve drug abuse education and prevention programs for students enrolled in institutions of higher education. Project must include specific approaches to ~e prevention of drug or alcohol abuse. For fiscal year 1992, the Secretary supports only the development, implementation, operation, or improvement of higher education consortia for drug prevention. Consortia may assist in institutions of higher education either (a) drug abuse prevention professionals\nor (b) chief executive officers and other senior administrators. National Education Goal: 6 WHO MAY APPLY Institutions of higher education and consortia of institutions of higher education. CONTACT Fund for the Improvement of Postsecondary F.ducation, 708-5750 33 Office of Educational Research and Improvement The Office of Educational Research and Improvement (OERI) suppons and conducts research on education, collects and analyzes education statistics, disseminates information, and supports and improves library education and service. OERI may carry out these activities directly, or through grants, contracts, and cooperative agreements. Written inquiries should be addressed to the appropriate programs in the .Office of Educational Research and Improvement, . 555 New Jersey Ave., NW, Washington, DC 20208. PROGRAM 113. Educational Research Grant Program: Field-Initiated Competition (84.117). Supports research and development activities designed to advance educational theory and practice. Applicants are invited to select the topics to be addressed in the grants. 114. Research and Development . Centers Program (84.117). Provides grants and cooperative agreements to institutions seeking to advance knowledge about education policy and practice through the planning, institutional operations, and special activities of research and development centers. No new competitions are anticipated in FY 1992. 115. Regional Educational Laborato ries (84.117). Provides contracts 34 to institutions seeking to improve education policy and practice through assistance, applied research and development, dissemination, and special activities of regional educational laboratories. Office of Research WHO MAY APPLY Institutions of higher education\npublic or private institutions, agencies, organizations or individuals. Institutions of higher education\ninstitutions of higher education in consort with public agencies\nor private nonprofit organizations or interstate agencies established to conduct postsecondary education research and development. Public agencies or private nonprofit organizations. CONTACT Office of Research, 219-2223 Office of Research, 219-2079 Educational Networks Division, 219-2116 Office of EducaUonal Research and Improvement OFFICE OF RESEARCH-Continued PROGRAM 116. Jacob K. Javits Gifted and Talented Students Education Program (84.206R). The National Research Center on the Gifted and Talented conducts research on methods of identifying and teaching gifted and talented students, and undertakes program evaluations, surveys, and the collection, analysis, and development of information about gifted and talented programs. The program focuses on snidents who may not be identified through traditional assessment methods, including economically disadvantaged individuals, individuals of limited English proficiency and individuals with disabilities. In FY 1992 only the continuation application for the current center will be solicited. (See program 121 on page 37, for infonnation about demonstration grants awarded under this program.) National Education Goals: 3 and 4 117. Star Schools Program (84.203). Provides grants to eligible telecommunication partnerships to encourage improved instruction in mathematics, science, and foreign language, adult literacy, vocational education and training of child care workers through the development, construction, and acquisition of telecommunications facilities, equipment, and instructional programming. National Education Goals: 3, 4 and 5 WHO MAY APPLY Institutions of higher education\nstate education agencies\nor a combination or consortium of institutions of higher education or state education agencies or both. Telecommunication partnerships, as defined in 20 U.S.C. 4083, organized on a statewide or multistate basis. CONTACT Office of Research, 219-2223 Educational Networks Division, 219-2200 35 Office or Educational Research and Improvement PROGRAMS FOR THE IMPROVEMENT OF PRACTICE (PIP) PROGRAM WHO MAY APPLY CONTACT 118. Leadership in Educational Aclmlnbtration Development Local education agencies\nintermcdi- Educational Netw\u0026lt;Xks Division, (LEAD) Program (84.178). ate school districts\nstate education 219-2116 ~tablishes and operates a techni- agencies\ninstitutions of higher cal assistance center in each state education\nprivate management to promote leadership skills for organizations\nand nonprofit organiza-school administrators. Only tions, or consortia of those entities. continuation applications will be accepted in FY 1992. National Education Goals: 2, 3 and 4 119. National Diffusion Network Slate and local education agencies\nRecognition Division, 219-2134 Program (84.073). Promotes institutions of higher education\nnationwide dissemination and public and nonprofit education adoption of exemplary educational institutions and organizations. programs, products, and practices that have received program effectiveness panel approval by the Department of Education. Awards are made in the form of 1) developer demonstrator grants\n2) state facilitator grants\n3) dissemination process grants\nand 4) private school facilitator grants. National Education Goals: 1, 2, 3, 4, 5 and6 120. Territorial Teacher Training Stale education agencies of each Educational Networks Division, Assistance Program (84.124). territory or a joint application from a 219-2186 Provides assistance for training stale education agency and an school teachers in American institution of higher education. Samoa, Virgin Islands, Guam, Palau, and the Commonwealth of the Northern Mariana Islands. Only continuation applications will be accepted in FY 1992. Na-tional Education Goals: 3 and 4 36 Office of Educational Research and Improvement PROGRAMS FOR THE IMPROVEMENT OF PRACTICE-Continued PROGRAM WHO MAY APPLY CONTACT 121. Jacob K. Javits Gifted and State and local education agencies\nResearch Applications Division, Talented Students Education institutions of higher education\n219-2187 Program (84.206A). Provides public and private agencies\nIndian demonstration grants for training tribes and tribal organizations as and other activities to build a defined by the Indian Self-Determina-nationwide capacity to meet the tion and Education Assistance Act\nspecial educational needs of gifted and native Hawaiian organizations. and talented students in elementary and secondary schools. (See program 116 on page 35, for information about research conducted under this program.) National Education Goals: 3 and4 122. Educational Partnerships An eligible partnership which must Educational Networks Division, Program (84.228). Provides include a local education agency or an 219-2116 grants to encourage the creation institution of higher education, or of alliances between public both, and one or more organizations elementary and secondary schools from the private sector or appropriate or institutions of higher education state agencies. and the private sector to (1) apply the resources of the private and nonprofit sectors of the community to the needs of elementary and secondary schools or institu-tions of higher education to encourage excellence in education\n(2) encourage businesses to work with educationally disadvantaged students and with gifted students\nand (3) enrich the career awareness of secondary or postsecondary students and provide exposure to the work of the private sector. National Education Goal: 5 123. Mid-Career Teacher Training Institutions of higher education with Research Applications Division, Program (84.232). Provides schools or departments of education. 