{"response":{"docs":[{"id":"bcas_bcmss0837_266","title":"Business cases","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Educational law and legislation"],"dcterms_title":["Business cases"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/266"],"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\nSTCASE02 REVISED 21 APR 93 OFFICE OF DESEGREGATION MONITORING SHORT TERM PROJECT BUSINESS CASE GUIDELINES AND FORMAT FOR BUSINESS CASE I. BACKGROUND. A business case is a written presentation which identifies and describes the main features supporting the decision-making process on an issue facing the organization. The purpose is to put forth in a logical order all the facts surrounding the situation, all the steps in the decision process, impact of the decision. and a general implementation plan for the decision. In addition to being called a business case, this type of document is sometimes referred to as an issue paper, a staff paper. a decision analysis, and a program analysis. While each of these types of presentations may vary slightly in content, the purpose remains essentially the same...decision support. The format and guidelines provided below give a most inclusive outline for a complex business case. While all of the guidelines should be considered when developing the business case, the nature of the particular situation will, of necessity, dictate a possible modification of these guidelines. However, you must remember the objective....present your process and case in a logical order, providing strong rationale...SELL YOUR IDEA. I. EXECUTIVE SUMMARY The Executive Summary should be a one to three page overview of the business case. It should highlight only the key points within each of the outline topics in the business case format, is also advisable that the Executive Summary follow the formatting as the actual presentation. It same detailed data supporting the topic. It should not contain the Keep it at a high level...what would you want them to know if they were running after a departing flight. II. BUSINESS CASE FORMAT AND GUIDELINES A. Background. 1) Current situation. This section should include a clear statement of the current situation, and should be based onfacts. You should consider that the reader may know nothing about the situation at hand. 2) Background information. Background information should include conditions leading up to the situation, and why the situation is now being considered. Previous attempts to solve the situation should be noted along with their results and short comings. B. Problem Definition. 1) Problem statement. The problem section should be a concise statement which defines and describes the problem situation. --- --- \" problem exists. There may be a need to convince the reader that or a Only one problem should be addressed at a time\navoid letting multiple problems confuse the situation. 2) Considerations. problem? What are the causes of the problem? What seems to be the real they known? Who is affected? To what extent are What is the magnitude of the problem? Who are the primary actors in the situation? C. Analysis of Alternatives. 1) Process. you generated and analyzed your alternatives, the participants. Provide a written description of how Be sure to include 2) Identification. Identify all of the alternative programs or activities which you considered in your decision-making process. factual terms. Be sure to describe the characteristics of each in REMEMBER... the \"do nothing It alternative should always be analyzed as a possibility. 3) Analysis. Each alternative should be discussed in terms of impact: impact on objective, impact on legal obligations, impact on requirements, finances. impact on personnel. impact on The section should include a statement as to why the alternative was rejected. should clearly make its point. Each analysis should be brief, but While you should have supporting information in your files, each analysis should not be to the level of detail as that in the selected alternative. D. Recommendation. 1) Action recommended. from the analysis of alternatives. The recommendation follows be written in brief, clear, positive statements. The action recommended should 2) Rationale. This section should provide the rationale for selecting a particular alternative, including a summary of the primary factors supporting the decision. E. Obj active. 1) Objective of the recommendation. objective of the recommended action, outputs. Define the not the immediate physical 2) Goal support. This section should includestatements and examples of how this program recommendation will support specific, stated goals of the district, establish a direct relationship. It is important to 3) Evaluation criteria. In this section, you are going to define how you will know if you are meeting the specified objectives. plan. These will become a major component of your future There must be at least one evaluation criteria for each objective, and there are usually several. a) How can estimates of progress against these objectives be made? b) Identify the appropriate measures of effectiveness. c) Both quantitative and qualitative criteria may be used. d) Be sure to consider what data you are going to need to prove the criteria, and how you are going to get the data. Is the criteria an going to cost more than it will yield? 4) Expected benefits. This analysis should include explanation of the anticipated benefits and when they expected to be realized, the expected benefits. are It should also identify the recipients of F. Impact Analysis. 1) Program, both positive and negative. Describe the impact of the program, If you execute this recommendation. Call in the \"Expected Benefits how will it above. programs...will something fall off the table, primary actors impacted? impact other Who will be the 2) Desegregation Plan. How will this recommendation impact the Desegregation Plan? 3) Court Orders. impact court orders? 4) Political factors. How will this recommendation Are there major political factors that seem to affect the situation, and how will you address them? Are your strategies in the implementation plan? 5) Risks. This section should include a discussion of the risks of doing this program, and the risks of not doing this program. 6) Timing. how will you deal with them? What are the major timing issues, and G. Resources Analysis. 1) Personnel analysis. What is the projected impact on the head count and type of position before and after the recommendation? Include an estimate of support staff required in both numbers and types of positions. Is there a recruiting pool from which to hire the needed personnel? should be included. Training requirements 2) Financial analysis. All of the financial considerations should be examined at this point. a) All operating costs, including personnelH. and benefits, fiscal years for each of the next 1-5 should be outlined. An estimate of equipment required should be prepared and should include all hardware and support equipment. Both capital b) expenditures and a monthly cost over the life of this equipment should be detailed. The source of revenue funding should be identified, along with any requirements. c) The cost savings forecast for the first year and years 2-5 (if appropriate) should be projected. A discussion of total cost savings potential should also be included. Force Field Analysis. 1) Forces For. Who will be the primary supporters of the recommendation? Why will they support the recommendation? How can you maximize the influence of these forces? 2) Forces Against. detractors of the recommendation? Who will be the primary recommendation? over? Why will they oppose the How can you minimize their influence or win them 3) Confidentiality. You should determine if you want to include this section in material for public release. I. General Implementation Plan. 1) Milestones. The general implementation plan should include the milestone events for monitoring. not be a detailed project plan. This should 2) Timelines, timeline associated with it. 3) Tasking. Each milestone event should have a Each milestone event should have a specific person, identified by name, tasked with ensuring the event is completed on time. A single overall project/program leader should be clearly identified. 4) Reporting. Regular status reporting procedures on the implementation plan should be identified in terms of who. what, when, and where. Status reports should be in the format of the implementation plan or an established standard reporting format. quarterly basis. Status reports are usually submitted on a monthly orSTCASE02 REVISED 21 APR 93 SHORT TERM PROJECT BUSINESS CASE GUIDELINES AND FORMAT FOR BUSINESS CASE I . BACKGROUND. A business case Is a written presentation which Identifies and describes the main features supporting the decision-making on an issue facing the organization. process The purpose is to put forth in a logical order all the facts surrounding the situation, all the steps in the decision process, impact of the decision, and a general implementation plan for the decision. In addition to being called a business case, document is sometimes referred to as an issue paper, a decision analysis, and a program analysis. this type of a staff paper. Qecision While each of these types of presentations may vary slightly in content, remains essentially the same...decision support. The format and guidelines provided below give a most inclusive outline for a complex business case. While all of the guidelines should be considered when developing the business case, the nature of the particular situation will, of necessity, dictate a possible modification of these guidelines. However, you must remember the objective....present your process and case in a logical order, providing strong rationale... SELL YOUR IDEA. the purpose I. EXECUTIVE SUMMARY The Executive Summary should be a one to three page overview of the business case. it should highlight only the key points within each of the outline topics in the business case format. is that the Executive Summary follow the formatting as the actual presentation. also advisable It same detailed data supporting the topic. It should not contain the -- . Keep it at a high level...what fl'^^h '^snt them to know if they were running after a departing II . BUSINESS CASE FORMAT AND GUIDELINES A. Background. 1) Current situation. This section should include a clear statement of the current situation, and should be based on facts. YOU should consider that the reader may know nothing about the situation at hand. , 2) Background information. Background information should Include conditions leading up to the situation, and why the now being considered. Previous attempts to solve the be noted along with situation situation comings. should their results and short a B. Problem 1) Definition. Problem statement. The concise statement which defines and problem section should be situation. problem e.xlsts. describes the problem There may be a need to convince the or reader that a Only one problem should be addressed at a time\navoid letting multiple problems confuse the situation. 2) Considerations. What seems problem? What are the causes of the problem? they known? who  ' to be the real is problem? Who are the affected? To what extent What is the magnitude primary actors in the situation? of are the C. Analysis of Alternatives. 1) Process. Provide a written description you generated and analyzed your alternatives. the participants. Be sure to of how include 2) Identification. Identify all of the alternative programs or activities which you considered in your decision-making process. Be sure to describe the character1st' factual terms. REMEMBER... the \"do nothing\" always be analyzed as a possibility. ics of each in alternative should terms of impact: 3) Analysis. Each alternative should be discussed in impact on legal impact on objective, impact on requirements, obligations, impact on personnel, impact on The section should Include a statement as to why the should be finances. alternative was rejected. Each analysis should clearly make its point, while you should have supporting Information in your files, each analysis should not be to the level of detail as that In the selected alternative. brief, but D. Recommendation. 1) Action recommended. from the analysis of alternatives. The recommendation follows The action recommended should be written In brief, clear, positive statements. 2) This Rationale. section should provide the for selecting a particular alternative, including a summary of the primary factors supporting the decision. rationale E. Objective. 1) Objective of the objective of the recommended action, outputs. recommendation. Define the not the immediate physical 2) Goal statement support. This section should include and examples of how this program recommendation willsupport specific, stated goals of the district, establish a direct relationship. It is important to 3) Evaluation criteria. In this section, you are going to define how you will know if you are meeting the specified objectives. plan. These will become a major component of your future There must be at least one evaluation criteria for each objective, and there are usually several. a) How can estimates of progress against these objectives be made? b) Identify the appropriate measures of effectiveness. c) Both quantitative and qualitative criteria may be used. d) Be sure to consider what data you are going to need to prove the criteria, and how you are going to get the data. Is the criteria explanation going to cost more than it will yield? 4) Expected benefits. This analysis should include an of the anticipated benefits and when they expected to be realized. ........................... '   are the expected benefits. It should also identify the recipients of F. Impact Analysis. 1) Program, both positive and negative. If you execute programs...will this Describe the impact of the program. Call in the \"Expected Benefits\" above. recommendation, something fall off the table. how will it impact other primary actors impacted? 2) Desegregation Plan. Who will be the impact the Desegregation Plan? 3) Court Orders. How will this recommendation impact court orders? 4) Political factors. How will this recommendation Are there major political factors that seem to affect the situation, and how will you address th.? Are your strategies in the implementation plan? them? 5) Risks. This section should Include a discussion of the risks of doing this program, and the risks of not doing this program. 6) Timing. T how will you deal with them? What are the major timing issues, and G. on the head Resources Analysis. 1) Personnel analysis. recommendation? count and type of What is the projected impact position before and after the Include an estimate of support staff required in both numbers and types of positions. Is there a recruiting pool from which to hire the needed personnel? should be included. Training requirements 2) Financial analysis. All considerations should be examined at this point. a) All operating costs. and benefits. of the financial including personnel for each of the next 1-5fiscal years should be outlined. An estimate of equipment required should be prepared and should include all hardware and support equipment. Both capital b) c) expenditures and a monthly cost over the life of this equipment should be detailed. The source of revenue funding should be identified, along with any requirements. The cost savings forecast for the first year and years 2-5 (if appropriate) should be projected. A discussion of total cost savings potential should also be included. ur*** H. Force Field Analysis. 1) Forces For. of the recommendation? Who will be the primary supporters Why will they support the recommendation? How can you maximize the influence of these forces? detractors of 2) the recommendation? over? 3) Forces Against, recommendation? Who will be the Why will they oppose primary the How can you minimize their influence or win them Confidentiality. J .*. * vx M A J. X u J  XVU DIUJUIU UCI fltfT 'want to Include this section in material for public You should determine if you release. I, General Implementation Plan. 1) Milestones. The general implementation plan should Include the milestone events for monitoring, not be a detailed project plan. This should 2) Timelines, timeline associated with it. 3) Tasking. Each milestone event should have a Each milestone event should have a specific person, identified by name, tasked with ensuring the event is completed on time. - - A single overall project/program leader should be clearly identified. 4) Reporting. Regular status reporting procedures on the Implementation plan should be identified in terms of who, what, when, and where. Status reports should be in the format of the Implementation plan format. Status quarterly basis. reports or are an established standard usually submitted on a reporting monthly or I z 7. y. TAiKOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371.0100 October 29, 1993 Dr. Henry P. Williams, Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Hank: Last spring, the Uttle Rock School District began a practice of preparing business cases on all budgetary decisions. The purpose of this business procedure was to help the district make prudent financial and programmatic decisions. The intent was for business cases to become a systemic process, and not just a temporary effort to get through the budget crisis. During the LRSD budget hearing on July 8,1993, Judge Wright stated: 1 am glad to see that the board is using the business case approach for the district to justify its expenditures. That is a smart thing to do. That is a prudent business thing to do and a good management tool, and its very much part of the budget process that Ive been asking them to instill as part of their system, as part of their school system.\" At the conclusion of the same hearing, the Judge told the LRSD representatives that \"you have made a lot of progress in terms of having a budget process. The business cases are part of this budget process. Youve made a lot of progress in your budget document itself in terms of putting it in such a form that we can monitor it. You are to be commended for that, but you have a long, long way to go. Youve just started. This is just the beginning of the process\". Throughout the spring and early summer, district personnel regularly prepared business cases on all major decisions. The LRSD Board of Directors even required employees to prepare business cases when considering financial and programmatic decisions for the tentative budget (Board of Directors, Regular Meeting Minutes, May 27, 1993). During testimony in the July 8, 1993 budget hearing, Mark Milhollen pointed out that requirement: The Board felt that it needed to have an adequate and working knowledge of the changes to the budget and they felt that the business case approach was the best way to handle this.\"October 29, 1993 Page Two As you well know, many critical financial decisions have been made during the last several months, and a tough new budget cycle is rapidly approaching. The Court expects the district to continue the practice of constructing business cases as part of a systematic decision-making process throughout the district. Therefore, please forward to me copies of the supporting business cases prepared prior to October 28, 1993 (the date of the last Board meeting) on the Truancy Program, the Romine Interdistrict School Communications Station, and the Garland Incentive School Multimedia Technology and Educational Research theme. Also, please provide a list of all new positions which have been added to the current fiscal year budget after those considered in the July 8, 1993 hearing and subsequently approved by the Court. Please append to that list the supporting business cases that were prepared prior to October 28, 1993 for the new positions. If no business cases exist, please explain why this critical support process has been abandoned, and how you intend to proceed during this fiscal year. Please forward this information by next Thursday, November 4, 1993. It appears to me that the district is continuing to incur expenditures over and above those approved in the regular budget cycle. The business case process has served the district well in budget planning and management during this past year. I sincerely hope you will continue, and even further develop, this beneficial practice. Thank you very much for your cooperation. Sincerely yours, m S. BrownExhibit 1-C Revised LITTIJ3 ROCK SCHOOL DISTRICT 1993-94 CERTIFIED SALARY INCREASES (A) BASE SALARY (1993-94 Schedule) tn O 20,000-25,000 25,001-30,000 30,001-35,000 35,001-40,000 40,001-45,000 45,001-50,000 50,001-55,000 55,001-60,000 60,001-65,000 65,001-70,000 ____(B)____ NUMBER OF CERTIFIED POSITIONS 301.50 433.30 470.90 411.50 216.00 20.00 (C) ACTUAL AVERAGE SALARY 1992-93 21,320.10 26,148.75 30,702.44 35,010.48 39,430.38 44,607.72 (D) ACTUAL AVERAGE STEP INCREASE 804.37 805.44 806.53 809.77 824.31 947.95 (E) ACTUAL AVERAGE SALARY RAISE 671.10 ___837.56 947.47 1,085.23 1,307.76 1,382.95 (F) AVERAGE TOTAL INCREASE (D^E) 1,475.47 1,643.00 1,754.00 1,895.00 2,212.07 2,330.90 ___(G)___ REVISED AVERAGE SALARY (C+F) 22,795.57 27,791.75 32,456.44 36,905.48 41,642.45 46,930.62 (H) IMPACT ON BUDGET (B-F) 444,854.21 711,911.90 825,958.60 779,792.50 477,807.12 46,618.00 (I) TOTAL COST TO DISTRICT (B-G) 6,072,064.36 12,042,165.20 15,203,737.60 15,106,605.02 8,994,769.20 938,772.40 TOTAL 1993-94 AVG SAL 1,853.20 32,008.91 3,286,942.33 59,310,913.85 NoIe: The base salary ranges in (A) are determined using the 1993-94 salary schedule: therefore, average salaries (or the personnel shown in (C) for 1992-93 may fall below the ranges defined in (A) for 1993-94.BUSINESS CASE SPECIAL ASSISTANT TO THE SUPERINTENDENT EXECUTIVE SUMMARY The Superintendent of the Little Rock School District is dedicated and committed to developing for this state and for this community,  -J ^2 , X.  . He is also committed the finest educational system in the nation. to a strong leadership team and believes the Little Rock School District has organization, all with of the elements accomplish that goal. the exception of present in its a few individuals, current to However, to accomplish the desegregation goals there are needs within the organization that cannot be met by individuals who are currently employed by the system. Therefore, at this point, after having been Superintendent for approximately two months, he has found it necessary to add a person to the administrative team with skills not identified in members of the current leadership team. In this business case, the Superintendent is establishing the need for a Special Assistant to the Superintendent that would be engaged to carry out specific responsibilities related to planning, grant writing, district advocacy and governmental relations. iL.i_ position would allow the District to reach into other areas that This have not been explored or developed to the fullest extent. One such area is that of governmental relations. Federal grant writing to a more extensive degree needs to be explored and we must expand our relationships with state legislators, and those who work for them. This person could also assist in meeting the District's commitments increasing parent involvement and community support. for A. BACKGROUND Little Rock School District continues to cope with many of the problems that are unique to urban school districts, including safety and security, urban flight, racial and financial issues and aging buildings. The District's implementation of a very costly desegregation plan and escalating non-desegregation costs presents an accepted challenge of securing additional revenues. Prior to the 1989-90 school year, the previous administration and Board of Directors negotiated settlement with the parties. This settlement included a a financial settlement with the state of Arkansas. Several essential issues are apparent, i financial settlement and present local/state fundings sufficient to implement the Concerns regarding the perception of inequities of resources in our area schools and the first the plan. are not use of non-recurring revenue to balance our budget must also be addressed.B. PROBLEM DEFINITION To give a piece of background on why this position is important, I would have to reflect on the current organization chart which addresses basic areas of the District's operations, but does not address the need of the District to be more actively involved in securing additional federal and state funds. The organizational chart does not address the need for the District to become more heavily involved with governmental agencies or other funding sources. It should be pointed out that while some of these functions were performed, they were not performed to the extent they will need to be in the future as we grow and restructure the District to meet the needs of the 21st Century. As we look at the potential budget crisis in the District, the need for new dollars at the state level and the community is extremely essential to school district funding. It becomes incumbent on the school district to look at ways of securing funding for additional programs and services that are currently required by District students, parents and the community served by the school system. While the District has been engaged in securing some of these federal fundings, the background seems to suggest to me we have not been as proactively involved in this area, and we need to be more attentive to these areas if we are to get beyond the criticisms that are heaped on school systems across the country. Some criticism seems to suggest that educators are insensitive to the fact that there is a limit to which individuals in our community are to be taxed for education services. Therefore, we need to have in place a process that will allow us to find other revenue streams to meet our operational costs. In response to these concerns and perceptions, the Superintendent is proposing that we employ an individual to work with the District to explore the possibilities of expanding this vital area. C. ANALYSIS OF ALTERNATIVES After a careful evaluation of the current staff by the Superintendent, those individuals who are in the District who have some responsibility associated with this area cannot take on any more duties without losing effectiveness in their present areas of responsibility. This analysis seems to suggest that while we have capable people on staff, the scope of their responsibility in meeting the day to day operational needs of their departments and schools does not suggest sufficient flexibility to add to their positions. However, it does suggest that another position should be added to the District to take on these responsibilities. D. RECOMMENDATION It is the Superintendent's recommendation that we employ an individual to work with the District: 1. To have primary responsibility for formulatinggrant proposals in such areas as narrative applications, budget formulation and programmatic implementation. 2. To have the responsibility for the implementation of the school district's commitment desegregation, parental involvement, community support, etc. regarding 3. To assist in the development of schools as the center for enriching the social, recreational, and educational life of the community. E. OBJECTIVE The objectives for this person will be to work in an advocacy position for the District to secure federal funding and increase the revenue from federal sources and also identify other areas at the state and federal level where resources may be obtained to aide in the fiscal abilities and strengths of the District to deliver a quality educational plan to the citizens of Little Rock. Evaluation The effectiveness of the position will be determined by the amount of additional revenue generated as well as successful implementation of LRSD's strategy regarding parental involvement and community support. Expected Benefits Additional funding secured by the District will allow the District to meet obligations identified in our Desegregation Plan and other court approved documents. The District will also work to enhance parent and community involvement in decision making and communication. F. IMPACT ANALYSIS It is anticipated that the addition of this position will assist the District in remaining solvent and is to be considered a strategy for addressing our shortfall of funding. Desegrecation Additional funding will assist the District in meeting its commitment to our children and patrons. '/ involvement components are supported by the efforts of this staff The parent/community member. Court Order The District would be afforded greater opportunity to meet its obligations.G. RESOURCES ANALYSIS The necessary resources for this position are generated from several positions that have not been filled by the District. The grant writer position has been combined with the duties of the Special Assistant to the Superintendent. H. FORCE FIELD ANALYSIS The primary supporters of this recommendation will be the Board, central office staff, some principals, teachers and parents. This recommendation can assist the District to provide needed resources in our area schools. The primary detractors will be persons concerned with our ability to remain solvent as well as the addition of other top level administratorsecef:': t'f , /TA e-e/ LnTLE Rock School District OFFICE OF THE SUPERINTENDENT November 22, 1993 NOV ii 1993 Office of Desegregation Monitoring Mrs. Ann S. Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Mrs. Brown: Provided per your request are copies of the requested business cases. These business cases will be presented to the Board of Directors for their approval during the special meeting that follows our December Agenda Meeting. It is extremely important that we move forward with the Romine project as the new program can be an excellent recruitment tool. Please contact me if additional information is needed. Sincerely, Henry P. . Q lliams Superintendent of Schools HPW:nr 810 West Markham Street  Little Rock, Arkansas 72201  (501) 824-2000 BUSINESS CASE GARLAND INCENTIVE SCHOOL MULTIMEDIA TECHNOLOGY THEME EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's long-term desegregation plan. Each incentive school, was required to develop and implement a school theme. In support of the desegregation plan and a commitment to total quality learning, Garland Incentive School identified a multimedia technology theme. Realizing the cost of technology and especially technology that is on the cutting edge, the multimedia technology theme implementation is to be phased in over a period of 3-5 years. A plan of action is required to implement the theme in a way that supports the desegregation plan and provides quality training and learning for students and teachers. This business case is for the first phase of implementation of the total plan for Garland Incentive School. A. BACKGROUND Garland Incentive School serves a minority community with students being challenged outside of the school by drugs, violence, gangs and many other problems plaguing today's urban school districts. The school is considered a safe zone and its students are proud and secure within its walls. The school's theme has been historically centered on communication and basic skills\nhowever, with the revision of the desegregation plan, the school's theme was changed to Multimedia Technology and Educational Research. Multimedia Technology combines text, graphics, sound, animation and video to convey information. Educational Research deals with using this new technology to locate, evaluate, and use information with excitement, motivation, and creativity. Prior to 1992-93 school year, the school maintained a Mass Media theme though the theme concept was not being fulfilled. When the desegregation plan reintroduced the theme concept, the school's Mass Media theme evolved into Multimedia Technology and Educational Research. A new theme specialist has been hired with the responsibility of developing and creating the excitement necessary to recapture the minds of students and to create interest in desegregating the school. Parents, community members, teachers, and the school's principal, established the goals and objectives for the theme based on technology. The school's Total Quality Learning (TQL) team worked after the regular school year to provide the basis for the program. B. PROBLEM DEFINITION The myriad societal problems within the local community and the projection of societal norms are concrete issues that must be addressed in the educational arena. To combatthese problems Garland must implement a plan that is dynamic and capable of capturing , I-------- Viitu, IO the young minds and preparing them for a future which is constantly moving in technological leaps and bounds. To accomplish this task wiZZuc.! desegregation budget, phases of implementation have been developed. constraints of the These phases can be accelerated provided additional ! budge. cos.rain.s. revenue is made available. will provide students and staff with the minimum hardware, software and training n?fn .r multimedia technology. This phase will include installation of four computers in each 1st grade classroom, one teacher workstation in each classroom 5 y K and 2nd grades and A fi iTi on 511 oiv _1  \u0026gt;. Of additional six station lab for 3rd through 6th grades. an Phase II will install 4 . computers in each 2nd, 6th, and CBI classroom with network capability mstaUed for all computers throughout the school. This phase will also include ------------ ovuuui. lUli UlliUsC win ai5 ardware software and installation of an audio/video lab with satellite capabilities. A software library will also be established during this phase. D computers in each 3rd and Sth grade classroom and 3 computers in ead ng, Mat^h, and Resource. This phase will also include hardware, software and inct51 5Jfir\\ri  : - 11.  installation of an electronic library. installation for Pre-Kindergarten, Kindergarten, and 4th grade classes. This phase will also include additions to the software library and the construction of a new media center or the expansion and remodeling of the existing one. The cost of full implementation in the first year would be prohibitive\ntherefore this business case is written only to address Phase I of the Multimedia The current task before Implementation Plan.  IS to determine the best way to implement the theme in a way most effective for our students and staff. C. analysis of ALTERNATIVES The Garland community considered several alternatives prior to developing this plan for implementing multimedia technology into the school: Laser Disc players, CD-ROM drives for current computer systems, networked drives, and portable drives. Though all are a V\"\" to provide the students with multimedia nX tlior creativity. In addition, the computer hardware presently at Garland ranges in age from three to seven years and will not support multimedia technology. It was decided multimedia computer systems which could stand alone or be networked would provide the best solution. 2D. RECOMMENDATIONS It is recommended that the District implement Phase I of the Garland Incentive School Multimedia Technology Plan during the 1993-94 school year. The rationale for this recommendation is that this phase of multimedia technology provides: * Software for grades K-2 that supports the LRSD revised curriculum. The software directly addresses the key concepts of reading, writing, listening, and speaking that are emphasized in the curriculum. An additional feature of the software is the use of thematic units to make connections between the various subject areas, making learning more relevant, \"^ematic units are a focus of the District's revised curriculum. This software will be av^lablein all first grade classrooms with four computers each and in a lab setting for Pre-Kindergarten, Kindergarten, and 2nd grade. * Software for teachers of grades 3-6 that provides administrative assistance. The software has desktop publishing capability, but most importantly it provides portfolio assessment tools that allow teachers to collect, organize, and present student portfolio information. Portfolio assessment is encouraged by the District and this tool will enable teachers at Garland to implement this form of assessment. This software will be available through one station in each classroom. * A multisensory approach to learning that meets the auditory, visual and kinesthetic styles of students. * Presentation software for teachers 3-6. This software enables the teachers to produce multimedia presentations integrating video, audio, graphics, and text into classroom instructional units. * Software for students in grades 3-6 that provides opportunities for developing creativity and critical thinking skills through productions levied around the existing curriculum. This software will be delivered through a six station lab setting. E. OBJECTIVE The objective of this recommendation is to better support the LRSD's desegregation plan by partially implementing multimedia technology into the Garland Incentive School. The district as well as the school needs this technology in preparing our students and teachers for the future. The technology used appropriately can recapture the minds of our young people, save the staff many hours of manual labor and provide exciting presentations to the students which will encourage and motivate students to learn and master the curriculum. 3Evaluation Criteria * Monitoring of student progress through technology and Portfolio Assessment. * Increased teacher use of technology which will also increase teacher proficiency in instructional and administrative tasks, including increased use of ABACUS. * Increased use of Cooperative Learning and thematic teaching concepts. * Increased student interest in multimedia technology and learning. * Increased parental involvement due to increased student interest. * Timely, detailed reports for conferences, administration. Board of Directors, and the Office of Desegregation and Monitoring. * Achievement results will positively impact recruitment to Garland. * Peer and parent/teacher evaluations of student portfolios. F. IMPACT ANALYSIS Multimedia technology can open new doors for the students. It has the potential for assisting Garland and the District in stimulating this minority community as well as improving the goals of desegregation. Multimedia technology not only motivates students to learn but it also supports the District curriculum in ways exciting to students and teachers. Though the initial cost of technology is always high it is not always an object when it comes to educating and motivating a disadvantaged population and creating an environment conducive to desegregation. Desegregation This plan totally supports the requirements set forth in the desegregation plan referencing theme implementation. Court Order Implementation of this plan would allow the school and District to demonstrate compliance of court order to develop a new theme which does not duplicate any existing incentive school theme. 4Political Factors The District can receive favorable responses from the court and schools if resources are provided to implement this theme. Risk The equipment and software provided by implementing this phase of the plan is versatile and can be transferred if necessary with the exception of minimal installation cost. The additional funds requested for this phase and future phases will be viewed as a wise investment. Should the District decide not to support this system, the results can be very damaging and regarded as inefScient use of desegregation funds. . G. RESOURCES ANALYSIS Provided is a listing of hardware and software that must be purchased to implement this phase of the multimedia theme into the Garland School. Included is the projected budget for staff development of teachers. 5PROJECTED BUDGET FOR 1993-94 FOR MULTIMEDIA TECHNOLOGY HARDWARE/SOFTWARE I. Pre-Kindergarten - 2nd Grade A. 1 st Grade Classrooms (3 computers per classroom) B. Pre-K, Kindergarten, and 2nd Grade (use of a 3 station Lab) $29,299.00 Recommended Package: Apple Early Language Connections School Bundle. Designed for use among three classrooms at same school site. Contains three Teacher Stations (Macintosh LC 520 8/160MB w/CD-ROM and standard keyboard), six Student Stations (Macintosh LC 520 5/80MB w/CD-ROM and standard keyboard), three ImageWriter 11 network printers, three Apple Color OneScanners, one Scholastic Inc. Kit, three Early Language Connections Learning Kits, and two days of training. II. 3rd to 6th grade. A. Teacher Stations ( 1 per classroom) $3,025.00 X8= $24,200.00 Recommended Package\nMacintosh Quadra 660AV Teacher Solution. Quadra 660AV 8MB Hard Disk 230MB w/CD-ROM, Audio Vision 14-inch Display, Audio Vision 14 Display Adapter Kit, Apple Keyboard II, ClarisWorks 2.0, Claris Works for Teachers 2.0, and Teacher Productivity Kit (Kit includes 4 CDs\nI) Apple Teacher Productivity CD w/Calendar Creator, ClassMaster, Correct Grammar, Make Test, \u0026amp; School Font, 2) Grolier's Multimedia Encyclopedia CD, 3) World Atlas CD, 3) US Atlas CD.) B. Lab for students and teacher training. Recommended Solution: 1. 2. 3. Temporary Lab Server (1 each) Recommend Quadra 660AV Student Stations (5 each) Recommend Mac LC 520s Printers $ 3,025.00 4. $1,765.00 X5= $ 8,825.00 Laser Printer (1 each) (Laser Pro 630) Color Dot Matrix (1 each) (Apple Color Printer) Color Scanner (1 each) (AppleOne Color Scanner) $ 1,786.00 $ 638.00 $ 936.00 TOTAL PRE-K TO 6TH TAXES (5.5%) TOTAL $68,709.00 $ 3.779.00 $72,488.00 CABLING AND INSTALLATION (EST) GRAND TOTAL $ 2,500.00 $75,000.00 NOTE: Inservice will be done by IRC Curriculum Specialist and Garland Incentive School's Multimedia Theme Specialist in addition to training included in bundle above. 