219-2187 grants to encourage institutions of higher education with schools or departments of education to establish and maintain program). that will provide teacher training to individuals who are moving to a career in education from another occupation. National Education Goal: 5 37 Office or Educational Research and Improvement PROGRAM 124. Public Library Servkes-State Grant Program (84.034). Provides grants designed to plan for, establish, extend or improve public library services ,these projects may include services, to unserved or underserved groups and geographical areas, including state instirutional library services and library services for the physically disabled, the disadvantaged, the illiterate, the elderly, and those of limited English proficiency\ndeveloping public libraries as community centers for information and referral\nstrengthening state library administrative agencies to meet the needs of the people of the states, metropolitan public libraries that serve as national or regional resource centers, and major urban resource libraries\nand assisting libraries to provide intergenerational library programs as well as to display materials and to conduct programs aimed at drug abuse prevention. National Education Goal: 1 125. Interlibrary Cooperation and Resource Sharing-State Grant Program (84.035). Provides grants to assist the states in 38 projects to enable the various types of libraries to share resources and materials mandated activities include cooperative library networks developing the technological cap\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 "},{"id":"bcas_bcmss0837_865","title":"Budget: ''North Little Rock School District Budget''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","North Little Rock School District","Education--Arkansas","Education--Finance","Educational statistics","School facilities","School buildings","School employees","Education--Evaluation"],"dcterms_title":["Budget: ''North Little Rock School District Budget''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/865"],"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":["5 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nI NORTH LITTLE ROCK SCHOOL DISTRICT BUDGET 1993-94 I I I I I I SEP 1 3 1993 om'0 01 0~ g eg. .r.,  i i Monito: 1g REVENUE tomt Um ROCsKa m. DISTRICT ROEii SUltARY JU, 1993 RESTRitmF\u0026gt;1 IGlS JIUDtET LOOI. REVBIE tfflJfT MTillf-SUKR 50m. 60,000 199'2- l99J '1T StJIER LUST 16,500 sam.A CTMTSYi t.ES 50,000 11:SIRJCfIUOl8 amr 1DR1 DIA1E llJSTtl\u0026gt;ItSt. ERVICES 24,000 UEMl.l WJIE ... IIIStEl.1.AtelJS 9,000 NIDT TOTrLt. lrA. l\u0026amp;lRICm\u0026gt;l eDI 1'9,500 IDm.M:mllTM.D 50,000 S6,6U.18 amma. DUD 31,000 a,000.00 STATERa'EJIE PQ!IEIMERB 25,000 12P,17l.J2 TRANSP(RTATIIII 494,317 1DTMU. DL IUIRICIOm  99,000 213,\"111.S, VOCATIBOlJWIP.I EfT 22,002 STAlEII D9I VOCATIIISWTA. RT-lP 2,600 KINIO\u0026amp;ARMTETMER irt.S 8,460 llhB !llm1mll m,a m,om.oo tw\nfET/IHlHtllW\u0026amp;'On'. 300,000 \\'IDTDllfl. 80,436 80,415.96 IEiE\u0026amp;RE\u0026amp;AATmIDt 780,000 IDIIBUnBI M'IBWU 7,180 6,209.08 CDfEMSATAIJInD' 234,439 11GE111-111HI1M I mu. JD0,000 JD0,000.00 D'EP/ACT 18,:s:38 MCPRES\u0026gt;m. Y.AiaTJIII AD 400,000 IM4,39J.8l 234,116 mFEllii\\TlmA D 248,056 Zli,557.04 MCS lllERE JIUDlHT 0 MCF IEDIII. 229,ffl 229,51:S.OO SPECirEt. D.P RESDm.. 314,325 MCU IIR BlmHIJfr 31,603 D,60.1.00 SPECirtE. D.R ESJEfl'Irt. 25,000 MCP IEDlll. EIIDMJff U,407 U,407.00 SPEClrt.EDP.I ElDDl. 0 fFECIMEl.. PIEDlll. 1G,71J w,202.00 !HCitL Ellll'ATirJmt\n0 \u0026amp;PfCIMEJI..I DTJII(m : 5,000 5,000.00 LEVsIn w\u0026amp;\n25,000 \u0026amp;PfCIME.l.. IIIDEN1'UL 12,000 26,957.82 IEl1ttltRDliGRMT 7,900 IQ!IE I #fllB CillMIB 20,000 Q,392.95 lllml.NEU WMTS 2,000 TOT,tS. TATREE STRICTREEDV E1l 2,468,597 1DTMS.T AlEIU IRICIOIB 9I 2,221,256 2,55.6,7!5-'6 TDTMU.D L \u0026amp; BTAlE TDTrUt. l'lt. \u0026amp; STTAE 11:SIRJCtIEOV EII 2,322,256 2,1JD,m.u IOTRICTEDREVE1l 2,628,097 = meRIGIEWJIE FOOSDE RVIaR: EVEJlE ... RMW 3,714,:IIO 3,710,7 10.' llt. REVEME 636,000.00 llt. aua:TI!Hi .oo F'EDEJIWEt.l U5EJDT 1,300,000.00 STATIEIE itllUmEfT zs,000.00 IHTmST 5,000.00 01llR 3,000.00 TDTrftl.D I SERVIa: 1,969,000.00 1 IOml UTTLRO CsKam . DISTRICT REVEJSI.ElH fARY 1993 - 1994 leTRICTEDFl NlS BUl)f',[f lro1.REVEM AIUM MTIIIHUKR SDm. 60,000 199'i-1993 '1f S\\ltER Ill.EST 16,500 sam.A CTIVI\u0026amp;TUYS 50,000 11:SIRICIFElJl l8 am:r 1DITDM1E llJSllmll(. SERVICES 24,000 UDl.llWIIE MUff MUff IUSCEJ.1.AIElS 9,000 mrrt.L irA. RESTRICTED fDID.M:mITfSM.EI S\u0026gt;,000 56,616.18 ~ 159,500 asrm,w. IDVmS 24,000 21,000.00 STATREE VEllE IO!DWJEIIB 25,000 129,1''1.32 TIMH5PlRTATillf 494,317 TOTMU.D i. 11:SIRICI1O1 .'VB1 99,oao 213,'1 813 VOCATICEIlWlU. IMHT 22,002 Sl'AlEIB BI 1, VOCATICSITWM. T-lP 2,600 KIIIIB\u0026amp;MTEMlfA TERitt.S 8,460 IMll'URllffllll S2,226 513,002.00 WQ1'/K-TO-TftR MiP(RT. 300,000 VIDTllllll. 80,G6 ao,.m.96 llESEQE\nATAIIIDJt 780,000 IDIBUnBIMTBWU 7,180 6,209.08 mFENSATIJArfI D 234,439 D'EP/ACT IKIEf,1t-11H( 'RW\u0026amp;Ulf. 300,000 300,000.00 18,538 lflli'aATllll AD 400,oao 844,393.81 fFRE!Dm. 234,116 CDHJliA'itRAYD 248,5 25S,:J57.04 Alt S\\ltER EJltIOKNT 0 MC FIEIHll. :ra,515 :ra,m.oo SPEtIM.E D.P RE:SODl. 314,325 MC lllllR EllmHEff 33,603 D,60.1.00 SPEtirtE. D.l elllEMTift. 25,000 MCF lllDIII. EIIJD'fEfT 11,407 U,407.00 SPECirEt.D .P RE9lm. 0 \u0026amp;FmM.E J. fllEDIII. 1a,m w,202.00 lffCIM. EDll'ATICElEf t 0 lfB:W.DlDTJIIIECI: s,oao 5,000.00 LEVSI TRAlS 25,000 !fftlll El. llmENi1M. 32,000 26,957.82 IETI9:llRitr\nGRMT 7,900 tmUJl#flllQWOI 20,000 63,112.95 IUlUl.LNE16 ~ 2,000 TDTrSt.T ATREE STRICl9TEE1DlE 2,468,597 TOTMSi.' All1 1:BIRICImEIE 2,223,256 2,:SU,7.15.66 TOTMU.D l. \u0026amp; ITAlE JOTrlt1.r /t. \u0026amp;S TATE N:SIRICIEIEJ D 2,322,256 2,7,523.16 16TRICTElDV EllE 2,628,097 = 2 0TH LITl1.R OCsKa m.D ISTRICT REV9lESUMY 1993 - 1994 1992-1993 rnlM. REV9lE-f61RICTED llJDGET FEDl1. II.WIIE-fElnm:I DIE 1fM 1D MlE NO.NT Mllfr Mllfr SPECIAELD lATilmlf : 36,704 IHPIERJ 1,93,860 l,691,112.00 CJW'TtRI 1,561,000 IHP1ERn 7J,:stS 7J,:stS.OO DWTERII ~.593 tlDilliM., 011. PEIIIDII lZS,672 lZS,67l.OO VOCATillCfAALRP, LE RKINS 148,411 \u0026amp; PEIIIDIIID  a: 5,000 1,906.12 Till VI-B 320,286 TI1l Vl-1 310,000 3119,a.oo Pl 89-313 18,3:58 PL 8'-313 21,050 21,104.00 IEDICAID 29,000 IEID:m JB,000 26,431.95 IIIE.ESS ttSSISTNl:E 21,ffl IDJCAD, PIEIHD.. 1,600 13,187.81 IEDICAIDfl,E iCtm. 12,000 fft'CIII. a. PIEIHD.. n,a 2116,3115.00 SPECIAELD . PIIESOIIL 420,000 fft'CIIIE. L EJ:C 61,200 a,200.00 lM START 12,646 lliD ffllT .,644 .,646.00 .Im HIPPY 17,:SOO EB SfllT DB,154 101,090.44 JTPAlU T(Jt 9,612 EWJSI fllT QllfflMJt 18,564 18,564.00 JIPAA L'TEllNAPTRMO\nRM ~.ooo JIN HDfY 21,000 20,984.05 JTPA Pf!E-JROYIDT 30,000 JIN 1Ul1lt 9,612 14,738.10 JTPA-tlfl)AL EARH+l.lVK 19,000 JIN \u0026amp;.lBIMTMP 111M1 34,810 3D,l3B.84 JTPA EDlAllllf/llmocY 110,455 JIN fllE-8RlfflEIT s,m ...... MU\nEDlATlllf 92,900 IS EJIIDTDII 92,B 92,818.00 ltATW9:IBa, EISE1f00 42,000 MlMEISl:E,EISEIIIIIR G,740 42,740.00 CH II llRUllllll FIWIOIK 0 IIIEl.EIB 21,000 21,000.00 ASJOTilAi BATEJNT 0 at ll CUPID1 MF 1WE1111r 6,250 6,250.00 at I fllBilWDI FIIMJENr 52,790 52,790.00 TUTttm. ew.R EVEJIE 3,062,340 emY, E0IIII l0,159 39,1VS.OO MillESTAIMB tEJENr 1,186 .oo tN'ITtt. WTLARYE VEii: 1UTMfU. BW. IE8tE 3,21115,108 3,1\",1'6.7J llllREHTA llES 200,100 Ptl.l.BACI(T AllES 100,000 DIPITMll.f fl.AYIB EJI.E: Ptl.l.BACI( - ACCRlO 72,500 DEl.DaEHTTA llES 25,000 alllJfr TMEB 250,000 198,118.91 EXIDS CDIIISSillf 1,000 flU.1111 TAXES 120,000 101,497.21 DfTEREST 1,400 PILlJIO - MIIID 40,000 '2,970.05 IEI.DIIEllr TAXES 3D,OOO 26,731.JO TDTttr.l tPITALW TLAY 400,000 DIDI tDiWBilli l,000 1186.CS Df1EIE'BT 3,000 1,446.83 aJllDIN(f\n1Jfl)I BEM.: TOrMD. IPITMC.I IIUY 444,000 J91,!0.7S PflfERTYstt.ES 600 DfTEREST 92,000 JlllllK F1II lf.'t'BIE: IWMll SETTUIENT 7,400 ASll:STIUEW f '40,000 f'IOUrY au:s 95,000 95,767.00 F\\N) l1WISF'ER 60,000 JNIEIUI S,,000 136,014.31 IWIVIU.IEE 1lEIENT , .. 9,431.00 TOTARLll lItt\nFtMD 200,000 MIEi1IBL DMI 40,000 .oo FIJI, lMiftk 40,000 40,543.G.1 TOrMIU. D.DK FIii 254,SIO lDl,7:!15.34 TOTARLE VEN.( 39,914,8-40.00 lUTM.IEVEIIE 40,611,'61.00 41,111,036.32 3 I II II II II I BUDGETSU MMARRYE PORTS N1m1U 11l m IDOi. IISTRICI' um IIIMrf lff.1- l9M INi:BIRll!IO\"1 118 1111:Slkll!IFOU ii um MIUff I lnllE 31,QB,C,I I EDE JI DPmI11IEB II DPBlll11IB aM.. l,199,IO liEIIII. DlmU:mll 25,5'1,m DlfflU:l1III MDl'IEIIIIIiE I H.MTIIII J,\u0026amp;,6'0 MDl19IU ' IFEM11III IElllH 90,920 11L11t INDIDT i,176,700 DIDIEIT lM\u0026amp;IRl'ATIIJt 345,463 llWB'IRTATIIII FUellWIHRS \u0026amp;0,000 F1II) 1MlfERS 1H TDTM. 32,B,318 IN TDTM. Ill IIIIWff 07/0t/9J Projected F1ll8 Projected M.Na IBtll #MILMlE DFmmlES um 1111111T JD,\"6,497 l,Ol2.CIZS 2',ZM,291 J,SZ,240 11,'IZ 1,213,257 164,900 \u0026amp;0,000 J0,414,639 Projected IMAl:E l99'l - lff.1 1911D Im: MIUff 31, .. ,229.74 l,OP.5,911.49 a,454,a.s J,8B\n324.49 86,~.63 71P,841.l5 3D8,654.19 \u0026amp;0,000.00 a,a, 719.40 i,026,S86.18+ 31,655,403 =32,681,989.18-32,358,318 = 323,671.18 4 ..... STATE/UrAR.E STRICTAEmDW tS I IEVEJlE II EXPEJIDll\\HS TIWtSPfRTATIIJt IISEQE\nATIIJt aJf'EH!iAllREf JIIDTIIJt IDl)n\nAa:r.MRYOVER MC EWD'tEfT/Slffl.IES RESTlR:TtJUP~R a\nRM Alt SlMR mliRM AOCP RESOID.. Sf'Et:lrt.E D.m :som. SP. ED. RESIIIHTift. VWITIIIW. som.A CTIVSITfi.YES CUSTOD!IiRllY ICES IIISE.lAEIJS WtHTS SlJIERs om. ~IT SlllD lllST II LEVliI1 WtUSS MIC lllltATIIJtS III5al.1NWSQ Wfl'S ... TOTft. III 9.tlNY r---- tamf UTitE ROCSKC fDl.D ISTRICT llKET !llNRY 1993 - 1994 IMlGET AIOJfT 2,628,097 1,139,79\u0026gt; 1,150,230 243,230 31,890 2J,767 11,407 7,900 31,~6 234,116 314,325 25,000 24,602 44,727 24,000 31,046 88,500 18,~ l3,390 J,000 2,979 3,-183,615 7-1-93 Balance 689,414.17 STAlEIUDILE SIRJCIOF ROaU I II DIE MllfT IBfJI 2,a,m DFBm1UEB lMlflRTA'TIIII ffl,2DO ltii:UIMTIIII 760,065 IDFEIIM11E1JrrI IDTDII 2\",364 EMDE a.au MC CMlfflMR 211,e MCAEDIII. 229,515 9'ECIME..l . PIEDlll. 148,773 IP. El. IUDl:Jlf UL 32,000 VIDTIIIML 81,415 mm.a cTM1YS IUB 51,830 llli111UMf. lRVJCES LVl 81MIIS lmlJ'll#fllBQWffl IN TDTM. Projected Revenue 2,628,097 24,000 25,000 64,766 2,74.1,:!04 Projected Expenditures 3,483,615 Transfer from unrestricted revenue 19'2 -19'1 19RMMTE AIIUfl' 2,6\",9:111.0, l,12t,656.l9 673,463.61 2'4,Ul.15 18,225.90 28,'85.25 21115,807.48 f:56,202.00 26,200.33 B'l,'7.99 J2,SJ8.'4 7,270.48 U,'9.62 ll,'96.22 2,695,102.86 Projected Ending Balance 166,103.83CR 345,463.00 179,359.17 5 1, IQTH LITll.ER OCsKa m DISTRICT IIUl)(\nT SMWn FmM.PRO\nRMS 1993 - 1994 llJlltET AIOMT I ~ 3,214,736 II EXPEJfDIT\\16 DWTERI 1,561,000 CJWTEIRI 70,437 VOCATIIJW. 148,411 TITLEV I-B 323,000 Pl 89-313 19,006 1DICAID 30,000 1DICAIFDm DDl. 12,000 SP. ED. PIISODl. 442,429 5P. ED. Ea: 43,210 lADS TART 16,661 DWTERI 911B PRO\nRM 254,400 EVEMST ART 122,396 JTPAE ru:ATIOfll.ITER/Y 110.~ JTPAP IJER 17,500 JTPA1 UTIR 9,612 JTPtl ft.TERMTIVE ~.ooo JTPtl I.EMN-A-l.IVIIG 30,000 JIPA-CN'l)A I.EMN-A-l.IVK 19,000 le ED. CARRYOVER 26,1~ ED. 92,900 EISEJfOOM TH/s:IEM:E9 'J 30,864 EI!EtOD MTH/SCIEJ9a4 42,000 11111m 21,B'r.i IOll.SSr .ARRYOVER 11,m DW7TEIIR-m E.ERATED 1,914 Of II llllRICWlFt RitlIOK 4,683 BUCY 0 Ill TUTrt. 3,562,841 IUSJNRY 7-1-93 Balance 370,170.43 FElall. FIIIIWcl I EDE II EJIIBIII1IIIES DWTERI OIPIERII \\o1DT1lllll VIDTIIIK. ID EC lI1lE VI-I R.8'-313 IEDIOOI IEDIOOI PIEDDl.   El. PIEDIII. IP. El. Ett fDDSTMT l\\USTMT l\\91 STMT CMlfflMI J1PAP IIER J1PA MtR J1N rt.lEIIMTM Jl'PI\\PfE-fJfl.lfflEI JIU ED 111KE D.S M: El!EIIIER M1Ml9:IEJIE flJE.BB DWTERU -muMlD at II allWlLlll RWEIR at I fllliAMI DfflMJEJf1' ~ fl!llli11BMll\\1DllfT HI TDrft. Projected Revenue Projected Expenditures 3,214,736 3,562,841 199'2- 1993 UCiET 1111D MlE Mlllfr Mlllfr 3,199,B 3,W,91'.7J 1,\"6,e 1,471,500.10 11,198 16,m.85 m,m 124,'80.,0 8,906 a,m.u 364,at 1\",554.32 l2,229 l2,225.5 49,375 ,0,864.08 2,SIO 14,366.03 402,UI 316, 90!5.12 '8,200 61,918.24 51,390 53,047.94 138,154 107,090.44 30,41' 30,41'.18 21,000 20,984.~ 9,612 14,738.70 34,870 30,152.17 50,823 41,289.80 U.,,8\" 129,442.72 S,108 5,108.10 62,370 31,193.69 21,000 2,792.78 23,776 21,361.SJ 12,SIO 4,11511.U SZ,790 SZ,790.00 42,5.12 61,097.32 CS,671 44,ffl.68 3,875,625 3,172,911.79 Projected F.nding Balance 21,565.43 6 II 11 11 II -11 lllt1H LlT1lI m mm. m,ltlC\"I \u0026amp;IIETSIMIY CAPITALO UTLAY I. REVENUE II. EXPENDITURES III. SUMMARY 7-1-93 BALANCE 1993-94 BUDGET AMOUNT 400,000 420,000 PROJECTED REVENUE 34,828.03 + 400,000.00 * * * * * * BUILDING RESERVE I. REVENUE 235,000 II. EXPENDITURES 200,000 III. SUMMARY 1,246,774.84 + 235,000 * * * * * * BONDFU ND I. REVENUE -0- II. EXPENDITURES 2,031,025 III. SUMMARY 2,031,026.60 + 0 * * * * 1992-93 BUDGET AIDUNT 444,000 620,245 PROJECTED EXPENDITURES 420,000.00 * * 254,500 720,000 200,000 * * 3,714,500 3,710,000 2,031,025 * = * = 1992-93 ACTUAL AMOUNT 391,650.75 542,286.34 PROJECTED BALANCE 14,828.03 * * 301,755.34 81,994.00 1,281,774.84 * * 3,710,710.60 1,679,684.00 1.60 * * 7 .... Ii II - STATE/LOCAL FUNDED PROGRAMS EXPENDITURE REPORTS lllfflf UTll 11D IDlll. D1l'IRICT STATEIUDNIe. DPEJelllllEE CRT 1992- 1993 1993 -1994 DEE' 1M1 11M l[ um MIIIT MIIIT Nlllfl' 1. liEIEM. t.mlM. NiiwSIMl'JIISI IURJEB 2'1,000 291,419.12 MIIDIISIRATSUMIJIR IEB 315,'50 wtllf:WllD 8IURlB 44,000 44,964.48 wtnnr.AlEI 8IURlB 47,600 OABIFlDMIIDIMJRJEI 91,SDO lOl,192.S aJ8IJF1EIM IIDSIM .MJB 89,ts\u0026gt; aJIIDF1D \u0026amp;IIURIEI 23,600 Xl,381.07 aJEF1EI 8IUIJEI 244,410 SETI1U1E\u0026amp; IIURIEI 0 .oo STifElll8 0 SIIW 0 .oo IEIIFIT8 98,6l0 Wili .... 