6H. FORCE FIELD ANALYSIS Primary supporters will be students and patrons in the Garland community. Other supporters will be those in the community who want to see successful themes implemented in the incentive schools and those who feel that it is important for students to have access to technology that is on the cutting edge. Primary detractors will be limited to those who feel that the expense of the multimedia theme may not be justified. Information should be provided to them that will allow them to see the advantages of multimedia and to see the progress Garland students make after implementation. ___ I. GENERAL IMPLEMENTATION PLAN TIMELINE Date 11/93 11/93 12/93 1/94 Activity Plan presented to Board of Directors for Approval Bid for Hardware/Software Opened Hardware/Software Ordered Hardware/Software Installed Person(s) Responsible Superintendent 1/94 1/94 Additional material/supplies ordered Staff Development begins Purchasing Purchasing Vendor Theme Specialist Theme Specialist Vendor Theme Specialist 2/94-6/94 On-going monitoring/assistance provided Principal 5/94 Evaluation of current theme implementation Theme Specialist Curriculum Supervisors Principal Theme Specialist Teachers Curriculum Supervisors 7BUSINESS CASE TRUANCY REDUCTION PROGRAM EXECUTIVE SUMMARY The Little Rock School District is committed to a comprehensive desegregation plan which focuses on providing a learning environment that meets the academic, social and emotional needs of It all students. is further committed to ensuring that adj. students receive a quality education in a desegregated environment. Over the years, the District has begun to recognize a growing truancy problem which has an adverse effect oh the student's academic achievement and emotional and social development, thereby frustrating the District's ability to carry out its educational mission in the community. To address this problem, the Little Rock School District has joined in a partnership with community leaders, youth servicing agencies and the Little Rock Police Department to develop and implement a truancy pick-up program that should have a significant impact on reducing truancy in the Little Rock School District. A. BACKGROUND In the spring of the 1992-93 school year, a group of concerned citizens composed of community leaders, youth servicing agency representatives and Little Rock School District officials formed a collaborative to explore an effective response to the alarming number of school aged children and youth who are truant from school onany During school hours, school aged youngsters were being observed standing on street corners, in malls and other The number of calls on any given day. shopping centers or roaming in neighborhoods. from concerned business proprietors and parents to District offices to report truant students had become more frequent and added to the growing concern. citizens, In response to the problem, the collaborative developed a proposal that would take advantage of permissive legislation (Act 867) passed by the Arkansas Legislature in 1989, which authorizes school districts to partner with the local police department in implementing a joint truancy reduction plan, of this Act, '  ..................... Using the provisions the collaborative developed a truancy reduction proposal called Project STAY (Support Truancy Alternatives for Youth) and presented it to the LRSD Board of Directors for their review and approval on October 28, 1993. B. PROBLEM DEFINITION and In the 1992-93 school year. Little Rock School District elementary and secondary students logged 227,414 (full day) unexcused absences. School absences are excused only when a child is ill\nwhen a family emergency exists, i.e., death in the family, seriousfamily member or other extenuating circumstances in the immediate family of the student exist, or if the student is participating in a school sponsored activity that has been approved in advance by an appropriate school district official. School absences that are not excused violate Act 292 passed by the Arkansas legislature in 1991. This act requires that \"a child between the ages of five years and seventeen years, both inclusive, who has not been officially excluded from school must be in attendance. II The District also believes that it is necessary to require students to be punctual and in attendance for instructional purposes each school day. C. _ ANALYSIS OF ALTERNATIVES To address the truancy problem the Little Rock School District has attempted a number of strategies over the years. ___ __________ revised its attendance policy at the beginning of the 1989-90 school year providing for increased parental contacts, clearly defined court referral procedures and more strict consequences for unexcused school absences as a way to discourage school truancy. However, the problem continues and appears to be used included court referrals The District alternatives have worsening. Other establishment of a Truancy Review Committee. and the COURT REFERRALS The parents of students covered under the state compulsory school attendance laws (5 years through 17 inclusive) ___ referred by school administrators to the Little Rock Municipal Court. Parents/guardians who are found to be negligent in their responsibility to ensure the daily school attendance of their child/children may be fined up to $ 50.00 per day as provided for through Act 473 of 1989. This intervention's effectiveness is limited to those truancy cases in which the parent is clearly shown to be at fault for the child's non are attendance. In those cases where the minor child refuses to attend school in spite of the parents efforts arrena efforts, the Municipal Court does not deem it appropriate to fine the parent. cases have been referred to the Pulaski County Juvenile Court on a FINS (Families in Need of Services) petition. These Because of the overwhelming number of serious juvenile cases the Pulaski County Juvenile Court has to deal with, truancy cases are a low priority and are not heard in a timely manner, structure for filing a FINS petition '\"/h ths tint -J also a barrier because many parents are financially unable to pay the filing fee. Unfortunately, very little support for truancy problems is available through the Juvenile Court. with the Court is Unfortunately, veryD. truancy review committee (TRO Committee in the four in the 1990-91 cases for students restructured es Famili schools es. Families were referred to the TRC Municipal Court referral. HowevS S2!?a PPohlem supported by New Futures, as an alternative to because so few schools i committee has not been IS , . 3t bGst activated for the 1993-94 school The year. Ss2%\"ou?a'\\^iv\"ea - the abdication Of thS DisSat^s rSSon.i^^^^^ as- an- institution. Moreover the Distileducational of ---------District recoanizes __ this magnitude cannot be support and involvement - recognizes that a problem of thr^oJA? the LRSD without the or tne total community. RECOMMENDATIONS Through a collaborative a truancy reduction proposal was developed.  ~ ~~'-J youth concerned community citizens Its goals are to: Reduce the truancy District. Identify non-enrolled rate in the Little Rock School school-age children/youth. support to truant ensure regular school attendance. between the school parents of truants. stuaents to district and Promote broad-based sohool/oommunity oon=eS\ns?^^ involvement in addressing This proposal unites the Little Rock School District and the Little Rook Police Department in a unique SrtnersMo\" . _ *  During school vonfh T.7ho~W~\" stop and question school- determine why they are not in  area to provide documentation that their ateenr ^f students cannot legitimate reason, the wtrolSIi wi 11 center designated bv the t-i n V ^^^^^port the student to 4800 West 26th Streit. School District located age children and are not in school. in a public If the students . , their absence from school the patrolman will transport a a qfnHom-t- 'll District located at or by LRSD personnel. staff to ensure that the been resolved. . sihher by a parent/guardian All cases will be followed up by center issues that precipitated the truancj have\" Our recommendation is cost-effective because human suocort of tho _____ oecause J of the fiscal and It provides a high support of parents, the business community leaders\nand it will Prese^^^^onsisteni support of the partners\nstrategy which has the and other will present visibility communitymessage to students and parents that school truancy will not be tolerated in the District. E. OBJECTIVE The objective of the Truancy Reduction Program is to reduce the truancy rate of LRSD students K4.4. J T ---------- covered by the Arkansas Compulsory School Attendance Law (ages 5 through 17 years, inclusive). inclusive). EVALUATION CRITERIA The LRSD will evaluate the program to effectiveness by using the following criteria: determine its F. decrease in truancy rate of targeted students when compared with 1992-93 attendance data\nimproved communication between parents and the school district as measured through parent contacts and structured feedback\nincreased support and involvement of the community in addressing school/community issues and concerns. IMPACT ANALYSIS expected that the implementation of XU xs. ejipeccea mat me a collaborative truancy will have a positive impact on both the school and community. The community will be reassured of ths n T chr -1 /-\u0026lt;- / o - The community will be reassured of the District's commitment to the education of all children. project will open the door for other collaborative between the District and The success of this future. opportunities community groups as they arise in the Desegregation Plan The education of all students in the LRSD cornerstones desegregation plan. of the implementation of this is one of the Successful program will support this commitment. Court Orders No negative impact is noted. Political Factors Failure to act aggressively to address  ^^g^^ssively to address the truancy problem would be perceived negatively by the community. Risks Inability to sustain funding for the may be an issue that will need addressing. program in future years Timing The truancy program is  - X.' -- currently being implemented with excellent support from the Little Rock Police and other community partners. Department Failure to continue the programG. would cause the District to loose valuable community support in resolving response. a problem that requires RESOURCE ANALYSIS united community a The District share of the costs for implementing this program through the end of the 1993-94 school year are projected to be $58,943 to cover personnel, transportation, utilities, equipment and supplies. Our community partners have pledged $63,840 to support the program financially and are also assisting in the recruitment and training of the volunteer staff. H. FORCE FIELD ANALYSIS The primary supporters of this project are church leaders, the Little Rock Police Department, youth servicing agencies. New concerned Futures and other citizens. These supporters recognize the need for a total community response to the education of all children and youth in the city of Little Rock. Detractors to the program may be parents or other citizens who have misinformation regarding the programs goals and a lack of understanding of the role to be played by the Little Rock Police Department. I. GENERAL IMPLEMENTATION PLAN The assistant superintendent for secondary schools and the director of pupil services have primary responsibility for program implementation and monitoring and to ensure that objectives are accomplished as outlined in the proposal. Monthly status and written quarterly reports will be presented to the Little Rock School District Board of Directors.BUSINESS CASE ROMINE INTERDISTRICT ELEMENTARY SCHOOL COMMUNICATION STATION EXECUTIVE SUMMARY The Information Age of today and the future requires new approaches to education and classroom environment. The amount of factual information available to us increases at a more rapid rate than we can\npossibly learn and retain by using traditional educational methods. Students today need to know where and how to obtain information, evaluate which pieces of information are relevant to the problem they are trying to solve, and be able to apply the problem-solving processes necessary to guide their group to a successful conclusion. The Communication Station proposal seeks to create opportunities for teachers and students that are aimed at bringing information and technology together. A. Background The success of Romine Interdistrict School hinges upon student opportunities and staff competence and preparation. The Communication Station proposal that engages in new ideas and approaches actually provides profitable learning experiences for students, teachers, and administrators of Romine. In a very unique way, the Communication Station allows video and audio capabilities in the classroom via satellite technology. The importance of keeping up with the latest technological advances benefits all, but also allows us to applaud the efforts of the Little Rock School District, especially Romine Interdistrict Elementary School. The effectiveness of this proposal will certainly help parents of the greater Little Rock metropolitan area to realize just how attractive Romine is. This is definitely the answer to one aspect of interdistrict schools in the Little Rock School District. It simply has to lead to more success. B. Analysis of Alternatives The present and future benefits of a program rich in staff development opportunities and authentic student achievement experiences cannot be served by traditional educational methods. We are convinced that we must sustain and improve upon the difference that is now the perception of our work with students. The chance of doing so only happens through a willingness to totally and completely ready our students for the 21st century. This is virtually impossible without this significant change.C. Objective The objective of the preceding recommendations is to adequately support and enhance the critical aspects of the Communication Station and make other curricula efforts easier for students, teachers, and administrators of Romine. D. Expected Benefits The positive effects of the Communication Station fit the goals and objectives of our school theme: \"Computer Science and Basic Skills.\"  Problem Solving processes tied to familiar skills in math, language arts, science, and social studies\n Regular opportunities for childrens optimum learning (higher-order thinking skills, communication, leadership, and study skills)\n Interactive instructional software/hardware technology (satellite communications)\n Cooperative learning ventures/projects\n Staff development and training\nand  Technical support for students, teachers, and administrators E. Impact Analysis The Communication Station is designed to provide the instructional staff with tools to enhance their positions as instructional leaders. Teachers will use a state-of-the-art delivery system to conference with field experts, to participate in thematic instruction, and to share materials and ideas with each other. Teachers are likely to explore many more opportunities for students because of credible leadership coming from on-site specialists, field experts, and other teachers across the nation. The proposal also allows the technology to become a tool for students, as well. Finally, it should be noted that the promise of Romine Interdistrict Elementary School can be significantly increased by this effort. 2F. Resources Analysis Existing staff members with an understanding of the schools theme, curricula expectations, computer technology, and the principles of the Communication Station are willing to take on the challenges basic to new staff positions. G. Force Field Analysis Support for the Communication Station and other recommendations will be nothing less than great. Clearly, anticipated excitement will be widespread, enabling all teachers, students, parents, district administrative staff, school board members, and members of the community to support and share in what will be accomplished by full participation in this proposal. Again, we are convinced that this is the best professional decision to be made on behalf of the students of the 21st century\nfortunately, we are talking about the students of Romine. Educational researchers all over the country acknowledge that such programs are highly valued. For this reason, school districts are sufficiently applying and devoting dollars to this kind of refinement and development. We do not want to bypass this opportunity. 3BUSINESS CASE SPECIAL ASSISTANT TO THE SUPERINTENDENT EXECUTIVE SUMMARY The Superintendent of the Little Rock School District is dedicated and committed to developing for this state and for this community. the finest educational system in the nation. He is also committed to a strong leadership team and believes the Little Rock School District has organization, all with of the accomplish that goal. the exception elements present in its of a few individuals, current to However, to accomplish the desegregation goals there are needs within the organization that cannot be met by individuals who are currently employed by the system. Therefore, at this point, after having been Superintendent for approximately two months, he has found it necessary to add a person to the administrative team with skills not identified in members of the current leadership team. In this business case, the Superintendent is establishing the need for a Special Assistant to the Superintendent that would be engaged to carry out specific responsibilities related to planning, grant writing. district advocacy and governmental relations. This position would allow the District to reach into other areas that have not been explored or developed to the fullest extent. One such area is that of governmental relations. Federal grant writing to a more extensive degree needs to be explored and we must expand our relationships with state legislators, and those who work for them. commitments support. This person could also assist in meeting the District's for increasing parent involvement and community A. BACKGROUND Little Rock School District continues to cope with many of the problems that are unique to urban school districts, including safety and security, urban flight, racial and financial issues and aging buildings. The District's implementation of a very costly desegregation plan and escalating non-desegregation costs presents an accepted challenge of securing additional revenues. Prior to the 1989-90 school year, the previous administration and Board of Directors negotiated settlement included a a settlement with the parties. financial settlement with the This Arkansas. Several essential issues are apparent, financial settlement and present local/state fundings state of first the to implement the are not the sufficient plan. Concerns regarding perception of inequities of resources in our area schools and the use of non-recurring revenue to balance our budget must also be addressed.B. PROBLEM DEFINITION To give a piece of background on why this position is important, I would have to reflect on the current organization chart which addresses basic areas of the District's operations, but does not address the need of the District to be more actively involved in securing additional federal and state funds. The organizational chart does not address the need for the District to become more heavily involved with governmental agencies or other funding sources. It should be pointed out that while some of these functions were performed, they were not performed to the extent they will need to be in the future as we grow and restructure the District to meet the needs of the 21st Century. As we look at the potential budget crisis in the District, the need for new dollars at the state level and the community is extremely essential to school district funding. It becomes incumbent on the school district to look at ways of securing funding for additional programs and services that are currently required by District students, parents and the community served by the school system. While the District has been engaged in securing some of these federal fundings, the background seems to suggest to me we have not been as proactively involved in this area, and we need to be more attentive to these areas if we are to get beyond the criticisms that are heaped on school systems across the country. Some criticism seems to suggest that educators are insensitive to the fact that there is a limit to which individuals in our community are to be taxed for education services. Therefore, we need to have in place a process that will allow us to find other revenue streams to meet our operational costs. In response to these concerns and perceptions, the Superintendent is proposing that we employ an individual to work with the District to explore the possibilities of expanding this vital area. C. ANALYSIS OF ALTERNATIVES After a careful evaluation of the current staff by the Superintendent, those individuals who are in the District who have some responsibility associated with this area cannot take on any more duties without losing effectiveness in their present areas of responsibility. This analysis seems to suggest that while we have capable people on staff, the scope of their responsibility in meeting the day to day operational needs of their departments and schools does not suggest sufficient flexibility to add to their positions. However, it does suggest that another position should be added to the District to take on these responsibilities. D. RECOMMENDATION It is the Superintendent's recommendation that we employ an individual to work with the District: 1. To have primary responsibility for formulatinggrant proposals in such areas as narrative applications, budget formulation and programmatic implementation. 2. To have the responsibility for the implementation of the school district's commitment desegregation, parental involvement, community support, etc. regarding 3. To assist in the development of schools as the center for enriching the social, recreational, and educational life of the community. E. OBJECTIVE The objectives for this person will be to work in an advocacy position for the District to secure federal funding and increase the revenue from federal sources and also identify other areas at the state and federal level where resources may be obtained to aide in the fiscal abilities and strengths of the District to deliver a quality educational plan to the citizens of Little Rock. Evaluation The effectiveness of the position will be determined by the amount of additional revenue generated as well as successful implementation of LRSD's strategy regarding parental involvement and community support. Expected Benefits Additional funding secured by the District will allow the District to meet obligations identified in our Desegregation Plan and other court approved documents. The District will also work to enhance parent and community involvement in decision making and communication. F. IMPACT ANALYSIS It is anticipated that the addition of this position will assist the District in remaining solvent and is to be considered a strategy for addressing our shortfall of funding. Desegregation Additional funding will assist the District in meeting its commitment to our children and patrons. / 1\n^ involvement components are supported by the efforts of this staff The parent/community member. Court Order The District would be afforded greater opportunity to meet its obligations.G. RESOURCES ANALYSIS The necessary resources for this position are generated from several positions that have not been filled by the District. The grant writer position has been combined with the duties of the Special Assistant to the Superintendent. H. FORCE FIELD ANALYSIS The primary supporters of this recommendation will be the Board, central office staff, some principals, teachers and parents. This recommendation can assist the District to provide needed resources in our area schools. The primary detractors will be persons concerned with our ability to remain solvent as well as the addition of other top level administratorsODM @1002/002 CKCBBBS I Little Rock School District RELEASE December 2,1993 For more information: Jeanette Wagner, 324-2020 \u0026gt;\u0026lt;SB\u0026gt;jiUilji The Little Rock School District has nieetingtobeheldi scheduled a special board agenda meeting at 5 ^mediately foUovrfng e regularly scheduled includes the following topics: agenda 1. Discussion of e new LRSD Organizational Chart 2. Nurses Agreement Koudue to the Superintendent) ' position for the assistant 4-Format for agenda meetings. ^rTTiT 810 West Markham Street Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor December 3, 1993 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Dr. Henry P. Williams, Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Hank: At last Augusts hearing on the LRSD 1993-94 budget, the Court reviewed the budget and numerous related business cases. The Court closely questioned LRSD about the business case that reduced the districts Communication Assistant to a part-time position. Judge Wright advised the district that the Court would particularly watch this staff reduction because it appeared to be a retreat from the Interdistrict Plan which requires the districts to search for ways to increase the number of staff responsible for public relations programs. In its August 26, 1993 order, the Court expressed strong concerns about the Communications staffing change because it represented a reduction that created the potential for negatively affecting desegregation progress: \"The Court questions the effect that losing a full-time Communications Assistant will have on the districts ability to meet its plan obligations.\" I understand that, although it was approved by both your Board of Directors and judge Wright several months ago, the Communications Assistant position still remains open. Even though you have been in the process of reorganizing your staff, leaving this half-time position vacant for so long a time (the fiscal year is now half gone) is particularly troubling in light of the Courts pointed concern that a part-time position may not be enough to help the district meet its desegregation obligations. I also understand that the Communications director recently has been charged with coordinating the districts recruitment efforts, a new responsibility that inevitably leaves her less time to spend on regular communication duties and creates yet another void in the Communications office. Please let me know the date by which the Court can expect the Communication Assistants position to be filled. Also, will this position still be part-time or will it be full-time in light of the directors increased responsibilities? Thank you for your immediate attention to this matter. Sincerely yours, Ann S. Brown 04-04-1994 11:ISAM FROM TO 3710100 P.05 1 I1 i i i I i i LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 1 March 31, 1994 ! II TO: Board of Directors FROM: Ke nr intendent II SUBJECT: Proposal Funding of Business Cases I ji j I1 Per your request, attached are itemized listings of costs for implementing business cases as submitted for your review on March 29, 1994. I I I I I I I 1i I II 04-04-1994 11:ISAM FROM TO 3710100 P.02 1 I I I ! 1 BUSINESS CASES CATEGORY I  INCENTIVE SCHOOLS (Required - Double Funding) 1. 2. SCHOOL Franklin ITEM AMOUNT I ! 1 i Rockefeller 3. . Rightsell 4. Mitchell 5, Garland 6. Stephens Theme 1.0 Spanish teacher $40,000 25,000 1.0 Aide - Alternative Classroom Specialist 1.0 Spanish teacher Technology Theme Implementation .5 Spanish teacher Teciinology Theme Implementation .5 Spanish teacher .5 Spanish teacher Technology Theme Implementation .5 Spanish teacher No impact on Incentive School Budget. 12,000 25,000 75,000 (maximum) 12,500 75,000 (maximum) 12,500 12,500 75,000 (maximum) 12,500 O' J I I I I I I I i i04-04-1994 11:17AM FROM TO 3710100 P.03 BUSINESS CASES CATEGORY II  DESEGREGATION PLAN/ADE (Required - Need Funding) t I 1. 2. 4. 5. 6. department English Math/Lang. Arts Science/Voc. Ed. Science English/For. Lang. Science ITEM English as a Second Language Math/Lang Arts Revision Applied Biology/Chemistry Science Revision For. Language Revision Hands-on Science amount S 75,880 21,100 93,000* 10,000 7,500 25,000 o. Total $139,480 * Fund source - Carl Perkins (No LRSD funds) I I04-04-1994 11:17AM FROM TO 3710100 P.04 [ \u0026lt; i i j i i 1 BUSINESS CASES CATEGORY III - RELATED DESEGREGATION/ADE I i i (Not Required'But Essential) DEPARTMENT/SCHOOT. ITEM AMOUNT L Science/Math (K-3) Science/Math Readin g S 18,000 2. t I 1 o. 4. 5. Foreign Language Social Studies Romine Foreign Language { I I Foreign Lang. K-12 Revision (UALR) Secretary Theme Specialist For. Lang. Immersion Total 15,000 18,000 (use existing position in District) 3,000 S 54,000 GRAND TOTAL $193,480 i I i i I I 1 f I04-04-1994 11:15AM FROM TO 3710100 P.01 Arkansas Democrat^^azette FAX NUMBER: NEWS ROOM: (501) 372-3908 DATE: TO: FAX NUMBER: NUMBER OF PAGES TO FOLLOW: H pgge-S MESSAGE: 2lka_6jvLin2j4L_:OLe lArrAhUrin Xu\u0026lt; rrnijgi CAPiTOLAIMD SCOTT  P.O. BOX 2221  little rock, ARKANSAS 72203-2221  (501) 378-3400 SUPERINTENDENTS RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Dennis Glasaow/Carol Green BUSIINESS CASE Applied Biology and Chemistry/VocationaI Education PROGRAM STATUS\nX Addition Deletion Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: Q Yes No REQUIRED OR SUPPORTS STATE REQUIREMENTS: Q Yes No  NOT REQUIRED BUT ESSENTIAL TO DISTRICT: Q Yes No REQUESTED LEVEL OF FUNDING $93,000 (Carl Perkins Funds) RECOMMENDED LEVEL OF FUNDING $93,000 Submitted by Superintendent HPWnkiySTARPT.BC 105BUSINESS CASE APPLIED BIOLOGY AND CHEmSTRY EXECUTIVE SUMMARY Act 980 of 1991 passed by the Arkansas General Assembly creates state statutory requirements for the establishment of a Tech Prep By regulation the State core curriculum for high school pT-ngr-ams. Board of Education identified the minimum core of courses for technical preparation. Three units of science are required. One or two of these units can be earned by taking applied science courses that are the equivalent of college preparatory courses. Applied Biology and Chemistry I and II (a two year sequence) are the equivalent of biology. Act 969 of 1993 mandates that students who graduate from high school after May 1, 1997, shall have successfully completed either the college preparatory core curriculum or the technical core curriculum institutions for public four-year unconditional to . of higher education. Act establishes qualifications for valedictorian and salutatorian and distinction admission 1117 as an honor graduate of a high school. These qualification include successful completion of either the college preparation core curriculxan or the technical preparation core curriculum. The Little Rock School District must have in place a technical preparation core curriculum for ninth grade students in the 1993-94 Applied Math I was implemented for ninth grade students this school year (1993-94). Applied Math II and Applied Biology and Chemistry I will need to be implemented beginning in Finally, Applied Biology and school year. 1994-95 for tenth grade students. Chemistry II will need to be implemented in 1995-96 for eleventh grade students to complete the State mandated applied math and science sequence. A. BACKGROUND Tech Prep is a national movement to better prepare students for the complexities of life in the 21st century. The Tech Prep program was first conceived to better prepare students for the dememds of our increasingly complex economy and workplace by delivering stronger mathematics, skills. science, communication, and technology It has since been funded through the federal Carl Perkins Act and endorsed by employer communities around the country. Tech Prep/Applied Academics is consistent with the type of educational reform advocated by the SCANS Report (Secretary's Council on Achieving Necessary Skills): skills is 'in context'. . n \"The most effective way of teaching At the same time that the federal government was advocating restructuring in vocational, mathematics and science education, the Arkansas General Assembly was also mandated restructuring. Act 980 of 1991 requires that schools establish a Tech Prep core 106curriculum. The Tech Prep program was adopted to eliminate the artificial division between \"academic\" and \"vocational.\" The competencies of all students in math, communication, science and technology must be raised regardless of whether students are college-bound or work-bound according to the Tech Prep pyngr-am philosophy. Tech Prep is considered a \"dual-purpose program of study,\" meaning that upon completion of the Tech Prep core, students are prepared to enter a vocational or technical program, a college preparatory program or a combination of the two. The regulations that accompany Arkansas Act 980 of 1991 identified the math and science courses that comprise the College Prep and Technical Prep core curriculum. - -  ... - - In both Math and Science, an applied academics course sequence can substitute for traditional college prepeuratory courses in the Tech Prep core curriculum For instance Applied Math I and Applied Math II are the equivalent of Algebra I and may be taken to meet the Algebra I graduation requirement. Likewise, Applied Biology and Chemistry I and II are the equivalent of biology and can be taken to meet the biology graduation requirement. courses Applied Math and Applied Biology and Chemistry are developed by the Center for Occupational Research and Development Forty four states, including Arkansas, have participated The CORD (CORD). in the consortium to implement these two courses. curricula are the only ones accepted by the State of Arkansas ^d ?funded through the Carl Perkins Act. The Applied Math and Applied 'Biology and Chemistry curricula developed by CORD are competencybased, occupationally related, and have the materials packaged in modular form. B. PROBLEM DEFINITION An applied science course must be implemented in 1994-95 to conform Currently, Applied Math I is offered at the ninth   (Applied Math II) will be There is no approved applied science to State Law. grade level and the second year implemented in 1994-95. course that is part of the LRSD Program of Studies. c. ANALYSIS OF ALTERNATIVES 4 The acceptable alternative is to begin an applied science sequence The second year of the sequence can be  If applied science sequence is not implemented, the District will lose federal and state fxinds and lose State accreditation. In offering the applied science sequence, two approved courses are available\nApplied Biology and Chemistry (ABC) I and II and Principles of Technology (PT) I and II. ABC I and II cire the equivalent of and substitute for biology. PT I and II are the equivalent of and sxxbstitute for physics. beginning in 1994-95. implemented in 1995-96. ABC I and II can be offered either in grades 9-10 or grades 10-11. A grades 9-10 implementation would require almost twice as much equipment and supplies since grade 9 is in junior high and grade 10 107Much of the ABC I equipment and supplies and ABC II equipment and supplies are the same. is in senior high. The duplication of equipment and supplies could be eliminated if ABC I and II are both offered at the high school level. The high schools already have much of the equipment for ABC I and II (e.g., microscopes, safety The remainder of the equipment and supplies can be equipment). purchased with Carl Perkins start-up funds during the 1993-94 school year. Carl Perkins funds cannot be used after 1993-94. Many certified biology teachers are available to teach ABC I and II after they receive special training the summer. PT I and II can be offered either in grades 10-11 or grades 11-12. Neither arrangement would be more expensive than the other. All five high schools have some PT equipment and supplies since Unified Physics, an existing District course, uses some of the PT units. The PT component of Unified Physics has not been supported by the majority of the physics teachers in the District. Physics teachers are in short supply and numerous extra sections would necessitate additional staff. Carl Perkins The equipment and supplies for PT I and II can be purchased with Carl Perkins fxinds during 1993-94. fiinds cannot be used after 1993-94 for this purpose. D. RECO ATTON The Little Rock School District administration recommends that Applied Biology and Chemistry I be offered in the tenth grade beginning with the 1994-95 school year with Applied Biology and Chemistry II to follow in the eleventh grade in 1995-96. Current year Carl Perkins (1993-94) fluids will be used to purchase start-up materials and equipment for both courses. E. OBJECTIVE Applied Biology and Chemistry I and II will be implemented in 1994- 95 and 1995-96 respectively to meet State and Federal requirements and to provide students with the academic skills to have several career and/or training options upon graduation. The objective supports District goals #1,2,3, and 4. The applied science program will help students grow academically (goal #1) while teaching skills in the context of real life situations. The Tech Prep concept is that all students must be prepared as contributors to society (goal #3) by providing them with a rigorous program of study that will give them career and training options upon graduation. Outside funding will be used to support the program (goal #4) through the Carl Perkins Act. Finally, teachers of the applied science program will receive special training during the summer of 1994 (goal #2). 108F. evaluation criteria Implementation of the Applied Biology and Chemistry program will be evaluated by: 1. 2. 3. Students will enroll in ABC I during the 1994-95 school year and ABC II during the 1995-96 school year. ABC teachers will receive summer training. ABC students will also take a unit of chemistry or physics. Post graduation surveys by Pupil Services will indicate that the number of students who go to college or technical school after graduation has increased. IMPACT ANALYSIS 1.) Progreim The Applied Science program will allow the District to comply with State and Federal requirements. It will give students a relevant, hands-on science course that will prepare . graduation. them to take advantage of options after 4. The Applied Science Program will infuse tens of thousands of dollars of science equipment auid supplied into our The high schools using federal Carl Perkins funds, program will likely negatively impact a science course currently offered called \"Science Technology.\" \"Science Technology\" is an applied course but is not sanctioned by the State or Federal Government as a Tech Prep course. \"Science Technology\" will probably suffer from sparse enrollment and be deleted from the District's science curriculum.after ABC becomes fully operational. 2.) Desegregation Plan The Applied Science program will not negatively impact the Desegregation Plan. The Applied Science curriculum will support the vocational education goal found on page 104 of the Desegregation Plan: \"Upgrade courses, equipment and instructional methodology to reflect current and projected technology for job market needs.\" Tech Prep, of which applied science is a component, is designed to better prepare students for the demands of our increasingly complex economy and workplace by delivering stronger mathematics, science, communications. This certainly supports the goal and technology skills. in the Desegregation Plan. 109G. 3.) 4.) 5.) 6.) Court Order No negative impact is noted. Political Factors Failure to implement the applied science curriculum would be a violation of State and Federal Requirements. Some parents and students may complain because students in the Tech Prep core curriculum must complete 4 units of science in contrast to 3 units in the College Prep core ctirriculum {2 units of applied biology and chemistry = 1 unit of biology thus accounting for the extra unit). Risk Risks of not implementing would be loss of federal funds and State accreditation. Risks of implementing include a possible negative reaction from some parents and students about 4 units of science being needed to meet Tech Prep core curriculum requirements. They may complain that 4 units of science decrease the opportunity to take elective courses. Timing Applied science must be implemented in 1994-95 to meet State and federal requirements, RESOURCES ANALYSIS Training 2 Teachers per school X 5 Schools X $100/day X 10 days = Textbooks, Equipment, Supplies, Manipulatives = Total H. FORCE FIELD ANALYSIS $10,000 $?2.QQQ $92,000 The primary supporters of this project are the business and industrial community who want to see graduates who are better prepared to assume jobs in the marketplace. Detractors may include some parents and students difficulty meeting graduation requirement for Tech Prep. who have I.  SAL IXFL' NATION PLAN The Supei^risor of Science has responsibility for the curriculum aspects of the Applied Science proposal. The Director of Vocational Education has responsibility for the financial and preparing the Carl Perkins reporting aspects of the proposal: grant, ordering equipment and supplies, filing required reports, etc. The Director of Staff Development will help coordinate the training aspect of the proposal. 110Carl Perkins grant submitted 6/1/94 Dir. of Voc Ed. Principals and counselors notified 11/1/93 - 11/31/93 of Tech Prep Requirements and Textbooks Dir. of Voc Ed. Materials, Supplies, and Textbooks Ordered 1/3/94 - 2/28/94 Dir. of Voc. Ed. Supv. of Science Details of Program is Discussed with Counselors 2/17/94 Supv. of Science Teachers to be trained identified 2/1/94 - 5/1/94 Supv. of Science Principals Program is Discussed with Students 3/1/94 - 5/29/94 Counselors Students Registration 3/14/94 -5/20/94 Principals Counselors Teacher Training Occurs 6/1/94 - 8/15/94 Supv. of Science Dir. of Staff Dev. Program Implementation 8/ /94 - 6/5/95 Principals Teachers Reporting on the implementation of Applied Biology and Chemist^ will be done by the Director of Vocational Education as part or me  Carl Perkins grant requirements. \u0026lt; ./ 111BUSINESS CASE ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM EXECUTIVE SUMMARY Currently, the district is operating an ESL progreim which provides tutorial services for identified non-English speaking/limited English proficient students. The progreim was established in 1991 in an effort to achieve compliance with federal laws and state regulations. The primary goal of toe LRSD ESL Progreim is to assist non-English speaking or limited English proficient students in acquiring toe level of English language skill necesseiry for parity of participation in the standard instructional progreim. The ESL students are identified by the local schools through a referral process that links them with the ESL program. The program is managed through the office of communications, English, ESL, and foreign languages, which supervises the six part-time tutors who staff the program. assigned to the referred students for a minimian of one hour These tutors are of pull-out language instruction each week. The tutors travel to the students' schools and assist the principals, teachers, and coxinselors in devising a support plan for each student assigned to them. The district proposes to continue the ZSL program for the 1994-95 school year and to continue to develop it so that full compliance with federal laws and state regulations is, ult^ately, achieved. The 1994-95 program will serve a minimum of 100 students through the services of eight tutors. Additional program components will include the provision of adequate materials and supplies\ndevelopment program\na comprehensive staff and identified/referral/assessment/evaluation process. revised A. BACKGROUND a In late April, 1993, the district conducted a Home Language Survey at the request of the Arkansas Department of Education (AUE) . All 50 of the district's (regular) schools were asked to administer the survey to all students in all classrooms at all grade levels, K-12. The district succeeded in obtaining a 50% to 60% average response rate from the 50 involved schools. The Home Language Survey results revealed 400+ students who were potentially eligible for English as a Second Language (ESL) services because a language other than English was identified as the primary language used in their homes. 