67,431.20 flllDWD IElVJID m,1,0 PIIOWESIE RVDD 140,720 10,,718.15 QIRI DATlllfa ar I0,000 mmD ATDIaI m 80,000 TI,1153.IS l.Ea. lBVIID 40,000 UULIEMID 2111,000 42,489.33 laBIKATilll lllmtR \u0026amp;0,000 EGIHATilll lllmtR \u0026amp;0,000 41,211.61 NMilERTE 'VIEiDI iu i IEE 25,000 IKIET illYJBIi Diul IEE 25,000 50,000.00 UR.JES l MlERIM.S 36,180 llfFUES l MTERIM.S 24,315 16,169.60 l'#Illt. IIJMY 3,400 C#Illt. lllllAY 1,800 .00 una 4,JOO IJ1lER 4,840 3,026.50 lUTM. 1,199,50 TDTll. l,CIB2,az5 1,or.5,917.49 2. Dll1iU:rml 2. DBTlll:TIIII AIIIINISJMTMSI URIES 2,25'2,57:5 MflDIJSlMTMS URIES 2,149,010 2,143,B.9\u0026amp; CERflflDIJOM .MJEB 17,691,000 URllfIDltEI 9URJEB u,m,a 16,1 .15,190.46 11.aIFJD 8MJIUEB 1,2118,900 llMIDFlOM IIDMI AmS 0 .oo UBm1nE1 00l1IS KZ,m a.MBIF1D8 'URIEI 1,161,990 1,181,329.24 aamutE l1\u0026amp;lf1EI 22,SOO umnnE 1900B m,'Z!II 341,43:2.73 STIF8ll8 J,000 llllJTI1U1EaM i6IFIEJI 20,000 22,a.10 STIPEJll6 U,671 9,773.00 l\u0026amp;EFITS 2,150,1?5 EEHIS 2,126,576 2,120,145.95 PllDWDBVDD 259,189 11IITlllf-faa 130,000 NDWDSEJMCD JIM,B XJ,614.32 l1ITITmHIGET 950,000 11JITIJJHICIB 140,000 122,087.84 1UmUIHIMilE 950,000 923,298.32 UPl.JEB l Mmwt8 Sll,655 SFfUEB l MlEWILS 573,084 513,'72.lJ \"\"1TM. IIIMY 40,341 r.wITMr.l lMY 76,265 10,449.44 ana 15,263 IJ1lER 18,598 211212,2 9. \u0026amp; 111TM. 25,97,135 TOTM. 24,224,297 24,454,285.45 8 tamf Lim.E 11D IDlll. JJIIRICT STAltll.lDl. Ra DPEIGiltllE IIEPmr 1991-1994 1ffl - 1991 um llllliET YEM1 DM TE IIIIUfT ... ... J. lli\\Dl1DWa, IHJIATIIII 3. MDnEME, IHMTJIII .uJ1611MTIIISI flURIB 9,000 -a.\n1111111 8URJB SJ,111\u0026gt; 51,920.111 aJJISIFJEMDI IINI IURIEB 41,250 aJSBIFlOM IIDIl ill.MJEB 3',000 3P,6C5.J6 a.\u0026amp;IFJEI 9URIEI 1,723,000 l1AISJFIEJIURJEB l,lllS,000 l,610,IDB.7' Ef.FI1S 236,950 EEF1lS 210,Q) 226,862.33 PIIDWDravm 219,800 PIIDIIEI flERVJID 319,940 211,'11L42 Ul1IJTJEI 1,084,100 unLITJEB l,IOl,000 1,0067, 10.12 llfflIB , MTERIU 349,950 UPIJEI ' M1Bml.l m,mo CD,567.0'l one 0 rRITM.IIJtl.AY 5,000 D,040.29 DBIWIE 175,000 0110 0 .oo TOTM. 3,IIB,650 DII.IWa 200,000 160,0:ZS.'8 TDl'M. 3,Zl,240 3,893,324.49 4. IE/UH 0.MBIFIDSIURJES 80,000 4. ID.TH ea:ns 9,200 D.MBIFJ9 SIURIES 77,000 1,,om.~ PIIDWDIBYIID 720 EEHIB 8,99\u0026gt; 8,697.76 llffllEB,MlmliS l,000 fUIIHlfD ElYim 910 1,o5.00 rlf\u0026gt;ITMI.I Jtl.AY 0 SFPUEB, MTERIM.S 1,000 f.1).63 rmo 0 rRITM. llffl.AY 0 .oo TIITM. 90,920 0110 0 .00 lOTM. 87,920 86.~.63 9 IQ1H LITTlER OC6K0 ID.. DISTRICT STA'IE/LCFrIliti. )E XPEHDilR\\lmE RT JLY, 1m 1992-1993 BUIUT um mR 10 JIAlE AIW{f NlllfT 1111111T 5. JOIE) JOT 5. IIIIIEIJDT DISTIUCBTO fD6 DIIIRICT1 11118 PRitcIPf4. 412,150 fRIJCDW. 610,100 185,100.00 INTEREST 704,575 Df1BBT 521.860 m.m.:w FEES 1,530 ffD 1.140 731.20 TOTlt. 1,118,25:S TDTM. 1.m.100 711.5.79 PCSSIDO IDS\u0026lt; MEXATICIO PCB - (MIEIATIIIO PROCIPlt. 16,320 PRill:lM. 13.312 a.185.46 INTEREST 7,030 DIIBUT 1.:su 15,G4.3J FEES 0 ms 0 .oo TOTlt. 23,l\\50 TDTM. 2D.B2B G,619.74 L R BOND(IVSQ T SDm.\u0026gt; L R 11111C6 tw\nlfJ! DID.) PRitcIP'4. 11,~ fRIJCDW. 11,000 11,000.00 INTEREST 23,380 INTEREST .. ,219 24,139.62 ms 30 ms :ID ZS.GO TOTlt. 35,095 TDTIL :,P,329 JS,164.62 TUTlItO. CDID T ...1...17 6,700 TDTMm. e ror 1.213,257 119,841.15 6 ~ATIIJI 6. l\"RlfllBllln'ATUII TiWEParrATIIJI 345,463 11WlflltTATDII 164,900 308,654.19 TUTlt. 345,463 TDTM. 164.900 3118.6:54.19 = 7. F1IID11 Wf5FIR 7. FUii 11WIHR F111DTIW\u0026amp;ER 60,000 F1III 1JWlfER ',000 ',000.00 I lDTAL 60,000 TDTM. '000 ',000.00 :-:::r:::c STATEIUrlJlRt. STRICTED STAlEIUrJtL. IIEIIRICIED fUGl\u0026gt;D Tlt. 32.397,074 FIie TDTM. 30,414.639 J0.\u0026amp;,719.40 -- 10 L REPORTS OF STATE RESTRICTED PROGRAMS tom! Um ROCSKc tm.. DISTRICT STATREE STRICTPEfOD\" .IW6R mm JU, 1993 ~ATillf TIIMfllfrATillf lMltfJ tWll(T I ft'E1.(E2 - 73140) 794,317 ( IEVDI (2-731-40) II EXPEM\u0026gt;Illl6 II EXFEIDilt.lEB SltMIES SIURlE5 AlltfIHISTRATillf 0 MIIDIIll'IMTltll ll.J\\$IFIED AlltfIN 43,700 llJaIF1ED AlllUN NIKERTIFil:ATED 74'5,000 IIIHDl1fll'ATED STIPENDS 0 STIPEJll8 IEEFITS 9:\u0026gt;,000 ElfilS PlRJWiESDE RVICES 54,730 PIIDIMEII EMID SlffUES la HATERIM.S 136,000 SfPlIES I IIATBUU OTIR 65,350 OT1ER --- t11 TOTll. III SllMff 7-1-93 Balance -0- 1,139,790 Projected Revenue 794,317 1H TDTll. Projected Expenditures 1,139,780 u 1992 - 1993 am:r 1MTOM1E NOJfT MIUfT 812,226 813,002.00 0 .oo 41,000 41,998.32 611,000 717,8.17 0 .oo 87,600 9'3,3837.8 :18,100 .,,18'l.27 131,500 1:54,048.65 48,000 65,6:54.00 rn,200 1,121,6:V.19 Projected Ending Balance 345,463 CR Transfer from Unrestricted Revenue345,463 -0- 11 tomt LITTlR OCrKo m_ DISTRICT STATREE STRICPTREtmD1 IS~ JU, 1993 1992 - 19'3 DESEJ\nRB\nATIOf JllDtT NDJfT um YIITRO I IAlE AIIIJfl' Mlllff I fODI (2-73291\u0026gt; 780,000 600,000 844,393.81 rm II EXPEHDITUU Sil.MIES ADttlNISTRATIOf 0 a.ASSIFIEADD ttIN 40,000 39,000 40,203.84 CERTIFir.ATED 107,170 31,910 40,412.18 tOHDTinr.ATED 374,992 31,,00 275,928.71 SUBSUME 52,000 35,000 2,368.10 STIPENDS U,600 48,~ 15,1:B.JB IEEFITS 75,696 :1:5,311 46,482.74 PllOWD SERVICES 288,900 172,710 175,861.17 lffl.IES \u0026amp; IIATERIILS 114,362 51,3\u0026gt;0 36,793.52 CWITft. llJll.AY 49,760 45,710 38,267.34 DT1fR s,~ :S,3\u0026gt;0 2,557.00 1H TOTft. 1,1:10,230 760,06.'5 674,027.98 III SlJIWrf Projected 7-1-93 Projected Projected Ending Balance Revenue Expenditures Balance $371,797.32 + 780,000.00 1,150,630.00 = $1,167.32 12 IG1llU TTLREO O6t0 ID. DISTRICT STATRE ESTRICTPERlDx\nfWtS REPOO .ILY, 1993 1992 - 1993 aJI\u0026gt; ED UXiET AtWfT um 1EMTDM1E NOIIT MIUn' I IDEM (2- 73293) 240,080. 248,(156 m,SSJ.04 II EXPEHDITUlES sttARIES AlllffNIS'IRATillf 0 aJtSSifIED ADtlIN 0 0 .oo CERTIFICATED 109,000 0 .oo tDHDTIFICATED 82,000 99,0'9 99,928.24 SlllSTinm: 0 111,600 119,ZD.78 STIPOtlS 0 0 .oo IEIFITS 22,600 211,m 24,BSZ.06 PlKHASEDSERVICES 24,330 34,860 30,900.16 SlFPLI\u0026amp;EK S AlERIM.S 5,300 22,100 19,254.61 rRITALC lffi.AY 0 0 .oo D1llR 0 296,364 294,168.115 ... TOTAL 243,230 III SllW4RY Projected 7-1-93 Projected Projected Ending Balance Revenue Expenditures Balance $5,695.68 + 234,479.00 - 240,080.00 = $54.68 13 tOmf Lint ROCsKo m.D ISTRICT STATIEE JRICTEDPt D\nRMS RmRT .ll.Y, 1993 RADKm a\nrwt BUDGET AtOMT 1992 - 1993 I IEVDt (2 - 73221) 0 IODI\u0026amp; PlllilWI um YEIIRTOIATE II EXPEMDITlRS NlllfT NlllfT !W.MIES I REEIE\u0026lt;2-7ml\u0026gt; 0 .oo ADtllNISTRATIOf 0 Q.ASSIFIE]) AlltlIN 0 II DFEJIII111EB CDTIFirATED 0 toHDTIFirATED 0 MJIES SlllSTIME 0 STIPEHDS 0 SfIPENIB 0 .oo BEllFITS 0 19EFITB 0 .oo PtlOWD SERVICES 22,780 PIIDWDIDIID U,860 17,Zf?.!5 Slffl..IES Ii tlATERW.S 7,110 UPUEB l MTERIU ll,151 968.J:S C#ITAL OOTlAY 0 ono 800 .oo l1T1fR 2,000 Ht TIJTM. 23,811 18,225.90 ... TOT,t. 31,890 III !llfNY Projected 7-1-93 Projected Projected Ending Balance Revenue Expenditures Balance $31,893.77 + -0- 31,890.00 = $ 3.77 14 Alt r.tftYOVER I lVElE II EXFENDIT\\HS Sil.ARIES ADNIHISnTmRA. Cl./tSSIFIAElll)t tIN CERTIFir.AlD QHEUIFir.Am\u0026gt; Sl.QISTilUl[ STIPENll6 IEIFITS ftlDtASESEDR VIID SlffUES \u0026amp; MTERilt.S C'ltPITllrltT. LAY one 1H TOTlt. III~ tRTHU TltEO :Xs am.D ISTRICT STATIB l'RICTEPDR CXM6fE \u0026gt;\\RT IIUIIGT NDffl 0 0 0 0 0 0 0 0 15,000 S,267 0 3,:500 ZJ,767 7-1-93 Balance $23,767.52 + .U.Y, 1993 Projected Revenue -0- 199'1- 1993 DriET 1FM TO IIAlE 111111' Nlllfl' 0 .oo 1,404 1,404.00 0 J99.00 9,020 9,020.00 0 .oo 792 827.94 2,811 2,u.2., 7,429 7,ffl.9'l J,m 3,511.,P 3,5)() 3,472.21 28,615 28,615.Z Projected Expenditures - 23,767.00 Projected Ending Balance = $ .52 15 IOml UTTLR OOSCO Dl. DISTRICT STATREE STRICPRT(EX\nDRf ft\n~ ,ll.Y, 1993 Aa: ELlUIPIEfT/Slffl.IES BUDr.ET NOMT 0 II EXFEHDITtRS SM.MIES ADttINISTRATI!i. 0 llASSIFIE]A) DltIH 0 CERTIFICATED 0 111+-CERTIFICATED 0 SIIISTITIITE 0 SJIPOl)S 0 IEEFITS 0 lilfPlIES \u0026amp; MlERilt.S 2,587 rN\u0026gt;ITtt. llffi.AY 8,820 OTIR 0 11,407 i III SlJtWrt Projected 07/01/93 YEMT OD ATE FlN)S Projected Ending JW..a REYE1lE AVAD.All. Expenditures Balance I 11,407.00 + .00. 11,407.00 - 11,407.00 = $ -0- II 16 .I tmfH lITTl ROCSKO Dl. DISTRICT STAlER ESTRicmP\u0026gt;l9\nIWtS REPIRT .ll.Y, 1993 Al[ 5lJlR PlmWI urn Nil.NT I REVEllE\u0026lt;2 - 731:51\u0026gt; 0 II EXfEMDITl.1S Sit.MIES AlltlIHISTRATICW 0 ClASSIFIEADD ttIN 1,625 llRTIFICATED 3,606 IOHDTIFICATED 15,450 SUBSTIME 0 STIPEMDS 0 IEEFITS 2,187 PllDWDSERVICES :5,785 stffl.IES\u0026amp; K ATERil'LS 2,923 CAPITfCt. llll.AY 0 DT1fR 0 1H TDTrt. 31,576 I III~ Projected 07/011'13 YEATROD AlE FllfDS Projected Ending BIUtl:E R6t)I AVAILAll Expenditures Balance I I 31,576.19 + .00 .. 31,576.19 - 31,576.00 = $ .19 I I I 17 Nlmf UTTtER OCsKo m.D. ISTRICT STATER ESTRICTPERDO IMISR Ef1JlT ,11.Y, 1993 Alt PRESDm. 1992 - 1993 JIUDGET MC PIEDID. AtDlfT um YEM TO MlE I RE't'EN(.2E - 73150) 234,116 NIUfT NIUfT I IEEI (2-731:11)) m,sr.s m,sr.s.oo II ElffMDITlllES Sit.MIES II DPEJIIITllU ADHINISTRATI\u0026lt;lf 0 SIUm.B ll.ASSinEDA IIIIIN 0 CDTinCATE]) 0 a.MliIFlEJ MIIIN 0 .oo IOHDTIFICATE]) 157,847 IIIHD11Flr.A1ED 146,157 140,228.77 USTITUTE 0 STJfEJll8 700 .oo STIPENDS 0 JIEJEFITS 32,llP 17,998.65 IEffllS 27,C'/57 PlRJWIESI ERVIaB 23,:529 3,365.74 PlRJWiESDE RVICES 24,612 flFPUESl MtmU 20,900 31,297.35 UfUS Ii MTERIALS 20,600 r.N\u0026gt;IT1M11. 11.AY 2,600 12,794.22 r.tf'ITtt. llJTl.AY :500 011ER 3,:500 122.75 IJTlR J,:500 HI TOTM. 'm,5'1S :m,807.41 HI TUTtt. 234,116 I III aJt1My Projected 7-1-93 Projected Projected Ending Balance Revenue Expenditures Balance $ -0- + 234,116.00 234,116.00 = $ -0- I 18 ,J lffl:IM. ED. fllEiDID. I II lWJl (2- 73235) EXPEM\u0026gt;Il\\JIES SfURIES AllltIHISlRATICII llJISSIFJEAl)J lltIM CDTIFICATED fOHDTIFICATED SUBSTITUTE STIPENDS BEJIFITS PlRJWiESDE RVICES Slffl.IES \u0026amp; MTERIM.S CAPITMllJ.T. l.AY OT1D 1H TUTrt. 07/01/93 MAa IG11f Um. IUlC !DOI.. DISTRICT STATREE STRICTPmED\nR MSR EPIRT .l.l.Y, 1993 IIUIX\n[J AID.NT 314,325 8PCIME.D .P IEilJll1. amr MIUfT I IIE'8I (2 - 73ZIS) - 1411,773 19,000 0 II DF81\u0026gt;ITIIEI 263,810 0 SMJRlEB 0 0 a.MSiflEI MIIDI ,,ooo lJ:RII f IDlrt'.D B\u0026gt;,403 31,515 STIFEJll8 0 0 IEJIFITS 13,310 0 HI lUTM. 1411,773 0 0 314,325 AMIS RED AVAILAlU EXPEMDITt.llEB IW.Ata .00 + 31432~00  314325.00 - 314325 .oo \" .oo 1992 -1993 YEM TO IIAlI MIUfT f.S6,202.00 :s,000.00 136,210.16 .oo 14,931.84 f.S6,202.00 19 ffl:Itt. ED. RESUEHTIAI. I II.VEIi (2-73233) II EXPEHDITIRS !W.ARIES AlltlINISTRATIIJf ll.ASSIFIEADD IIIN CERTIFir.ATED IOHERTinCATED SlSSTITUTE snmms IEFITS NDIASEDSERYICES StffLIE\u0026amp;SK AltRIM.S cwmtI.IJ Jl.AY OT1R ... TOTAL III~ 7-1-93 Balance $757.49 tlRTlfU m ROCsXa m. DISTRICT STA'!1 6TRicm\u0026gt;P R!x\nRNIS~ amw AlfUfT 25,000 0 0 0 0 0 0 0 25,000 0 0 0 25,000 ,..... + .ll.Y, 1993 SFWl El. 11:SIIEIUt#.. I II Projected Revenue 25,000.00 IEEI (2-7m1) ElffNDI111\u0026amp; SM.MIES NDWD tlR'fltU 1H 101M. Projected Expenditures 25,000.00 1992 -1993 um 1EM1 1JD ATE MIUff MIUff 32,000 26,ffl.82 32,000 26,200.33 32,000 26,200.33 Projected Ending Balance = $ 757.49 20 !DOI.. M:TIVITSYtU S I REml (2 - 71730) II EXPENDil\\lS SAl.ARIES ADHIHISTRArim. Q.ASSifIEJ) ADHIH CEITTFICATED tOHIRTIFICATEJI St.llSTITUTE STIPENDS IEEFITS P\\R:HASEDSERYICES SlffUES\u0026amp; lfATERIILS CAPITIrItJ. Tl.AY D1lR ffl TOTM. III SlJl1My 7-1-93 Balance IOITTUf TTlER OCSKD m. DISTRICT STATREE STRICTPER(DUA flS REPCRT JllD(\nT NDM 50,000 0 0 0 0 0 0 0 U,000 20,202 13,45\u0026lt;1 75 44,727 .ll.Y, 1993 .. Projected Revenue 1992-1993 um YEMTDIIA'IE AIOlfl' AIOlfl' so,ooo 56,616.18 ts,'67 12,2'.11.14 22,983 15,184.83 12,800 4,836.'7 80 249.00 51,830 32,:508.94 Projected Expenditures Projected Ending Balance $33,493.09 + 50,000.00 59,092.00 = $24,401.09 21 IDmf LITTLREO C!ieD OI. DISTRICT STATREE STRicmP\u0026gt;R OilWISR EPm'T .I.LY, 1993 llSTIDIWS.E RVICIS llUDGT NOJfT QB111111St.E RVIID I Rn4EJ( (2-71752) 24,000 II EXPENDil\\RS SIURIES AIJIIINISTMTIIJI ll.ASSIFIEADll ttlN CERTIFir.ATED tO+-aRTIFir.ATED 9.IBSTmm: STIPENDS IEIFITS PllOWBSERYICIS stffl.IES\u0026amp; 111\\TERitt.S rRITrtl. lm.AY llT1U 1H TOTrt. III~ 7-1-93 Balance $20,729.52 0 0 5,000 14,400 0 0 1,675 900 725 0 1,300 24,000 + I II Projected Revenue 24,000.00 IDEJI (2 - 71752) 8PmI1IIU SM.MIES IIIHDTIFB'.ATEI Silri:lilB IEIFI1S fllllWD 1DV11D llfPllES l 111\\lERIU IJPITM1.1 111.AY one 1H TOTM. Projected Expenditures 24,000.00 ,.... 1992 - 1993 UliET YEM TO DATE NIUfT 24,000 16,100 0 1,400 l,SDO l,SDO 2,400 1,100 24,000 Projected Ending Balance NlllfT 211,000.00 5,391.51 .oo 440.66 m.w ffl.'11 .oo .oo 6,706.U = $20,729.52 22 lMSTMIIS I REVEN(2-7 1941) II EXPENDITlllES SALARIES ADttlNISTRATI~ IUSSIFIEDA DNIN CDTIFICATED tDHDrlFICATm SlJBSTITUJ[ STIPEM\u0026gt;S EIFITS PU1JWSaE RVICES Slffl.JE\u0026amp;SI IATERIALS rRITlt.. llJTI.AY l1nQ III~ lJ!THL ITllER OCSKD m. DISTRICT !rrAtr: RFR'JRICTPERDaM ISR mRT .ll.Y, 1993 lllllGET AIOJff LMSTMIIB Z5,000 I REDE (2 - 71941\u0026gt; II EHNDI11JU 0 SIURJES 0 S,900 AIININIS1T'IMIII 15,000 IDIIFIDnED 0 IIIHDTlfir.Am 0 ITlPEJll8 2,715 IEJEFITS 4,750 flRJWD SERYICES 965 IFPlIEB i MlBWU 4,000 twlTM. lllllAY 0 HI TOTM. JJ,390 7-1-93 Balance Projected Revenue Projected Expenditures $8,390.38 + 25,00UOO 33,390.00 1992 - 1993 um 1M TO Ml NlllfT NlllfT 25,000 zs,000.00 0 .oo 4,800 :S,280.00 12,:SOO 6,7J1.:W 0 .oo 2,205 1,191.84 7:50 66.1:S :500 994.34 4,245 2,34:5.70 25,000 16,609.62 Projected Ending Balance = $ .38 23 !UlfR sam. II EXfflfDil\\HS SURIES ADNINISTRATI[J4 IDTIFICATED IOH:ERTlFICATED STIPENDS IEIFilS PlllDfA!E) SERVICES UPllES \u0026amp; NATERIM.S 111 !U1Wrf 7-1-93 Balance $43,763.64 IGTH Um ROC!KD OL DISTRICT STATREE STRICPTRE(lD\nR AflSR EPmT .ll.Y, 1993 ur.o AtllM 60,000 8,460 66,060 2,210 0 6,026 2,320 3,424 88,~ Projected Revenue + 60,000.00 Projected Expenditures 88,500.00 