1 90These 400 students represented 66 distinct language groups, other than English. The results of the 1993 Home Language Survey confirm sizeable ESL eligible population in the district. a Federal laws, which have been enacted to support and protect civil rights, require the district to provide whatever services are necessary to ensure that ESL identified students can succeed in mainstreamed classrooms. Because the laws do not recognize a language barrier as a handicapping condition or as the district cannot provide such a skills deficit, services for these students through existing Chapter One or Compensatory Education programs. B, PROBLEM DEFINITION The district is not in full compliance with federal laws and state regulations regarding the provision of services to nonEnglish speaking and English limited proficient students necessary for parity of participation in the standard instructional program. Failure to comply with state regulations as outlined in the revised Arkansas Public Schools Standards for Accreditation may result in loss of state aid and district accreditation. Failure to realize the full intent of federal legislation may result in a lawsuit Failure to against the district on behalf of ESL students. respond to the needs of ESL students will results in education deprivation which will become a life-long handicap for these students. C. ANALYSIS OF ALTERNATIVES There is no other alternative available to the district. Provision of special ESL services is a local responsibility and it cannot be supplemented through special education or compensatory education programs. D. KECOy ATIONS The district administration recommends to fully fund the ESL progrcim-, for the 1994-95 school year and to continue to develop it so that full compliance with federal laws and state regulations is, ultimately, achieved. The 1994-95 progrcim should serve a minimum of 100 students through the services of eight tutors. Additional program components should include the provision of adequate materials and supplies\na comprehensive staff development program\nand a identification/referral/assessment/evaluation revised process. 2 91. E. OBJECTIVE The objective of the continuation of the ESL program is to achieve parity for participation in the standard instructional program for all ESL identified students. EVALUATION CRITERIA F. The evaluation criteria for the 1994-95 LRSD ESL Program will include family/parent, patron, principal, guidance counselor, tutor, and student satisfaction with the ESL program\ntutor, teacher, principal, guidance counselor, and family satisfaction with ESL staff parent/fanily development\nexcunples of student work demonstrating achievement of program ooal/obiectives\nresults of goal/objectives\nteacher-made tests\nobservations in classrooms that identify teaching/leaming\n____________ reflecting appropriate materials and supplies\nand total number students exiting the program into the mainstreamed learning setting. quality inventories of IMPACT ANALYSIS The continuation of the LRSD ESL Program will have a positive impact on the schools, the district's learning achievement, district persoimel, parents/families, patrons and students. The result will be increased community and state support. DESEGREGATION PLAN The LRSD ESL Program personifies the desegregation plan It clearly demonstrates multiculturalism intent. infusion. COURT ORDER No negative impact is noted. POLITICAL FACTORS/RISKS Failure to continue the ESL progreun at the proposed level of funding will result in great risk to the district, the prospect of loss of accreditation, loss of state aid, and probable lawsuits. including TIMING Continued implementation of the ESL progreim during the 1994-95 school year is critical to the district and its clients. 3 q9G. RESOUHCE ANALYSIS The following allocations will be necessary to adequately fund the LRSD ESL Program for the 1994-95 school year: 1. Salaries 8 tutors X $1,500 per week X 36 weeks = $54,000 ($15 per hour X 100 hours per week) 8 tutors X $45 per month X 9 months ($15 per hour X 3 hours per month for prep) Total salary cost 3,240 - $57,240 2. Materials and supplies $10 per student X 100 students $50 per school X 50 schools Total materials and supplies cost = $ 1,000 = 2,500 = $ 3,500 3. Staff development * $45 per day X 2 days X 100 teachers (Substitute teacher pay) $90 per day X 5 days X 8 tutors (Tutor stipends) $5 X 108 participants (Training packets) Total staff development cost - $ 9,000 3,600 540 = $13,140 4. Assessment/Evaluation , $20 X 100 students \" 3 Total Assessment/Evaluation cost $ 2.000 $ 2,000 ' Total program cost - $75,880 '8 H. FORCE FIELD ANALYSIS The primary supporters of the LRSD ESL Program are the tutors, classroom teachers, guidance counselors, administrators, parents, students, patrons, and government. There are no known detractors. I. GENERAL IMPLEMENTATION PLAN The supervisor of commtmications, English, ESL, and foreign languages will have the primary responsibility for organizing and implementing the ESL program. The supervisor will hire the tutors and coordinate the referral process with building principals. The supervisor will also oversee the procurement of materials and supplies and will plan staff development. 4 93LEGAL ggQWRgMgnS Summery Of ^edercl mondates tor th* Pfoygiop p/ Cqugi Ediirrrrionrri O^nort' jnitv tn Mctionel Onoin Mmorffv Students  1. No discrimination or exclusion from benefits on the ground of roce. color or national ongtn. Title VI. CrvO Rights Act of 1964 (1964) 20 U.S.C. sec. 20CDd. 2. No denial of access to porticioction in sctiool programs because of language. No segregation by tracking, ability grouping end assignment to special education. No exclusion of parents from school infonmarion. Pottinger. J.^(Director. OCR/DHEW) (1570) Memorandum to School Districts With More Than nve Percent National Origin-Minority Group Children regarding Identificotion of Discrimination and Denial of Services on the of Notional Origin. 35 Federal Register 11595. 3. No discrimination of exclusion from benefits solely on the basis of o handicapping condition. Rehabilitation Act of 1973 (1973) sec. 504.29 U3.C. sec.794 4. Take affirmotive steps to provide LP students special instruction designed to overcome their sngfish language deficiency. There is no ecuaSty of treatment merely by providing students with the same facilities, text books, teachers, end Curriculum' for students who do not understand English are effectively foreclosed from any meoningfui education. Leu V. Nicnois (1574) 414 U.S. 563. 5. No uniowtui denial of equol educational opportunity to NOM individuois. A Districts must take appropriate action to eaual porticipotion. overcome languoge barriers that impede Eduol Educational Opportunities Act of 1974 (1974) 20 U3.C. sec.l7C3(n. 6. Use the home language os needed for home school communication and parent mvolvement. IE? may provide thot instruction be corned out bSinguolty. Education for AH Handicapped Children Act (1975120 U.S.C. sec. 1401. 'pP exceptional students hove a rightto receive bilingual services Jose P. V. Amboph (1979) EHLR 3 551: 245 (P n N y.) Y.S.. et oL. V. School Distrief of Philadelphia (1986) CA. 85-6924 (LD. PA) 8. An appropriate program is based on a sound theory, allocates sufficient resources to the program to implement the theory, and can demonstrate effectiveness in  teaching English end other subject areas, leading to parity of participation in the sroncord instructionol program Ccstoneac v. Pckcrd (1961) 648 F.2d 989 (Sth Ci.). 9. States must estabfish stondords and guidefines for service to NOM students end monitor school disnicts for compfiance with those standards. Idaho MigrOTt CouncS v. Board of Education G981) 647 F2nd 69 (9th Ci). Gomez v. Illinois State Board of Education (1967) 811 F. 2nd 1C30 (7th Ci). 10. Foreign-bom NOM students hove constitutional Flyer v. Doe (1952) 457 U3. TfT? protection. 11. staff members serving LS? students must be trained and Bngusticclly ouaCfied. Both oral end wntten skills of LE. students ms be assessed for exit pu.'pcses. program entry end Districts must monitorttie progress of students offer exit. An eppropnete program enables L=? students to uttimetety compete cccdemiccliy witn inglis-n speaking peers. Keyes v. School Distnet No. 1 (1983) 576 F. Supp 1533 (D. Colorado) vv 94SmrmgY Sf Mcigf HgagnlhWIea d. pmet^ to Ng^one^ origin Minority Students. 1. Identity NOM Jtudents. 2. Assen NOM rucents to identify L? riudents. J. Estcaisn enteric for entry into, ejot from, end recicssifiddtion into trie oftemetive progrom for L students. Oid^ncse instrudtiondi needs ond Dfcvide on driemotiye progran whidfi meets L Students specioi needs for Engiisft Icnguoge instruction, for undetsrondoOle ^CTon ,n otner content orecs. one for positive seif concept end idenrificdtion Witt) meir cuiturci tientoges.\n. Previce oopropridte end compdroOle insrtuctionol 6. oocoftunrties. Provide dudiified tedoners. mdteridls dftd srctf troining a. 9. IC. 11. Provide ecud cccess to other district progrems end senrices. Provide for pcrentcl involvement. Mentfor the progress of students offer progrem eat end reciessify students os needed. cvciudte tne e/temetrve progrem ond revise os needed. Moinroin student records. a\n? n\ngTUC7 mmv Amoen. A. N. cne Maianeai. S. E (1987) SSngue Eeucatiorr A Souceoooa. Naw Yonc Taecnen Caaaga Prao. ^ur**. f S. (1981) SiSngucawTi/BicuSureSun in Amencan Eaucstion: An Aevantira in Woneencne. Ihe Annes or me Amencan Acaaemy e Pgiitica one Soc:e Soer8 154.164-177 CCSSO Bjotirc cnff en ecucswnol ScaKV (IW05 Scnool Sueses lor Umtfta ^nqpn PreAocnr Stueann: tha Cncllanga ona Stora Besoorua. WeainQTon: CdSSO CiaTT!.ClW)fnBO\u0026gt;anna.'HnonryStuoano. Sccxmanro: CA8E. ^monaei. A. T. ena Pet S.WJ. (1989) Iha Rignt lo Sacawe BBnguel Saaciol catcanon. WaiTi Eaucanon Lew Beoonar. Augisr. 1989.1067-1091. Pemeneat a_ Menrr-Saine. t. ana Peirovien. J. (1989) Rwa Ctiei Hign Senool Orooour Stuey: Cherearetsne: at lsoar\u0026lt;c Hign Senool Stueann. Wemrigron: A5B1BA Asoociion. me. msButa lor Poiey Beiaraen. ffar. J. M.. ena Cairefe. J. W. (1938) Naw veieat: Ifwiiijmy Sluaans h tSl. Pusie Senoos. Bonon: Nenone CocMon e Aevoesrai tor Sluaaras. Aonee ScA/META (5/22/90) Proooiaa ESCt. Agreement tcaonosae: Deuui ii i lai e et Eoucanon. Soractai. P. (1988) taenraeet Aiarenca Moaula: Netlonot Origin OasagrageOon: Paeare Sreiurai ena Oiraenyai Bagoreing Nerione Oiigrt Stueans. Son Antonio: DSAJOaC-SCC. Lew. J. (tB85) BBneuoSan. BaeafCt Poiey on Banguet Eaucerton end Intaiciitieel Baicnoni. mramenenesJoune al inrarcunm Beienani 9.2.11G-iSQ. MBar. S_ Niccleu. S_ Oit. AA. Veieiviaio. S_ onaV/oSeer. S. (1990) too Lera to Batea: Becansieanng Saeano-Chenea Caaortuntiei tar HSacnc ana Omar Otoooun. wemeigton: Hoocnic PoPcv 0aeBment Ptotact in oaocicnon wdn ma Acaeamy tor Eaueanoncl Oeveiocmanr. nalEO Eaucation Puna (1990) EnglSn Plus LagSletive Bessat lor School Boera Memoen. waningron: NALEO Bcoi. P.O.. Baras. C. one Eiesoaeo. 0. (c.1988) tha Biam at Limitaa EnaBtft Broficienr Stueann: A Heneaooa tor Poretm ena ComrrBjruty AevoearaiAoi Saraenei ea lei Eirueienras con Conwao Limteea oat leome ir^qlas Merue oeie Poarei ca rcmae y Oalemorai ea le Camuniaaa. Sen rrencoea: META, wrm tna ceorcnca or CXAP. ScnBcga. B.. cne Canto Paeioerg. B. (1981) tha Stena or Eauaation lor Maseniei. Eaucaocnei Laceerme Jan.. 1981. Wonj. S. CT387) Tha Langucae Lacmna Stuctfcn at Alien ln\"i i i!cn Stueann in tna Unfee Stcrec A 'x^ra cne Pivcnoa^ausie PanoaerNc. na3 joune) 11.22-!34. 95SUPERINTENDENTS RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Rightsell Incentive - Sharon Davis BUSINESS CASE Technology Theme Implementation PROGRAM STATUS: Q Addition Deletion Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: Q Yes No REQUIRED OR SUPPORTS STATE REQUIREMENTS\nQ Yes No NOT REQUIRED BUT ESSENTIAL TO DISTRICT\nQ Yes No REQUESTED LEVEL OF FUNDING $125,732 RECOMMENDED LEVEL OF FUNDING $ 75,000 (maximum) Submitted by Superintendent HPW/Ua/STARiT.BC 45BUSINESS CASE RIGHTSELL INCENTIVE SCHOOL CAREER AWARENESS AND MASS MEDIA THEME EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the local learning environment for all students, incentive schools are an integral part of that plan, and success is directly related to the success of the District's longterm desegregation plan. Each incentive school was required to develop and implement a school theme. Rightsell Incentive School Identified a theme of Career Awareness and Hass Hedia Technology. The Career Awareness component has been in place since the beginning of the 1993-1994 school year. This business case addresses the first phase of implementation of the Mass Media component. in place The and their This business case A. BACKGROUND Parents, teachers, administrators and community volunteers selected the \"Career Awareness and Hass Media Technology Awareness\" theme to provide learning opportunities that would foster positive social growth and produce responsible and productive citizens. building level theme development team reviewed the four core areas the Little Rock School District Curriculum and decided that Language Arts and Social Studies were areas that would support both the  Career Awareness and Hass Hedia Technology. TL_1_11_1..^ activities have been developed to implement the Career Awareness Component of the theme as follows: The The following L^S-^uer Outcomes for the Career Awareness Theme component were developed. Career Clusters were identified at each grade level. The cluster areas selected will create readiness for the Academics Program or Occupational/Technical Specialty Area. Our program, like the Arkansas Tech Prep Plan Establishes Higher Expectations of All Students by Integrating Academic and Vocational (Career) Education. Secondary-Level Applied The Rightsell Career Awareness curriculum offers a sequential program of study for all students. for low-level Our thrust is to eliminate the need unconnected academic coxirses. and vocational Social Skills Training, a skill development program, was designed to target behaviors that students need to be successful in solving, areas such as responsibility, problem goal setting, decision making. The and 465 counselor, classroom teachers, specialist, speakers teach the skills on a daily basis and reinforce them continually throughout the and resource year.  Industry site Visits, trips x.u.o.x, aice visits, field trips. Industry Adoption Pro^ams, and Youth leadership organizations/clubs xmpiementea. were related programs to support the Mass Media T chnology component were implemented - Closed Circuit Television, Rightsell Channel 36, Cable in the Classroom rogram-Storer Cable, Extended Day Newspaper-Using Aldus Pagem^er and Children's Writing and Publishing Center, and the Newspaper-In-Education Program. Closed Circuit  Career Planning/Educational Opportunity Research Activities were encouraged through campus site visits and mentorinterviews to empower students to become active participants in their academic planning and career preparation process. and Advanced Mass Media Technology is the future. .. ., , , ---------------sj  luuuxc, and usually not readily available to urban children in the home setting. A Laptop Computer Parent Loan Program is in place at Rightsell. We presently nave 3 laptop computers. They library/media loan program to classes, program and a 3-day Parent Loan Progr-am. school children the They are in constant use through the the Extended Day Class loan We must offer inner city . opportunity to learn about and become comfortable with this equipment and technology. The technological system we choose must be both state-of-the-art and capable of Rowing as new advancement become available. The Mass Media Technology Awareness component of the theme will be implemented throughout the Language Arts Curriculum. Teachers will integrate specific media communication activities at each grade level with key basic skills in the Language Arts Curriculum, components of the theme will\nThe Mass Media Teachers will integrate Specific Show the relationship between basic skills taught in the classrooms and used in every day mass media communication in the \"real world.\" Teach how technology enhances the communication process between people, businesses, and countries\nand teach how \"messages\" influence our lives. * Establish a student production studio (Rightsell Channel 36) and teach students how to communicate their ideas using communication technology, teacher transmissions student and controlled by the can play automatically or be teacher via a remote unit. Rightsell Channel 36 programs can be presented to selected classrooms or displayed throughout the school. 47* Challenge students to explore communication possibilities that e^end beyond their immediate family, friends, and community. Some of the existing communication systems include The Information Highway, FrEdMail, Internet and Distance Learning. Introduce students to career opportxinities related to Mass Media Communication. Learner Outcome for the Hass Media Technology Program Learner Outcomes for Mass Media Technology are linked directly to the LRSD Language Arts Program Outcomes. They are: Ability to communicate effectively using appropriate standards of grammar. Using writing thoughts/ideas/information. the process to convey Using tools of technology at an effective, efficient, flexible and adaptable level. Model effective listening and speaking skills to communicate and to succeed academically, socially, and economically. around Exhxbiting a better understanding of self, others, the world them through positive listening, speaking, reading and writing. and Ability to read with fluency attend to meaning of what is read. A theme specialist has been employed to assist in all phases of theme implementation, working with all staff, student and parents at the school. B. PROBLEM DEFIKITION In order to fully implement Rightsell's theme a plan has been developed to facilitate learning through the use of technology. Our theme requires that students advance to a higher level of through technology by becoming proficient in communication skills and interpersonal skills. Technology is an integral part of our theme that will be used to improve literacy skills, to motivate students to achieve and to adequately prepare them for the twenty-first century. 48district's To fully implement the Mass Media Technology Theme within the budgetary constraints, a fivephase process is recommended. Phase 1 Applied Communication Technology Basic Skills Program Enhancement Language Arts Skills that support the Mass Media Technology Theme will be identified. The Extended Day Program will be restructured and Enrichment Activities developed. enhance the Mass Media Technology Theme will be An interactive learning environment that promotes reading, writing learning across the curriculum will be established. Using the distributive method, five computer stations will be installed in each primary classroom. An Integrated Language Arts Program at the P^iary Level will be installed in each unit. This software will help students develop their emerging literacy and acquire the interconnected skills of reading and writing. Grades 4 6 will use the existing computer lab to assist in developing student proficiency in language, communication and self- directed research skills. A laser-printer and appropriate software will be added to allow student work to be printed. Intermediate Writing Process Model that guides students through pre-writing, drafting, revising, editing and publishing will be implemented. The components of that model are as follows: Literature-Based Writing Program is designed to help students master the interconnected activities of reading, writing and thinking. The Writing Program integrates reading and writing instruction in.realistic literacy tasks that encourage students to use language in meaningful contexts. Keys to Adventure (Keyboarding)teaches proper finger placement, and demonstrates correct reaches to the keys, shift keys and punctuation marks within the context of \"around the world\" activities. The Writing Processor combines the student-oriented word-processor with instruction in the five steps of the writing process. Phase 2 Computer Stations in the Fourth Grade Classrooms Five computer stations will be added to each fourth grade classroom, allowing for more integration of technology into the 49curricultm. Building on the foundation skills established at the grades, software at this level will be an updated version tne ath and reading software presently in use. The new software will also allow for increased connections the curriculum, presently in use. ------------- between areas of supporting the district's emphasis on thematic units and the holistic approach to teaching, assessment capabilities that will allow individualized lesson plans based on student deficiencies. The updated software for Phase 3 Computer Stations in Kindergarten Classrooms and Fifth Grade Classrooms Five Computers Stations will be placed in each fifth grade and At the fifth grade level students will use updated reading/math software with the capability of making , -------- Kindergarten students will use integrated language arts software in the classroom. kindergarten classroom. curriculum connections. j t in the classroom. Emerging literacy skills win  literature-based, thematic approach that Will no Ir^ ________________ will help build a strong foundation in critical language skills. Phase 4 Computer Stations in Sixth Grade and Pre-K Classrooms computer stations will be placed in each sixth grade classroom and three stations will be placed in the four-year-old (Pre-K) this phase of implementation all students will utilize technology within the classroom setting. classroom. sixth grade is an extension of the reading/math software in place for fourth and fifth grade. continue to be emphasized. Thematic units will Software for fouryearold will provide developmentally appropriate experiences for the young child. It will be built around a variety of multi-ethnic literature, science, and mathematics units. This early childhood and emerging literacy language program stresses that children grow into reading and writing with no real beginning ending point, that reading and writing develop concurrently and interrelatedly and according to no one right sequence or order. This Many of our students come to us deficient in language readiness skills. Students in early childhood programs must be immersed in skills. literacy experiences. in order to meet the first national educational goal set by the President and 50 governors in 1990: the year 2000 all children shall start school ready to learn.\" In \"By 50given the is inevitable. Technology provides ,. -  vehicle that will motivate engage the pre-school child. motivate, captivate and Phase S Career Demonstration Lab Teacher Resource Lab/Interactive Development Center. Media Oesigu and Telecommunications Product Parent Training/conference Training/Production Center Canter Due to the budgetary constraints LI _ 7.. S iinan'Sr for implem'entin^'phale inance this Career Demonstration LaL i, sponsorships and public donations. student work stations that of the LRSD, Rightsell School will 5. We will work I^b through grant writing, computer scanner retail The lab will include allow hands-on career experiences. center will be established to control A inventoT-v eauaoxisnea to conuroi Sto?r 7siltiatsd  in the Rightsell Roadrunner Student SSonkitVon^ installed with monthly ArkaSS\nCos.etoloqy, and Hair Care Pr'4ct ,etc ... The Career Demonstration Ta. a.  ------------ Lab will also house Interactive Training Lab for provide a state-of-the art Multimedia, video. a Computer Based parents and teachers. The Lab will computer lab featuring integrated and presentation hardware as well as classroom ___J  ' ------------------------------iiaiuwait: Classroom Sihigh-tech instructional labs. Computer Based Interactive Training Lab will allow parents ^eS!SSs^tnUV\"V a classroom that bring remo?\nnetworks university libraries, as well as math and their desktoos. This allows to desktops Communications/Telecommunications, This science -.-^wAxx^auioiis/iexecommunications, Distance Learning. Teleconferencing and a Computer Command Center that puts COmnutpr. mniieo an/A ----------- puuo MultiMedia computer, mouse and monitor in the instructors control . Video- every recommend that the Computer Lab Attendant position be eliminated. With the inservice rreininrr rhat- 11 With the inservice training that will be teaching staff and the instructional aides . ---------------------over , . a.a. J a. years, toere will not be a need for a computer lab in addition to the regular training, instructional aides will receive all of the   the district computer lab attendants the course of four attendant. addition to two Specialist, who also has a technology technical assistance.  ' ' as training provided for a back up. Our Theme background will provide The elimination of this part-time position will save approximately $7,346.60 yearly including salary fringe benefits. and 51C. ANALYSIS OF ALTERNATIVES Several alternatives were implementation at Rightsell. considered in planning for theme One alternative is to provide a television production studio by adding eguipment to a closed- circuit television system already in place. K_______ production skills must be built on the foundation of sound reading, writing, and oral communication skills. However, television thoroughly developed first, production phase. These skills should be before students move into the I ! i Another alternative considered was use of the existing computer lab for teaching and reinforcing literacy skills, five years old and slow by current standards. state-of-the-art The existing lab is - ___________ It will not support the software needed for Rightsell students. However, continued use of this software for grades four through six will provide sufficient literacy reinforcement for another year or two. The Language Arts software in the existing progrim is designed to remediate and reinforce specific reading skills rather than iMerse beginning readers in the interrelated elements of listening, speaking, reading and writing. i third alternative is to provide computers in the classroom for the primary grades as the first phase of the Mass Media Technology Theme. Every primary student will then have access to technology every day of the week as an integral part of instruction and learning. D. RECOMMENDATION It is our recommendation that the district implement Phase I of the Rightsell Incentive School Mass Media Technology Theme during the 1993-1994 school year. The rationale for this recommendation is that this phase of the theme provides\nFive computers in each classroom and software for grades 1~3 that supports the LRSD revised curriculum and the school's theme. The software provides for a thematic approach to learning, while emphasizing the skills of reading, writing, and speaking. E. OBJECTIVE The objective of this recommendation is to support the LRSD's Desegregation Plan by implementing Phase I of Rightsell Incentive School's Mass Media Technology Theme. Students at Rightsell need this technology to improve their literacy skills. , including communication skills providing appropriate software and hardware in the classrooms will ensure that students have the tools they need to develop a sound foundation. 52Evaluation Criteria Student progress will be monitored through the following methods: ABACUS - Mastery of the Language Arts Curriculum will be measured through the ABACUS using 1994 individual student mastery as a baseline. Stanford 8 , ~ Student performance and grade performance will be measured using 1994 test scores as a baseline. Student Education Plans (SEP'S) will be developed based on Language Arts needs of individual students. Each _ will demonstrate 85% mastery of Language Arts identified skills listed in his/her SEP. Teacher observable checklist will be used to evaluate oral communication skills. Student work portfolios will be utilized to demonstrate progress of written communication skills. Increased use of thematic teaching units and concepts measured. Using the number of thematic units taught in grades 1-3 in 1993-94 school as a baseline. Increased teacher use of instructional effectiveness curriculum will be measured. technology to in integrating the enhance core Current use of the computer lab, teacher inservice related to technology will sex^e as a baseline. Also an instrument will be in place in fall to measure teacher attitude toward the use of Technology in the Classroom, will serve as a baseline. The fall of 1994 results Increased student interest and attitude in learning related to technology and Language Arts will be measured. An instrument will be in place this fall. Parental attitude and interest toward the use of technology will be surveyed. Using Spring 1995 as a baseline. r. IMPACT Using a literature-based curriculum that is supported by technology will motivate and stimulate students as they progress through the in understanding developmental stages language. A strong foundation in literacy skills at the primary level is essential. 53Desegregation This plan totally supports the requirements set forth in the desegregation plan referencing theme implementation, academic programs (Reading Across the Curriculum, Oral Expressions Across the Curriculum and Instructional Technology) and the purpose of incentive schools. Court Order Implementation of this plan would allow the school and District to demonstrate compliance with the court order to develop a theme. \"On The 1992-93 Incentive Schools Monitoring Report states that: May 1, 1992, the Court ordered the LRSD to restore and fully implement themes at all incentive schools, but the district took nearly a full year to select themes and hire program Specialist for the six of the seven incentive schools. Thus, denying students the level of theme enhancement that the desegregation plan promised and the Court required.\" At Rightsell, we have developed a theme that will enhance the core curriculum. The program will provide students with foundational skills that acre required to be a successful student as well as skills that will allow them to compete with their peers in the future. The implementation of the theme will also help Rightsell in its recruitment efforts. Political Factors The district can receive favorable responses from the coxirt and schools if resoxirces are provided to implement this theme. Risk The equipment and software provided by implementing Phase I of this plan can be transferred if necessary. The additional funds requested for this phase and future phases will be viewed as a wise investment in technology. Should the district decide not to support this system, ah alternative plan will need to be developed for the Mass Media Technology component of Rightsell's theme. Timing In order for the Mass Media Communication component of Rightsell's theme to be in place by the beginning of the 1994-95 school year. the purchasing process must begin as soon as possible. Installation of equipment, wiring, and staff training in the use of the software will take several months. If primary students are to be positively impacted from the beginning of the school year, it is critical that the procurement of hardware and software be begun at once. 546. RESOnRCSS ANALYSIS i  of hardware and software that must be implement Phase I of Rightsell's Mass Media Technology Theme. All costs are estimates and are subject to change. 55Phase 1 Phase 2 Phase 3 Phase 4 Cabling $3,000.00 $1,000.00 $2,000.00 $1,000.00 wiring $3,000.00 $1,000.00 $2,000.00 $1,000.00 56Glossary of Terms Distance Learning Distance Learning increases instructional effectiveness through the use of interactive two way television  1  Students can receive standard curriculum and special courses the individual attention that distance with active response. with learning can provide. Teachers and staff members can actively product training sessions delivered by the most qualified presenters and instructors. Distance Learning can significantly reduce travel cost, extend the traditional classroom or training center to students at remote locations. FrEdMail - The FrEDMail Network is a growing, distributed and low- cost telecommunications network that helps teachers and students pa^'ticipate' in a wide variety of learning experiences and exchange information freely and simply, become better learners, readers, FrEDMail motivates student to and writers. It also lets teachers share experiences with student assignments, distribute teaching materials, and curriculum ideas. Implementation of this program at Rightsell would allow our students to communicate with student at Franklin Incentive School, Garland Incentive, Crystal Hill Interdistrict Magnet School, and over 150 member school districts nation-wide. IMTBRNBT - The INTERNET is a global communications network that connects computers all over the world. Education, government, business, and academic organizations participate in the network. Electronic mail between all users can be accessed, providing communications capabilities with a wide variety of people, to libraries around the world and forums for discussions about a Access variety of subjects are available. Thematic Approach - A thematic approach is a framework based on a particular topic, idea, author, or genre. Each unit has outcomes or goals that specify what you want students to accomplish as a result of the unit experiences and lessons. These themes involve a number of curricular areas, such as science, art, music, or math, even though-the focus of the unit is developing the ability to read and write. 57RIGETSEIJ, INCENTIVE SCEOOL Business Case ADDENDUM TO PEASE I We have closely reviewed the implemetation of hardware and software at each Phase of our Business Case. We believe that Phasing in the Theme over a period of six years is not the best process for implementation. However, we do understand the financial crisis of the School District and recommend further reducing our cost as illustrated below. We recommend deferring the following items in Phase I to a later phase. PEASE I Estimated Pre-Tax Total $151,578.00 OPTION #1 Phase I Pricing Only with note that placed in later phases. many of the cuts are being Reduce Printers to two $1,600.00 Reduce Teacher First Stations to one $6,000.00 Reduce Softweire to $53,732.00 Phase I Pre-tax total $125,732.00 Saving Approximately $25,846.00 OPTION #2 Same as above except eliminate final Teacher First Station Phase I Pre-tax total $115,943.00 Saving Approximately $35,635.00 58 r /-t7- I SEQ # 14 03 04 24/230 223 231 13 02 213 215 01 15 21 08/204 25/225 BUSINESS CASES Program Name TENTATIVE RECESWD JAN 1 7 1995 Office Of Desegregafion h/i^nnyiiitg Academic Progress Incentive Grant/Margaret Gremillion, Sadie Mitchell Academic Support Program/Dennis Glasgow, Gene Parker, Leon Adams Data Processing/David Beason Districtwide Facilities Study (School Closings)/Dr. Mayo Pupil Transportation Services/Mary Jane Cheatham Family Life Education/Linda Young, Rene Carson New Futures/Linda Young Four-Year-Old-Program/Pat Price Guidance Services/Jo Evelyn Elston Health Services/Gwen Efird HIPPY/Marion Shead McClellan Community School/Jodie Carter Staff Development/Marion Woods Substitute Teachers/Brady Gadberry, Dick Hurley Vocational Education/Carol Green Safety and Security/Bobby Jones Discipline Management/Sadie Mitchell, Larry Robertson, Walter Marshaleck Alternative Education/Jo Evelyn Elston, Vic Anderson, Randy Glenn/ * ^Wce 0/ oes^.- LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation BUSINESS CASES FOR PROPOSED BUDGET FY 1996-97 FEBRUARY 1996EXECUTIVE SUMMARY BUSINESS CASE VOCATIONAL EDUCATION 1996 If our youth are to be afforded the best possible chance for success in the workplace, systematic and collaborative change in our educational system is imperative. Employers continue to express the fact that they want more than just the traditional academic and technical preparation. They want workers who possess general workplace competencies, can communicate effectively, solve complex problems, work in a team, understand the underlying scientific principles of technology and understand the valve of lifelong learning. Recent federal legislation, particularly the Carl D. Perkins Vocational and Applied Technology Education Act of 1990, and the School-To-Work Opportunities Act of 1994 have provided the impetus for the systematic and collaborative efforts needed to meet the challenge of this change. Under the Carl D. program is funded. Perkins legislation, the Tech Prep Education Tech Prep in the State of Arkansas is mandated The Tech Prep curriculum was initially put by Act 980 by 1991. into place in the Little Rock School District during the 1993-94 The purpose of Tech Prep is to better prepare school year. students for the changing demands of the workplace through a combination of strong academic and technical skills training program for entry-mid level employment. To do so means having a strong curriculum as well as high tech equipment to\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_379","title":"Data","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":["1993/1998"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational statistics","Education--Evaluation"],"dcterms_title":["Data"],"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/379"],"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":["262 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\ns C H o O Learn a little about vour schools All three districts in Pulaski County have plenty to be proud of.  ARKANSAS TIMES  MARCH 27, I998_ w,hen you choose a neighborhood, you're also choosing a school system. The two are inevitably interlinked, and schools often are the determming factor when families are relocating. There are plenty of good-news stories in all three Pulaski County school districts, inspirational tales that help illuminate what is right about public education today. Here are brief looks at the three districts: LITTLE ROCK SCHOOL DISTRICT The largest school district in the state, the Little Rock School District includes 35 elementary schools, eight j unior high schools, five senior high schools, one alternative learning center and one vocational-technical school. Many are incentive or magnet schools that specialize in a particular educational theme, and plenty of other are area schools in which students from particular nearby neighborhoods attend them. The Little Rock School District has much to boast about  Thirteen LRSD students were named National Merit Scholarship Semifinalists during the 1997-98 school year. Twelve of those honored students attend Central High School, and the other goes to Parkview.  Six students were selected as National Achievement Scholarship Semifinalists four from Central, one from Parkview and one from J.A. Fair.  The 1996-97graduating class of the Little Rock School District received more than $5.1 million in scholarships.  The district offers more courses than any other district or private school in the state. There are computer labs in every elementary school in the district.  More than 160 businesses in the city participate with schools in the Partners in Education program. . \"The variety of programs offered through the district are attractive to parents because there's something for everyone,\" says Suellen Vann, head of communications for  the District. \"Parents whose children are interested in math, science, health sciences L s award-winning teachers and award-winning students.\" There are approximately 25,000 students in the district, with an average expenditure of $5,822. The average teachersalary in 1997- 98 is $33,8789, excluding fringebenefits. More than 53 percent of the teaching staff holds either master's degrees or doctorates. NORTH Little rock school District Parents who want a small-town school environment for their children but who still want to live smack-dab in the middle of bustling Pulaski County might want to take a long look at the North Little Rock School District. 'The district is approximately one-third the size of the Little Rock and Pulaski County Special school districts with about 9,000 total Computers have become an educational way of life In public schools. students attending the 14 elementaries, four middle schools and one high school, which issplitintotwocampusesthe Eastcampus for 9lh and 10th graders and the West campus for 11th and 12th graders. There are also three specialty programs and an alternative learning center. \"One of the strongest points for us,\" says Shara Brazear, communications head for the district, \"is that we can be a smaller-town school in a metropolitan area. We're exactly right for many people. Most teachers and employees have worked here for years. Once they work for the North Little Rock district they don't want to leave.\" students and recently lauiwhed several new projects. Poplar Street Middle School is an outrageously successful all sixth-grade school. Adolescents have a chance to mature and learn in an environment with their true peers. All 650 sixth-grade students in the district attend this school and are divided into seven teams. Approximately 90 students are in each team of four core teachers: math, English, science and social studies. Redwood Early Childhood Center is another exciting endeavor the North Little Rock School District undertook last year. This preschool program identifies at-risk students in North Little Rock and offers outstanding instruction as well as an exciting curriculum ' ride the bus long distances to take part in the for ail 135 students including 25 kindergarten students. Pulaski county special school DISTRICT A far-flung district of 729 square miles that covers every area of the county that doesn't fall within the Little Rock or North Little Rock city limits, the Pulaski County Special School District includes a total of 38 schools25 elementaries, one middle school, five juruor high schools, six high schools and an alternative learning center for grades 7-12. The district maintains a down-home, smalltown feel by operating under the neighborhood concept. \"As long as seate are still available in your neighborhood school, then that's where you go,\" says Susie Roberts, a district spokeswoman. All the elementaries feed to a particular junior high, and then to a particular high school so \"a majority of students end up going to school with the same kids their whole lives,\" Roberts notes. With 20,000 students and 2,700 employees, the Pulaski County Special School District is the count/s second largest. And there are plenty of good things happening in its schools, some of which Roberts proudly points out:  There is an average of only 20 students per classroom.  Several elementary schools offer a prekindergarten program for 4-year-olds, and others havean extended-day program, which supplies before- and after-school care for  children to better fit parents' schedules.  Five specialty theme schools offer attendance options for qualifying students. Baker Interdistrict Elementary offers an economics specialty theme, while students at College Station Elementary are offered specialized instruction in talented and gifted education. Students at Fuller Elementarv* ran elect tn program, while students at Landmark E. ementary enjoy the fine arts specialty pre gram. Fuller Junior High and Mills Univer sity Studies High School also feature a tai ented and gifted instruction specialty.  About 1300 students take advantage o the many opportunities presented by thi Talented and Gifted (TAG) program, whicl encourages critical thinking and creativih as well as specific subject skills.  Wilbur D. Mills University Studies High School offers a logical progression for students who have participated in the TAG specialty programs offered at College Station Elementary and Fuller Junior High. Roberts reports that many students elect tc unique program, through which they can get a head start on their college careers. That allows many to . enter college as first- or second-semester sophomores rather than as freshmen. Mills offers a more comprehensive selections of advanced placement (AP) courses and more upper-level electives to facilitate this early jump on college. The first class to graduate from the Mills University Studies program netted almost $3 million in scholarship offere.  All secondary schools offer a standard core curriculum in workforce education, and about 90 percent of students get some sort of this type training.  Pulaski County Special School District students, teachers and administrators are coT^sistently recognized with numerous local, state and national awards for excellence in education. Magnet schools Students who live in any school district in Pulaski County are eligible to apply for admission to magnet schools, which offer themed subject areas. Elementary magnet schools:  Booker Arts  Carver Basic Skills/Math-Science  Clinton Interdistrict (technology/speech)  Crystal Hill Communications  Gibbs International Studies/Foreign Language   King High-Intensity  Rockefeller Early Childhood  Washington Basic Skills/Math-Science  Williams Basic Skills Secondary schools:  Central International Studies  Dunbar International Student/Talenled and Gifted  Henderson Health Science  Horace Mann Arts and Science  McClellan Business/Communications  Pirkvipw .Art'^ and Sciences L. PURSUE fRE PUSSHitiiLmES Uf MAGIMET SCHOOL EIVROLLIUEIMT ir NOT TOO IBT!I \u0026gt; .\u0026gt; %\n. L - * I  .X  ,jr. /\u0026gt; \u0026amp; :t h \u0026gt;' I i\nr\nCheck Us Ootl i [^^^C/ioosefrom !5 II Schools or Programs i Pre-K through t2th Crude High Degree of Parental Involvement Test Scores, Low Student Disciplinary Referrals si^\nUMITCD SeRTING flVRILRBLCll Transportation Provided Call the Magnet Review Committee office at 75B-O1SE far enrollment information I Then I shared my knowledge with others. I Global Education in the Little Rock School District 324-2000 Town Hall Meeting October 11, 1994 7 p.m. .7 Fulbright Elementary School 300 Pleasant Valley Drive OCT V 1 W OUice Ct Oasaursoa^' RC*^ iujolWK Zone 4 AGENDA Introduction and Purpose of Meeting Leon Modeste Special Assistant to the Superintendent Opening Remarks John A. Riggs, IV Board Representative, Zone 4 Dr. Heiuy P. Williams Superintendent Little Rock School District 1. Budget Configurations n. Goals and Mission Statement Questions and Suggestions from Citizens Closing RemarksOur Pride is Showing at the Little Rock School District  The Little Rock School District has more course offerings than any other district or private school in the state.  There are 125 businesses that are Partners in Education with the LRSD.  LRSD leads the state with 84 counselors for its 50 schools.  LRSD offers 21 advanced placement courses in its high schools.  LRSD is an educational partner in the New Futures for Little Rock Youth initiative which is a $15 million grant from the Annie E. Casey Foundation. Little Rock is one of only five cities to receive this honor.  LRSD has more that 489,925 books in its school libraries\nthat's twice the state standard.  LRSD offers courses in five foreign languages: Spanish, French, German, Latin and Greek.  In 1994, LRSD seniors were awarded more than $3.3 million in college scholarships.  LRSD traditionally has more National Merit Scholars than any other district in the state.  LRSD offers an educational program for four-year-olds, allowing parents to begin their child's learning very early.  The LRSD has an Instructional Resource Center for teachers and parents with materials and services available to enhance the educational experiences of all LRSD students.  In 1994 LRSD identified 1,856 seventh graders to take the SAT and ACT college entrance exams as part of the Duke University Talent Identification Program.  LRSD offers many educational options such as incentive, area, magnet, and interdistrict schools, each with specialties unique and different.  LRSD has a strong gifted and talented program.  LRSD students have access to the electronic encyclopedia through the library media centers and computer labs.  LRSD offers an extensive program of adult education to meet the needs of people in Central Arkansas with morning, afternoon, evening and siunmer programs.  More than 53% of LRSD teachers hold Master's Degrees or have more than 30 hours towards advanced degrees. Little Rock School District Mission Statement The mission of the Little Rock School District i educational program which encouraoes all childranT v quality, integrated social, and emotional development To that end ,h a academic. '0 iitat end. the students in the Little RncU Oni, apprec.at.on for ethnic and cultural diversity, d vetp - resolut.on. and demonstrate program which District will develop an problem solving and conflict curriculum. mastery of the District', This will be achieved throu s Ji the collaborative efforts of a Board, of a dedicated . purents, and cttizens committed to fairness, racial and competent staff, and of smdems, p-- equity, and adequate support for education. Little Rock School District Goals 1. Implement integrated educational programs that will ensure that aU academically sociallv and Pmnf \" ensure that all -  academic enrichment while  students grow 1. disparities in achievement. 3. Develop and maintain a staff that is well-trained and motivated. will valued contributor to and thp cultural diversity and the community as a valued that they accept each individual as a can draw as we resource upon which among students, staff, prepare for the 21st Centuiy. our community and nation Solicit and secure financial and other our schools, including resources that are our desegregation plan. necessary to fuUy support Provide a safe and orderly climate that is conducive to leamin asnre that equity occurs in all phases of school g for all students. activities and operations.1994-95 LRSD Board Priorities Compiled at the Board Work Session on September 14, 1994  Safety \u0026amp; Security  Problem Solving at the Building Level  Quality Nursing Services  Alternative Means of Assessment  Alignment of Curriculum with Assessment  Staff Development  Parent Involvement  Collaboration between LRSD and City of Little Rock  Alternative Schools, including Alternative Learning Center (ALC)  Positive Discipline (Alternative Discipline Procedures)  Improved Relationship with MediaSchool Enroll -ment % BIk Elem Jr. High High Area Gadget Elem Bale Elem Baseline Elem Booker Elem Brady Elem Carver Elem Chicot Elem Cloverdale pddd Elem Fair Park Elem Fdre^ P^ Franklin Elem Fulbright Elem Garland Elem Geyer SprkigE Gibbs Elem Ish Elem Jefferson Elem Kwg Elam Mabelvale McDarmotl Meadowcliff Mitchel! Elem Otter Creek Pdl Heights 202 321 339 621 398 598 535 366 304 243 444 411 530 256 282 336 187 483 500 509 440 264 353 379 76 77 77 56 69 55 65 80 60 79 45:s 86 42 91 63 57 97 42 56 54 66 88 41 52 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X LITTLE ROCK SCHOOL DISTRICT 1992-93 Incen tive X X X X Magnet Inter- dist Magne t X X X Inter -dist Mag -net Prog 4-Year- Olds Prog X X X X X X X X Annex -ed X X X X X X X X CommentsSchool Enroll -ment % BIk Elem Jr. High High Area Incen tive Rightsell Elem 249 96 X X Ftoctefelter 361 69 X X Romine Elem 361 77 X Stephens Elem 209 97 X X Terry Elem 541 44 X X Wakefield Elem 500 69 X X Washington 822 59 X Watson Etem 4S1 74 X X Western Hills 335 62 X X Williams Etem 502 55 X Wilson Elem 355 75 X X Woodruff Elem 234 63 X X Cloverdale Jr^ 775 74 X X Dunbar Jr. 705 58 X X Forest Heights Henderson Jr. Mabelvale Jr. Mann Jr. Pulaski Heights Southwest Jr. Central High Fair High Hall High McClellan High Parkview High High Sch Kind 787 914 BV 667^ 849 774 695 1.950 886 976 966 854 122 70 75 166 59 561 75 56 63 57 66 i:57i 89 X X X X X X X X X X X X ......... X 1X\nX 11\u0026gt;1-X::1 X Magnet X X 1B1'X Inter- diSt Magne t X X Inter -dist X Mag -net Prog X X X X 4-Year- Olds Prog X X X X X X X X Annex -ed X X X X X X CommentsNote: 1. Baker Elementary is an interdistrict school in the Pulaski County Special School District. For the 1992-93 school year, the extended care theme has drawn 63 LRSD students on M-to-M transfers. 2. Crystal Hill Elementary is an interdistrict magnet school in the Pulaski County Special School District. For the 1992-93 school year, it has drawn 278 LRSD students on M-to-M transfers. 3. Rockefeller is an incentive school with an early childhood magnet program serving children beginning at 6-weeks old. 4. Henderson Jr., Central High, and McClellan High are area schools with magnet programs. 5. All high schools house one to two kindergarten classes. The enrollment figures reflect high school enrollment. 6. The King Elementary Interdistrict School to open 1993-94 will probably be an interdistrict magnet school, as will the Stephens Elementary Interdistrict School opening in 1994-95.LITTLE ROCK SCHOOL DISTRICT Superintendent: Dr. Ruth Steele Finance Office: Jim Ivey Desegregation Officer: James Jennings Mileage Size of District: Millage Rate: 43.9 Annual Budget Operating Salary Desegregation Cost per Child Number of Employees Certified Support Enrollment 26,254 Elementary Secondary 14,683 11,571 49 Schools 36 Elementary Schools 8 Junior Highs 5 Senior HighsLITTLE ROCK SCHOOL DISTRICT ENROLLMENT COMPARISON SCHOOLS 1988-89 Enrollment % BLK 1989-90 Enrollment % BLK 1990-91 Enrollment % BLK 1991-92 Enrollment % BLK Badgett 279 72% 237 76% 222 75% 220 73% Bale 414 72% 385 76% 375 81% 360 82% Baseline 400 73% 389 72% 370 74% 337 77% Booker 647 55% 610 53% 614 56% 634 55% Brady 447 64% 442 66% 456 72% 420 68% Carver 446 50% 589 46% 603 54% 601 54% Chicot 560 65% 531 64% 544 67% 531 64% Cloverdale 446 63% 419 70% 389 74% 392 78% Dodd 414 66% 394 64% 331 59% 303 55% Fair Park 341 72% 332 72% 345 81% 320 80% Forest Park 423 59% 392 57% 387 53% 402 48% Franklin 442 74% 448 81% 411 83% 507 84% Fulbright 598 55% 576 56% 559 52% 506 46% Garland 299 92% 285 94% 240 88% 279 94% Geyer Springs 239 66% 205 66% 201 72% 254 71% Gibbs 335 51% 338 51% 333 56% 339 56% Ish 197 90% 164 96% 146 97% 200 94% Jefferson 488 56% 479 50% 469 51% 484 43% King 94 94% Mabelvale Elem 586 63% 535 58% 559 57% 505 53% McDermott 506 59% 514 61% 524 62% 511 57% Meadowcliff 456 69% 432 62% 444 65% 427 59% Mitchell 261 84% 239 92% 207 88% 312 91% Otter Creek 361 58% 342 50% 359 50% 356 45% Pul. Heights 326 70% 307 71% 325 65% 342 54% Rightsell 241 81% 211 92% 193 99% 289 98% Rockefeller 300 85% 250 86% 271 72% 403 70% Romine 472 76% 425 80% 392 82% 357 84%SCHOOLS 1988-89 Enrollment % BLK 1989-90 Enrollment % BLK 1990-91 Enrollment % BLK 1991-92 Enrollment % BLK Stephens 233 97% 226 100% 202 94% 245 96% Terry 522 59% 513 61% 522 55% 512 47% Wakefield 501 63% 464 65% 502 65% 479 69% Washington 519 98% 762 57% 841 57% Watson 465 65% 456 64% 518 67% 467 72% Western Hills 332 64% 337 59% 339 60% 323 59% Williams 475 52% 501 51% 505 56% 495 55% Wilson 412 70% 397 66% 418 71% 394 73% Woodruff 221 74% 193 71% 186 65% 225 64% High Sch Kind 119 76% 113 87% 111 84% SUB TOTAL 14,179 66% 14,195 67% 14,336 66% 14,683 65% Cloverdale Jr. 712 60% 731 64% 764 70% 745 71% Dunbar 741 81% 576 79% 663 64% 691 61% Forest Heights 770 64% 808 67% 772 69% 765 71% Henderson 954 64% 956 71% 902 75% 859 83% Mabelvale Jr. 581 56% 609 61% 620 65% 665 65% Mann 882 59% 877 54% 886 58% 872 56% Pul. Heights 694 62% 721 63% 722 63% 761 62% Southwest 734 70% 700 70% 655 75% 704 74% SUBTOTAL 6,068 64% 5,978 66% 5,984 67% 6,062 68% Central High 2,070 57% 1,813 58% 1,580 59% 1,721 60% Fair 920 51% 911 56% 866 58% 882 61% Hall 1,268 50% 1,192 53% 1,212 57% 1,082 54% MeClellan 1,191 52% 1,081 59% 1,003 61% 980 65% Parkview 847 58% 805 54% 804 54% 844 53% SUBTOTAL s GRAND TOTAL 6,296 54% aie 5,802 56% 5,465 58% 5,509 59% 26,543 63% 25,975 64% 25,785 65% 26,254 64%SCHOOLS Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson Mabelvale Elem McDermott Meadowcliff Mitchell Otter Creek Pul. Heights Rightsell LITTLE ROCK SCHOOL DISTRICT ENROLLMENT COMPARISON 1991-92 Enrollment % BLK CAPACITY % FILLED AVAILABLE SEATS 220 360 337 634 420 601 531 392 303 320 402 507 506 279 254 339 200 484 505 511 427 312 356 342 289 73% 82% 77% 55% 68% 54% 64% 78% 55% 80% 48% 84% 46% 94% 71% 56% 94% 43% 53% 57% 59% 91% 45% 54% 98% 237 396 390 656 492 613 558 492 328 348 396 510 515 340 328 353 245 486 515 492 442 340 351 351 340 93% 91% 86% 97% 85% 98% 95% 80% 92% 92% 102% 99% 98% 82% 77% 96% 82% 99% 98% 104% 97% 92% 101% 97% 85% 17 36 53 22 72 12 27 100 25 28 0 3 9 61 74 14 45 2 10 0 15 28 0 9 51SCHOOLS 1991-92 Enrollment % BLK CAPACITY % FILLED AVAILABLE SEATS Rockefeller 403 70% 385 105% 0 Romine 357 84% 467 76% 110 Stephens 245 96% 315 78% 70 Terry 512 47% 492 104% 0 Wakefield 479 69% 492 97% 13 Washington 841 57% 939 90% 98 Watson 467 72% 492 95% 25 Western Hills 323 59% 328 98% 5 Williams 495 55% 517 96% 22 Wilson 394 73% 394 100% 0 Woodruff 225 64% 304 74% 79 siOB TOTAL 14.683 65% Cloverdale Jr. 745 71% 857 87% 112 Dunbar 691 61% 751 92% 60 Forest Heights 765 71% 733 104% 0 Henderson 859 83% 959 90% 100 Mabelvale Jr. 665 65% 594 112% 0 Mann 872 56% 935 93% 63 Pul. Heights 761 62% 692 110% 0 Southwest 704 74% 702 100% 0 SUBTOTAL 6,062 68% Central High 1,721 60% 1,891 91% 170 Fair 882 61% 904 98% 22 Hall 1,082 54% 1,216 89% 134 McClellan 980 65% 1,085 90% 105 Parkview 844 53% 991 85% 147 SUBTOTAL 5,509 59% GRAND TOTAL 26,254 64%LRSD EMPLOYEE COUNT 1988-89 1989-90 1990-91 1991-92 Certified 1,972 2,048 2,043 2,056 Non-certified 1,359 1,465 1,651 1,859 TOTAL 3,331 3,513 3,694 3,915BAKER EXTENDED DAY ENROLLMENT December, 1991 Morning Program Afternoon Program LRSD Students Black Males 8 6 5 Black Females 6 4 1 White Males 7 18 White Females 5 6 Percent Black 54% 29% Total 26 34 6GENERAL INFORMATION Pulaski County Schools 1992-93 LRSD NLRSD PCSSD TOTAL Enrollment 26,141 9,251 21,633 57,025 % Black 64% 48% 28% 48% # of Schools 51 25 37 113 # of Employees 4,306 1,292 2,724 .Annual Budget Per Pupil Expenditure Millage Rate Size/Square Miles $120 million $36 million $85 million $241 million $4,400 $3,400 $3,896 43.9 36.3 43.9 100 30 729 859 Incentive Schools (located within the LRSD) Franklin Elementary Garland Elementary Ish Elementary Mitchell Elementary Rightsell Elementary Rockefeller Elementary Stephens Elementary Magnet Schools - the orginial six (located within LRSD) Booker Arts Magnet (Elementary) Carver Basic Skills/Math-Science Magnet (Elementary) Gibbs Foreign Language/Intemational Studies Magnet (Elementary) Williams Basic Skills Magnet (Elementary) Mann Arts and Science Magnet (Junior High) Parkview Arts and Science Magnet (Senior High)Additional Magnet Schools Crystal Hill Communications Magnet (Elementary) (located within PCSSD) Rockefeller Early Childhood Magnet (Elementary) Washington Basic Skills/Math-Science Magnet (Elementary) Dunbar International Studies/Gifted \u0026amp; Talented Magnet (Junior High) Additional Magnet Programs Henderson Health Science (Junior High) Central International Studies (Senior High) McClellan Business/Communications (Senior High) Interdistrict Schools Romine Elementary (LRSD) Baker Elementary (PCSSD) PCSSD Specialty Programs College Station Elementary TAG Specialty (Talented and Gifted) Bates Elementary Project MAST (Mathematics and Science Together) Fuller Elementary Orchestra Specialty Landmark Elementay Fine Arts Specialty Fuller Junior High TAG SpecialtyLITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for racial and cultural diversity. develop skills in problem solving and conflict resolution, and demonstrate mastery of specific skills. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff. and of parents and citizens committed to fairness, racial equity and adequate support for education.1. 2. 3. LITTLE ROCK SCHOOL DISTRICT GOALS Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Developing and maintaining staff that is well-trained and motivated. (Communicating with colleges and universities about teacher training will be a strategy for this goal). The Little Rock School Board, administration, staff, and students will demonstrate behavior and human relations skills that value people as human beings and that are consistent with an appreciation and understanding of multicultural diversity. 4. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. 5. 6. Provide a safe and orderly climate that is conducive to learning for all students. Ensure that equity occurs in all phases of school activities and operations.These were goals that were considered but were not chosen as being the most important. * Help students be productive in the 21st century by developing a capacity for life-long learning, problem solving skills, positive self-concept and a responsibility for learning. * Provide a disciplined environment that promotes citizenship. responsible  By the year 1996: (1) reduce by 50% the number of grades 3 and 6 below the 50th percentile\nstudents at increase by and (2) 50% the students scoring at the 90% percentile (on standardized tests)  strongly promote parental involvement in the education of their children through home and school activities and encourage community involvement through partnerships and volunteerism. * Development and infusion of multicultural education in all areas of the curriculum. * Develop and maintain a system of accountability to the public of the District (achievement and resources).Note - The issues related to each goal which are listed on the following pages are stated subcommittees. problems (e.g., exactly as They are not in parallel form. reported by the Sone are stated as behavior.), Adults not modeling appropriate interpersonal others are stated overcome problems (e.g., as strategies or activities Encourage student participation in to a cross-section of extracurricular activities.), while others are stated as programs). needs All, (e.g., however, parental involvement in all school involve areas which were viewed as impediments to achieving the goals of the District.Issues related to Goal #1 Goal #1 ensure that Implement integrated educational programs that will all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. 1) Program development in areas where needs of all children are not met 2) Accountability (Staff,student, parents, and programs) 3) Objective criteria for determining program effectiveness 4) growth Measurement system to measure academic, social, and emotional 5) Needs assessment (local and District) 6) Adeguate resources (human and financial) 7) Environment conducive to learningIssues related to Goal #2 Goal #2 - Developing and maintaining staff that is well-trained and motivated. (Communication with colleges and universities about teacher training will be a strategy for this goal.) 1) Accountability/change how do we deal with staff, i. e. teachers, principals, etc. who have not been held accountable in past (i.e. principal, etc.) 2) Monitor, evaluate, reinforce, and replicate 3) Recruitment and retention of quality staff and issuance of contracts in a timely manner 4) Quality inservice learning and trainers 5) Needs assessment, i.e., building level and district-wide 6) Adequate resources (financial and human)Issues related to Goal #3 Goal #3 - The Little Rock School Board, administration, staff and students will demonstrate behavior and human relations skills that value people as human beings and that are consistent with an appreciation and understanding of multicultural diversity. 1) Provide financial resources 2) Practices and procedures which will be used strategies relating to positive interpersonal relationships in teaching 3) Training in human relations (job performance related) 4) Lack of understanding of cultural differences 5) promote Communications to parents concerning teaching strategies that enhanced achievement and relationships positive interpersonal 6) Parental involvement in all school programs 7) Provide adequate time for staff development 8) The biases and practices that all of the players bring to the setting (i.e., segregated lounges, cafeteria) 9) Racial sensitivity programs for students, staff, and parents 10) Adults not modeling appropriate interpersonal behavior 11) Encourage student participation in a cross-section of extra curriculum activities 12) Lack of understanding of the desegregation plan 13) Need for a different type of staff development delivery system, other that the current five member staff 14) Employment practices at all levels 15) Effective monitoring of diversity in all programsIssues related to Goal #4 Goal #4 - Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. 1) Lack of knowledge and commitment by public and District personnel to desegregation plan commitments. 2) Need hard data to evaluate programs in District and desegregation plan - - remove those that don't work. 3) More focused effort by all District personnel to promote school District. 4) Change in attitude in marketing (We have a lot to sell) progress in meeting LRSD goals. 5) Lack of knowledge of funding sources private) - such as Wal-Mart, Tyson (federal, state, 6) News coverage of schools needs to be more positive 7) Review and audit of personnel needs 8) Level of confidence of public in system Instability in staff and staff changes promotes confusion. distrust, and lack of support to pass a school millage 10) Securing partners for all schools 11) State funding processes 9) .Issues related to Goal /5 Goal #5 - Provide a safe and orderly climate that is conducive to learning for all students. 1) Promote parent participation that includes parents and students helping to establish and support classroom/school rules 2) Identify community problems/conflicts that spill over into the school setting 3) Lack of commitment of staff for inservice training 4) Cost of purchasing materials/equipment to maintain attraction facilities and grounds 5) Cost of adding custodial staff and security personnel to maintain clean, attractive, and safe buildings 6) Teachers need to be trained to be effective in controlling student behavior 7) Role models (especially male) are needed for students at the elementary and secondary level 8) A planned program for citizenship, personal responsibility, and moral/ethical behavior is needed. 9) Expense and space for In-School Suspension Program Kids don't need to be on the street 10) Difficulty in getting parents to come to school for conferences and training 11) Physical structure of some buildings create safety problems (Too many doors, etc.) 12) Changing staff expectations about student behavior 13) Training of students/staff on the Rights and Responsibility handbooks to ensure consistent enforcement.Issues related to Goal #6 Goal #6 Ensure that equity occurs activities and operations. in all phases of school 1) What is equity? 2) The lack of a definition of site-based management in the LRSD 3) Provide financial resources 4) Practices and procedures which will be used in teaching strategies relating to positive interpersonal relationships 5) setting The biases and practices that all of the players bring to the 6) Racial sensitivity programs for students, staff and parents 7) Encourage student participation in a cross-section of extra curriculum activities 8) 9) Lack of understanding of the desegregation plan Employment practices at all levels 10) Effective monitoring of diversity in all programsLITTLE ROCK SCHOOL DISTRICT EPS CODE: REVISED ADA LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the District's curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education. Adopted 11-18-93LITTLE ROCK SCHOOL DISTRICT Total of 50 schools 36 elementary K-6 8 junior high 7-9 5 senior high 10-12, plus K 1 vocational/technical high school Total enrollment 3rd quarter 25,415 with 64% black 14,137 elementary 67% 5,792 junior high 66% 5,414 senior high 56% 72 special schools Magnet Schools for 1990-91 ELEMENTARY Booker Arts Magnet Carver Basic Skills/Math-Science Gibbs Foreign Language/International Studies Rockefeller Cooperative Early Childhood Education Washington Basic Skills/Math and Science Williams Basic Skills JUNIOR HIGH Dunbar International Studies/Gifted \u0026amp; Talented Mann Arts and Math/Sciences SENIOR HIGH Central High International Studies Parkview Arts/Sciences LRSD has six incentive schools which are elementary schools which offer enriched programs as well as standard academic curriculum in order to ensure academic excellence in schools that have been difficult to desegregate. Garland Ish Mitchell Rightsell Rockefeller Stephens Incentive schools: Millage rate: 43.9 Total Budget 89-90: 104 millionLITTLE ROCK SCHOOL DISTRICT Central High School 1500 Park Street LR International Studies Interdistrict Magnet Program beginning 90-91 inter-city school predominantly black neighborhood enrollment of 1796 59.74% black enrollment **** Fair High School 5201 David 0. Dodd LR annexed school from PCSSD located in west, southwest LR predominantly white neighborhood enrollment of 876 56.62% black enrollment * *   Hall High School 6700 \"H\" Street LR located in west LR predominantly white neighborhood enrollment of 1203 52.45% black enrollment  * *  McClellan High School 9417 Geyer Springs LR annexed school from PCSSD located in southwest LR racially balanced neighborhood enrollment of 1045 58.27% black enrollmentParkview Magnet High School 2501 Barrow Road LR located in west LR, south of 1-630 predominantly black neighborhood enrollment of 757 54.55% black enrollment  * *  Cloverdale Jr. High 6300 Hinkson LR annexed school from PCSSD adjacent to Cloverdale Elem located in southwest LR racially balanced neighborhood enrollment of 711 65.96% black enrollment * * * * Dunbar Jr. High School 1100 Wright Avenue LR International Studies/Gifted \u0026amp; Talented Magnet School beginning 90-91 inter-city school predominantly black neighborhood enrollment of 555 79.81% black enrollment * *   Forest Heights Jr. High 5901 Evergreen LR located north of Markham St, east of University predominantly white neighborhood enrollment 780 66.53% black enrollmentHenderson Jr. High 401 Barrow Rd LR located west of University, south of Markham, north of 1-630 predominantly white neighborhood enrollment of 924 70.88% black **** Mabelvale Jr. High 10811 Mabelvale West Mabelvale annexed school from PCSSD predominantly white neighborhood enrollment of 572 59.79% black enrollment Mann Magnet Jr. High School 1000 East Roosevelt LR inter-city school predominantly black neighborhood enrollment of 890 53.16% black enrollment **** Pulaski Heights Jr. High School 401 North Pine LR located north of Markham, east of University predominantly white neighborhood enrollment of 709 61.63% black enrollment ****Southwest Jr. High School 3301 Bryant LR University Lab Magnet School in conjunction with Bale Elementary beginning 91-92 located across from UALR, west of University, south of 1-630, property adjoins Bale predominantly white neighborhood enrollment of 660 70.75% black enrollment **** * * * * Badgett Elementary 6900 Pecan Rd LR annexed school from PCSSD located in east LR, east of airport, north of 1-440 racially balanced neighborhood enrollment of 222 75.67% black enrollment **** Bale Elementary 6501 32nd LR University Lab Magnet School in conjunction with Southwest Jr. High beginning 91-92 located across from UALR, west of university, south of 1-630, property adjoins Southwest predominantly white neighborhood enrollment of 371 74.12% black enrollment    Baseline Elementary 3623 Baseline Rd LR annexed school from PCSSD located in southwest LR racially balanced neighborhood enrollment of 393 74.55% black enrollment     Booker Magnet Elementary 2016 Barber LR inter-city school predominantly black neighborhood enrollment of 629 52.46 black enrollment  * *  Brady Elementary 7915 W. Markham LR located west of University on Markham predominantly white neighborhood enrollment of 436 65.82% black enrollment  *   Carver Magnet Elementary 800 Apperson LR located in east LR predominantly black neighborhood enrollment of 605 48.26% black enrollment ****Chicot Elementary 11100 Chicot Rd LR annexed school from PCSSD located in southwest LR racially balanced neighborhood enrollment of 501 65.26% black enrollment     Cloverdale Elementary 6500 Hinkson Rd LR annexed school from PCSSD located in southwest LR, adjacent to Cloverdale Jr. High racially balanced neighborhood enrollment of 416 70.43% black enrollment  * * * Dodd Elementary 6423 Stagecoach Rd LR located west, southwest LR predominantly white neighborhood enrollment of 389 63.75% black enrollment Fair Park Elementary 616 North Harrison LR located east of University, north of Markham predominantly white neighborhood enrollment of 346 71.67% black enrollmentForest Park Elementary 1600 North Tyler LR located in the Heights area, east of University, north of Markham predominantly white neighborhood enrollment of 390 55.12% black enrollment  * * * Franklin Elementary 1701 South Harrison LR Early Childhood Environmental Science/Basic Skills Magnet beginning 91-92 located east of university, south of 1-630 racially balanced neighborhood enrollment of 455 80.87% black enrollment Fulbright Elementary 300 Pleasant Valley LR located in Pleasant Valley, west of 1-430, north of Markham, south of Cantrell predominantly white neighborhood enrollment of 563 55.41% black enrollment *    Garland Elementary (Incentive School) 3615 West 25th LR Montessori Magnet beginning 92-93 inter-city school predominantly black neighborhood enrollment of 260 95.00% black enrollmentGeyer Springs Elementary 5240 Mabelvale Pike LR annexed school from PCSSD located in southwest LR, north of 1-30 racially balanced neighborhood enrollment of 205 64.87% black enrollment Gibbs Magnet School 1115 West 16th LR inter-city school predominantly black neighborhood enrollment of 345 51.01% black enrollment  * * * Ish Elementary (Incentive School) 3001 Pulaski LR inter-city school predominantly black neighborhood enrollment of 161 96.89% black enrollment    * Jefferson Elementary 2600 North McKinley LR located in Cammack Village, west of university, north of Cantrell predominantly white neighborhood enrollment of 465 50.10% black enrollmentMabelvale Elementary 9401 Mabelvale Cutoff Mabelvale annexed school from PCSSD located in southwest LR predominantly white neighborhood enrollment of 533 56.84% black enrollment McDermott Elementary 1299 Reservoir Rd LR located west of University, north of 1-630 predominantly white neighborhood enrollment of 499 61.12% black enrollment Meadowcliff Elementary 25 Sheraton Dr LR located in southwest LR, north of 1-30 racially balanced neighborhood enrollment of 430 62.55% black enrollment *   * Mitchell Elementary (Incentive School) 2410 Battery LR inter-city school predominantly black neighborhood enrollment of 225 89.77% black enrollment ****Otter Creek Elementary 16000 Otter Creek Parkway LR annexed school from PCSSD located in west, southwest LR predominantly white neighborhood enrollment of 349 49.28% black enrollment     Pulaski Heights Elementary 319 North Pine LR located in Heights, east of University, north of Markham predominantly white neighborhood enrollment of 308 70.77% black enrollment  *   Rightsell Elementary (Incentive School) 911 West 19 LR inter-city school predominantly black neighborhood enro1Iment of 211 91.94% black enrollment if ie \"k it Rockefeller Elementary (Incentive School) 700 East 17th LR Early Childhood Magnet Program beginning 90-91 inter-city school predominantly black neighborhood enrollment of 257 84.82% black enrollment ****Romine Elementary 3400 Romine Rd LR Gifted/Talented and Basic Skills Magnet beginning 91-92 located west of University, south of 1-630 racially balanced neighborhood enrollment of 410 80.97% black enrollment  * w * Stephens Elementary (Incentive School) 3700 West 18th LR inter-city school predominantly black neighborhood enrollment of 206 98.54% black enrollment     Terry Elementary 10800 Mara Lynn Dr LR located west of 1-430, north of Markham predominantly white neighborhood enrollment of 510 59.01% black enrollment Wakefield Elementary 75 Westminster LR annexed school from PCSSD located in southwest LR, north of 1-30 racially balanced neighborhood enrollment of 454 65.19% black enrollment *   Washington Elementary (Incentive School) 115 W. 27th LR Basic Skills/Math \u0026amp; Science Magnet beginning 90-91 inter-city school predominantly black neighborhood enrollment of 492 96.74% black enrollment     Watson Elementary 7000 Valley Dr LR annexed school from PCSSD located in southwest LR racially balanced neighborhood enrollment of 450 63.33% black enrollment **** Western Hills Elementary 4901 Western Hills LR located in west, southwest LR predominately white neighborhood enrollment of 326 58.28% black enrollment *    Williams Magnet Elementary 7301 Evergreen LR located west of University, north of Markham predominantly white neighborhood enrollment of 505 51.88% black enrollmentWilson Elementary 4015 Stannus LR located in west, southwest LR racially balanced neighborhood enrollment of 384 66.66% black enrollment     Woodruff Elementary 3010 West 7th LR inter-city school, north of 1-630 racially balanced neighborhood enrollment of 192 67.18% black enrollmentNORTH LITTLE ROCK SCHOOL DISTRICT (EXCLUDING KINDERGARTEN STUDENTS) Northeast High School 2400 Lakeview Rd NLR Beginning in 90-91 will house all 9th \u0026amp; 10th grades located in McCain Mall area predominantly white neighborhood enrollment 990 30.7% black enrollment **** Ole Main High School 22nd \u0026amp; Main NLR Beginning in 90-91 will house all 11th \u0026amp; 12th grades Located south of 1-40, west of 1-30 racially balanced neighborhood enrollment of 968 45.5% black enrollment Lakewood Jr. High 2300 Lakeview Rd NLR located in McCain Mall area predominantly white neighborhood enrollment 488 34.0% black enrollment *  *  Ridgeroad Jr. High 4601 Ridge Road NLR located north of 1-40, west of JFK predominantly white neighborhood enrollment 626 46.8% black enrollmentRose City Jr. High 5500 Lynch Drive NLR located in southeast NLR racially balanced neighborhood enrollment of 415 47.5% black enrollment Central Jr. High 23rd \u0026amp; Poplar NLR Beginning in 90-91 this building will be closed for Jr. High. 7th \u0026amp; Sth grades will go to the other three jr highs and 9th grade will go to Northeast High. (Proposed to house elementary students from Argenta \u0026amp; Pine Elem) located south of 1-40, west of 1-30 racially balanced neighborhood enrollment of 701 43.5% black enrollment **** **** Amboy Elementary 2400 W. 58th NLR located in west NLR, north of 1-40 predominantly white neighborhood enrollment of 414 45.9% black enrollment   * * Argenta Elementary 13th \u0026amp; Main NLR (Proposed closing in 90-91 and house students in Central Jr.) located south of 1-40, west of 1-30 racially balanced neighborhood enrollment of 220 50.5% black enrollmentBelwood Elementary 3902 Virginia Lane NLR located in east NLR, north of 1-40 predominantly white neighborhood enrollment of 148 46.6% black enrollment  * *  Boone Park Elementary 14th \u0026amp; Crutcher NLR located south of 1-40, west of 1-30 predominately white neighborhood enrollment of 463 57.5 black enrollment Crestwood Elementary 1901 Crestwood Dr NLR located north of 1-40, east of JFK predominately white neighborhood enrollment of 207 43.5% black enrollment k'k ifie Glenview Elementary 4841 Edmond NLR located in southeast NLR, south of 1-40, east of 1-30 (north of Rose City) predominantly black neighborhood enrollment of 233 41.2% black enrollmentIndian Hills Elementary 6800 India Hills Dr NLR located in north NLR predominantly white neighborhood enrollment of 448 36.4% black enrollment  * *  Lakewood Elementary 1800 Fairway Ave NLR located north of 1-40, between JFK and 1-67 predominantly white neighborhood enrollment of 240 42.5% black enrollment Lynch Drive Elementary 5800 Alpha Street NLR located in southeast NLR, in Rose City racially balanced neighborhood enrollment of 268 49.0% black enrollment     Meadow Park Elementary 2300 Eureka Gardens NLR located in east NLR, south of 1-40, past Protho Junction racially balanced neighborhood enrollment of 265 51.3% black enrollmentNorth Heights Elementary 4901 N. Allen NLR located north of 1-40, east of JFK predominantly white neighborhood enrollment of 385 50.6% black enrollment *  *  Park Hill Elementary 3801 JFK NLR located north of 1-40 on JFK predominantly white neighborhood enrollment of 221 38.9% black enrollment Pike View Elementary 441 McCain Blvd NLR located north of 1-40, west of JFK predominantly white neighborhood enrollment of 424 46.7% black enrollment   *  Pine Elementary 19th \u0026amp; Pine NLR (Proposed closing in 90-91 and house students in Central Jr.) located south of 1-40, east of 1-30 predominantly black neighborhood enrollment of 194 46.9% black enrollment    Redwood Elementary 4th \u0026amp; Redwood NLR located south of 1-40, east of 1-30 predominantly black neighborhood enrollment of 251 53.4% black enrollment Rose City Elementary Early \u0026amp; School Streets NLR located in southeast NLR, in Rose City racially balanced neighborhood enrollment of 198 43.4% black enrollment Jr    Seventh Street Elementary 7th \u0026amp; Beech NLR located south of 1-40, east of 1-30 predominantly black neighborhood enrollment of 315 41.9% black enrollment k it \"k ie Baring Cross Center 10th \u0026amp; Parker NLR (For Students with Special Needs) located in south NLR, west of 1-30 racially balanced neighborhood enrollment of 21 52.4% black enrollment  *  *PULASKI COUNTY SPECIAL SCHCX)L DISTRICT Jacksonville High School 2400 Linda Lane Jacksonville located in Jacksonville, east of 1-67 predominantly white neighborhood enrollment of 1,067 22% black enrollment Mills High 1300 Dixon Rd LR located in southeast LR, south of 1-440, east of 1-65 racially balanced neighborhood enrollment of 690 43% black enrollment North Pulaski High 718 Harris Rd Jacksonville located northwest of Jacksonville, south of Air Base predominantly white neighborhood enrollment of 816 19% black enrollment * w * * Robinson High 21501 Highway 10 LR located west of LR predominantly white neighborhood enrollment of 454 20% black enrollment ick-kieSylvan Hills High 403 Forest Ridge Rd Sherwood located north of NLR (inside city limits) predominantly white neighborhood enrollment of 892 19% black enrollment     Fuller Jr. High 1700 Dixon Rd LR located east, southeast of LR racially balanced neighborhood enrollment of 864 46% black enrollment * * *  Jacksonville North Jr, High 1320 School Drive Jacksonville located in Jacksonville, east of 1-67 predominantly white neighborhood enrollment of 604 24% black enrollment Jacksonville South Jr. High 1329 School Drive Jacksonville located in Jacksonville, east of 1-67 predominantly white neighborhood enrollment of 627 27% black enrollmentNorthwood Jr. High 422 Bamboo Ln NLR located east, northeast of Jacksonville predominantly white neighborhood enrollment of 914 19% black enrollment  *** Oak Grove Jr. High 100 Oakland Dr NLR located east, northeast of NLR predominantly white neighborhood enrollment of 982 16% black enrollment * * * * Robinson Jr. High 21001 Highway 10 LR located east of LR predominantly white neighborhood enrollment of 489 24% black enrollment Sylvan Hills Jr. High 401 Forest Ridge Rd Sherwood located north of NLR (within city limits) predominantly white neighborhood enrollment of 977 22% black enrollment  *  Adkins Elementary 500 Cloverdale Rd Jacksonville located south of Jacksonville predominantly white neighborhood enrollment of 381 40% black enrollment * * *  Arnold Drive Elementary 798 Arnold Drive Jacksonville located on Air Force Base predominantly white neighborhood enrollment of 392 18% black enrollment Baker Elem 15001 W 12th LR located west of LR predominantly white neighborhood enrollment of 290 27% black enrollment \"kir is'k Bates Elementary 7000 Murray LR located in southwest LR (temporary site) racially balanced neighborhood (mostly industrial area) enrollment of 708 48% black enrollment k k k kBayou Meto Elem Rt 2, Box 200 Jacksonville located north of Jacksonville predominantly white neighborhood enrollment of 598 2% black enrollment Cato Elem 2901 Cato Rd NLR located east, northeast of Jacksonville predominantly white neighborhood enrollment of 663 21% black enrollment  *  * College Station Elem Box 428 College Station located east, southeast of LR predominantly black neighborhood enrollment of 257 46% black enrollment kit it -k Dupree Elem Gregory St Jacksonville located in Jacksonville predominantly white neighborhood enrollment of 487 20% black enrollment kkkkFuller Elem 1702 Dixon Rd LR located east, southeast of LR racially balance neighborhood enrollment of 578 58% black enrollment 'k'k'k'ie Harris Elem 4424 Jacksonville Hwy NLR located east of NLR predominantly black neighborhood enrollment of 653 31% black enrollment kit-kit Jacksonville Elem 108 South Oak Jacksonville located in Jacksonville predominantly white neighborhood enrollment of 795 33% black enrollment Landmark Elem 19824 Arch Street Pike LR located south of LR predominantly white neighborhood enrollment of 561 47% black enrollmentLawson Elem 19901 Lawson Rd LR located west, southwest of LR predominantly white neighborhood enrollment of 327 20% black enrollment **** Oak Grove Elem Rt 5, Box 158 NLR located west, northwest of NLR predominantly white neighborhood enrollment of 565 12% black enrollment **** Oakbrooke Elementary 2200 Thornhill Shearwood located north, northeast of NLR (within city limits) predominantly white neighborhood enrollment of 637 23% black enrollment Pine Forest Elem 400 Pine Forest Dr Maumelle located in Maumelle predominantly white neighborhood enrollment of 602 15% black enrollment * *  *Pinewood Elem 1919 Northeastern Ave Jacksonville located north, northeast in Jacksonville predominantly white neighborhood enrollment of 594 29% black enrollment Robinson Elem 21600 Highway 10 LR located west of LR predominantly white neighborhood enrollment of 451 23% black enrollment Scott Elem Rt 1, Box 300 Scott located east, southeast of LR predominantly black neighborhood enrollment of 201 40% black * * *  Sherwood Elem 307 Verona Avenue Sherwood located in northeast NLR (within city limits) predominantly white neighborhood enrollment of 526 24% black enrollment   * Sylvan Hills Elem 402 Forest Ridge Rd Sherwood located north of NLR (within city limits) predominantly white neighborhood enrollment of 776 18% black enrollment Taylor Elem Rt 1, Box 43-A Jacksonville located east of Jacksonville predominantly white neighborhood enrollment of 430 23% black enrollment Tolleson Elem 601 Harris Rd Jacksonville located west, northwest of Jacksonville predominantly white neighborhood enrollment of 555 15% black enrollmentPULASKI COUNTY 1989-1990 School Year School District LITTLE ROCK NORTH LITTLE ROCK PULASKI CO. SP. Expense oer A.DA STATE RAIIK % Change 5 Years in Last $3,227 23 +15 $3,124 28 -3 $4,409 6 -30 Kills Voted State average 26.8 35.50 36.30 35.90 ADr4 STATE RANK 22,374 1 9,363 4 21,229 2 # Teachers K-12 STATE RAJ4K 1,840.5 1 615.0 4 1,288.0 2 Avg. Teacher Salary K-12 STATS RANK $25,385 $22,955 $26,395 3 36 2 # Certified Personnel STATE sank 1,991.1 668.0 1,407.0 1 4 2 Avg. Salary Cert. Pers. STATE RANK $26,531 $24,083 $27,511 4 34 3 Superintendent Salary $88,000 $69,310 $79,272OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 DATA SHEET LRSD PCSSD NLRSD TOTAL Enrollment Black 16,634 5,755 4,279 26,668 Non-black 9,151 16,005 4,915 30,071 Total Enrollment 25,785 21,760 9,194 56,739 Black 65% 26% 47% 47% Number of Schools Elementary 36 23 19 78 Secondary 14 13 7 34 Total 50 36 26 112 Employees Certified Teachers 3,300 (2,000) 3,000 (1,346) (681) (4,027) Annual Budget (million) +104 +74 30 +208 Square Miles of Districts city limits 729 30 Millage Rate 43.9 35.9 36.3 Magnet Schools: Located within the LRSD: 6 elementary magnet schools 2 junior high magnet schools 2 senior high magnet schools Incentive Schools: Located within the LRSD 6 elementary schools\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_456","title":"Focused activities","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":["1993/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","Student activities"],"dcterms_title":["Focused activities"],"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/456"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["54 pagese"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLRSD ADMIN. BULDING Fax:1-501-324-2032 Jun 8 95 8:43 P.02/02 3j T-: n Little Rock School District News Release June 8, 1995 For more information: Suellen Vann. 324-2020 The Littie Rock School District received a $233,992 grant from the Arkansas Early Childhood Commission to fund early childhood education programs. The Arkansas Better Chance grant will help to fund programs which identify and assist educationally-deprived children ages three to five. Approximately 378 children will be served at 13 sites by programs funded through this grant. ### aiO-WP-^ Markham Street  Uttle Rock. Arkansas 72201 ^(501)324^2000FOUR-YEAR-OLD PROGRAM Notice The Little Rock School District is pleased that we have been able to offer a Four-Year-Old program in our schools for the past seven years at no charge to parents. Due to projected budget cuts the program may not be available in as many of our schools for the 1995-1996 school year. The final decision will be made by the LRSD Board of Directors in the near future. We will continue to accept applications for the Four-Year- Old program in hopes that we can offer the program at all current locations. However, please be reminded, your application does not guarantee a seat in the program. Final assignment letters are scheduled to be mailed the week of April 3,1995.BUSINESS CASE FOCUSED ACnVITIES/ACADEMIC PROGRESS INCENTIVE GRANTS May 25, 1995 A. EXECUTIVE SUMMARY I  I i In order to address the concerns of the area school patrons and equity issues regarding adequate resources, the Little Rock School District proposed in the TriDistrict Plan to implement a program entitled Academic Progress Incentive Grants (APIG). The grants, which were not to exceed $25,000, were to be offered for one year with an opportunity to continue for two more years. Prior to the May 1, 1992 Court order, the District proposed to modify the Settlement Plan by requesting to substitute APIG for Focused Activities. The Court approved the continuation of the APIG program, which the District was to evaluate for continuation at the end of the 1992-93 school year. However, the Court recognized the grant program as a complementary addition to, but not a replacement of, the original Focused Activities feature of the plan. The APIG has been offered to area schools for application the last five years. {? r i At the conclusion of each school year, the principals submitted a narrative which included a summary of the project activities, a list of students who were targeted, and if improvements were made. Most of the reporting schools used their funds to provide activities interrelated to the core curriculum. However, data did not reflect that the grants led to a disparity reduction or achievement improvements as had been expected. The intent of Focused Activities was to provide resources that would facilitate the creation of attractive, enriched learning activities at each elementary area school. Focused Activities were to serve as a recruitment tool to help improve racial balance through a voluntary assignment plan. The District did not begin to implement this component of the plan until the 1994-95 school year. Plans were developed during the spring of the 1993-94 year. Elementary area schools submitted grant proposals that requested a maximum of $5,000 to implement these activities. The severity of our financial problems and the need to evaluate the effectiveness of existing programs have forced the District to seek more efficient ways of educating our students. 