Projected \u0026amp;iding Balance = $15,263.64 24 RESTRUCWRINGGR ANT I REVENUE II EXPEJl)ITI.16 SALARIES ADIUNISTRATIIJt 11/tSSIFIAE1D1 1tIN IDTIFICATED IO+-CERTIFICATED SIIISTIME STIPHDS IEIFITS PtJIOWD!I RVICES Slffl.IES l ttATERIN.S CltPITrtW. TLAY OTIER III !lttWrf  7-1-93 Balance $ -0- tG1Hu m ROCSKO ID.D ISTRICT STATREE STRICPTfflEr.DlW ISR EP11rr .ll.Y, 1993 IIUll\u0026amp;ET Atllffl 7,800 0 0 0 0 0 1,600 125 4,100 1,975 0 0 7,800 + Projected Projected Revenue Expenditures 7,800.00 7,800.00 Projected Ending Balance = $ -0- 25 REPORTS OF FEDERAL PROGRAMS tR1HL ITTLR OCSKO ID..D ISTRICT FElEW.F m\".IWtSR EPIRT .11.Y, 199'3 OrfTER I 199'l - 1993 amr atPIBt I AID.HT am:r YM TO DA1 I REVEii(6 - 74411) 1,561,000 MIUf1' MIUf1' l IQ8I (6-74411) 1,93,860 1,691,172.00 II EXPENDIMES SttMIES II DFNDIT\\IU AllttlNISlRATIIJf 70,~ BMMIES AllttlNN, IHDTIFICAl'ED 0 CDTIFICATED 416,195 HIIDIISIRATDII 1u,m 112, 104.89 tOH'ERTIFICATED 418,268 IDIIFIDIIED 517,SIO 3\u0026amp;M46.68 SUBSTITU1TEEfQ ER 0 IIIHDTJFltAlED 436,010 JIM,424.00 STifEHD 4,900 S1lP8lt S,SIO 4,200.00 IEFITS 334,335 IIE\u0026amp;ITS 1111,1:IO 2:58,560.83 ftR\u0026gt;WiED!I RVICES 1'30,422 PIIDIMIJ IIRVI1D 14t,964 49,969.4:5 Slffl.IES\u0026amp; t lATERirt.S 136,495 IIFPllEBI MlERIM.S 216,930 197,!5.61 CttPITlItI.J Tl.AY 2,500 Dl'ITIL1 1111AY 76,190 67,024.12 l1TlR 46,931 011ER '9,526 JB,714.52 --- Hf TOTAL 1,561,000 HI TDflL 1,966,685 1,478,SI0.10 Projected 7-1-93 Projected Balance Projected Ending Revenue Expenditures Balance $ -0- + 1,561,000.00 - 1,561,000.00 = $ -0- 26 DWTEIIR I RE\\91 (6- 74413) II EXPENDI11JS stUIUES ADltINISTRIUI(Jt AIIIIIINO, HDTIFICATED CERTIFICATED tOHDTIFICATED 9JISTI1U1[ 100R STifOfD IEIFITS PIJDWiESDE RVICES Slffl.IES \u0026amp; ttATERiltS l:APITAllJLT LAY ono lff TDTAL III !UtWff 7-1-93 Balance lOOHL ITllER OCslo m.D ISTRICT fEIDlt.fR(UMSREPOn' llJDGET MU(T 65,593 0 0 0 0 0 0 0 4,000 45,676 20,761 0 70,437 ,llY, 1993 awrER II I u Projected Revenue IDBI (6 - 74413) DFmIT\\IU SM.Mm IEJf.FITB NDWDIEMaB aFPUESI MTEIWlS DIPITMIII. MY Hf TDTM. Projected Expenditures $4,844.47 + 65,593.00 70,437.00 .... - 1992- 1993 um YIM TO DAlI AlllNT MIUfl' 73,'15 73,515.00 l,ISO 4,053.28 20,115 19,782.04 50,443 47,733.03 6,190 4, 78:5.SO Bl,198 1,,m.m Projected Ending Balance = $ .47 27 IG11IU TTl.R OCSXC IDl.D ISTRICT FElEM. PfmWtS REPCRT .ll.Y, 1993 mTIIM. - CIR. PEH\u0026lt;IHS 1992 -1993 BUDGET AIDlfT WEI\\TJDIM- D. R. PAICDII ' I IDEH. (6-744321 148,411 DIE 1fM TO MTE MIUfT NIUfT II EXFEMDll\\R'S I IEEJl(6-74432) 125,672 125,672.00 91.Mil'S II DfEJeI1111.B ADHINISTRIITIIJf 3,564 AllltINI,O HDTIFICATED 0 liM.AtJEB CERTIFICATED 38,210 JOH:ERTIFICATED 26,200 tDIJFDlED 36,364 36,918.00 !USTITU1T00E R 1,000 t11HDTlF1011EI 7.6,200 27,7 90.7.6 STIPEMD 900 samuTE 100B 2,178 .oo SJDIEJI\u0026gt; 0 318.40 BEIEFITS 18,803 EEmS 18,360 17,856.:111 PlRJtASE6DE RVIID 17,231 PIJIJWD ll1MID 10,318 U,774.03 !iffl.IES Ii MTERitt.S 25,689 IIFFUES Ii MTERIU 20,465 24,5.15.10 CAPITMlll.l.l .AY 16,914 DIPITMII.J TUY u,m :s,a.13 01llR 0 one 0 .oo 1H TOTAL 148,411 HI TDTM. 125,672 1246, 80.:IO III SllltARY 7-1-93 Projected Projected Projected Balance Fnding Revenue Expenditures Balance $ -0- + 148,411.00 - 148,411.00 = $ -0- 28 IDTHL ITllElo :lt sam.D ISTRICT FEJJEM.PRmW1SREP(RT Jl.Y, 199'3 TITLEV l-B lllllGET NO.NT TITI. VI-I I IDEM (6 - 74416) 320,286 II EXPENDillHS I leEII (6-74416) SIORIES AllftIHISrlIRCAlf 0 II EJHNDilllU AlllmfI, OHDTIFICATED 0 9URIE3 CERTIFir.AlED 0 IOH:ERTIFir.ATEI) 185,000 JIIHDJJFir.AlO SlDISTIT1UJ/0EE R 0 flEfI1UIE 180B STIPEND 0 smm IEEFITS 52,350 l8EFITS PlRH\u0026amp;]) SER'i!CES 42,200 PIRHIIEI IIJlVIID Slffl.IES\u0026amp; M TERIU 43,450 Ufl.lB \u0026amp;M mtIM.B CAPITftw. n.AY 0 CflPI1JIlI IIUY ono 0 RI TDTM. 1H 10Tft. 323,000 III SlJNRY 7-1-93 Projected Projected Balance Revenue Expenditures $2,779.95 + 320,286.00 323,000.00 tffl - tffl um YEMTOMTE Nlllf1' MIUf1' 310,000 309,2311.00 19',000 194,118.80 0 .oo 0 .oo 64,000 63,ffl.99 80,68:S 82,125.73 25,539 19,254.94 60 76.86 364,2114 J!9,:i54.32 Projected Ending Balance = $ 65.95 29 I I I I I I I I I I I I ' tOmt LITTLRE OCsKa m. DISTRICT FEJEW.PR(l\nIW61E'(JO' .ILY, 1993 PIB.ICL /tW1 19-313 llmr.ET AIDJ(f PIil.IC lM a,-313 I l8E1U (6 - 74417) 18,D DICE' MIIIIT II EXPE.Nl\u0026gt;Il\\HS I IE\u0026amp; (6-74417) 21,060 SM.MIES AllttINISTIROAt 0 ll EJFBalltlEB ADtllNto, KERT1f'ICA1ED 0 (D'TIFICAlED 9M.MIES roHDTIFICAlED SlllSTITUI[ TADD STIPEND IE\u0026amp;ITS PlR:HA5EIIDR VICES SlffUES ,. lfATERilt.S CWITArLu n.AY OT1R ... TUTM. III !illltARY 0 12,100 0 0 4,600 0 2,306 0 0 19,006 7-1-93 Balance $648.11 + tOHERTIFDTD 2S,B STIPEND 0 IENEFI1I 6,679 PIRJWDIIRVIID 0 llffllEB t. MTDWill 0 ... lUfM. 3'2,229 Projected Revenue Projected Expenditures 18,358.00 19,006.00 lffl - 1993 YEllOMlE MIUIT 21,104.00 25,'14.23 .oo 6,7ll.22 .oo .00 3'2,22:5.5 Projected Ending Balance $ .11 30 IEIIr.AID I 1VEM(6 -744U\u0026gt; II EXPENDIMES SM.MIES AlUHISTRATillf AIIIIIN,f llHDTIFir.ttm\u0026gt; aRTIFir.ttm\u0026gt; IOHDTIFil:AlED BJBSTIM1E0 0ER STIPEJI) IElfITS P\\RJWiEDSE RVICES SlFflIES\u0026amp; MlERIU r.APITMll.J. Tl.AY 0110 HI lOTM.. III SlllWff 7-1-93 Balance $1,001.76 hUmf LITTlER OCSKC IDl.D ISTRICT FEJEM.PmMtSIE'1RT amT IVIU{J' 29,000 0 0 0 0 0 0 0 29,400 600 0 0 30,000 + .ILY, 1993 ' IDIOOI I REWJI(6 -74414) n muDITIIEB Projected Revenue 29,000.00 MJiRIES PIIQWDEM(D SfPlIES Ii MTEJWlS ClfITM. llm.AY 1H lOTM. Projected Expenditures 30,000.00 1992 - 1993 UC\n[J YAR10 DAlE AIIUfT AIIUfT JB,000 2.6,431.95 47,700 47,409.5.l l,615 3,454.:115 0 .oo 4',m :I0,864.08 Projected Ending Balance = $ 1. 76 31 IEIIr.m PIIESDID. I ~ (6 - 74415) II EXPENDll\\lES SM.MIES ADIUNISTRATICW AllltINI,D HDTIFIC'.ATED IDTlFir.ATED IOf-CERTlflr.ATED SlllSTIME1 EltlHR STIPDII IEFITS PIIOWD SERYI(D SlffllES \u0026amp; MlERIALS CAPITltltJ. Tl.AY OTlR 1H TOTIL III !UWtRY 7-1-93 Balance $205.09 IOffll LITil ROCSKO ID. DIS'TRICT FElEW. fR(l\nRMS fEl(RT amT NllM' 12,000 0 0 0 0 0 0 0 0 5,000 1,000 0 12,000 + .11.Y, 1993 IEDIWI PIEDIIL I ADEii (6 - 74415) II EXPEJl\u0026gt;IlllD Projected Revenue 12,000.00 M.MIEI PIRJWD SERVIID SFPUEI I M1EIWILS CWITil IIJ'IUY HI TDTM. Projected Expenditures 12,000.00 = 1992 -1993 UliET YEM TO MTE MlllfT NllJfT t,600 13,187.83 0 13,490.40 l,000 ffl.63 l,500 .oo 2,500 14,366.03 Projected Ending Balance $205.09 32 tm1ll UTTLREO CSKD IXLD ISTRICT FEDEJW.Pfi[J\nRMSREP[RT .11.Y, 1993 lfECIALE JU:ATitlPfI EDDL klllGET 9'ECW.E IIIDTDfIlEI DOI. NOJfT \\ I REEU C6 - 74418\u0026gt; 410,620.00 I EDE (6-74418) II EXPENDillm 5't.MIES n EJPENIIt111B ADNINISTRATia. 0 BM.MIEI AIJIIINtD, H:ERTIFICttrn\u0026gt; 0 CDTIFICATED tDH:ERTIFICATED SUBSTIMrEu oR STIPEND IEEFITS P\\R:HA!DS ERVICES Slffl.IES \u0026amp; tlATERilt.S CAPITACLlf TLAY IJTlR tu TaTAL III 5lNtMY 252,000 0 470 0 M,459 90,200 14,000 16,000 4,300 442,429 7-1-93 Balance IDllfluud IIIHDTIFDlEI 9E1l1U1E 1'E/alR S11PfJII IIBEFITS PIRJWD!IRVIID UPUEB ' 111\\lEJWLS CIIPIT1M11. 11.AY one HI fflll. Projected Revenue Projected Expenditures DIE' NIUfT 359,lSO 216,780 7,SO 1,000 0 61,2115 fM,478 10,400 16,?ZS 4,000 402,161 $12,309.40 + 410,620.00 422,929.00 = 1992 - 1993 YEM 10 MTE MlllfT 286,3115.00 186,207.67 10,ffl.20 417.90 .oo 46,892.,1 44,112.90 8,509.67 16,54:1.37 3,239.90 31',905.12 Projected Ending Balance $.40 33 NOmtU rn ROCSKO ID. DISTRICT rnERft.f'R(l\nIWtSREPIRf Jl.Y, 1993 !fftIM. EIU:ATICEl tC C IIUllW AtOJ(T !FECII'-ElllDTllll E C C' I IEENE \u0026lt;6- 74419\u0026gt; 36,704 UCiET illUff II EXPEHDI1\\E [ IBBI (6 - 74419) '8,200 SALARIES w AlltllNISTRl(lA4 19,000 II meerruo A1ltlINt,D HDTIFICAlED 0 CERTIFICATED IOHEUIFICATED !USTilUTET EIOER STIPM\u0026gt; IEEFITS PllDWE) fDVJaS Slffl.IES Ir MTERI\"-5 CN\u0026gt;ITlMlJ.T I.AY one Hf TOTM. III S1JWm 0 6,900 0 0 6,835 8,700 1,600 0 0 43,03'5 7-1-93 Balance $6,281.76 + SIUIRlEB MNDIISTMTJIJI 32,42!5 IIIHDOFDTEI 7,000 BJIPEIID 0 11:.ii:FIIS 9,800 PllOWD IIERVIID 18,67:5 IFPllES Ir M1BUU 300 ... TDTM. '8,200 Projected Revenue Projected Expenditures 36,704.00 43,035.00 1992 - 1993 YEM TO DAlE MIUf1' '8,200.00 33,298.96 7,318.08 .oo 10,:564.63 10,i2l.33 613.24 61,918.24 Projected Ending Balance $49.24CR 34 IOTHL ITTLRO CsKo m.D ISTRICT FEJEW..~~ JLY, 1993 lAD STMT amGET 1992 - 1993 NIUfT \\ lAI STMT I ID9l (6 - 74421) 72,646 um YEM TO MlE NIIJfT AtlUfT II EXFEM\u0026gt;IllRS I IEVEJI (6-74421\u0026gt; 48,644 48,646.00 \u0026amp;rt.MIES ADKINISTRATlllf 0 II DPEIEt\\lD AIJIIIMI,O HDTIFICAlED 0 CDTIFICAlED 30,000 8MMIES tDHEIITTnCAlED 0 gJ!SfllUJE ~ 0 lDllflOllO 17,000 16,677.12 STIPEND 0 STlfND 0 .oo JIEJFITB 1,661 IEIEFl1I 4,760 3,300.65 PllDWD!OVICES 29,000 flRHISEI IER'fflD 28,000 25,357.(7 SlffUES lo IIATERIIU 10,000 SfllUEB I MTERIU 8,630 7,712.70 ctf\u0026gt;IT#.C. IJTlAY 0 CIIPITIIILJ MY 0 .oo IJ1lR 0 1H 11JTIL 91,390 '3,047.94 w Hf TOT#.. 76,667 III SlllWrf Projected 7-1-93 Projected Projected Ending Balance Revenue Expenditures Balance $5,343.19 + 71,324.00 76,667.00 $ .19 35 ' IIRTMLI Tn.E1 1D sam.D. ISTRICT f'EOl1.PRIJ\nRMSREPIRT JLY, 1993 Ft'EHS TMT 1992 -1993 llllr.ET AIIUfT fl1DIS TMT I l\\fJI (6-74420) 122,396 lllCiET WM 10 IWilE Nlllf1' Nlllf1' II DPBl)ITlJU I EDIE (6-74GO\u0026gt; fll,154 101,090.44 SM.MIES n EHMII11III AIMINISTRI\\TIIM 10,900 AIIIIIN, IDHDTIFICATED 0 MJm9 (DTJfJCATED 0 toHDTJFICAlD 69,5:50 MIWiiBIMfllll 10,000 ,,m.20 SlllSTI1U1TEE fOER 0 IIJHBTJFDlO 67,000 :11,11,. STifEtl) 0 mPEJID 0 .oo IEf.FITS 20,917 Elfli9 21,154 20,748.17 PllDWD SERVICES 12,000 PIIIJWD IEMID 17,800 11,008.14 llfPUB l MTEllltS 8,229 UfUEI l MlDWU 13,SIO s,,rz.a CWITMW. ILAY 0 DIP1Ti1l1l 111.AY 2,SIO .oo IJl1D 800 D1IB 0 855.00 1H TIJTM. 122,396 NI TDTM. llll,154 107,090.44 III !lltlMY Projected 7-1-93 Projected Projected Fnding Balance Revenue Expenditures Balance $ -0- + 122,396.00 - 122,396.00 = $ -0- 1, 36 J tRTHL ITllR OCsXo m.D ISTRICT FEJIEM.PR[J\nRMSIE'(RT J T PA EDUCATION/LITERACY lllD\u0026amp;ET Nil.NT I. REVENUE 110,ffi II EXFEM)lllR.S Sit.MIES ADttIMISTRATIIII 42,630 AlltlJNM, JHDTIFICIITED 0 CDTiflr.AlED 35,030 IDHDTIFICATED 0 !UISTITU1J0E0 R 0 SUPEMD 0 DFITS 18,615 PlliOMSESDE RVICES 6,000 !lfPLIES \u0026amp; MTERI/t.S 0 rlnrrt. (lJll.AY 0 OTlR 8,180 UO,ffl III SlltlARY 7-1-93 Balance $ -0- + .U.Y, 1993 Projected Projected Revenue Expenditures 110,455.00 110,455.00 Projected Ending Balance = $ -0- 37 I I I IGlll Um ROCsKam .D ISTRICT fDEM.PR(J\nRMSREP(RI' I .ll.Y, 1993 I Jffll HIPPY I UGET AIIUfT 1992 - lffl I IDEJI (6-74429) 17,500 JIPA HIPPY (6 - 74430) llllliT 1M m MlE lltlll(J lltlll(J II EXPEMDITtHS I EWJIE (6-74429) 21,000 20,984.15 SM.ARIES (6 - 744.l\u0026gt;) AllltINISlRATillt 0 AllltlM, toHDTIFICATED 0 II DPDlITIIIB (DflfICATEJ) 0 IOH:ERTIFICAlED 12,250 SM.MIES 911STIMET E.ADD 0 STIPEND 0 IOHDDFitATEI 14,17:5 13,~.62 STIPEIII 0 .oo IEEFITS 3,350 IDEFITB J,BZS 2,ffl.13 ftKIWlED !DVICES 400 PIIIHIIEaIR 'WllD t,Ol:!O 276.37 SlfPLIE\u0026amp;S .t lATERIM.S 1,500 SlffUES I. MlERIU l,'-'O 4,445.93 ctfITrt. lllll.AY 0 ono 0 Ill TDTM. 21,000 20,984.15 - HI TOTft. 17,500 ProJectea Ill SllNRY 7-1-93 Projected Projected Ending Balance Revenue Expenditures Balance $ -0- + 17,500.00 17,500.00 = $ -0- 38 .... IOmfL IT11R OCsKa m.D ISTRICT ~PR(gWtSIEP(RT .11.Y, 199'3 JTPA~ IlmT AIOlfT lffl - 1993 I REVEii(6 - 74428) 9,612 JIN MIit UCE YEM 10 IIAlt'. II EXml\u0026gt;mHS MOlff MOlff ~IES l EWJI (6 - 744.2B) 9,612 14,738.70 AllttINISTTIRCAlt 0 ADIUNt,o HDTIFir.ATED 0 IDl'IFir.ATED 7,:560 II DP911111JEB toHDTIFir.ATED 0 !lJBSTIT\\JT1[ EADR 0 IIMAIES STIPEND 0 Wilflull'Ell 1.~ il,8:56.00 IEIFITS 1,:512 STIP9ID 0 .oo PllDWD SERVICES 100 WIIB 1,512 2,347.14 SlFPlIESl IIATERIILS 440 PllDWD SERVICEB 0 95.JO C/f\"ITtILIJ TlAY 0 9ffUB  ttATBWl.S 540 440.26 Ol1R 0 1H TDTM. 9,612 14,738.70 HI TUTtL 9,612 Ill 5lltWrf Projected 7-1-93 Projected Projected Ending Balance Revenue Expenditures Balance $ 287.16 + 9,612.00 9,612.00 = $287.16 39 IDmf I.ITTlER OCSICD DJ..D ISTRICT FEDERft.Pm\nRftl6RP(R'I' Jl.Y, 1993 JTPAtt. TERNATIVE IU)(\nET AIDJ(T 1992 - 1993 I REVEJ(6E- 74431\u0026gt; 35,000 JIN M.'IEIIIMTM DIE 1M TO DATE II EXPEMDITllD NlllfT NlllfJ' SALARIES I 1BB1E (6-74431\u0026gt; 34,870 30,138.84 ADttIHISTRATillf 0 ADttINtD, HlRTIFICAlE\u0026gt; 0 II motDillJEB aRTIFICATED 2:5,200 IOHDTIFICATED 0 SeURJES 911STI1U1T0E0 ER 0 STIPEND 0 lJ:RllflO.TED ZS,200 23,831.09 UBJIMETEMJD 0 'YI.BO IE6IT5 7,170 STIPEND 0 .oo PUDtASESDE RVICES 130 ElfI1B 7,170 5,741.40 SlffUES \u0026amp; MTERI/t.S 2,500 11.ffUEBl MlBUU 2,SOO SW.88 ~Iltt. llJTl.AY 0 ... mtt. 34,870 30,152.17 ono 0 1H TOTtt. ?S,000 III stJNRY Projected 7-1-93 Projected Projected Ending Balance Revenue Expenditures Balance $ -0- + 35,000.00 35,000.00 = $ -0- 40 tamf UT11R OCsKa m. DISTRICT FEllEJWfR.( X\nRMS RfflRT .lLY, 1993 JTPAP RE-Jfl..O'flHT JUlGET AIUl(T 1992 -1993 I 10EME C6 - 744Z7) 30,000 J'l'N PE-EJFUmllfr UlliET YEM 10 DATE II EXfEJIDll\\16 AllllfT NlllfT StUIRIES I EWJI (6-74427) :S0,823 48,289.80 ADIIINIS'JRATl(J4 0 ADIIINtl,l HDTIFICATED 0 II EFENDITLID CERTIFICATED 20,531 toHIRTIFICATED 0 SM.MIES SUBSTllU1tE0 0D 0 STIPEND 0 IDTIFID\\1ED 34,098 32,476.20 S1'JPEJII 0 .oo \u0026amp;FITS 5,015 IEEFITS 8,331 7,957.02 PlR:tWE\u0026gt; SERVICES 1,866 fUilH\u0026amp;J IERVIID 2,600 2,793.43 UPl.lES \u0026amp; tlATERI\"-5 2,588 SffUES \u0026amp; MTERIU ,.m 4,962.15 CIIPITrtM. l.AY 0 CWITMIIJ. II.AY 0 101.00 OnER 0 .. TDTM. :so,m 411,289.80 1H TOTll. 