1The implementation of these two programs has presented some positive results in spite of delayed funding. Some of the submitted proposals did not specifically relate to the goals of APIG and Focused Activities. The grant application process is perceived by some to be burdensome and too restrictive in terms of how funds may be utilized. At least six alternatives were examined as the District looked for solutions that would continue to provide support to our area schools and allow us to operate our schools within our annual revenue. Alternative number three appears to be the most viable option at this time. The recommendation is to provide equitable opportunities to all area schools by eliminating the application process and providing additional funds through an armual appropriation in each area schools operating budget. The goals of APIG, Focused Activities, Extended Comprehensive Outcomes Evaluation (COE) and the Desegregation Plan would be combined in such a manner that the spirit and intent of the two proposals would be maintained. This would allow the District to concentrate obligations identified in multiple locations. Schools would be able to clearly focus, implement, monitor and evaluate these activities in a comprehensive manner. The objective of this recommendation is to provide equitable quality educational experiences so that all students have the opportunity to succeed. Successful implementation will enhance student achievement and ensure that area schools become communities of learning among parents, staff and students. The impact of this recommendation will be positive as the District will be able to continue to meet its obligation as specified in the Desegregation Plan, recommendation will require a plan modification as the District wishes to obligations located in multiple places to one central area of the plan. This move Human and financial resources will be used in a more meaningful way as schools will focus their energy on implementation of a comprehensive and focused program rather than spending countless hours developing proposals. This recommendation will provide $183,900 to area schools and result in a $261,100 savings for the District. We have the opportunity to regain the support of our area schools staff, students, parents and other District patrons. This could pave the way for a productive and positive relationship with the Area School Advisory Committee. There will be minimum primary detractors if we keep our word to our area schools. It will be extremely important that the suggested implementation plan timeline be followed so as to provide our area schools the time, opportunity, and resources needed to provide equitable quality educational experiences. 2B. BACKGROUND The Districts Desegregation Plan initially included provisions for Focused Activities. The purpose was to provide resources that would facilitate the creation of attractive, enriched learning opportunities at each area elementary school. Focused Activities were to serve as a recruitment tool to help improve racial balance through voluntary interdistrict and intradistrict transfers. Specific details, including individual school allocations were not defined by the District until the 1993-94 school year. Implementation of Focused Activities began as of the 1994-95 school year. Area schools serve approximately 80% of the Little Rock School District student population. Many students whose attendance zones were within the area of the Incentive Schools were not able to attend these schools given the lack of space and provisions in the Incentive School Assignment Plan. The Tri-District Plan included a section, APIG, to improve the quality of education through increased achievement for all students which will result in the reduction of disparity among various races, socio-economic, and gender groups. This component was included in the May 1992 Desegregation Plan. The area, elementary and secondary schools, were provided e opportunity to develop non-competitive proposals for grants up to 525,000 for one year, with an opportunity to continue two more years at the same level of funding. The grants level of funding was reduced the third year to 510,000 as the district began to encounter very serious financial problems. Expected academic gains have not been established and/or sustained for this period of time. During the 1994-95 school year, secondary APIG grants were 510,000 and elementary grants were funded at 55,000. Uncertainty about whether and when funding would be available from year to year has hindered the area schools ability to plan and implement APIG and Focused Activities. Some schools have been slow and reluctant in submitting proposals for funding. The assistant superintendents for elementary and secondary schools conducted Fast Track Evaluations and Extended Evaluations of APIG grants during the 1993-94 school year. This information was used to determine the effectiveness of these programs in meeting their identified goals. It is important that all parties are informed and reminded of the trade-offs and benefits that area, incentive, interdistrict and magnet schools received through the Settlement Plan. Area schools were able to have attendance zone schools under a voluntary desegregation plan. At that time, it was clear that the District would need to find other means to support area schools, as provisions were made in the plan to provide additional support to incentive, interdistrict and magnet schools. 3c. PROBLEM definition Current implementation has or a reduction in not resulted in either expected improved achievement , -t uupiuvcu ttWUCA me oispanty m achievement among students of different racial, uffiaaS -feV an?\n financial nrnhipmc  buildings, and financial issues. The severity of the have TausS ,hT n- ! =ff,iveness of existing program feTth Te:rabr: Sis' ~ not Deen able to identify any sustained academic improvement are far, the District has relative to APIG. cope with many of the rfouTXams if\"nn=etivity the District has ^Tck E Kf\". pemussion to implement Focused Activities and meaningful way. APIG in a more focused and intplentented Focused Activities prior to the activities or DlaS fo?T ? adnnnts,ration had not defined focused 1994 did theW, \" iti Prins of not implemented 1994 did the District begin Activities. to study various approaches to implementing Focused On April 21, 1994, the LRSD convened responsibility of defim^ FoS Acti^^^T^ \"\" develop both a gran, proUSp^^Sal committee was comoosed nf cV ^ixteen-member steenng adnnrustrators, two magnet school cuniSmspeZlfaU Three T office Teachers Asso^atta parents appointed by the PTA Council. Grants however. (LRCTA), and three were made available in June of 1994, no proposals were submitted for funding until the fall of 1994 w, were provided .n the sprtag. Grant proposals werf not ubm  d or vio^s Ponjons of the grants were approved in order to allow IT, . 7 . Workshops reasons. programs. to allow schools to start their The steering committee adopted the following goals for based on the goals in .............. Plan: the Focused Activities focused activities which are section of the LRSD Desegregation 41. Each elementary area school will provide focused activities for the total school population. 2. Each elementary area school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive. 3. Each elementary area school will integrate focused activities into the core curriculum and will reflect the focused activities in the schools enrichment and day-to-day activities. 4. All elementary area school students will participate in ongoing, meaningful enrichment activities that compliment and extend the core curriculum activities. 5. Each elementary area school will be viewed by the community as providing equitable and excellent educational programs. In spite of the interaction with schools, problems still existed with timelines, stable funding, quality inservice, inadequate grant proposals, partial approval of grants, etc.. Several changes in the leadership of the District have not aided continuity in the implementation of these programs. Although the LRSD has been committed to Focused Activities and APIG, problems with the implementation of the programs were evident. Schools have viewed the grant application process as burdensome which has caused the number of applications to decline. Given several opportunities to apply for grants early in the school year, schools in some cases chose not to respond to a timely submittal of the grants. D. ANALYSIS OF ALTERNATIVES 1. Change Nothing This alternative would continue to offer the Focused Activities and Academic Progress Incentive Grants to the area schools in their present form. Based on past performance, we can expect to receive the same results. A review of the evaluation reveals that the goals of APIG were not achieved at a level that warrants continuation. To continue operating in this manner suggest that schools would continue to yield the same results. 2. Eliminate Focused Activities and APIG for the 95-96 school year. This course of action would not provide any support for area schools. 53. 4. ^rpbine the goals of APIG, Focused Activities. Extended Comprehensive Outcomes Evaluation fCOE'), and the Desegregation Plan fSchool Operations) so that obligations that appear in multiple places and documents would be moved to the most appropriate place in the Desegregation Plan. All area schools will focus on Extended COE process based on quality education through the use of the Learner Outcomes, Curriculum Framework, that guide the development of an enriched multicultural curriculum and Arkansas Goals 2000. The guiding decision throughout this process should direct each school to establish a vision and develop an action plan based upon needs and critical indicators of success. The action plan would contain specific measurable objectives and an evaluation component as to what it implements and how well it is implemented. The action plan would allow area schools to become educationally effective as obligations in multiple places would be moved to an appropriate location in the Desegregation Plan, under School Operations. Such movement would increase the opportunity for schools to organize these activities in a more focused and comprehensive manner. The action plan would provide the opportunity for meaningful parent involvement in a broader range of activities. Parents would also participate in the development of this plan. The action plan would focus on what schools hope to achieve, not what they plan to buy. If obligations are specific, measurable, monitored, and evaluated, the LRSD will increase its ability to make this plan work. Therefore, this alternative allows the District to eliminate the application process and provide additional funds through an armual appropriation in each area schools operating budget\nthus placing the emphasis on site based decision making involving principals, staff, parents and students. Implement Extended Day Programs for students who need assistance is provided through the Districts Academic Support Program. This program is supplemented by federal funds. Many of the Focused Activities and APIG proposals included extended day activities which are a duplication of services. This alternative was rejected because of its narrow focus. 65. Secure Outside Funding grant The District could aggressively request assistance from the Parent Teacher Association, Partners In Education, City of Little Rock and private resources. Each school can seek assistance from the Little Rock School District grant writer for technical support. Funding would be inconsistent and unreliable as well as inequitable. 6. K-4 Special Summer School Act 348 of 1995 provides for a supplemental summer school program established for students who are performing below grade level and at-risk of failing. Instruction is delivered by teachers who receive state-approved training. Students who are usually served by Focused Activities and APIG are also eligible for the K-4 Summer School. Participation in both programs appears to be a duplication of services. At the time the Desegregation Plan was written, this comprehensive state-mandated program was not available. The K-4 Special Summer School Program is funded by the State of Arkansas. The K-4 Initiative is very effective, however, it serves a limited number of students. E. RECOMMENDATION It is recommended that the LRSD redirect its effort to provide equitable opportunities to elementary area schools by eliminating the grant writing process and providing additional funds through annual appropriations in each area schools operating budget. Annually each elementary area school will be funded $20 per student as of the October 1 enrollment. Funds will be allocated at the beginning of the new school year and adjustments will be made after enrollments are verified later in the year. The goals of APIG, Focused Activities, Extended COE and the Desegregation Plan would be combined in such a manner that the spirit and intent of the two grant proposals would be maintained. Area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curriculum. The regular operating budget in 7twenty-three (23) area elementary schools will be supplemented with an allocation of $20 per student This recommended alternative will cost the District a total of $183,900 while yielding a saving of $261,100. Using the expertise of the grant writer, efforts will be continued to increase this amount through private and public funding, This recommendation wUl allow the District to show continued support for the area schools. The following chart depicts how the goals of APIG, Focused Activities, Extended COE, and the Desegregation Plan complement and/or support each other. 8ACADEMIC PROGRESS INCRVTTVE GRANTS, FOCUSED AC^i^rDKEG'k'EcXlIGN PLAN (SCHOOL OPERATIONS), AND EXTENDED COE lac'anve Gnats, Focused Activities, Desejiesation Pisa (School Opentioas), sad Extended COE ire comparable u well u ACADEMIC PROGRESS INCENTIVE GRANTS A,. The focused activities of each area school wfll be integrated into the core curriculum or reflected in the school's environment and dav-to-dav acavides. ' 3  The academic performance of area school students will indicatei tchievemeat gained partiaUy as a result of enrichment experiences provided V the core ororam an\u0026lt;4 by the core projraa' and carichmeat activities. psredpate ia OBjoiag, meaningful enrichment activities that complement and extend the core canicular activities. D. Ail area schools will be viewed by the community as providing equiable and excellent educaaonai prngrawn FOCUSED ACTrvrriES The purpose of the Focused Activities' shall be threefold: 1. To promote the school as a 'community of learning* among parents, staff and students\n1 To provide earichmcat opportunities ic the building levcb md 3. To ensure cquiuble opportuniaes for partidpaaoa ia the eletaeaurv schools. vea Each non-magnet and aon-incentive elementary school will provide focnsed actmties (or the total school population including attention to gender, race, and socio-economic issues. B* Each school will be recognized as a community of learning ia which all^ students, suff members, and parents are totally involved and supportive.  The focused activiries of each non-magnet and non-incenove elementary school will be integrated into the core curricalum or reflected in the school's environment and day-to-day aeovities. A* All elementary area school students will parddpate In ongoing, meaningful enrichment actMtlcs that complement and extend the core cunicubr acevides. DESEGREGATION PLAN (SCHOOL OPERATIONS) C. To provide  climate in each jchool which is based on the beUef and crpectaaon that ail children can learn and to provide resources support that belief. necessary to C ?M1 elementary area schools will be viewed by the community as providing equitable and ezeedest educational programs. EXTENDED COE (COMPREHENSIVE OUTCOMES EV.M.UATION) Quality of Education Indicators included in this area are: D  i o monitor student class ratios and iastrucnonai epportunides for all students. practices to ensure equal B  An increase in overall student achievement and the reduction of racial academic disoarides. C. to provide and ensure oppormnities and encouragemeat to aU students to participate in extracurricular and ccxurricular activities and to assess the results of school practices, paying special attention to their impact on minoritv and disadvanmged srudeais. to assess the raciusioa of muldculturai matenals and aondiscrimiaatory instnrcdooal materials. B 3. To revic'w and assess testing practices, formats, sad results in order to better address the needs of sU students while providing special intervention for disadvaaiajed students.  Staff development during designated staff development days which is used to faciliute the desegregation process in such areas as cross-cultural teaching and learning styles, dealing with diversity, cross-culturai ccunseling, and minority achievement strategies. D. To give school principals sufficient authority to improve schools and Eoval Access advocate for students and to hold them accountable for results and opportunities for all smdenis. to Indicators included in this area are: 3 To ensure school-wide planning and individual academic achievement: to address dispariries, individual needs, and student success\nand to provide staff ID * Equal access to classrooms, programs, and subjects. Student Achievement development on an ongoing basis. Indicators included in this area are: ii To provide infonnation to parents ia regard to topics relevant to increasing \u0026lt; A . AM . __t___ ___ 1 r  student access to educational and extyacurricalar opportunities. B* A continuous increase ia overall student achieveaenL *Same leiiering (AS) denota chat spedpc goaia other are comparable, complement, anhior support each others B  A reduction in the numbers of students retained (non promotes) by race, gender, grade, school, and teacher. E An increase in diverse parental participanon in parent groups, parent functions, and school functions (including school and district committees). 8AF. Objective The objective of is recommendation is to provide quality educational experiences so that students have the opportunity to succeed. The focus of this objective is to combine goals of the Desegregation Plan with Extended COE in order to enhance student achievement and reduce disparities in academic achievement among groups fnrmpH rvn ___ , , . . o o r Successful -------p  -  VillV XzlXAWAXk U tormed on the basis of race, gender, and socio-economic status. sJvZvoofui implementation of this objective will ensure that area schools become communities of learmng among parents, staff, and students. Evaluation Criteria Identified programs will be determined successful if there is: o Increased student achievement based upon results of pre and post tests (local, state, and national assessments). o Improvement on standardized test scores. Increased number of o o o o students moving from bottom quartile to the next quartile. Increased numbers of students moving above the 50th percentile as well as the sustaining of students growth in the upper quartile. Targeted Areas/Extended COE as defined in each schools study. Grade distribution reports reflecting an increase in letter grades of \"C or better in the core areas for each student. Program Budget Document (evidence of achievement). Parent Surveys The District will design an evaluation instrument that will specifically identify factors which may have an impact on student outcome and successful implementation of programs. This evaluation instrument would be used to help schools establish a solid relationship between what it implements and how well it is implemented, and then use that link to shape what it does next. In addition, results from the instrument Should improve use of resources, reduce wasteful activities, and provide data that would give the schools and District good information in which to make sound decisions regarding replication of successful effective strategies and programs as well as modification and termination of ineffective programs. 9Expected Benefits The District will be able to continue to make efforts toward increasing achievement tor all students, and reducing disparities among different racial, socio-economic, and gender ^oups. These benefits will be derived from the establishment of ? J . \"lu uc uciivcu irom tne estaonsnment ot a co^umty of learning that has school/community support as well as a stronger focus and connection between teaching, learning and support programs. The District will make a solid philosophical, management, and material commitment to the continuation and support of area schools as obligations are retained in the Desegregation Plan. TTie implementation of this recommendation will enable the district to operate within Its existing annual revenue. G. IMPACT ANALYSIS The District will be able to continue its efforts to meet its obligation of increasing achievement for all students, which will result in a reduction of disparity among ditterent racial, socio-economic, and gender groups. The area schools will be viewed as communities of learning,\" through the District implementation of enriched programs that are comprehensive, effective and efficient. The results of the implementation of this recommendation must be clearly communicated to the area schools staff and patrons so that they may understand that the Distnct has not abandoned its efforts to assist them in the achievement of their goals. The results and support must be comparable to the expected benefits derived from resources allocated to the magnet and incentive schools. This recommendation will require the District to seek approval, from the parties and the court, to move obligations located in multiple places to an appropriate location in the Desegregation Plan. This movement provides for schools to implement obligations more effectively by using a more focused and comprehensive approach. If every obligation is more focused and v/q are dnven toward these obligations, we increase our chance of being successful. Successful implementation will assure that the District will meet its obligation. With over 80% of our students attending area schools, it is likely that the patrons may perceive that the District is committing to equitable opportunities to all area schools. This recommendation could pave the way for the District and the Area Schools Advisory Committee to form a partnership and provide additional support for our area schools. 10The District must utilize available opportunities to inform and remind area school patrons of the trade offs that were agreed upon in the Settlement Plan that allowed differential funding for area schools. This decision paved the way for a voluntary Desegregation Plan that was court approved. H. RESOURCE ANALYSIS Personnel Human and financial resources will be used in a more meaningful way as staff will focus their energy on the implementation of a comprehensive and focused program rather than spending countless hours developing proposals. Staff, students, and the community can benefit greatly from a more focused and interrelated program. The District will continue its efforts to fund and support area schools. Quality staff development will be provided so that instructional leadership, teacher effectiveness and parent involvement continue to enhance and expand the attainment of the area schools goals. Financial Analysis The District budgeted $445,000 for implementing APIG and Focused Activities for the 1994-95 school year. By effectively utilizing existing federal, state, local operating and dese^egation funds, a total saving of $261,100 will enable the District within existing revenues. to operate FY 1995-96 Proposed Level of Funding School Operations Elementary Area Schools (23) APIG/Focused Activities $20 per student TOTAL $183,900 $183,900 111. Force Field Analysis The primary supporters of this recommendation will be the administration schools and patrons who want to existing revenues. I, area see the District implement effective programs within TTie primary detractors may be schools and patrons of the area schools who perceive that the district has minimized the effectiveness of this initiative for area schools. General Implementation Plan Provided this recommendation is implemented. If plans are approved, the following timeline will be QOt approved by May 15, it becomes more difficult to successfully implement this recommendation. Activity Completion Date Responsible Person(s) Develop and submit Business Case to court for review and approval. December 1994 - April 3, 1995 Henry P. Williams, Supt. Estelle Matthis, Deputy Superintendent Sterling Ingram Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. 122. Submit Business Case and other relevant data to District Attorney begin the process for plan modification to March 31, 1995 3. 4. 5. Attorney will work with parties to secure consent to move multiple obligations to School Operations. Plan modification presented to court for review and approval. Meet with parents of area school advisory committee to discuss and seek additional suggestions regarding implementation of this recommendation. April 3, 1995 TBA April 95 6. Provide staff development inservice to principals regarding the revised plan modifications. May, 1995 Henry P. Williams, Supt. Estelle Matthis, Deputy Superintendent Sterling Ingram, Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Chris Heller, District Attorney Chris Heller, District Attorney Estelle Matthis, Deputy Superintendent Sterling Ingram, Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Estelle Matthis, Deputy Superintendent Sterling Ingram, Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Marian Woods, Staff Development 137. Provide staff development to school teams regarding plan modification. June, 1995 8. 9. Schools develop action plans based on staff development. Action plans reviewed. June, 1995 Estelle Matthis, Deputy Superintendent Sterling Ingram, Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Marian Woods, Staff Development Local area school teams 10. Court reviews, approves/rejects plan modification and budgets. 11. 12. Provide staff development relevant to implementing School Operation (action plan). Following Court approval, review Districts approach to the implementation of School Operations (Local School Action Plan) 13. Implement action plan June/July, September, 1995 September, 1995 - June 1996 August, 1995 August, 1995 September, 1995 - June 1996 Sterling Ingram, Special Asst, to Deputy Asst. Supts. - Margaret Gremillion Sadie Mitchell Dennis Snider Local area school teams Local area school teams Estelle Matthis, Deputy Supt. Sterling Ingram, Special Asst, to Deputy Asst. Supts. Margaret Gremillion Sadie Mitchell Dennis Snider Local area schools teams 1414. Ongoing monitoring of action plans. September 1995 - June 1996 15. Formative and summative evaluation of 1995-96 action plans. September, 1995 - June, 1996 16. 17. Use results of evaluation to modi^/revise existing action plans. Annual report to Board regarding the implementation of the modified plan. June, 1996 Local area school teams Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Local area school teams Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Local area school teams June, 1996 Henry P. Williams, Supt. Local area school teams Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. 15 d 3 '-i fcy r SiUSL'A^y 31995 Office of Desegregsiion Mcriuonrig IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION U.S. DISTSSCT COURT EASTERN DISTRICT ARKANSAS APP 0 3 1995 JAMES W. McCORMACK, CLERK LITTLE ROCK SCHOOL DISTRICT By.- PIAII^JLRF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Little Rock School District hereby gives notice of the filing of the attached \"Business Case - Focused Activities/Academic Progress Incentive Grants\" and the \"Little Rock School District Incentive School Plan - Staffing Business Case\". These documents have been revised since they were originally filed on March 14, 1995. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 ByT Chr i s topher He 1 Bar No. 81083CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 3rd day of April 1995: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 1st cipher Hell 2 BUSINESS CASE FOCUSED ACnVITIES/ACADEMIC PROGRESS INCENTIVE GRANTS April 3, 1995 A. EXECUTIVE SUMMARY In order to address the concerns of the area school patrons and equity issues regarding adequate resources, the Little Rock School District proposed in the TriDistrict Plan to implement a program entitled Academic Progress Incentive Grants (APIG). The grants, which were not to exceed $25,000, were to be offered for one year with an opportunity to continue for two more years. Prior to the May 1, 1992 Court order, the District proposed to modify the Settlement Plan by requesting to substitute APIG for Focused Activities. The Court approved the continuation of the APIG program, which the District was to evaluate for continuation at the end of the 1992-93 school year. However, the Court recognized the grant program as a complementary addition to, but not a replacement of, the original Focused Activities feature of the plan. The APIG has been offered to area schools for application the last five years. At the conclusion of each school year, the principals submitted a narrative which included a summary of the project activities, a list of students who were targeted, and if improvements were made. Most of the reporting schools used their funds to proxdde activities interrelated to the core curriculum. However, data did not reflect that the grants led to a disparity reduction or achievement improvements as had been expected. The intent of Focused Activities was to provide resources that would facilitate the creation of attractive, enriched learning activities at each elementary area school. Focused Activities were to serve as a recruitment tool to help improve racial balance through a voluntary assignment plan. The District did not begin to implement this component of the plan until the 1994-95 school year. Plans were developed during the spring of the 1993-94 year. Elementary area schools submitted grant proposals that requested a maximum of $5,000 to implement these activities. The severity of our financial problems and the need to evaluate the effectiveness of existing programs have forced the District to seek more efficient ways of educating our students. 1The implementation of these two programs has presented some positive results in spite of delayed funding. Some of the submitted proposals did not specifically relate to the goals of APIG and Focused Activities. The grant application process is perceived by some to be burdensome and too restrictive in terms of how funds may be utilized. At least six alternatives were examined as the District looked for solutions that would continue to provide support to our area schools and allow us to operate our schools within our annual revenue. Alternative number three appears to be the most viable option at this time. The recommendation is to provide equitable opportunities to all area schools by eliminating the application process and providing additional funds through an annual appropriation in each area schools operating budget. The goals of APIG, Focused Activities, Extended Comprehensive Outcomes Evaluation (COE) and the Desegregation Plan would be combined in such a manner that the spirit and intent of the two proposals would be maintained. This would allow the District to concentrate obligations identified in multiple locations. Schools would be able to clearly focus, implement, monitor and evaluate these activities in a comprehensive manner. The objective of this recommendation is to provide equitable quality educational experiences so that all students have the opportunity to succeed. Successful implementation will enhance student achievement and ensure that area schools become communities of learning among parents, staff and students. The impact of this recommendation will be positive as the District will be able to continue to meet its obligation as specified in the Desegregation Plan. This recommendation will require a plan modification as the District wishes to move obligations located in multiple places to one central area of the plan. Human and financial resources will be used in a more meaningful way as schools will focus their energy on implementation of a comprehensive and focused program rather than spending countless hours developing proposals. This recommendation will provide $155,000 to area schools and result in a $290,000 savings for the District. We have the opportunity to regain the support of our area schools staff, students, parents and other District patrons. This could pave the way for a productive and positive relationship with the Area School Advisory Committee. There will be minimum primary detractors if we keep our word to our area schools. It will be extremely important that the suggested implementation plan timeline be followed so as to provide our area schools the time, opportunity, and resources needed to provide equitable quality educational experiences. 2B. BACKGROUND The Districts Desegregation Plan initially included provisions for Focused Activities. The purpose was to provide resources that would facilitate the creation of attractive, em-iched learning opportunities at each area elementary school. Focused Activities were to serve as a recruitment tool to help improve racial balance through voluntary interdistrict and intradistrict transfers. Specific details, including individual school allocations were not defined by the District until the 1993-94 school Implementation of Focused Activities began as of the 1994-95 school year. year. Area schools serve approximately 80% of the Little Rock School District student population. Many students whose attendance zones were within the area of the Incentive Schools were not able to attend these schools given the lack of space and provisions in the Incentive School Assignment Plan. The Tri-District Plan included a section, APIG, to improve the quality of education through increased achievement for all students which will result in the reduction of disparity among various races, socio-economic, and gender groups. This component was included in the May 1992 Desegregation Plan. The area, elementary and secondary schools, were provided the opportunity to develop non-competitive proposals for grants up to $25,000 for one year, with an opportunity to continue two more years at the same level of funding, The grants level of funding was reduced the third year to $10,000 as the district began to encounter very serious financial problems. Expected academic gains have not been established and/or sustained for this period of time. During the 1994-95 school year, secondary APIG grants were $10,000 and elementary grants were funded at $5,000. Uncertainty about whether and when funding would be available from year to year has hindered the area schools ability to plan and implement APIG and Focused Activities. Some schools have been slow and reluctant in submitting proposals for funding. The assistant superintendents for elementary and secondary schools conducted Fast Track Evaluations and Extended Evaluations of APIG grants during the 1993-94 school year. This information was used to determine the effectiveness of these programs in meeting their identified goals. It is important that all parties are informed and reminded of the trade-offs and benefits that area, incentive, interdistrict and magnet schools received through the Settlement Plan. Area schools were able to have attendance zone schools under a voluntary desegregation plan. At that time, it was clear that the District would need to find other means to support area schools, as provisions were made in the plan to provide additional support to incentive, interdistrict and magnet schools. 3c. PROBLEM DEFINITION Current implementation has not resulted in either expected improved achievement or a reduction in the disparity in achievement among students of different racial, socio-economic, or gender groups. The District continues to cope with many of the problems that are unique to urban school districts, including safety and security, urban flight, racial issues, aging buildings, and financial issues. The severity of the financial problems and the need to evaluate the effectiveness of existing programs have caused the District to seek more efficient ways of educating our students. Thus far, the District has not been able to identify any sustained academic improvement relative to APIG. The District must now redefine the required levels of focus, clarity, and connectivity of our programs if we are to optimize student performance. This plan must allow the District to operate an efficient school district within the boundaries of the revenues it receives on an annual basis. In accordance with the Desegregation Plan, the District has determined, based on the results of Fast Track Evaluations, Extended Evaluations, informal and formal observations, that it is appropriate to seek Court permission to implement Focused Activities and APIG in a more focused and meaningful way. LRSD elementary area schools have not Implemented Focused Activities prior to the 1994-95 school year. The District administration had not defined focused activities or planned for its implementation in the schools. Not until the spring of 1994 did the District begin to study various approaches to implementing Focused Activities. On April 21,1994, the LRSD convened a steering committee and charged it with the responsibility of defining Focused Activities. Committee members were also to develop both a grant proposal and promotional plan. The sixteen-member steering committee was composed of six building administrators, two central office administrators, two magnet school curriculum specialists, three classroom teachers appointed by the Little Rock Classroom Teachers Association (LRCTA), and three parents appointed by the PTA Council. Grants were made available in June of 1994, however, no proposals were submitted for funding until the fall of 1994. Workshops were provided in the spring. Grant proposals were not submitted for various reasons. Portions of the grants were approved in order to allow schools to start their programs. The steering committee adopted the following goals for focused activities which are based on the goals in the Focused Activities section of the LRSD Desegregation Plan: 41. Each elementary area school will provide focused activities for the total school population. 2. Each elementary area school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive. 3. Each elementary area school will integrate focused activities into the core curriculum and will reflect the focused activities in the schools enrichment and day-to-day activities. 4. All elementary area school students will participate in ongoing, meaningful enrichment activities that compliment and extend the core curriculum activities. 5. Each elementary area school will be viewed by the community as providing equitable and excellent educational programs. In spite of the interaction with schools, problems still existed with timelines, stable funding, quality inservice, inadequate grant proposals, partial approval of grants, etc.. Several changes in the leadership of the District have not aided continuity in the implementation of these programs. Although the LRSD has been committed to Focused Activities and APIG, problems with the implementation of the programs were evident. Schools have viewed the grant application process as burdensome which has caused the number of applications to decline. Given several opportunities to apply for grants early in the school year, schools in some cases chose not to respond to a timely submittal of the grants. D. ANALYSIS OF ALTERNATIVES 1. Change Nothing This alternative would continue to offer the Focused Activities and Academic Progress Incentive Grants to the area schools in their present form. Based on past performance, we can expect to receive the same results. A review of the evaluation reveals that the goals of APIG were not achieved at a level that warrants continuation. To continue operating in this manner suggest that schools would continue to yield the same results. 2. Eliminate Focused Activities and APIG for the 95-96 school year. This course of action would not provide any support for area schools. 53. Combine the goals of APIG, Focused Activities, Extended Comprehensive Outcomes_Evaluation (COE), and the Desegregation Plan (School Operations) so that obligations that appear in multiple places and documents would be moved to the most appropriate place in the Desegregation Plan. All area schools will focus on quality education through the use of the Extended COE process based on Learner Outcomes, Curriculum Framework, that guide the development of an enriched multicultural curriculum and Arkansas Goals 2000. The guiding decision throughout this process should direct each school to establish a vision and develop an action plan based upon needs and critical indicators of success. The action plan would contain specific measurable objectives and an evaluation component as to what it implements and how well it is implemented. The action plan would allow area schools to become educationally effective as obligations in multiple places would be moved to an appropriate location in the Desegregation Plan, under School Operations. Such movement would increase the opportunity for schools to organize these activities in a more focused and comprehensive manner. The action plan would provide the opportunity for meaningful parent involvement in a broader range of activities. Parents would also participate in the development of this plan. The action plan would focus on what schools hope to achieve, not what they plan to buy. If obligations are specific, measurable, monitored, and evaluated, the LRSD will increase its ability to make this plan work. Therefore, this alternative allows the District to eliminate the application process and provide additional funds through an annual appropriation in each area schools operating budget\nthus placing the emphasis on site based decision making involving principals, staff, parents and students. 4. Implement Extended Day Programs for students who need assistance is provided through the Districts Academic Support Program. This program is supplemented by federal funds. Many of the Focused Activities and APIG proposals included extended day activities which are a duplication of services. This alternative was rejected because of its narrow focus. 65. Secure Outside Funding The District could aggressively request assistance from the Parent Teacher Association, Partners In Education, City of Little Rock and private resources. Each school can seek assistance from the Little Rock School District grant writer for technical support. Funding would be inconsistent and unreliable as well as inequitable. 6. K-4 Special Summer School Act 348 of 1995 provides for a supplemental summer school program established for students who are performing below grade level and at-risk of falling. Instruction is delivered by teachers who receive state-approved training. Students who are usually served by Focused Activities and APIG are also eligible for the K-4 Summer School. Participation in both programs appears to be a duplication of services. At the time the Desegregation Plan was written, this comprehensive state-mandated program was not available. The K-4 Special Summer School Program is funded by the State of Arkansas. The K-4 Initiative is very effective, however, it serves a limited number of students. E. RECOMMENDATION It is recommended that the LRSD redirect its effort to provide equitable opportunities to area schools by eliminating the grant writing process and providing additional funds through annual appropriations in each area schools operating budget. The goals of APIG, Focused Activities, Extended COE and the Desegregation Plan would be combined in such a manner that the spirit and intent of the two grant proposals would be maintained. Area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curriculum. The regular operating budget in 7thirty-one (31) area schools will be supplemented with an additional ($5,000). This recommended alternative will cost the District a total of $155,000 while yielding a saving of $290,000. Using the expertise of the grant writer, efforts will be continued to increase this amount through private and public funding. This recommendation will allow the District to show continued support for the area schools. The following chart depicts how the goals of APIG, Focused Activities, Extended COE, and the Desegregation Plan complement and/or support each other. * 8E. ReconuneadatioD GOALS AND PURPOSE  ACADEMIC PROGRESS INCENTIVE GRANTS. FOCUSED ACTIVITIES, DESEGREGATION PLAN (SCHOOL OPERATIONS). AND EXTENDED COE The goals and purpose of Academic Progress Incentive Grants, Focused Activities, Desegregation Plan (School Operations), and Extended COE are comparable as well complementary of each other.* as ACADEMIC PROGRESS INCENTIVE GRANTS A The focused activities of each area school will be integrated into the core curriculum or reflected in the schools environment and day-to-day activities. B  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. C  Area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities. D All area schoolswill be viewed by the community as providing equitable and excellent educadonal programs. FOCUSED ACTIVITIES The purpose of the \"Focused Activities shall be threefold: 1. 2. 3. To promote the school as a \"community of learning\" among parents, staff, and students\nTo provide enrichment opportunities at the building level\nand To ensure equitable opportunities for participation in the elementary area schools. Each non-magnet and non-incentive elementary school will provide focused activities for the total school population including attention to gender, race, and socioeconomic issues. B* Each school will be recognized as a community of learning in which alf students, staff members, and parents are totally involved and supportive.  The focused activities of each non-magnet and non-incentive elementary school will be integrated into the core curriculum or reflected in the schools environment and day-to-day activities. DESEGREGATION PLAN (SCHOOL OPERATIONS) C To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that behef. Ae All elementary area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities. C* All elementary area schools will be viewed by the community as providing equitable and excellent educational programs. EXTENDED COE (COMPREHENSIVE OUTCOMES EVALUATION) Quality of Education Indicators included in this area are: D* To monitor student class ratios and instructional practices to ensure equal opportunities for all students. C* To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. B To review and assess testing practices, formats, and results in order to better address the needs of all students while providing special intcr^ention for disadvantaged students. De To give school principals sufficient authority to improve schools and to advocate for students and to hold them accountable for results and opportunities for all students. B To ensure school-wide planning and individual academic achievement\nto address disparities, individual needs, and student success\nand to provide staff development on an ongoing basis. B  An increase in overall student achievement and the reduction of racial academic disparities. A\u0026amp;C The inclusion of multicultural materials and oondiscriminatory inslrucrional materials. B  Staff development during designated staff development days which is used to facilitate the desegregation process in such areas as cross-cultural teaching and learning styles, dealing with diversity, cross-cultural counseling, and minority achievement strategies. Equal Access Indicators included in this area are: Equal access to classrooms, programs, and subjects. Student Achievement Indicators included in this area are:  To provide information to parents in regard to topics relevant to increasing student access to educational and extracurricular opportunities. *Same leicering (^-) denotes that specific goals either are comparable, complement^ and/or support each other. B* A continuous increase in overall student achievement B* A reduction in the numbers of students retained (non promotes) by race, gender, grade, school, and teacher.  An increase in diverse parental participation in parent groups, parent functions, and school functions (including school and district committees). 8AF. Objective The objective of this recommendation is to provide quality educational experiences so that all students have the opportunity to succeed. The focus of this objective is to combine goals, of the Desegregation Plan with Extended COE in order to enhance student achievement and reduce disparities in academic achievement among groups formed on the basis of race, gender, and socio-economic status. Successful implementation of this objective will ensure that area schools become communities of learning among parents, staff, and students. Evaluation Criteria Identified programs will be determined successful if there is: o Increased student achievement based upon results of pre and post tests (local, state, and national assessments). o Improvement on standardized test scores. Increased number of students moving from bottom quartile to the next quartile. Increased numbers of students moving above the 50th percentile as well as the sustaining of students growth in the upper quartile. o o Targeted Areas/Extended COE as defined in each schools study. Grade distribution reports reflecting an increase in letter grades of \"C\" or better in the core areas for each student. o Program Budget Document (evidence of achievement). o Parent Surveys The District will design an evaluation instrument that will specifically identify factors which may have an impact on student outcome and successful implementation of programs. This evaluation instrument would be used to help schools establish a solid relationship between what it implements and how well it is implemented, and then use that link to shape what it does next. In addition, results from the instrument should improve use of resources, reduce wasteful activities, and provide data that would give the schools and District good information in which to make sound decisions regarding replication of successful effective strategies and programs as well as modification and termination of ineffective programs. 9Expected Benefits The District will be able to continue to make efforts toward increasing achievement for all students, and reducing disparities among different racial, socio-economic, and gender groups. These benefits will be derived from the establishment of a community of learning that has school/community support as well as a stronger focus and connection between teaching, learning and support programs. The District will make a solid philosophical, management, and material commitment to the continuation and support of area schools as obligations are retained in the Desegregation Plan. The implementation of this recommendation will enable the district to operate within its existing aimual revenue. G. IMPACT ANALYSIS The District will be able to continue its efforts to meet its obligation of increasing achievement for all students, which will result in a reduction of disparity among different racial, socio-economic, and gender groups. The area schools will be viewed as \"communities of learning,\" through the District implementation of enriched programs that are comprehensive, effective and efficient. The results of the implementation of this recommendation must be clearly communicated to the area schools staff and patrons so that they may understand that the District has not abandoned its efforts to assist them in the achievement of their goals. The results and support must be comparable to the expected benefits derived from resources allocated to the magnet and incentive schools. This recommendation will require the District to seek approval, from the parties and the court, to move obligations located in multiple places to an appropriate location in the Desegregation Plan. This movement provides for schools to implement obligations more effectively by using a more focused and comprehensive approach. If every obligation is more focused and we are driven toward these obligations, we increase our chance of being successful. Successful implementation will assure that the District will meet its obligation. With over 80% of our students attending area schools, it is likely that the patrons may perceive that the District is committing to equitable opportunities to all area schools. This recommendation could pave the way for the District and the Area Schools Advisory Committee to form a partnership and provide additional support for our area schools. 10The District must utilize available opportunities to inform and remind area school patrons of the trade offs that were agreed upon in the Settlement Plan that allowed differential funding for area schools. This decision paved the way for a voluntary Desegregation Plan that was court approved. H. RESOURCE ANALYSIS Personnel Human and financial resources will be used in a more meaningful way as staff will focus their energy on the implementation of a comprehensive and focused program rather than spending countless hours developing proposals. Staff, students, and the community can benefit greatly from a more focused and interrelated program. The District will continue its efforts to fund and support area schools. Quality staff development will be provided so that instructional leadership, teacher effectiveness and parent involvement continue to enhance and expand the attainment of the area schools goals. Financial Analysis The District budgeted $445,000 for implementing APIG and Focused Activities for the 1994-95 school year. By effectively utilizing existing federal, state, local operating and desegregation funds, a total saving of $290,000 will enable the District to operate within existing revenues. FY 1995-96 Proposed Level of Funding School Operations APIG/Focused Activities $5,000 Elementary Area Schools (23) Junior High Area Schools (5) Senior High Schools ____CT Total Schools (31) TOTAL $115,000 $115,000 $25,000 $25,000 $15,000 $15,000 $155,000 $155,000 Force Field Analysis The primary supporters of this recommendation will be the administration, area schools and patrons who want to see the District implement effective programs within existing revenues. 111. 2. 3. The primary detractors may be schools and patrons of the area schools who perceive that the district has minimized the effectiveness of this initiative for area schools. General Implementation Plan Provided this recommendation is approved, the following timeline will be implemented. If plans are not approved by May 15, it becomes more difficult to successfully implement this recommendation. Activity Completion Date Responsible Person(s) Develop and submit Business Case to court for review and approval. Submit Business Case and other relevant data to District Attorney to begin the process for plan modification Attorney will work with parties to secure consent to move multiple obligations to School Operations. December 1994 - April 3, 1995 March 31, 1995 April 3, 1995 Henry P. Williams, Supt. Estelle Matthis, Deputy Superintendent Sterling Ingram Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Henry P. Williams, Supt. Estelle Matthis, Deputy Superintendent Sterling Ingram, Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Chris Heller, District Attorney 124. 5. Plan modification presented to court for review and approval. Meet with parents of area school advisory committee to discuss and seek additional suggestions regarding implementation of this recommendation. TBA April 95 6. Provide staff development inservice to principals regarding the revised plan modifications. May, 1995 7. Provide staff development to school teams regarding plan modification. June, 1995 8. Schools develop action plans based on staff development. June, 1995 Chris Heller, District Attorney Estelle Matthis, Deputy Superintendent Sterling Ingram, Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Estelle Matthis, Deputy Superintendent Sterling Ingram, Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Marian Woods, Staff Development Estelle Matthis, Deputy Superintendent Sterling Ingram, Special Asst, to Deputy Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Marian Woods, Staff Development Local area school teams 139. Action plans reviewed. June/July, September, 1995 Sterling Ingram, Special Asst, to Deputy Asst. Supts. - Margaret Gremillion Sadie Mitchell Dennis Snider 10. Court reviews, approves/rejects plan modification and budgets. September, 1995 - June 1996 Local area school teams 11. 12. Provide staff development relevant to implementing School Operation (action plan). Following Court approval, review Districts approach to the implementation of School Operations (Local School Action Plan) August, 1995 August, 1995 13. Implement action plan September, 1995 - June 1996 14. Ongoing monitoring of action plans. September 1995 - June 1996 15. Formative and summative evaluation of 1995-96 action plans. September, 1995 - June, 1996 Local area school teams Estelle Matthis, Deputy Supt. Sterling Ingram, Special Asst, to Deputy Asst. Supts. Margaret Gremillion Sadie Mitchell Dennis Snider Local area schools teams Local area school teams Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. Local area school teams Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. 1416. 17. Use results of evaluation to modify/revise existing action plans. Annual report to Board regarding the implementation of the modified plan. June, 1996 June, 1996 Local area school teams Henry P. Williams, Supt. Local area school teams Margaret Gremillion, Asst. Supt. Sadie Mitchell, Asst. Supt. Dennis Snider, Asst. Supt. 1516Bale School Brady Cloverdale Dodd Fair Park Forest Park Fulbright Geyer Springs (Resubmitted) Jefferson Meadowcliff Otter Creek Pulaski Heights Terry Watson Western Hills Woodruff FOCUSED ACTIVITIES 1995-96 Date Submitted Date Approved Amt Funded November 22 October 6 September 8 (1st) February 1 (2nd) December 8 January 17 February 7 February 10 December 6 (1st) January 17 (2nd) October 18 October 3 September 2 (1st) October 4 (2nd) March 2 February 2 (2nd) December 13 (1st) January 9 (2nd) February 9 December 12 November 28 October 17 February 13 December 12 January 23 February 20 February 13 December 12 February 20 October 31 October 31 October 31 March 6 February 6 January 23 February 20 December 19 $10,000 $10,000 $10,000 $10,000 $8,700 (partial) $8,886 (partial) $10,000 $7,070 (partial) $2,852 S 10,000 S10,000 $10,000 $7,900 (partial) $10,000_________ $5,102.20 (partial) $2,686 (partial) $10,000 TOTAL\n$135,296.20ACADEMIC PROGRESS INCEiNTIVE GRANT - SECONDARY 1995-96 School Date Submitted Date Approved Amt Funded Central Hall Pulaski Hgts. January 25 January 9 March 2 January 30 Janutuy 9 March 6 $10,000 $10,000 $1,700 (partial) TOTAL: $21,700 ACADEMIC PROGRESS INCENTIVE GRANT - ELEMENTARY School Date Submitted Date Approved Amt Funded Bale Brady Pulaski Hgts. Watson Woodruff February 14 February 14 February 22 February 27 February 14 February 20 February 20 February 27 March 6 February 20 $5,000 $5,000 $600 (partial) $5,000 $5,000 TOTAL\n$20,600Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: December 19, 1994 To: From: Subject: Estelle Matthis, Deputy Superintendent, Little Rock School District Horace Smith, Associate Monitor, Office of Desegregation Monitoring Focused Activities and APIG Report Enclosed you will find a draft copy of the Focused Activities and APIG Monitoring Report. Please review the report and take note of any inaccuracies. Submit any corrections or other relevant observations in writing along with the draft report to our office by 5:00 p.m. Tuesday, December 20, 1994. Thank you for your cooperation. If you have any questions or concerns, please feel free to call.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock. Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: September 13, 1994 To: From: Subject: Estelle Matthis, Deputy Superintendent, Little Rock School District Horace Smith, Associate Monitor, Office of Desegregation Monitoring Academic Progress Incentive Grants and Focused Activities As you know, we have been monitoring the Academic Progress Incentive Grants and the development of Focused Activities. It is our desire to conclude our ongoing inquiry and submit a report to the Court, In order to finalize that report, we wiU need the following information by September 19, 1994.  A description of the current status of Academic Progress Incentive Grants  Definition of Focused Activities  Copies of all correspondence received by building principals regarding Focused Activities/APIGs for the 1994-95 school year.  Documentation of any inservice held to explain application procedures for. the 1994-95 school year.  Copy of the timeline used by the district for submission of proposals, approval of proposals, and actual funding for the 1994-95 school year.  List of all schools which have had proposals approved and are currently being funded. Include the dates when funding was actually provided.  Copies of all Focused Activities and Academic Progress Incentive Grant proposals for the 1994-95 school year. Thank you for your cooperation. If you have questions or concerns, please do not hesitate to call our office.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: December 9, 1993 To: From: Subject: Estelle Matthis, Deputy Superintendent, Little Rock School District Horace Smith, Associate Monitor, Office of Desegregation Monitoring Revised Documentation List for Focused Activities and Academic Progress Incentive Grants Thank you for meeting with me regarding Focused Activities and Academic Progress Incentive Grants on December 6. I found the meeting with you and Mr. Ingram to be enlightening and productive. The enclosed documentation list reflects the changes we discussed during the meeting. The submission date for these materials remains January 14, 1994. As always, if you have questions or concerns, please dont hesitate to call. Thank you for your cooperation.Focused Activities/Academic Progress Incentive Grants Documentation Focused Activities  Any memos or records of meetings during which focused activities were described and presented as an option to area schools  List of schools with focused activities and copies of focused activity plans for those schools  Records of community involvement in focused activity development and implementation: meetings, dates, names, race, sex  Record of the annual allocation received by schools with focused activities - 1990-91 through 1992-93  Documentation of any efforts by the LRSD to encourage area schools to implement focused activities.  Copy of the procedures jointly developed by the LRSD and PCSSD to prevent duplication of specialty themes  Copies of all evaluative checklists submitted by the schools 1990-91, 1991-92, 1992-93  Copies of all semester reports submitted 1990-91, 1991-92, 1992-93  Copies of all annual progress reports submitted by the schools 1990-91,1991-92,1992-93  Documentation of the assistant superintendents review of the semester reports and actions taken to revise activities for 1990-91, 1991-92, and 1992-93  Copies of the summative districtwide report on Focused Activities 1990-91, 1991-92, 1992-93  Names of activity coordinators at each school 1990-91, 1991-92, 1992-93, and 1993-94Academic Progress Incentive Grants  Records of grants given by the LRSD 1990-91 through 1992-93. Documentation should include: school name amount approved date the application was submitted date the application was approved date of actual appropriation of funds amount expended by the school during that fiscal year  Documentation for 1991-92, 1992-93, and 1993-94 (as it becomes available) indicating the amount spent each year per school and the schools outstanding balance.  Copies of individual school grant proposals for 1990-91, 1991-92, 1992-93, and 1993-94 (as they become available)  Names, race, sex, and position of individuals who served on the grant evaluation panel during the 1990-91, 1991-92, 1992-93, and 1993-94 school years  Copies of any communication 1990-93 which explains the review criteria to the schools  Detailed description of the review process used from 1990-91 through 1992-93 and the process currently used for review of the 1993-94 grants  Copy of the three-year evaluation of the Academic Progress Incentive Grant ProgramOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date\nDecember 6, 1993 To: From: Subject: Estelle Matthis, Deputy Superiutendeat, Little Rock School District Horace Smith, Associate Monitor, Office of Desegregation Monitoring Focused Activities and Academic Progress Incentive Grants Monitoring As you are aware, ODM is currently monitoring Focused Activities and Academic Progress Incentive Grants. Our monitoring will encompass funding and programmatic elements of both areas from the 1990-91 school year through the current school year. The monitoring process will consist of data analysis as well as site visits to observe activities currently being funded. Enclosed you will find a list of needed documentation. We are requesting that these materials be submitted to our office by January 14, 1994. If you have questions or concerns regarding the documentation request or monitoring process, please dont hesitate to call our office. Thank you very much for your assistance.Focused Activities/Academic Progress Incentive Grants Documentation Focused Activities  Any memos or records of meetings during which focused activities were described and presented as an option to area schools  List of schools with focused activities and copies of focused activity plans for those schools  Records of community involvement in focused activity development and implementation: meetings, dates, names, race, sex  Record of the annual allocation received by schools with focused activities - 1990-91 through 1992-93  Documentation of any efforts by the LRSD to encourage area schools to implement focused activities.  Copy of the procedures jointly developed by the LRSD and PCSSD to prevent duplication of specialty themes Academic Progress Incentive Grants  Records of grants given by the LRSD 1990-91 through 1992-93. Documentation should include: school name amount approved date the application was submitted date the application was approved date of actual appropriation of funds amount expended by the school during that fiscal year g  Documentation for 1991-92,1992-93, and 1993-94 (as it becomes available) listinj the schools which carried over funds from the previous year and the amount of carryover  Copies of individual school grants for 1990-91, 1991-92, 1992-93, and 1993-94 (as ey become available)  Names, race, sex, and position of individuals who served on the grant evaluation panel during the 1990-91, 1991-92, 1992-93, and 1993-94 school years  Copies of any communication 1990-93 which explains the review criteria to e schools Detailed description of the review process used from 1990-91 through 1992-93 and the process currently used for review of the 1993-94 grants  Copies of all evaluative checklists submitted by the schools 1990-91, 1991-92, 1992-93  Copies of all semester reports submitted 1990-91,1991-92, 1992-93  Copies of all annual progress reports submitted by the schools 1990-91, 1991-92 1992-93  Documentation of the assistant superintendents review of the semester reports and actions taken to revise activities for 1990-91,1991-92, and 1992-93  Copies of the summative districtwide report on Academic Progress Incentive Grants 1990-91, 1991-92, 1992-93  Names of activity coordinators at each school 1990-91, 1991-92, 1992-93, and 1993-94 (unless this information is included in the individual grant applications)  Copy of the three-year evaluation of the Academic Progress Incentive Grant Program.RECEIVED MAR 1 2 1993 TO\nFROM: RE\nDATE: The Honorable Susan Webber Wright Area School Patrons . ... 1992-93 Budget Cuts for March 19, 1993 Hea?\u0026amp;g '\"9 I. March 9, 1993 Area School parents and patrons of the Little Rock School District request that this letter and the accompanying petitions be made a part of the court record. We wish to address the Court on Budget discussions directly related to Desegregation Plan. We educate 64% of all students in the Little Rock School District, that is approximately 10,788 out of 16,700 black students, and 6,000 out of 9,000 white student's, certainly the majority. We are concerned about the following issues: 1) 2) 3) 4) The Little Rock School District has promised, under the Desegregation plan, to make available to the Area Schools $25,000 per Area School per year for a three-year period or more (if the evaluation proves that the grant had positive results) for Academic Progress Incentive Grants to decrease academic disparity. Unfortunately, Area school patrons have had to repeatedly request these funds from the Little Rock School District. Currently, the Little Rock School District has slashed the available money from $25,000 to $10,000 per Area School (a cut of almost 1/2 million dollars). To date for this year, our district has only given Area Schools a total of $50,000 of the allotted $320,000. The Little Rock School District is also obligated to make available to the Area Schools funding for \"Focused Areas of Activities\", but has not responded to pleas and public requests for defining and implementing this funding. Area Schools have borne a disproportionate burden of budget cuts shown by reductions in funding for Gifted/Talented staff, music, counselors, physical plant assets, and general per capita funding compared to Magnet and Incentive Schools, This scenario has significantly diminished the educational opportunities of Area School students. Area School parents and patrons perceive that their concerns about the inequitable budget cuts and their negative impact on the Little Rock School District efforts to implement the Desegregation Plan have not been addressed by the Little Rock School District. 1 r-  r f I fi /fr-Zn', i I I I 1 3 4 5 6 7 3 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 another does not. So we'll conti there is a clear guideline in tha THE OURT: I, again, ca I knov/ you have been dealing with than one judge. In fact, if you  you have been dealing with three \u0026lt; thi case. And we don't all thin! Another thing I wanted to ask with thi Z\u0026lt;f7/iz?ez'C ^02 A5ti about. and we struggled , ray staff and 1 struggled with thi to area schools, and that is. focused activ s, with respect ies in area schools. The May 1 order, and May of this says, and I quote, \"The year, of '92, ourV recognizes that the Incentive Grant Prograra is a corapliraentary addition to. but not a replaceraent of the original focused activities features of the Plan. Focused activities will continue to be an option for area schools, may center around a theme and will according to the original plan which provide and parental involvement and operate for community an annual allocation of funds. There is no budget appropriation for this Settlement Plan budget\". MR. CHIP JOKES\nincentive grants, slash. focused activities in Now, can you I intended Program 13 to read focused activities. Thi was a suggestion made by the Office of De segregation Monitoring that I didn't  that I failed to make. So that should read on Program 13, \"Incentive grants. slash. focused activities\". EUGSNIE M. POWER U.S. COURT REPORTER  r- ( i -----'a. / I f a'aa) r. 33 1 I 1 9 3 4 5 6 7 3 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 another does not. So we'xx continue to work v/ith then so there is a clear guideline in that area. TOE OURT: I, again, can't be too critical, I know you have been dealing with more than one judge. In fact, if you coun because than one plan and more the Special Master, you nave been dealing with three district court judge thi case. And we don't all think alike. Another thing I wanted to ask about. in and we struggled with tnis, my staff and 1 struggled with this. to area scnools, and that schools. is, focused activ with respect ies in area ihe May 1 order, and May of this year, of says, and I quote. n The '92, ourt recognizes that the Incentive Grant Program is a complimentary addition to. but not a replacement of the original focused activities features the Plan. of rocusad activities will continue to be an option for area schools, may center around a theme and will operate according to the original plan which provide for community and parental involvement and an annual allocation of funds. There is no budget appropriation for focused activities in this Settlement Plan budget\". MR. CHIP JONES: incentive grants, slash. Nov/, can you I intended Program 13 to read focused activities. This was a suggestion made by the Office of De that I didn't  that I failed on Program 13, egregation Monitoring to make. So that should read \"Incentive grants. slash. focused activities\". EUGENIE M. POWER U.S. COURT REPORTER 4-.r I i i i 1 ! i 1 2 3 J 4 ! 34 THS COURT\nAll right. I was concerned that the District didn't really understand that 1 was saying the incentive grants are still there and focused activities still there. And I reiaeaber fron Ms. Mathis' testimony, that 5 t t I thought the District was trying to inerge these two. 6 and I really didn't want them merged. I 7 8 9 And I realise that it is very important, I mean. in my opinion. to continue these program for area schools, not only just for quality of education generally, bu also for their desegregation efforts 10 in reducing disparity. Because even thougii we concentrati so 11 much in thi courtroom on the incentive schools, Mr. Walker, 12 we concentrate very much on them, and monitor them and 13 14 monitor the Four-Tear Old, the Court is not unmindful of the fact that the bulk of the black children in this district are 15 in area schools, and we don't want to forget about them. and 16 they're not getting as many of the goodies as those children 17 in the incentive schools and the magnet schools are getting. 18 MR. WALKER\nOr supposed to be getting. Our 19 20 contention is that they are still not being received in the incentive schools, even though they say they are. 21 22 that. THE COURT\nWell, again. this i not a hearing on But if we cut out focused activities from the budget. 23 they certainly are less likely to get it in the area schools, 24 as well. 25 MR. WALKER\n.Absolutely. EUGENIE M. POWER U.S. COURT REPORTER1 2 THS COURT: And there's been at least 35 I've heard reports of sone wonderful ideas and thenes and progran. 3 that thes area school have come up with that have been very 4 successful and have a lot of community support, and I 5 certainly don't want to eliminate those. xAnd so now hat o 7 you're adding incentive grants/focused activities, do you still expect the budget to be $320,000.00 for the '92-93 a academic year? 9 ilR. CHI? JONES: At this point in time, again, the 10 budget is still in process, and one final plans on how to I 11 treat that or develop it, it's all subject to revision. 12 THE COURT: Now, as to the incentive schools, on May 13 1 the Court did not approve some of the things you wanted to 14 15 15 17 18 19 20 21 22 23 24 25 do with respect to the incentive schools. the smaller classe you had more we And, for example, required  we required more aid if than  we had required an aid par classroom in some instances. budget. I won't go through the details of the But, anyway, it' you wanted it to cost you. the May 1 order? MR. CHIP JONES: Honor. THE COURT: going to cost you more money than Is this reflected in the budget. Yes, it's based on 20 to 1, Your What about the Latin program? MR. CHIP JONHS: It's not specifically set out, but if you look at program  let's see. Program 75, \"Other EUGENIE M. POVTER U.S. COURT REPORTERHOI 123 DR. BERND: No, Your Honor. THE COURT: Tne exceptional children, do you know 10 11 12 13 14 what reduction explain that? are really reflected there? DR. 3ERMD: talking about are and t Could you Basically, Your Honor, what we're situations in which we have dona placement ting of children into special education programs through the use of outside contracted services. developed the capacity within the District to And we have accomplish these same functions and not spend that money in that manner, and we expect the savings to accrue from that change to be what has been given here. THE COURT: And you don't believe that thi will have a negative impact on black children who are r 1 2 3 4 5 6 7 8 9 15 B disproportionately represented in that category? 16 No, we do not. It's more in the area of DR. BSR^^^: 17 testing and placement rather than a reduction of special 13 education services. And the procedure that we use to place 19 20 cnildren in special ed is very strictly legally prescribed, and we'll still have to follow that procedure and use the 21 appropriate tests and recommendations to place children. 22 23 24 25 THE COURT\nprogress grants. My next question relates to academic And you've taken $480,000.00 off them, yet the Settlement Plan promises that area school may have up to $25,000.00 thi year for those grants. How did you arrive at EUGENIE M. POWER U.S. COURT REPORTER124 10 11 12 13 14 15 that 43G,000-dollar figure? DR. 3ER:-ID\nBasically what wg looked at, we looked at what the Plan required and our interpretation of the Plan, and the up to\" was the fact that we could make that recommendation, that reduction and still follow the Plan. And I should add as kind of a parenthetical expression. Your Honor, we did look at the Plan with regard to all of these. and really try and make a conscientious determination that least the reductions did fit th THE COURT: at requi aments of the ?lan. Well, you said you looked at the \"up to's\". What did you figure per area DR. BERND: Jones, if I may. chool? Im going to throw that one to Mr. MR. CHIP JONES: Ten thousand. THE COURT: In other word you plan to slash these 1 2 3 4 5 6 7 o 9 16 grants from 25,000 to 10,000? 17 MR. CHIP JONES\nAnd, again, this totally hadnt 13 been worked out, but look at where the plans had \"up to 19 20 800,000\", if an individual had some particular need or proposal, the \"up to\" would also work a that level, as well. 21 Last year the District spent  we didnt spend  wer were a 22 couple of hundred thousand dollars less than the full 23 $300,000.00 that was budgeted. So even last year the full 24 25 25,000 per chool was not spent. THE COURT\nHave you had any negative reaction from EUGENIE M. POWER U.S. COURT REPORTER125 10 11 the comnunity on this? i-m. CHI? JONES: DR. BERND\nit's out ther None that Im aware of. Actually we have not. That doesn't mean that it's not out there, but it hasn't reached our level. The other comment that I would make is V7a also want to look very carefully at how these monies are being spent and make student achievement. ure that they are directly affecting We're not totally convinced that that' been the case in the past. THE COURT\nIt might not have been. Again, I think I e::pres3ed this concern this morning. Th Rian doe call 1 2 3 4 6 7 3 9 12 for reduction in disparity, and I know that your model, the 13 effective schools program, would also strive for reduction in 14 disparity. This Settlement Plan, which I'm charged with 15 monitoring and you're responsible for implementing, place a 16 lor of emphasis on incentive schools and magnet schools and 17 inter-district schools. And this is about all that 13 shculdn' t ay it's about all. But thi is one of the few 19 perks that these area schools receive. And the bulk of the I 20 students, including the black students, are at these area 21 schools. And it concerns me that the Plan focuses so much on 22 a minority, and I'm not talking about a racial minority, but 23 I mean a minority of students in student population when the 24 bulk of the tudents are in area schools. And this i one of 25 the things that they are eligible to receive. And that's my EUGENIE M. PO14ER U.S. COURT REPORTER 41 only ramark at this time. 125 And I don'c know that you are 2 wrong in saying that perhaps these progress grants really 3 have not added much I think they have been useful morale 4 boosters, but I know it's something other than just a morale 5 booster. S I want to go on to transportation, cut those e^cpenses by 7 $200,000.00. now, this is, I assume. in addition to the 3 70,000-dollar out in Proposal No. 2. 