30,000 III SlltWff Projected 7-1-93 Projected Projected Ending Balance Revenue Expenditures Balance $ -0- + 30,000.00 30,000.00 = $ -0- 41 JTPA-CAPDA I REVENUE II EXPEMDITIJU SM.ARIS ADtlINIS'JRATIU. AlltlINI,O KERTIFil:ATED (DTifltATED fOf-CERTIFir.ATED SUBSTmr1rEE ltOR STIPEND EIFITS PU!OWD SERVICES SlfflIES \u0026amp; IIATERlrt.S CAPITltliJ TlAY OTtfR III Slll'MY 07/01/93 MR:E .00 IIIITTt LITl1 RID sam. DISTRICT f'El1ERlPllR. tJ\nRMS ~ I .ll.Y, 1993 JlQ)f\nET AIDJfT 19,000 0 0 1S,470 0 0 0 3,530 0 0 0 0 19,000 == rums RE'VEN.E AVAILAlU EXPEHDITtm M.AN::E + 19,000-00  19 00000 - 19 000 ,00 C ' ' .oo 42 Dill AND1 t1DD.. CARRYOVER I IBEK (6 - 74461\u0026gt; II EXPENDillRS SN.ARIES ADttIHISTTIR04A AllltINI,O HDTIFICATED CIRTIFICATED IOHDTIFICATEJ\u0026gt; SUBSTIM1E0 0R STIPEND JEEFilS PIJDWE) SERVICES Slffl.IES I, HATERI\"-5 rltPITAWI. MY OTlR HI TOTAi. III SUMrr 7-1-93 Balance tGTHL ITTl.ER OCSKCI Ul.D ISTRICT FElEW. PR(x\nrwtS RmRT aJ1)(\nET AID.HT 00 S,900 6,~ 0 0 200 500 3,275 4,270 S,500 0 0 26,145 .11.Y, 1993 Projected Revenue Projected Expenditures $26,145.00 + -0- 26,145.00 Projected Ending Balance = $ -0- 43 DIU EllOCATICW I reElE (6- 74460) II EXPEHDIT\\IES kARIES AllHINISTRATIOf ADHINto, H:ERTIF'Ir.ATED Cf.RTIFir.ATED toH:ERTIFICATED SUBSTITU10T0ER STIPEND IEEFITS PlR:HASESDER VICES Slffl.IESIi lfATERiliS CN\u0026gt;ITMru. n.AV OTtER lff TUTlt. III SlltlARY 07/01/93 M.lla: tomf UTTLER OCsKo m..D ISTRICT FEDERfA'RLlJ\nRNtS RP1ET JJ.Y, 1993 lllS MD M.aHL BUDtT AlllJfT um NlllfT 92,900. I IEVBIE (6-74461\u0026gt; 92,9 II ElfflellllEB stUtRIES 17,700 0 MIIDIIS1MTIIII 0 0 AIIIDI, JIIHDTIFIQ\\TED 0 19,500 tDIIF.tblTED 38,?.,0 1,600 IIIHDTifltATEI 0 3,000 UBTl1U1Em a\u0026amp; g STIPEND 7,62D 10,095 lEEF1TS 10,660 26,085 PllDWD IIRVI1D 92,325 14,920 !lffLlES Ii IIATERilt.B 11,821 0 DPITII. IIIILAY 2,200 0 OTID 0 92,900 1H lUTM. 16:5,896 F1MDS AVAILAll.E EXPENDITIHS IWN:E .oo + 92,900.00 = 92, 90000 - 92,900 .oo = .00 1992 - 1993 mRmMTE NlllfT 92,818.00 23,m.14 .oo 13,732.74 .oo 1,615.'1.5 3,940.00 10,100.21 62,108.62 12,631.66 1,936.40 .oo 129,442.72 44 IGTHL I11l ROCSKCf Ol.D ISTRICT FEDERPARLm WtSR EPOrr EISENHOWMERA TH/SCIENCCAER RYOVER BUlltT NO.NT I REVENUE II EXPEMDiltllES SM.ARIES AlltlINISTRICAlf ADtlINto, H:ERTIFICltm\u0026gt; CERTIFICATED IOt-CERTIFICIITED Sl.llSTIMETE IOR snmm IEIFITS P1RlED SERVICES SlffUES a. tlATERitt.s cwmtW. TtAY 011R III SllNRY 7-1-93 Balance 0 0 0 0 0 2,000 7,300 1175 9,486 8,403 800 2,000 30,864 $30,864.00 + .ll.Y, 1993 Projected Revenue -0- Projected Expenditures 30,864.00 Projected Ending Balance = $ -0- 45 1BTHU m ROCsKa m.D ISTRICT FEJ\u0026gt;ERft.PR(X\nfWIS~ .U.Y, 1993 EISEtHJERlt ATIVSCIEta 1992- 1993 llJllGET EI1EHIER ltA'1HIIEIEIIE Nil.NT aa\n[T YEMto JIAlE I REVEll.(E6 - 74453) 42,000.00 MIIIIT AIIUfl' = I IED (6 - 74CS3) 42,740 42,740.00 II EXPEM)Illm ~ II DPfJIDilUEI ADHINISTRATIClf 0 BIURJES ADNINID, HIRTIFICAJED 0 CERTifICATED 0 iTED 0 .oo MIHIRTIFICATED 0 UB1l1U1ET l4HR 3,000 1,D\u0026gt;.80 SUBSTilllTE ACHR 4,000 STIPm 1?,000 6,994.23 STIPEND 12,000 JIJlfI1B l,510 67'.li \u0026amp;FITS 1,000 PIIIJWD flRVIID 26,5\u0026gt;0 18,46.1.14 PlmWiED SERVICES 17,000 SffUB Ii MTEJWU 8,710 2,446.42 Slffl.IE\u0026amp;S I IATERIALS 6,000 CWITMII.J IUT 1,600 'llB.99 CWITALll JTlAY 1,000 onD 2,000 .oo OTIIR 1,000 1H TOT#.. 62,370 31,193.69 Hf TOTAL 42,000 III SllNRY Projected 7-1-93 Projected Projected Ending Balance Revenue Expenditures Balance $ -0- + 42,000.00 - 42,000.00 = $ -0- 46 HOMELESS lllffit UTTLREO CsKo m.D. ISTRICT fEDERlPt. RlUNISR EPtRT BUDGET ND.NT .11.Y, 1993 I REVENUE ,,_21.875 II EXPENDilllEi SAL.MIES ADtlINISTRATIIJI ADtlIHID, H:ERTIFICAl'ED CERTIFICATED IOH:ERTIFICA1ED SUBSTilUTTEE IOR STIPEND IEEFITS PlR:tWiESDE RVICES !lFPUES \u0026amp; WITERIM.S r.APITAIILJT I..AY 01lR III SUtWrf 7-1-93 Balance $ -0- 0 0 0 11,980 0 0 1,900 6,454 1,541 0 0 21,875 + I II Projected Revenue RE\\91 (6 - 7442'.l) DPBl)ITUU UIURIES IHI IFlDnD t11HD11FD:11ED STll'Ee IEJlfITS flRlWIEJ llJM(D llffllEB I MlBWU HI TIJTM. Projected Expenditures 21,875.00 - 21,875.00 1992 - 199'3 llmT lDRTOJlt\\TE NIUfT NIUfl' 21,000 21,000.00 6,190 468.00 2,230 l,:iot.:io 0 .oo t,710 390.'7 5,710 280.00 4,:IOO ~.31 21,000 2,792.78 Projected Ending Balance = $ -0- 47 CHAPTERI SUMMERP ROGRAM I REVENUE II DfEMDIT\\16 SIURIES ADIIIHISTRATIIII AIIIIIN, toHERTIFICATED lDTIFICATED IOHDTIFICAlED STIPEJID IEIFITS MOWD SERVICES SlfPlIS \u0026amp; tlAltRIALS 01lER III SlllWff 07/0t/93 IWlH:[ 254,480.69 + fRTLHI TTlR.EO CSKC IDLD ISTRICT ~PRO\nRNtS~ JlmT NlllfT 0 0 0 136,000 24,060 0 40,920 44,260 500 8,760 254,~ .ll.Y, 1993 FlN)6 REDE AVAilAll.EE XFENDll\\llES .00  254,\"80.69 - 254,400.00 = BAl.Na 80.69 48 tRTHU TTlER OC6KC tlD. DISTRICT FEllEJWP.f.O ifWtSR EP(RT .11.Y, 1993 atAPTEIRI ACCELERASOTEIDD. JIUD\u0026amp;ET NWfT 1992 -19'3 0 awmt lJ CB EMU IIHll I REVE1I(E6 - 7J262) 0 llllliET YM 10111\\lE MIUfT tVIUIT II EXPEHDITIJ6 I E\\91 (6 - 73262) 0 .00 SIURIES AllltINIS'JRATI(lf 0 II ElffJIDI111EB AllttIH, IDKERTIFICMED 0 CERTIFICATED 0 SMMJEI tIHIRTIFICATED 0 SUBSTllU1T00ED 0 fllHD'1JFit11EI 6,SIO 4,981.86 mPEND 100 S11PEID 12,a, 11,783.34 IEEFITS 8 MFliS 2,'?m 2,794.61 PlRJWiE!DD VICES 1,806 PIIOWDfDVICEB 1,621 1,719.72 QfPLIES \u0026amp; ttATERIAI.S 0 llffUEB Ii MlBUM.S 0 82.00 C'IIPITMlll.T LAY 0 HI TOTM. ZJ,276 21,361.SJ ono 0 HI TaTM. 1,914 III SllWtRY Projected 7-1-93 Projected Projected Ending Balance Revenue Expenditures Balance $1,914.47 + -0- 1,914.00 = $ .47 49 OW'1IR II ~Illlllt FlWElR I REDE C6 - 74331\u0026gt; II EXPENDntm !W.ARIES AlUNISTfIRIJAf AmtINI,O HDTIFICATED IDTIFICATED IOHDTIFir.ATED SlJBSTIM[ TE/OD STIPEM\u0026gt; IEEFITS PlRJWD SERVICES Slffl.IES \u0026amp; MTERitU CAPITtlLll Tl.AY 01lR III \u0026amp;INRY 07/0t/93 MRa 4,8:18.16 + tlRTllL im ROCsKo m.D ISTRICT FEllERfFt.t UIWtS IIP(RT . .ll.Y, 1993 aJJX\nET AtDJfT awmt n llllWll.lFlIlW Elm 0 m I IBBI (6 - 74311) .0 II DFENDilllEB 0 0 SMJlEB 3,000 0 BErmnElF/OElt 1,000 STIF8II 533 E\u0026amp;IIS m PIIIH\u0026amp;I IERVDlS 0 llfflUD \u0026amp; MlERilt.S 0 0 JS 4,e:i8 F\\JIDS AVAI1.All EXPENDIT\\HS .oo s 4,e:i8.16 - 4,858.oo. lllRT NlllfT 6,250 4,000 1,400 :m CID 175 6,250 WWW IW.Nl:E .16 1m - 1m YEM TO 111\\lI NlllfT 6,250.00 34.'2 1,258.00 98.'2 .oo .oo 1,Jft.84 50 NORTH LITTLE ROCK SCHOOL DISTRICT BUDGET FOR_ . FOOD SERVICES 1993-94 ' rRTLHim  ROCsKo m DISTRICT FOOSDE RVICE 1993 - 1994 1992 - 1993 BUDGET MlM BUDGEVT EMT OD ATE I REYEM(Fl.N D 08 ) I, 959,000.00 AtOMT AtW4T 1,983,110.00 I, 971, 947.4-4 wnn= II E\u0026gt;ffNDITtm AmIN SIURIES 100,000.00 a.ASSIFIE!DW .MIES BIIS,000.00 94,000.00 96,221.82 820,000.00 902,2 '462. 1 IEEFITS 121,825.00 128,560.00 110,232.46 1UCW15SEEDR I/ICES 25,700.00 UTILITIES 9,700.00 4,787.05 8, S0.00 5,250.00 6,381.00 SlFPLIES tlATERirts -M,525.00 FOOD 749,000.00 44,350.00 38,383.07 tlAINTBW: 26,000.00 765,000.00 685,249.75 23,500.00 17,895.02 EWiftNT 25,000.00 22,000.00 11,781.10 OTIR 5,000.00 1,850.00 5,723.19 ... TOTlt. 1,990,500.00 1,914,210.00 1,779,900.67 == 07/01/133 FlNDS III 9JMri BtUKE R\\9U AYAILAILEEX PENDITIJ!ES BtVltil n, 79. a + 1,959,000 = 2,431,479.40 - 1,990,500 = 440,979.40 Student Rates Elementary Lunch 1.20 Elementary Lunch 1.20 Secondary Lunch 1.25 Secondary Lunch 1.25 Breakfast .90 Breakfast .90 Adult Rates 1.60 Lunch 1.60 1.10 Lunch Breakfast 1.10 Breakfast 51\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 "}],"pages":{"current_page":47,"next_page":48,"prev_page":46,"total_pages":362,"limit_value":12,"offset_value":552,"total_count":4341,"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":4079},{"value":"StillImage","hits":389},{"value":"MovingImage","hits":1}],"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":"Arkansas. 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