9 DR. 3ERKD\nThat' correct, Your Honor. 10 THE COURT\nHow do you plan to cut the 200,000? 11 Where is that going to coma from? 12 DR. BERND: Mr. Jone could elaborate, but we're 13 looking at increased efficiency in routing, fuel savings, and 14 savings in transportation supplies, basically. Anything to 15 add to that? IS 17 13 19 20 21 22 23 24 MR. CHIP JONES: The process these on an across the board basis. we used was looking at And in the nonpersonnei we used 20 percent as the figure, so this represents approximately 20 percent in reduction in their nonpersonnel budget. This is why this has to be a continuing process. The transportation budget is really tied to the price of gasoline. thi You know, if that goes up, you know, this may not may not be able to prove to be much savings. Right now this is something we just have to keep monitoring. And I 25 agree, there's not much control once we start transporting EUGENI M. POWER U.S. COURT REPORTERi J 4 b b / B y XU / 1. X 1 ic X J peopiti wer'\u0026gt;j belny trained IbS On IL at. t ne Li me i c a me . Q well, boc to r, wli V is it that you would spend s u c h h i q h piopoi'lioii or your' budget kriuw ttiat you are that ro r such a computer' system wiren you don't have much money.-' so much go and then be cal led a desegregation expense p roce s s r' 0 r you Wfiy 'wou I d ror data a data processing system that nobody understands and is out or proportion even to teaching expense A Mr . waIker, X will L a k e r e s po n s i b i I | t y tor many things on this stand, but happened betoiB b A I I right. the purchase or that computer my wa tell. Now , you have 1 ti you have system I s one that listed here incentive grants. 'What I s an Incentive grant: Ihdt s Linder No. X J . 1 i I X4 Xb Xb X / XB xy 20 2X 22 24 2b A Uk ay . Let me get to id. to gi've money to area schools An inoen Live g rant i s a program So they can use that discretionary money tor school Improvement planning, Intended to enhance desegregation. Q Well, i r It's activities that are so important, why would you reduce obB,OL)U to SJtiO.OGo a year? A we reduced It because we looked at the Plan and that the Plan did not so we reduced It, i t r rom and saw require a minimum or bbB.OOU to be spent, and we reduced 1t as one or our balancing budget-baIanc1 ng measures. Inals why we did it. boe s doe s the Pl an require SJ2U,OuO to be spent 1 or incentive g ran t s ?i o o I i I i I j 4 i u j A I tie Plan, W a 1 K e I' . A d I d 1 don t De I Ie. e, requires a s pec i r i c ainuun I . r -i ( . A t I I-1 yh t . J. d 11 a w e I ee I I live ti live app I to yu back and re-read the I diiguaye , Du c - - but we like we wanted tu letatii y 1  a 11 L s . Liid t a u r a 3 iiiuc h o 5 pO S sI D 1 e u r t. Hose particular school i budget tna:/ be eiuianced by some u the r p rueedu re to the extent ol a p ru pu r t I u n a t e auiuunt o Ir this money/ I i 1 1.U i 1 A that What s correct. the ma*1 mum amount that an incentive grant can be / i i I I ic 1 J 14 lb I 10 A y A y A 1 believe id you 1  d I'd have to look It up. All right. 1 or i I i 1! lb bl b J Id,Odd . b4 bb I Ht dUUH1 I 1 HL W1I Ntbbl 1 Ht CUUKI ! 1Ht W1 INtbb i UK. tAlUNi 1 Ht WllNtbb! bV MH. WALKtH-. y Id,ddd. Its It not much this year. It went down. Veah, 10,0ud. Its Now, why IS it went down. yeah, I was going to say i 11 -schoo 1 SU s pen s i on a de 3eg regat i onL tt , 1 J 4 to I d to 11 1^ 1J i4 lb 10 expense rather than a district s expense? I ha t Is No. i 1 1 / Id 19 2 I 22 2 J 24 2b  lot or a lot or the th toys here and i m t in niakinii th I s we re I n re I a t I on to -the I II - sc hoo I suspension there. I o t Carryiiiy those things as expense because they are sped t ie i II as a s a de sey regat i on in the Plan. Why is it view oI t he treated r a 1 re r in trie r u lure ' that this amount should not expectation or the Plan that and more 1 mean. planned continuation or A was non nio re are you pre sen t i understand your point. I liank you . it s Now a point that concerns talked about tills mo in 1 riy . students won t come. is not dec 1 i niny students will be and less discriminatory not building in. p rac t i ces ? me , i r and its the we don ' t iiave on the other hand, you may build space that the students won t use. ch i ckeri-and-the-egg argument. Its a 111 e r r e c t. same po 1 n t the space. ne re L h .11 t he not want to 1 don't think 1 can give you a definite answer to it. understand your point. but 1 I would like nothing better than to be able to spend those runds on something else. Uli the other iiand, i r we need need them, 1 want to have them there. a re a I I A And that's going to be a desegnegation expense? why not not there are not these programs necessary programs tile chi Idren in tiie district Id tiie r 1 I o r than ror black children\nunderstand the point you're making to me. Une9 '^A/' I 1 J 4 b b the Court It they were ir these cuts were approved by the Court, i don't know that they were, but 1 1 think they were. IHt CUUH I ) MR. WALKtKt BY MR. WALKER: well, some were and some weren t. All right. Q Uoctor. It Iook 5 as it to me i n looking at this document I that virtually all or these cuts were from. basical Iy, the B UesegregatI on budget. incen Live SGhoo1s look at begin at y the bottom down there, ^,4UB,OUU. incentive school, parent I I I iO rec ru1 Li ng , library, coiiimurilLy school. transportat ion. a c a d e III 1 c i t program grants. I ha t s Liie big one over here on on No . i J 1 J under i ncen t i ve IhaL s the grants, same a s academic program grants. i 5 n t it: 14 A Yes. lb y All right. And i t seems like it's -- you cut more than lb 480,000 you cut $460,000, which meant then that it was a i / Iarge r amount than $688,000 to begin with. in other words. IB 480,000 plus J^O-, to me. is 800,000, but you represented to the I ! 1 I I i I I I I 19 ^O 2i 22 2-1 24 2b Court that the previous year was only $688,000. A y is there a question in thereY Well, i m asking you two things. One , you're making the cuts in the desegregation budget, but then you're giving the cou r t inaccurate 1 ntormaIion. Urn year before was $688,000 and you said you made a cut o I $480,OOO. 480,000 from 688,OOO would leave $168,000. And \"n 1 i I I 1 I i I i I i I I i 2 J 4 b b I a y to li 12 12 14 lb lb 1 i lb IS 20 2 1 22 23 24 2b 191 and the -- and the represantation being made to the Court Is -120,000 , and causes us to You see I A t tie A Yes . i they're also to us. So, Im saying that this question the integrity or the figures. t i I a t, Mill I Doctor-f say that i m rigures on the page that A I I r i gn t. now . 1 was I n 'J o I V e d ! those numbers, and. them in detail, but y All right. seated. I e I I again. i reel well. let me wha t i t 1 i  in only going to comment you re showing me in the on I I I in the development or m not going to remember eaci) one or like those numbers are accurate. rae ask you this, Doctor, then 111 be is that the board or the directors does with $ay,obb that you cut out? money that went to the MH. WALkLH) your Honor? IHt CUUKI: bV MH. WALKtHi y 1 mean, does is that some board or Do you di rectors? understand what Im saying here. Yes, sir. You re cutting that amount from departmental budget. was tlie amount or the board or place? A Q A What directors budget in the first I'm not going to give you that orr the top of my head, but Who can? Who can? Mr. Milhollen may be able to I I i i j i I I I ISi r7 To: The Honorable Susan Webber Wright From: Parents and Patrons of Area School Children in the LRSD Re: March 19,1993 Budget Cut Hearings MAR 3 1993 Office ci Dsssorsgaticn Monitoring 1, as a parent or patron of children in the area schools of the LRSD, respectfully: 1) ask the Court to include this petition and signature as a part of the Court record. 2) ask the Court to review the sincere concerns of the Area School patrons as outlined in this petition. 3) ask the Court to listen to Area School patrons who perceive that their concerns about the inequitable budget cuts (gifted and talented and music faculty, school nurses, counsellors, and general per capita funding) and their negative impact on the Districts efforts to implement the Desegregation Plan have not been addressed by the LRSD or the Court. 4) ask the Court to demand that the LRSD live up to the committments it made to the Area Schools in its Desegregation Plan. 5) ask the Court to order the LRSD to make readily available to the Area Schools its due funding for the Academic Progress Incentive Grants and define and make available its due funds for Focused Areas of Activities as approved by the Court ordered plan without monetary penalty in other Area School programs. 6) ask the Court to include Area School patrons and parents in future budget hearings and desegregation matters. 7) ask the court to appoint an Area School committee to oversee the LRSD in desegregation matters, name address date\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_426","title":"Graduation rate","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/2002"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Little Rock (Ark.)--History--21st Century","Commencement ceremonies","Students","Education--Curricula"],"dcterms_title":["Graduation rate"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/426"],"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":["30 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^4 VAst. To: (Mb: Re: PagM: CC: Urgant  For Review  Pteaw Comment .'Mti: A- X h/WA D^artoent Office: 324-2162 FAX: 324-0543  PtaM Roply  Ptane Recyde t^aJAfefe^Es.^-j.r S s i 55i* 'di AS -Iidnd ISIQ HOSCcatral XA\u0026gt;dr Kai McOdlaa Fafhview TotM Ccatral lA lair irar Farinriew Mcdekan issr Year 4 \u0026lt; 98-99 fof Gndoates Zl3 2?5 20T 225 211 k3^ 303 Til nr TST 12ff w Little Rock School District Pupil SCTvices Department Numbo' of Graduates Defined by Race A GcDdcr) White i6 51 49 n Tf 231 ,.i\u0026gt;. 109 15 78 S8 TT White Fanalci 106 41 48 22 56 M f i' 134 5y 74 64 IT Black MeW BbcltPcnuEM Other Md Other Fcmda 55 55 55 48 5315 lOT 55 29 881 19 5^ 156 91 55 93 95 T5I 63 79 y T y 4 1 3? 1 1 I 13 J 3 s 3 6 1 y I t 0 O' r CDLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 TO: Board of Education FROM\nT. Kenneth James, Superintendent of Schools PREPARED BY: onnie Lesley, Associate Superintendent for Instruction DATE\nFebruary 28, 2002 SUBJECT: Proposed Emergency Revision to Policy IKF: Graduation Requirements General Background Information During 2001 the Arkansas General Assembly passed and the Governor signed Act 1748, which requires all students in grades K-9 to participate in at least one hour per week of physical training. The implementation of this requirement in grade 9 cannot be done without adding a course in physical training for the semester in which the freshmen are not enrolled in the mandated one semester of Physical Education. After much discussion, the high school principals decided to recommend that the course be added for all those students who are not eligible for one of the following waivers from the requirement: 1. Students participating in marching band during the fall semester. 2. Students participating in drill team during the fall semester. 3. Students enrolled in dance courses at Parkview Magnet High School. 4. Students who are participants in organized cheerleading activities. 5. Students engaged in an in-school or after-school athletic program. 6. Students enrolled in a JROTC program and who participates in drills. 7. Students who walk to and/or from school, if the walk requires at least one hour per week and provided that the parent/guardian documents each week that the student walked to and/or from school. 8. Students who are engaged in an after-school recreational program sponsored by the school or other organization, if physical activities are scheduled for at least one hour per week. 9. Students who provide written documentation from the provider of at least one hour per week of physical activity or training in a private or community-based program. 1 Board of Education - Memo February 28, 2002 Page 2 In order not to have to add another one-semester course to the graduation requirements, the staff recommend that students without waivers be allowed to substitute the one semester of required Physical Training for one semester of English language arts, which LRSD requires, but is not required by the State of Arkansas. Students with waivers will be expected to go ahead and take the one semester of English language arts (either English, Journalism, or Communications). The specific wording is in bold at the bottom of the attached pages. Fiscal Impact The additional physical training requirement will necessitate the creation of several sections of this course. However, students in the course will not be taking something else, so no additional staff will be required. Minimal funds that can be covered in the existing Curriculum budget will be necessary for teacher training. Recommendation That the Board approve on second reading the proposed change in the graduation requirements. BAL/adgLITTLE ROCK SCHOOL DISTRICT NEPN CODE: IKE GENERAL EDUCATION GRADUATION REQUIREMENTS The Little Rock School District Board of Education believes that students should graduate from high school possessing the skills, knowledge, and attitudes needed for responsible citizenship, life-long learning, and productive employment in our modem economy. Programs for post-secondary preparation will be available to equip students for the advanced training that will be needed for the work of the 21' century. The Little Rock School District will be responsible for providing the educational opportunities and experiences that will enable our students to take full advantage of post-secondary education and employment opportunities available to them after graduation. Diploma-Earning Options A student may earn a diploma from a Little Rock School District high school in one of four ways. Each has different requirements and different numbers of required units of credit. 1. 2. 3. 4. Diploma from any of the five high schools for completion of the required 24 units for the classes of 2002 and 2003\nor the required 26 units for the class of 2004 and after. Diploma from any of the five high schools for completion of the Recommended Curriculum of 27 units for the class of 2003\nor 28 units, including at least eight Pre-Advanced Placement or Advanced Placement courses, for the class of 2004 and after. Hall High School students may take University Studies courses as substitutes for Pre-Advanced Placement and/or Advanced Placement courses. Diploma earned at the Accelerated Learning Center for completion of the 21 units required by the State of Arkansas. Diploma with waived or altered requirements established by an Individual Education Program (lEP) team for a student identified with disabilities. Even though the graduation requirements may be changed by the Board of Education during the time a student is enrolled in high school, the requirements established for a students graduation class (assuming graduation in four years of high school) are those he/she must meet, even though he/she may require more than four years to earn the necessary number of units. Units of credit will generally be earned in grades nine through twelve, except that one unit of Algebra I (or higher-level mathematics) and Level I (or higher level) of foreign language may be earned in grade eight. High school courses taken before grade eight will not satisfy a unit of credit toward graduation. (See policy IKEC for list of credit- earning options.)Transfer Students All transfer students must meet the graduation requirements of the Little Rock School District in order to receive a diploma. The LRSD high school will accept transfer credits and grades for students who previously attended accredited high schools. Additionally, students who transfer into a Little Rock School District high school from a home school must attend at least two semesters in order to receive a high school diploma (see IKED and IKED-R). They must attend at least four semesters in order to be eligible for rank-in-class (see IKC-R). Foreign Exchange students who complete the senior year in good standing may, at the discretion of the principal, participate in the graduation ceremony. Magnet Program Seal Students who participate in the Districts high school magnet programs may meet the magnet curriculum requirements through completion of the designated Career Focus courses established for each magnet. In order to receive a Magnet Seal, magnet students must complete the requirements of the magnet program. Students transferring into a magnet program after the freshman year may earn a diploma from that high school, but they will not earn the Magnet Seal. Arkansas Scholars Seal A special Arkansas Scholars seal will be affixed to the diploma and transcript of a student who meets the following standards established by the Arkansas Scholars program\n1. Earn a grade of C or above in all courses. 2. Achieve a 95 percent or better attendance record for each of the four years of high school. 3. Complete high school in eight consecutive semesters. 4. Complete successfully at least three units in science, three units in mathematics, three units of social studies, and four units in English. Honors Diploma Seal A special Honors Seal will be affixed to the diploma and transcript of a student who meets the following standards: 1. Completes the units required for the Recommended Curriculum, which includes and goes beyond the requirements of the Arkansas Higher Education Coordinating Board for unconditional admission to any public two-year or four-year institution of higher education in Arkansas and which includes, but goes beyond, the requirements for eligibility for the Arkansas Challenge Scholarship. The Recommended Curriculum also reflects the admission requirements of the most competitive universities in the United States of America.2. Successfully completes a minimum of eight Pre-Advanced Placement or Advanced Placement courses over a four-year period. Hall High School students may take University Studies courses as substitutes for Pre-Advanced Placement and/or Advanced Placement courses. Other approved dual-credit courses offered to LRSD students in collaboration with area colleges/ universities may also be substituted for the Pre-AP or AP requirement. 3. Earns a grade-point-average of at least 3.5. Recognition of Graduates Each high school may design its own traditions to commend and celebrate the achievements of the following sets of graduates\n1. 2. 3. 4. 5. 6. 7. the valedictorian and salutatorian\nstudents earning an overall average of 3.5 or above\nstudents earning Magnet Program, Arkansas Scholars, and/or Honors Diploma Seals\nmembers of the National Honor Society or similar honors organization\nscholarship recipients\nstudents with perfect attendance throughout high school\nand students whose other achievements are worthy of special recognition. Participation in Graduation Ceremony In order to be a participant in the graduation ceremony, the student must be within one unit of completing the graduation requirements and must have paid the tuition for the one-half or one unit to be taken in summer school (or, alternately, in another approved credit-earning program). All high school students and their parents will be informed in writing of this expectation when course lists and graduation requirements are published for the spring registration process. Principals will make a determination of potential graduates at the end of the junior year and each quarter of the students senior year and inform students and their parents immediately if it is determined that the student is in danger of not graduating. Such students will be advised of all the appropriate credit-earning options, including, but not limited to, evening high school, summer school, correspondence courses, online courses, credit-by-examination, and placement at the Accelerated Learning Center. Award of Diploma The award of the high school diploma will not be made until all graduation requirements are met. Specific Course Requirements The following table specifies the required courses for graduation for each curriculum area.High School Graduation Requirements Little Rock School District Required, Classes of 2002 and 2003__________________________ English4 units English I (ESL, Regular, or Pre- AP)\nand English n (ESL, Regular, or Pre- AP)\nand English ni (ESL, Regular, Pre- AP, or AP)\nand English IV (ESL, Regular, or AP). ______________ Oral Communications1 unit Communications I or Debate I Mathematics3 units Algebra I (ESL, Regular, or Pre- AP)\nand Concepts of Geometry (ESL or Regular) or Geometry (ESL, Regular, or Pre-AP)\nand Algebra II (ESL, Regular, or Pre- AP) or Statistics (ESL, Regular, or AP) Science3 units Active Physics (ESL or Regular) or Physics I Pre-AP\nand Biology I (ESL, Regular, or Pre- AP)\nand Chemistry I (ESL, Regular, or Pre-AP) Effective fall 2002, a grade 9 student without a waiver from the Act 1748 physical training requirement may substitute one semester of Physical Training for one semester of English language arts to satisfy graduation requirements. Students with an approved waiver must take the one semester of English language arts. Required, Classes of 2004 and After English4 units English I (ESL, Regular, or Pre- AP)\nand English n (ESL, Regular, or Pre- AP)\nand English III (ESL, Regular, Pre- AP, or AP)\nand English rV (ESL, Regular, or AP). ______________ Oral Communications1/2 unit Communications lA or Debate lAone-half unit English Language Arts1/2 unit* One-half unit from any English, Journalism, or Communications course. Modem Grammar (1/2) is recommended. Mathematics3 units Algebra I (ESL, Regular, or Pre- AP)\nand Concepts of Geometry (ESL or Regular) or Geometry (ESL, Regular, or Pre-AP)\nand Algebra II (ESL, Regular, or Pre-AP) or Statistics (ESL, Regular, or AP)\nand Science3 units Active Physics (ESL or Regular) or Physics I Pre-AP\nand Biology I (ESL, Regular, or Pre- AP)\nand Chemistry I (ESL, Regular, or Pre-AP)\nand Required, ACC Students English4 units English I (ESL, Regular, or Pre- AP)\nand English n (ESL, Regular, or Pre- AP)\nand English ni (ESL, Regular, Pre- AP, or AP)\nand English IV (ESL, Regular, or AP). Oral unit Communications1/2 Communications lAone-half unit Mathematics3 units Algebra I (ESL, Regular, or Pre- AP)\nand Concepts of Geometry (ESL or Regular) or Geometry (ESL, Regular, or Pre-AP)\nand Algebra II (ESL, Regular, or Pre-AP) or Statistics (ESL, Regular, or AP) Science3 units Physical Science or Active Physics or Physics I\nand Biology I\nand One additional unitRequired, Classes of 2002 and 2003_________________________ Social Studies3 units Civics (ESL, Regular, or Pre- AP) or United States Government (ESL, Regular, or Pre-AP)\nand World History (ESL, Regular, Pre-AP or AP)\nand United States History (ESL, Regular, or AP) Physical Education1/2 unit Physical Education LA Health and Safety1/2 unit Health and Safety Fine Arts1 unit One unit from art, dance, drama, or music Technology1 unit One unit from any of the approved technology courses. Career Focus3 units Three units from any of the approved Career Focus programs. Electives4 units Required, Class of 2004 and After Social Studies3 units Civics (ESL, Regular, or Pre- AP) or United States Government (ESL, Regular, or Pre-AP)\nand World History (ESL, Regular, Pre-AP or AP)\nand United States History (ESL, Regular, or AP)\nand Physical Education1/2 unit Physical Education lA Health and Safety1/2 unit Health and Safety Fine Arts1 unit One unit from art, dance, drama, or music Technology1 unit One unit from any of the approved technology courses Career Focus^3 units At least three units from any of the approved Career Focus programs. Electives6 units A fourth year of mathematics, science, and/or social studies are recommended. Required, ACC Students Social Studies3 units Civics (ESL, Regular, or Pre- AP) or United States Government (ESL, Regular, or Pre-AP)\nand World History (ESL, Regular, Pre-AP or AP)\nand United States History (ESL, Regular, or AP) Physical Education1/2 unit Physical Education LA Health and Safety1/2 unit Health and Safety Fine Arts1/2 unit None Career Focus3 units Three units from any of the approved Career Focus programs. Electives3 units Total24 units Total26 units Total21 unitsI Recommended Curriculum The Board of Education recommends that students elect the challenge of a more rigorous graduation plan than the minimum requirements, including at least eight Pre-Advanced Placement or Advanced Placement courses (or University Studies courses at Hall High or approved dual-credit courses). Recommended, Class of 2003______________ English4 units English I (ESL, Regular, or Pre-AP)\nand English II (ESL, Regular, or Pre-AP)\nand English III (ESL, Regular, Pre-AP, or AP)\nand English IV (ESL, Regular, or AP).___________ Oral Communications1 unit Communications I or Debate I Mathematics4 units Algebra I (ESL, Regular, or Pre-AP)\nand Concepts of Geometry (ESL or Regular) or Geometry (ESL, Regular, or Pre-AP)\nand Algebra II (ESL, Regular, or Pre-AP) or Statistics (ESL, Regular, or Pre-AP)\nand One additional unit of advanced mathematics. Science4 units Active Physics (ESL or Regular) or Physics I Pre-AP\nand Biology I (ESL, Regular, or Pre-AP)\nand Chemistry I (ESL, Regular, or Pre-AP)\nand One additional unit_______ __________________________ Social Studies4 units Civics (ESL, Regular, or Pre-AP) or United States Government (ESL, Regular, or Pre-AP)\nand World History (ESL, Regular, Pre-AP or AP)\nand United States History (ESL, Regular, or AP)\nand One additional unit__________________________________ Foreign Language2 units Two units of any one foreign language_________________ Physical Education1/2 unit Physical Education lA________________________________ Health and Safety1/2 unit Health and Safety____________________________________ Fine Arts1 unit One unit from art, dance, drama, or music_______________ Technology2 units Two units from any of the approved technology courses. Career Focus4 units Four units from any of the approved Career Focus programs. ______________________________________ Electives0 units___________________________________ Total27 units Recommended, Class of 2004 and After Same Oral Communications1/2 unit Communications lA or Debate lA English Language Art! 1/2 unit* Any one-half unit from English, Communications, or Journalism______________________________________ Same Same Same Same Same Same Same Same Same Electives1 unit Total28 units Effective fall 2002, a grade 9 student without a waiver from the Act 1748 physical training requirement may substitute one semester of Physical Training for one semester of English language arts to satisfy graduation requirements. Students with an approved waiver must take the one semester of English language arts. TWmA - jUtW cttot'wuxj' A (J.}. \u0026lt;iL.c- ,r'C-Pi.,zfe3+ P/U-v-M-kM\u0026lt;\u0026lt;b\u0026gt; \"''''^' GVA-wzf\u0026lt;J I Afi Individual Approach to a World si April 12, 2001 X ih To: From: Board of Education Dr. Richa^d^^lutl^ I Director - Human Resources Through: Dr. Ken James, Superintendent Subject: Reassignment For your information, the following reassignment was finalized on Monday, February 4, 2002. Reassignment: reassigned from her current position as Principal a Rightsell Elementary to a Gifted and Talented Teaching position at King Elementary, effective February 11,2002. Specialist at Rightsell, has agreed to fill in as acting\" principal until a permanent Principal is selected.' 810 W Markham  Litde Rock, Arkansas 72201  501-324-2000  fax: 501-324-2032 www.lrsd.kl2.ar.us 1 Agenda RECEIVED FEB 2 8 20112 OFFICE OF DESEGREGATION MONITORING Little Rock School District Board of Directors' Meeting February 2002 LITTLE ROCK High School Parkview J.A. Fair McClellan Central Hall 1987-88 Graduates at Ark. public colleges/univ. 84 62 NA 119 97 College Remedial rate for 1987-88 graduates Eng. Math Read. 26.2% 38.3 21.4 AVERAGE 28.6 16.1% 21.7 14.5 17.4 NA 20.2% 27.7 20.2 22.7 15.6% 31.5 13.4 20.1 State remediation average 40% NORTH LITTLE ROCK High School Northeast Ole Main 1987-88 Graduates at Ark. public colleges/univ. 137 81 College Remedial rate for 1987-88 graduates Eng. Math Read. AVERAGE 13.9% 39.5 13.9 22.4 17.3% 29.7 17.3 21.4 A******************************************** PULASKI COUNTY SPECIAL High School Mills Jacksonville Oak Grove Robinson Sylvan Hills North Pulas. 1987-88 Graduates at Ark. public colleges/univ. NA 72 38 34 121 70 College Remedial rate for 1987-88 graduates Eng. Math Read. AVERAGE NA 25.0% 41.8 25.7 30.8 21.1% 25.0 13.2 19.7 14.7% 21.2 14.7 16.8 9.1% 29.7 13.4 17.4 10.0% 25.7 11.9 12.5PULASKI COUNTY 1989-1990 School Year School District LITTLE ROCK NORTH LITTLE ROCK PULASKI CO. SP. Expense oer ADA STATE RAITK % Change 5 Years in Last $3,227 23 +15 $3,124 28 -3 $4,409 6 -30 Kills Voted State average 26.8 35.90 36.30 35.90 ADM STATE RANK 22,374 1 9,363 4 21,229 2 # Teachers K-12 STATE RAJ\nk 1,840.5 1 615.0 1,288.0 2 Avg. Teacher Salary K-12 STATS RANK $25,385 $22,955 $26,395 3 36 7 # Certified Personnel STATE RANK 1,991.1 668.0 1,407.0 1 4 2 Avg. Salary Cert. Pers $26,531 $24,083 $27,511 STATE RANK 4 34 3 Superintencent Salary $88,000 $69,310 $79,272Spanks !  FRIDAY, SEPTEMBER 18,1992 . 'THE DROPOUT RATE HAS DROPPED ff^N'T . -n^Ar lAfOf^OERFUL'^, Nou) ALL TNE little /pascals L)Ho USED T'O hang oor oN STREEr CORNERS have gone BALL ro SCHOOL... AcTiON I'sf fl (0 0 0 0  Q 'i V8| ( \u0026gt;^1 .. 'l'/ I \u0026gt; ll in A Tf^ a'H 1 B.  r ^i5J el Ji 1992 Arkansas Democrat-Gazelle \u0026amp; Jeffrey HuddlestonArkansas Demcxnat (gazette WEDNESDAY, APRIL 7, 1993 Copyright 0 1993, Utile Rock Newspapers. Inc. School dropout rate hits 4-year low of 3% in 91-92 Dropouts  Continued from.Page IB BY CYNTHIA HOWELL Democrat-Gazene Education Writer Arkansas school dropout rate reached a four-year low of 3 percent in 1991-92, but the number of dropouts remains in the thousands, according to figures released by the state Department of Education. A total of 5,900 students in grades seven through 12 dropped out last year, the latest year for which figures are available. That number is down from:  6,884 dropouts in 1990-91, when the dropout rate was 3.6 percent.  7,714 in 1989-90, when the rate was 4 percent.  8,101 in 1988-89, when the dropout rate was 4.2 percent. The dropout rate is decreasing for both black and white students, according to the statistics. Black students dropped out at a rate of 4.3 percent last year, down from 4.5 percent in 1990- 91 and 4.9 percent in 1989-90. The rate for white students has fallen to 2.6 percent from a high , of 4 percent in 1988-89. 's-- Ofiicials in the states school^ districts reported that students left school last year for a variety of reasons, the most prevalent being lack of attendance, which was the case for 1,813 students. Another 1,774 dropped for lack of interest in school, and 563 didnt return after being expelled or suspended. A total of 522 left because of marriage or pregnancy. 111 left because of economic hardship, 93 left because of health problems and 51 because of problems related to the use of alcohol or drugs. Another 738 were dropped from the rolls for unknown or unspecified reasons. Failing grades accounted for 116 dropouts, while 98 had conflicts with school and 21 had conflicts with peers. Arkansas dropouts, 1988-92 wiagpir- .The chart shows the fotat'entollinentancl dropouts for Arkan public schools for the school years 1988-89? through 1991- ENROLLMENT ----------------- rX - BLACK WHITE 1991-92 45^1 145,72T 1990-91 1989-90 1988-89 44,359 144,341 44,362 145,686 44,099 147,945 TOTAL 2,844 193,778 2,489 191,189 2,191 192339 2,084 194,128 o o o a DROPOUTS 1991-92 1990-91 1,971 2,013 1989-90 2,154 1988-89 2,160 PERCENTAGE 1991-92 4.3% t- 1990-91 , 4\n5% 1989-90 S : 43% 1988-89., ^.43% I SOURCE: Def^q\u0026lt;^Educafl0ft 3,827 4,777 5,493 5,859 -A' 6% 3J% 33% '\u0026lt;0% 102 94 67 82 3.6% 3.8% 5,900 6384 7,714 8,101 3.0% 3.6% r. S'! \u0026amp; 3.1% 4.0% 33% -V 4 Vit' * The state dropout report notes that 349 students were in- carcerated.in 1991-92 and 112 students died, but those numbers are not included in the overall dropout numbers. State laws have been passed in recent years to encourage school attendance. Those laws include making the compulsory school attendance ages 5 through 17, and prohibiting schools from dropping, suspending or expelling students despite excessive absences. If a student has excessive absences, parents can be fined or the student can be referred to juvenile court. Another means of promoting school attendance is a state law that calls for withholding or revoking a persons drivers li- MICHAEL STORgyZ AftenwrOwnocraMTii I iqjjjg cense if the person is 14 or .ql^., er but under 18 and not\u0026gt;m school. Charles Lacefield, mahagec of driver control in the state, D^ partment of Finance and Administration, said Tuesday that 1,485 drivers licenses belonging to dropouts were suspend ed in 1991-92. As of April 1 thjS year, a total of 763 licenses had been suspended. T' In Pulaski County, the thre  '** school districts reported 1,1Q3 dropouts in grades sevM through 12. Specifically, a total of 640 stif dents dropped from the LittLg Rock School District, which was 5.5 percent of the Oct. 1 official enrollment for the secondary schools. The Little Rock rate See DROPOUTS, Page 12B was down from 5.8 percent and 662 dropouts in 1990-91. The number of dropouts in the high schools ranged from 15 at Parkview Magnet High School to 181 at Central High. In North Little Rock, 205 students dropped out, which was 5 percent, down from 5.6 percent last year and 227 students. The number of dropouts was 116 at North Little Rock High School. West Campus, and 64 at the East Campus. The Pulaski County Special School District had the lowest dropout rate among the three districts. A total of 348 county students dropped out, which was 3.8 percent, down from 4.1 percent and 39Ostudents in 1990-91. The number of dropouts in the high schools ranged from 36 at Oak Grove and Robinson high schools to 58 at Jacksonville High School.Arkansas Democrat (DjucIIc   FRIDAY, DECEMBER 4, 1998 \u0026lt; LR schools raising graduation requirement Board gives initial approval to making high-schoolers complete 24 instead of 21 credits : BY TRACY COURAGE . ARKANSAS DEMOCRAT-OAZErrE The Little Rock School Board gave initial approval 'Thursday to proposed changes in the district's graduation policy that would require higli school students to complete 24 instead of 21 credit hours to graduate.  A second vote in December would make tlie changes final. ' If approved, the new requir^ ments would exceed the 21-unit graduation minimum set by the state Board of Education. 'They would take effect for the graduating class of 2002. Theres a big push right now that came from the desegregation plan arid the Strategic Initiative that said our-kids need to do better, said Bonnie Lesley, the districts associate superintendent for instruction. One way is to get students into more rigorous courses. Such class requirements and course offerings are also more in line with what colleges and universities want to see on prospective students' ti'anscripts, Lesley said. Students would be required to complete 17 units in the common core, three units in a career-focus program, and four electives. The proposed common core credits include four units of English\ning any computer skills course. three units of social studies, including world history, U.S. histoiy and either civics or government\nthree units of math, including Algebra I . . and geometry, thi'ee units of science, also will encourage their children to including biology, single units of oral enroll in the most rigorous courses, communication, fine arts and tech- Some say the students who nology applications\nand half-units of arent going to college wont need it, ...................... ........... but theyre the ones who need it the physical education and healtli. For the career focus program, students would choose classes from 15 areas, such as humanities, sciences, marketing, fine arts, food pro- including six pre-advanced placeduction, trades and industp' and Ju- ment courses and two advanced nior Reserve Officer Training Corps, placement courses, and maintain a New state requirements make 3.5 average would receive an honors geometiy, biology and one unit of seal on their diplomas. physical science mandatory for grad- nation. Also, Advanced Placement European History can no longer be substituted for tlie world history requirement Proposed district changes would require students to earn a full credit of fine arts instead of a half-credit and one unit in teclmology applications, which can be fulfilled by tak- Although students must earn 24 units to graduate, school officials will encourage them to,take 27 units. Lesley said she hopes parents most because its the end of their formal education, she said. Students who complete 27 units. Those students would also have to pass two years of foreign language. Algebra II, one additional course in science and social studies and four credits in a career-focus or magnet progiam aiea. 'The proposed giaduation requirements would still allow a competency-based diploma for students who attend tlie Accelerated Learning Center at Metropolitan Vocational Skills Center. The center is an alternative education program for students who have fallen behind in their classes. They would receive diplomas after completing the state Board of Educations minimum 21 requirements. In other business, the board voted to implement Megans Law, which establishes a registiy for convicted sex and child offenders. Little Rock police will assess offenders who move into the district and notify school district officials of those posing the greatest safety risk. District officials will in turn notify school personnel, students and their families The board also expelled a junior high pupil over an off-campus firearms possession charge.ArJ\u0026lt;ansas Dcim locrat W(0azcl^ *-g?LP5Y! .DECEMBER 18. 1998 ' LR School Board lifts graduation standards Students need 27 credits to graduate in 2002 BY CYNTHIA HOWELL ARKANSAS DEMOfRAT-OAZETn\nA divided Little Rock School Board voted Thursday to raise the 21-credit graduation requirement health and physical education, one in technology and three credits in one of the 15 new career-focus areas. Bonnie Lesley, associate super- to 24 credits for most students be- intendent for instruction, said the ginning with the class of 2002. higher standards were prompted Board members took the action by changes in graduation requireduring a lengthy meeting in which ments at the state level and in ad- representatives of tire state and lo- mission requirements by some cal teacher unions confronted state universities. them with questions about the de- Lesley also said that student ef- layed pajTuent of some salaiy and forts to meet the requirements will other anticipated benefits, includ- be eased by the fact that the dis- ing late paychecks next month. The new graduation policy permits students at the districts Accelerated Learning Center to earn tricts high schools have already converted, or plan to convert, from six classes a day to seven or eight courses a year. As a result, some a diploma upon meeting the mini- students should complete grades mum state requirements of 21 units. But students at the five tradi- nine through 12 with 28 to 32 credits. Board members Katherine tional high schools will have to Mitchell and Mike Daugherty op- eam at least 24 credits, and the posed increasing the requirement. district is recommending that they earn 27. The 24-unit requirement will tion rates. saying that the more stringent requirement would lower gradua- include four credits in English, one in oral communications, three each in math, science and social studies, one in fine arts, one in Superintendent Les Camine has said that the districts dropout rate in grades seven through 12 eX- See STANDARDS, Page 4B j Standards  Continued from Page 18 ceeds 30 percent. I've never heard that increasing the number of courses a student takes will make a student a better student.\" .Mitchell said. Lesley said research indicates reached. Camine said the letter was written long before the contract settlement. A federal court has already ordered the state to reimburse all three Pulaski County districts for the insurance underpayments, but an assistant principal at j Cloverdale Junior High, as princi-  pal at Henderson Junior High. He j pai ai tienueisun juuiui iii\u0026amp;u. replaces James Washington who is , Teachers on Thursday also questioned why they must taking another district position, i Buck is expected to assume his j new role in February. Buck, who previously taught at Henderson.  was one of nine candidates inter- i viewed for the job. I that increased requirements don t . cau.se increases in the dropout wHlt Ulltil Jan. 4 tO get rate. .She also said the district will be able to provide greater support their Jan. 1 paycheeks. to struggling students through a yj asked that the multimillion-dollar National Set- , .. ence million-uoncu iNrtuuuai ..... ... . , -1 Foundation grant received district Consider I earlier this year. distributing the checks . On the issue of employee bene- - I fits. Classroom Teachers Associa- Saturday, Jan. 2. Camille 1 tion officers told the board that teachers had thought the district would absorb a S14-a-month in- said he would explore the crease in employee health insurance benefits and that the most ex- perienced teachers would get an zlppiojop increase in their longevity stipend uvviaiuii. possibility and notify teachers by today of the once the board adopted the 1993- 99 teacher contract in November. Those increases have not oc- 1 curred, and district officials told the board that the intent in the contract settlement was for those increases, along with a 4.5 percent pay raise, to be paid once the state reimburses the district for recent underpayments in teacher retirement and health insurance funds. The contract language does not specify when the benefits are to be paid. Eleanor Coleman, a former union president, said Camine indicated in a September letter that the benefits would be paid once a teacher contract agreement was distribution of the money among the three districts is in dispute. .A court hearing on the issue is set for Jan. 5. Teachers on Thursday also E Approved cutting the current school year short by three days so June L 2. and 3 can be used for  staff training. a Approved a 1999-2000 calendar\nof 173 student days, five short of . . the 178 days required by the state ' Department of Education. The ' state has tentatively approved the reduction so the district can use the days for staff training. Accord- ' ing to the calendar, classes will i start Aug. 24.1999. and end June 1. 1 2000. In a break from current practice. President's Day and Columbus Day will be student hol- idavs so staff can train. a .-Agreed to rename the district's Student Assignment Office on 501 Sherman St. ns the Student Registration Office. \"I don't care what it is called as long as the emphasi.s is on customer sendee.'' board questioned why they must wait niember Baker Kurrus said, until Jan. 4 to get their Jan. 1 paychecks. They asked that the district consider distributing Oie checks Saturday, Jan. 2. Camine said he would explore the possibility and notify teachers by today of the decision. Part of the probB Reviewed a report on the district's efforts to prepare its com- outer technology systems so the.v won't malfunction when the date leni is that the Jan. 4 checks have changes to Jan. 1. 2000. The potential problems exist in systems that record years only by the last two already been printed and would have to be redone. The board also: Q Voted to hire Lawrence Buck,Arkansas Democrat '^(QazcUe (  FRIDAY, DECEMBER 18. 1990 NLR scores show headway, slippage, School Board told Students results on national lest down in 3 age groups, up in 5tli, 1 Oth grades UY I RACY CtniKAt ili AKKANSA'i 01 MIM KAI (\u0026gt;AZI III North Little Rock Sclmol Dis tricl sludenls scores on a national lest climbed in two grades compared with last year but fell in three olher.s a.s the district's overall score.s again fell below the national average, the School Board learned Thursday. Fifth- and lOlh-gradei's scotrd higher than last years Icsl-taker.s, while s\u0026lt;-orcs for the sixth, eighth and ninth grades dropped. Seventh-grade overall .scores did not change. Nmtli Little Rock fif th graders earned u complete battery score on the Slanfoixl Aeliievcmenl Test Ninth Edition, or SAT 9, at the 3(ith percentile  belter than or Hie same as 36 percent of the national group taking the test. That score by fouilh gradi\\ will prepare slo- denl.s belter. Between 5.5 percent and (X) percent ofNoilh Little Rock's students (jualify for free or reduced lunches, and differenee.s in family income may account for some ofthedispar ity between Ihe district's high and low perforniei's. Smith s\nnil. We lake sludenls as we gel Ihem, Smith said. But some haven't had the same oppoituni- lie.s as others. Theyre behind to start with.'' In other business, the board approved the Hrsl reading of a policy that would re\u0026lt;piire individuals or groups wishing to be on the board's agenda to submit a detailed description of their topics at least seven days before Ihe boards meeting. The policy, which could be ap- represents an increase from last proved on .second reading at the years32nd percentile ranking. In addition: board's .Ian, 21 meeting, would al.so limit the individual or group's  Sixth graders scored at the 35lh presenlaliun to 10 niiiinles. al- percentile, down from last years :i8lh percentile.  Seventh-graders scored in the 39th percentile, same as last year.  Eighlh-gradcv.s earned a 37th percentile ranking, a drop from last years 39lh percentile.  Ninlh-gradcrs dropped, from the 40lh percentile last year to 4Glh this year. B Tenth-graders scored in the 4(5111 pcrcenlile, up from last years 40lh percentile. The .50lh percentile is consi\u0026lt;l cred average in reading, math, language, science and social studies. lim Dyer, the districts director though the board could grant cx- ceplioiLS to the rule. Board President Debra Rogers said Ihe proposed policy steni.s from parenls complaints to her about the length of board meetings, specifically lengthy presenta- lion.s by Ihe Pi'rsonnel Policie.s (Jommillee.  The hoanl has asked the com niillec to submit its meeting min- ule.s and rcporls before meetings. The connniltce replied it doesnt have enoui'h lime between teacher meetings and board meetings to prepare minutes. Our intent i.s to gel eveiylhing in advance so we can have a fair of federal programs, pointed out that students take the SAT 9 three l e.ading of it,\" Rogers said. weeks after school stalls, so their scores reflect what tliey learned in But coininiltee Chairman Louene Lipsmeyer said the board earlier grades. \" ha.s not asked other presejiteis Uir All schools ranked below the written descriptions oflopics to be Mill percentile, except for Indian dLscussed, including Tluirsday ...... -................ nighl'spresentaliononSmarlSlart Hills Elementary fifth-graders, who scored at the 53rd percentile\nLakewood Elementary fifth- graders, who scored al the GOlh and the SAT 9 test scoix*s. What you have done is shut down any conniiunicafion between the teachers, the public and the percentile\nand Lakewood sev- -- ------------ -- . ciith i\nradcr,s, who scored al tlie bo.ard.\" l.ilKincycr said. 31st percentile. The slate require.s fifth-, .sev- Here are the balteiy percentile enlh- and lOlh graders to be test- rankings I'ur individual schobls and the grades tested:  cd, but .school districts can decifle H Amboy (fifth) 46 to do additional testing. Bellwood (fiflh) 48 Test results, which arc broken  Boone Park (fifth) 1(5 down by .student sex and race, al.so  (h e.slwoml (fiflh) 49  ................................... (Jh'nview(fif(h)2l reflect a growing (li.spnrily. While girl.s were the highest seoi'cr.s in grades seven through 10, and while  Indian Hills (fifth) 53 B Ijikewood (fifth) (50 B Lvneh Drive (fifth) 20 boys .scored the highest of any student groups dislrictwide in grades  Meadow Park (fifth) 32 five and six. Black boy.s scored the  North Heighl.s (fiflh) 28 lowest at all grade levels.  Park Hili (fifth) 2(5 White fiflh-gi*ade boys at Indian H Pike View (fiflh) ^) I Hills, who placed in the 78Ui per- R Seventh Street (fifth) 46 i ccntile, were the highest-scoring RPoplarStrcct(sixlh)35 { group districtwide. H Ixikewood Middle (seventh) 5P Individual school scores ranged R Lakewood Middle (eighth) 48 from a IGlh-pcrccntile ranking for R Ridgeroad Mi\u0026lt;ldle (scvcntli) 3.5 Boone Park Elemcntai'y fifth- B Ridgeroad Middle (eighth) 37 ! gradcr.s to Lakewood Elementaiy B Rose City Middle (seventh) 28\nrifth-gradcr.s'(\u0026gt;t)lh ranking. R Rosi' Oily Middle (eighth) 25  The scores aren't what wed R Argenla Academy (sixlh) 9\nlike to report.\" Superintendent R Argenta Academy (sevcnlh) 2 James Smith said. Wed like to re- H Argenla Academy (eighth) 8 J port an 8Uth percentile, bul we SAigcnla Academy (ninth) 16 . cant. Smith said he liope.s Ihe Smart Slait initiative, the slate's new approach to getting pupils to perform al grade level in reading and math (10th) 4(5  Argenla Academy (lOth) 39\n Nori II Little Rock High Sehmd Ea.sl (ninth) 47\n North Lillie Ruck High-East jwjirtr mail maar Tlr Arkansas Democrat  WEDNESDAY, JANUARY 13, 1999______________ County schools add 3 credits to number needed to graduate BYTR.ACYCOUR.4GE .ARK.\\SS.\\S DEMOCR.W\u0026lt;i.AZETTE Beginning in the 2000-2001 school year. Pulaski Count}- Special School District students must earn three extra credits to graduate. The school board voted Tuesday to increase its graduation requirements from 21 to 24 credits. : Included in what will be 167\nmandatory units are four English units, three math units, three science units (including one life sci- i ence unit, one physical science unit and Science Technologj- III), three social science units (including one unit of American histoiy): 7\nphysical education unit, one health and safety credit in ninth I grade. 7: fine arts unit, 7\noral spokesman. I communication unit and one key- In other business, the school board approved the 1999-2000 school calendar. Classes will begin Aug. 19 and end June 1 with spring break scheduled for March 27-31. The board also voted to refinance S26.2 million in bonds at a keyboarding unit. The district is adding the keyboarding unit to the current 157\nmandatoiy units. In the 2001-2002 school year, students will need to earn 24 credits, but the course require- ments will be more specific. For lower interest rate. In mid-De- e.xample. the three mandator}' cember. the board also voted to math units must include one unit refund S5.8 million in bonds. of algebra or its equivalent and one geometry unit. The three social science units will include world history. U.S. histoiy and -k unit of civics or government. Graduation requirements at all three school districts in Pulaski combined should save the district County now exceed the state's 21- unit graduation requirement. The Little Rock district voted in December to increase graduation requirements from 21 to 24 credits, effective for the graduating class of 2002. The credits include 17 common core\" units, three career-related units and four electives. North Little Rock students must now complete 25 credits, nine of which are electives. Beginning in the 1999-2000 school year. North Little Rock students must earn 26 units to graduate. The district increased its graduation requirements three years ago when it began block scheduling. said Shara Brazear. North Little Rock School District State law allows a school district to refinance bonds if the refunding will save at least SIOO.OOO. said Don Stewart, the districts assistant superintendent for business affairs. The refunding of both bonds more than SI million. Stewart said. SUNDAY, DECEMBER 10. 2000 ' LR Board increases graduation requirements ARKANSAS DEMOCRAT-GAZETTE The Little Rock School Board approved new graduation requirements Thursday, increasing the minimum number of credits students must earn before they can get their diploma. Under the new policy for the state's largest school system, the minimum number of credits required for graduation will increase from 24 for students graduating in 2002 and 2003 to 26 for students graduating in 2004 and beyond. The two additional credits will be electives. Counselors will recommend students take an additional year of mathematics, science or social studies. An oral communication course. now one unit of credit, will be- credit courses may substitute for come a half unit. To make up the other half unit, the new policy requires a half-unit of English language arts  any English, journalism or communication course\nmodem grammar will be recommended. Students in what the district calls its recommended curriculum  a more rigorous academic program that reflects admission requirements of the most prestigious universities in the nation  also face new requirements. The number of credits required increases from 27 for students graduating in 2003 to 28 for students graduating in 2004 and beyond. Under this change, the recommended curriculum will require at least eight pre-advanced placement or advanced placement courses. University studies courses at Hall High or approved dualpre- advanced placement and advanced placement courses. The old policy specified that the student had to complete at least six pre-advanced placement and two advanced placement courses, according to a memo from Marian Lacey, assistant superintendent for secondary schools. District officials sought the changes in graduation requirements because of the effect of block scheduling  a college-style class schedule in which students can take four courses one day and four courses the next. Now, most students can complete 23 credits of the required 24 units in three years because of block scheduling, Lacey and Bonnie Lesley, associate superintendent for instruction, said in an Oct. 26 memo to the School Board. With block scheduling, high school students can earn as many as eight credits a year, or 32 credits over grades nine through 12. Block scheduling has been in place since the 1999-2000 school year for all five of the districts five high schools. Students earning diplomas at the Accelerated Learning Center will continue having to meet 21- credit requirement, which is the minimum required by the Arkansas Department of Education. And students can continue to earn diplomas with waived or altered requirements established by an Individual Education Program team for a student identified with disabilities. SATURDAY, JUNE 1, 2002  Mills High School names top grads Justin Vines, son of Lanny and Rose Vines, will graduate as Wilbur D, Mills valedictorian. Robert Alford, son of Joe and Joyce Alford, and Jessica Scott, daughter of James and Patricia Scott, are the salutatorians. Vines will attend the University of Arkansas. Alford will attend Swarthmore Collie. Scott will attend the University of Kansas. J.A. Fair names its top graduates Steven Nichols, son of Mr. and Mrs. Mark Nichols, graduated as J.A. Fair Magnet High School valedictorian. Amanda Earnest, daughter of Mr. and Mrs. Charles Earnest, was the salutatorian. I Nichols will attend the University of Arkansas. Earnest will attend Bayior University in Waco, Texas.encouraging sign about me public schools: Go for it Little Rocks school board may in- of high school po^l to go before Se school tod next month would increase that min- K-S2, more we e.xpect of ourselves, the the better we may do. When our standards are low- now performance may be, too.  nr,^ to lower : wuuiu increase mat min- but student 3^/. encouraged to tiy for Zl.\nThis much in life is certain: The . can meet j maintain loflj' stan- to the students trj^ng to meet these standards, for h to the school board: Go Arkansas Democrat Established 1878 Arkansas'^azclte Established 1819 Arkansas Democrat ^(gazette Arkansas Newspaper Walter E. Hussman, Jr., Publisher Griffin Smith, jr. Executive Edit^ Paul Greenberg Editorial Page Editor Paul R. Smith K P / General Manager Lynn Hamilton VP / Operations John Mobbs Advertising Director Larry Graham Circulation Director Estel Jeffery, Jr, Director of Promotions 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_438","title":"Handbooks","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":["1993/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Little Rock (Ark.)--History--21st Century","School management and organization","Education, Elementary","School integration"],"dcterms_title":["Handbooks"],"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/438"],"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":["333 pagesf"],"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\nIncludes ''Elementary Student Rights and Responsibilities Handbook,'' undated\n''Student Assignment Handbook,'' 1993-1994\ncorrespondence and news clippings.\nELEMENTARY STUDENT RIGHTS AND RESPONSIBILITIES HANDBOOK I Little Rock School District Little Rock, Arkansas1 WARNING KNIVES AND OTHER WEAPONS ARE NOT PERMITTED ON SCHOOL PROPERTY VIOLATORS WILL BE DISCIPLINED AND PROSECUTED If you should mistakenly bring a weapon to school, you must IMMEDIATELY turn it over to a school administrator or staff person without fear of disciplinary action. Failure to do so will result in severe disciplinary action. r HM ELEMENTARY STUDENT RIGHTS AND RESPONSIBILITIES HANDBOOK I I Little Rock School District Little Rock, Arkansas t Ito i--s4y LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS Dr. Katherine Mitchell, President Oma Jacovelli, Vice President W.D. Bill Hamilton, Secretary Robin Armstrong Patricia Gee John Moore James L Skip Rutherford Dr. Ruth Steele Superintendent of Schools Jp Evelyn Elston, Director Pupil Services Department I I I Little Rock School District 810 West Markham Street Little Rock, AR 72201 I (501)324-2000 II I FOREWORD We hope this book will help students learn to make good decisions about how to be responsible for their own actions and how to respect the rights of others. Rules and laws make it possible for people to live I and work together. They provide ways to settle differences and to protect the property, privacy and well-being of people. Laws and rules are made by people and can be changed by people. This book covers the rules which all Little Rock School District students must follow and the disciplinary I actions which may be used to correct misbehavior. information can help students, parents, staff The and administrators to participate in solving problems in school. 1 I ii ITable of Contents Teacher Authority and Student Discipline. . Expectations for Student Behavior in the Little Rock School District.... Discipline Overview........................ Questions and Answers of Interest to Parents and Students....... 1 2 3 4-6 ti ! is u Student Conduct Code and Due Process Procedures........ Student Conduct Code..................... Drug Dog, Notice of........................ Category 1 Offenses, Disciplinary Actions....................... Category 1 Offenses, (short-term) Due Process Procedures........ Category 1 Offenses, (short-term) Suspension Appeals............ Category 2 Offenses, DisciplinaryActions.......... Category 3 Offenses, DisciplinaryActions.......... Long-term Suspension/Expulsion Due Process Procedures........ Expulsion Appeals........................ Long-term Suspension Appeals............ Disciplinary Actions/Procedures Definitions................... Sent Home.......... Short-term Suspension......... Long-term Suspension.......... Expulsion.......... School Detention... Disciplinary Probation........ Physical Restraint............ Emergency Removal............. Make-up Work during Suspension.............. Loss of Academic Credit- Expulsion............... Readmission from Expulsion or Long-term Suspension... Parent/GuardianNotification. Student/Parent Reinstatement Conference.............. Visitors on Campus............ Smoking Ban................... Beeper and \"Rap Rings\"....... 7-30 . . .7 . . .8 8-12 12-13 .13 14-17 18-20 20-21 . . .26 . . .26 22 22 22 22 22 22 23 23 23 24 24 . . .24 24-25 25 25 25 25 i' i. i i h 5 I r 9 5 ( f I f i' fTable of Contents Suspension Appeal Policy..... Due Process Chart............. Expulsion Hearing Procedures- Board of Directors. What To Do When Things Go Wrong 26 27 28,29 . . .30 Student Responsibilities and Rights Introduction, Responsibilities, Rights......................... Local School Rules.................. Consequences for Breaking Rules.... StudentRecords..................... Assignments.......................... Student Leave........................ Drugs, Drinking, and Smoking Bans.. DressCode........................... SchoolAttendance................... Tardy Policy......................... 31-48 31-33 . . .33 . . .33 34-39 . . .39 . . .40 41-42 43-44 45-47 . . .48 School-SponsoredProgreuns/Activities. . Transportation Regulations for Students Handicapped Students................... Programming....................... Procedural Safeguards............. Least Restrictive Environment. . . . Disciplinary Action............... Food Service/School Lunch Program.... School District Insurance Policy....... Healthservices......................... Before \u0026amp; After School Care............. 49-60 . . .49 . . .53 53-54 . . .54 54-55 . . .55 56-57 . . .58 59-60 . . .60 ExtracurricularActivities Student Government....... Studentorganizations.... 61-62 . . .61 61-62 Community/SchoolResponsibilities Community/SchoolResponsibilities Home Schooling................... Parents' Bill of Rights........... Responsibilities............ ResourceDirectory................ 63-65 . . .63 . . .63 . . .64 . . .65 64-68 Index 69 iACKNOWLEDGEMENTS This is the second revision of the StudentRights and Responsibilities Handbook since its adoption by the Little Rock School District Board of Directors in 1980. The list of participants which include students, parents, school administrators, and community representatives is so extensive and the contributions so valuable that it seems most useful to identify groups school and/or organizations rather than individuals. is with a deep sense of appreciation It we and acknowledge the participation and elementary, junior high gratitude that contributions of the following: _ _ and senior high principals and assistant principals\ncentral office administrators\nstaff development specialist\nParent-Teacher Association\nBiracial Committee\nNew Futures\nSecurity Task Force Parents, Little Rock Dropout Collaborative\nand the Little Rock office Parent-Teacher New Futures\nSchool District Board of Directors.I TEACHER AUTHORITY AND STUDENT DISCIPLINE The Board of Directors of the Little Rock School District believes that teachers are critical to the learning process and further believes that teachers must have the authority necessary to manage their classrooms in a manner that results in an effective learning I climate. However, the responsibility for establishing and maintaining a positive school climate must be shared by all: students. teachers. administrators, support I' staff and parents. Conseguently, teachers, as well as all other school staff, must confront. intervene, and report inappropriate student behavior whenever and wherever it occurs within the school environment. I Therefore, we. the Board of Directors, do hereby notify students and parents, through this statement, that we are authorizing teachers and other certified staff to use II i- appropriate disciplinary measures to the degree necessary  -  ' ' ' , This authority to maintain order and school control. includes but is not limited to the following: (a) the removal of certain privileges that are normally associated with school, such as recess, field trips, school assemblies, and in classroom/building activities designed as a reward for participation V appropriate behavior\n(b) the reguirement of a conference with parents as step in an overall plan of interventions\n(c) referral to an administrator and exclusion from class when the student's behavior is intolerable to the a learning process\n(d) the institution and utilization of before/after school detention halls\n(e) the utilization of in-school suspension where conditions permit\nand I i (f) the right to file criminal charges when physically or verbally abused. 1' IEXPECTATIONS FOR STUDENT BEHAVIOR IN THE LITTLE ROCK SCHOOL DISTRICT The Little Rock School District Board of Directors, by its authority, establishes the following student behavioral expectations. 1 It is the intent of the Little Rock School District Board of Directors in establishing these behavioral expectations that they be taught to students as a necessary part of the learning process. These behavioral expectations are important as desirable learning outcomes, as well as being critical to the as well as being critical to the students' academic development. All students shall: (a) show respect to others and show respect for the rights of others\n(b) respect the authority of school personnel\n(c) behave in a courteous manner\n(d) learn and demonstrate acceptable social behavior\n(e) bring to the school and to individual classes the necessary materials (books, assignments) pencils, and actively participate learning process\npaper, in the (f) use appropriate personal hygiene habits and dress in a manner that is not disruptive to the learning environment\nand (g) adhere to all school rules and regulations. I 2DISCIPLINE OVERVIEW The Little Rock School District Board of Directors, administration and building staffs are committed to assuring a school climate which is students to learn and which ensures appropriate for the safety and welfare of all who live and work in the school environment. Because education is vital to the lifelong success of students and to the growth and development of the society, all members of the school community, parents/ guardians, school staff and students must be part of this effort. Disciplinary measures are intended to help students understand their obligations to others in the school setting and the role of law, rules and school district policies in meeting these obligations. Discipline shall be directed toward developing skills necessary for youth to\n1. solve problems effectively\n2. develop positive relationships with others\n3. become productive citizens\nrecognize when personal actions are interfering 4. with the rights of others\nrespect the property and rights of others\nunderstand and races \u0026lt; 5. 6. appreciate other and culture\n7. develop a sense of responsibility for his/her actions and an awareness of possible consequences\n8. succeed in school\nand 9. develop self-discipline 1 i !  I f' it 3I QUESTIONS AND ANSWERS OF INTEREST TO PARENTS AND STUDENTS Question 1. If my child brought a weapon to school unintentionally, what should he/she do? n Answer: The student should immediately turn the weapon over to a teacher or administrator. No disciplinary action will be taken against the student if it is I if determined that the weapon was brought unintentionally and it is immediately turned in. Question 2. What happens if a child intentionally brings a weapon? Answer: Weapons are absolutely prohibited at school. Therefore, if a student intentionally brings a weapon on campus or to a school-related activity, receive an expulsion recommendation. he/she will Question 3. If my child is involved in a fight at school but did not start it, will he/she be disciplined? Answer: All students who choose to fight at school or at schnooil-reilated activities will be ddiisscciipplliinneedd.. However, the student who initiated or started the fight may be receive a more severe penalty. Question 4. Does the Little Rock School District have dress code? a Answer: The Little Rock School District does not reguire a uniform kind of dress for its students. The way a student dresses is the responsibility of the student and However, parent as long as the dress does not have a disruptive influence at school. However, clothing that is suggestive, revealing, or violates health and safety standards is prohibited. Jewelry, buttons, or clothing that have profane, inflammatory, or indecent words, pictures, or symbols on them are also prohibited. I or 4 Question 5. Is corporal punishment allowed in the Little Rock School District? No. Answer: No. Corporal punishment or paddling was abolished by the Little Rock School District Board of Directors during the 1988-89 school year and is no longer used as a form of discipline in the schools. Question 6. Are students allowed to smoke at school in designated smoking areas? Answer: Smoking and the use of tobacco products of any kind are prohibited on all school campuses regardless of the age or grade of the student. Question 7. Are school counselors available in my child's school? Yes. Answer: Yes. Every school in the Little Rock School District has an assigned counselor who is trained to assist you and your child in whatever way he/she can. The counselor can be reached by calling your child's school. Question 8. Will my child be dropped from school because of excessive absences? Answer: No. The child will not be dropped from school for excessive absences but may receive a failing grade If in a class because of excessive unexcused absences. the your child is a minor (below eighteen years old) , parent or legal guardian may be referred to the Little Rock Municipal Court for failure to ensure your child's daily attendance at school. Question 9. What absences are excused? Answer: Absences due to illness, family or personal emergency, participation in officially approved school- related activities and programs, and absences for other reasons acceptable to the building principal are considered as excused. However, it is the responsibility of the parent to notify the school of the student's absence and to provide documentation upon the student's acceptable the r II return to verify the reason for the absence. r 5Question 10. Will a student be allowed to make up work covered while on suspension? Answer: Students who are suspended will be allowed to make up work. The teacher will arrange with the student, upon his/her return to school, a timeline in which missed assignments will be made up. Question 11. When will a parent be referred to court because of truancy? Answer: Parents or guardians of students .who are under 18 years of age will be referred to court when the student has accumulated the maximum number of absences allowed under the current policy. Question 12. Will a student be provided help to keep up with classroom work when absent due to extended illness, hospitalization, or pregnancy? Answer. If a student is absent due to illness for more than three days, homework assignments will be provided by the classroom teacher. In cases of long term illness and/or hospitalization, classroom assignments will be provided to the parent or a hospital representative. The same assistance is provided to pregnant students. The parent should immediately notify the building principal and/or the child's counselor of the illness or hospitalization so that assistance can begin. Question 13. Is there a federal law against drug dealing at school? Answer: Yes. The law is referred to as the Federal Schoolyard Drug Law. The law makes it a federal crime for anyone 18 years or older to manufacture, distribute, or sell drugs within 1,000 feet of any schoolyard or campus. It applies to all schools elementary, secondary, vocational schools, junior colleges, colleges or universities, whether public or private. 6I i STUDEHT CONDUCT CODE AND DUE PROCESS PROCEDURES |! i Bewarel Conduct not specifically mentioned might also call for disciplinary action if it is disnjptive or harms others. student Conduct Code applies to\n1. School activities on LRSD property. 2. Travel on school buses. 3. School-sponsored activities away from school. 4. Irwidents which occur on the way to school or from school. 5. Criminal offenses or other serious offenses committed away from school but which may affect the school climate (this code applies to these kinds of offenses regardless of whether or not a student has been convicted in a court of law). 6. Students who knowingly violate security by leaving doors open (i.e. putting blocks, etc. in the door that will keep them from locking from the inside) which would threaten safety and security. t I r I STUDENT CONDUCT CODE is Breaking the rules is never good, but sometimes it more serious than other times. The offenses and penalties which accompany them are divided into three categories. In Category 1, building principals will decide the type of disciplinary action to be used as a positive means of correcting unacceptable behavior. Categories 2 and 3 offenses are those defined under city and state law as criminal in nature and which may result in suspension or expulsion. We believe that for younger children, parents need understand exactly what responsibilities their t to understand exactly what children must accept and the consequences for breaking rules. Therefore, these consequences are set out in this section of the handbook. The rules and regulations apply to all children. Parents should study them thoroughly and share as much as possible with students. 7STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES NOTICE OF DRUG DOG A registered, trained drug dog will be employed by Little Rock School District officials to prevent the use and/or possession of prohibited drugs or alcohol on school district property. The dog is gentle and has been specially trained to locate marijuana, alcohol, and other illegal drugs. Periodic, unannounced visits to all Little Rock School District schools and school-sponsored activities will be made by the dog and its handler. Lockers, automobiles, and other areas of the building will be searched. Students will be held responsible for any prohibited items found in their lockers, automobile or belongings at school. Should prohibited items be found during a school check, the violators will be disciplined under District policies and may be prosecuted under local, state or federal laws. OFFENSES CATEGORY 1 offenses schedule Normally, disciplinary actions will move progressively through at each rule violation. for Category defined However, the administrator may choose the most severe penalty at any time based on the student's past disciplinary record and the seriousness of the offense. a 1 Rule 1: Academic Dishonesty Cheating on tests\ncopying\nforging a signature of a teacher or a parent. First Offense\nStudent receives zero test/work\nparent/student/teacher conference. on Second Offense: Student receives zero on test\nstudent/parent/teacher/administrator conference. Third Offense: Student receives zero on test and 3 day suspension. 8STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES Rule 2\nFailure to Follow Reasonable Directives of School Staff and/or School Rules and Regulations Refusing to obey reasonable instructions from teachers, administrators, instructional aides, or any other authorized school district employee. First Offense\nConference and warning by staff members. Second Offense\nParent/administrator conference. Third Offense\nSuspension\n3-5 days. Fourth Offense\nSuspension\n5-10 days and probation. Rule 3\nFighting All participants in a fight will be disciplined. Differential discipline may be used depending upon the degree of involvement of the student. First Offense\nTeacher/student/administrator conference. Second Offense\nSuspension\n3-5 days. Third Offense\nSuspension\n5-10 days and probation. Rule 4\nHarassment Behavior or actions that are offensive to another or violate his/her right to personal privacy\nto annoy or to touch in a sexually offensive manner\nnuisance telephone calls to students or staff members\ncontinued comments or passing notes to who does not wish to hear or another person receive the notes or comments. First Offense\nParent/student/administrator conference. Second Offense\nSuspension\n3-5 days. Third Offense: Suspension: 5-10 days and probation. 9STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES Rule 5\nLeaving School Grounds without Permission No student is to leave the school campus after arrival without being checked out by a parent or without the approval of a school administrator. First Offense\nParent/administrator conference. Second Offense\nSuspension\n3-5 days. Third Offense\nprobation. Suspension\n5-10 days and Rule 6\nRefusing to Follow Bus Rules and Regulations All school rules and regulations governing student behavior apply to conduct on the school bus and at bus stops. BUS RULE PENALTIES For the first infraction of any one or any combination of the bus rules, a conference shall be held with the parents (may be by telephone) and/or with the student. If the student persists in infractions, the following minimum schedule should be adhered to\nInfraction 2 Infraction 3 Infraction 4 Infraction 5 3-5 days bus suspension .2 weeks bus suspension .9 weeks bus suspension 18 weeks bus suspension Infraction 6..Indefinite suspension of bus privileges Warning: Continued misbehavior on the school bus will result in loss of temporarily Suspension, disciplinary or for bus transportation remainder of the privileges school loss of bus riding privileges, sanctions may be imposed when or year, other violate the regulations outlined. students 10 a )STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES Rule 7\nRefusal to Serve Detention A student who refuses to serve detention when directed to do so by a school administrator or other authorized school personnel be authorized will disciplined. First Offense\nSent Home. ill II. Second Offense\nSuspension\n3-5 days. b' Third Offense\nSuspension\n5-10 days and probation. Rule 8\nUsing Verbally Abusive Language or \"Fighting \u0026lt;r Words\" Profanity and inflammatory or verbally abusive language is prohibited within the school is environment. First Offense\nStudent/parent/administrator conference. Second Offense\nSuspension\n3-5 days. Third probation. Offense\nSuspension\n5-10 days and II Rule 9\nFirst Use and/or Possession of Alcohol, Controlled Substances, or Unauthorized Drugs or Use and/or Substances The possession or use of nonprescribed narcotic drugs, hallucinogens, marijuana, or any unauthorized drug or substance is a violation of In addition to suspension, District policy. _ students must show proof of having been enrolled in an approved drug/alcohol counseling program prior to reinstatement. I First Offense\nSuspension\n3-10 days with verification of enrollment in a reguired drug/alcohol counseling and/or treatment program. Failure to complete the drug/alcohol counseling plan will result in an expulsion recommendation. Offense\nof 11STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES Rule 10: Gambling Playing a game of chance for something of value. First Offense: Teacher/student conference. Second Offense: Parent/teacher/student/ administrator conference. Third Offense: Suspension: 3-5 days. Rule 11: Smoking or Use of Smokeless Tobacco Smoking or possession of tobacco products of any kind on school district proper|^_ or on the school bus is prohibited. First Offense: Parent notification. Second Offense: Required attendance at a three- hour education class on the dangers of tobacco use.* Five (5) day suspension for failure to complete class. Third Offense: Suspension: 3-5 days. Fourth probation. Offense: Suspension: 10 days and DUE PROCESS PROCEDURES Short-Term Suspensions The principal of a school may suspend a student from school for a period of three (3) to ten (10) school days. When a short-term suspension following guidelines shall be followed: is given, the 1. charges against You must be given a written statement of the you, and parents must promptly in all cases of suspension. be notified 12STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES 2. Before leaving school, you must be provided an informal conference to give your side and to hear the evidence upon which the principal has based his/her decision for the suspension. hostile or disruptive, If your conduct is too the principal or his/her representative may remove you immediately from school and have your informal conference later. 3. During the informal administrative suspen- sion conference, you are not entitled to an attorney, to have witnesses on witnesses against you. your behalf. or to cross-examine 4. The written notice of suspension containing the charges against you shall be mailed to your parent or legal guardian within 24 hours of the time you suspended. are 5. your reinstatement. The notice must explain the procedure for 6. and evidence, Student appointment. Hearing If you disagree with the school's charges , you may appeal the suspension to the Officer. Call 324-2169 for an If you are under 18, a parent or guardian must come with you to the conference. After having imposed a short-term suspension in accord with the above guidelines, a principal may, within 24 hours, recommend to the hearing officer that a long-term suspension or expulsion recommendation be considered. Suspension Appeals The first level of appeal of a suspension is to the building principal. must be made receiving the suspension. within twenty-four (24) short-term The reguest hours after Reguests for an appeal beyond the building principal may be made to the Student Hearing officer. The decision of the Student Hearing Officer i shall be final in all short-term suspension cases. 13STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES OFFENSES CATEGORY 2 Generally, disciplinary actions for violation of Category 2 offenses will move progressively through a defined schedule at each rule violation. However, the administrator may move to the most severe penalty at any time based on the circumstances involved in the particular incident. circumstances in Rule 12: Assault To threaten or to attempt to cause injury physical harm to another person. or First Offense\nconference. Student/parent/administrator Second Offense: Suspension\n3-5 days Third Offense: probation. Suspension: 5-10 days and Fourth Offense: mendation. Long-term suspension recomRule 13: Battery Any deliberate use of physical force or violence against another person. First Offense\nprobation. Suspension: 5-10 days and Second Offense: mendation. Long-term suspension recom- Third Offense\nExpulsion recommendation. Rule 14: Theft (a) Burglary and/or Larceny-to steal school property or property belonging to another person. (b) Robbery-the violent taking of any goods, money or other valuable items from another by force or threats. 14STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES The student and/or parent/guardian shall be responsible for replacing stolen property and for all damages to property caused by the student's actions. First Offense: probation. Suspension: 5-10 days and Second Offense: mendation. Long-term suspension recom- Rule 15: Indecent Exposure, Sexual Advances, Sexual Contact To deliberately show the sex organs in a public place, to make sexual contact, or to attempt to make sexual contact with another person. First Offense: probation. Suspension: 5-10 days and Second Offense: expulsion. Long-term suspension or Rule 16: False Alarm To turn in an alarm of a fire, bomb threat, other emergency without a lawful purpose. or First probation. Offense: Suspension: 5-10 days and I Second Offense: Long-term suspension and police notification. Rule 17: Loitering Lingering on the grounds of a school or within 100 ,feet of the school without permission of school administrator. No suspended and/or expelled student is allowed on school district property for any purpose while suspension/expulsion. serving the Students from another school campus or nonstudents are not allowed on school property during school hours without permission from a school official. 15 II  STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES  First Offense\nParent/administrator conference. Second Offense: probation. Suspension: 5-10 days and Third mendation. Offense\nLong-term suspension recomRule 18\nVandalism To intentionally destroy property,'cut, deface, otherwise damage property belonging another or belonging to the school district. The parent/guardian shall be or to person i shall responsible for all damages to property caused by his/her child. First Offense\nSuspension: or ____ . 5-10 days, probation, and full restitution for damages to destruction of property. Second Offense\nLong-term suspension and full restitution for damages to or destruction of property. Rule 19: Disorderly Conduct Inappropriate behavior that substantially disrupts or interferes with or is likely to disrupt or interfere with any school function, activity, or program. that or (a) The use of violent, abusive, obscene, or profane language or gestures directed at another abusive, person or to the public in general. (b) Habitual or repeated violations of school rules and regulations. Second Offense\nmendation. First Offense\nprobation. Suspension: Long-term suspension 5-10 days and recom- STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES Rule 20\nHarassing Communications Use of the telephone, telegraph, the mail, or any other form of written communication to annoy, cause alarm, or threaten to harm another person. To knowingly allow another person to use a telephone under your control for such a purpose is a crime. First Offense\nprobation. Suspension\n. 5-10 , days and Second Offense\nmendation. Long-term suspension recom- Rule 21\nRepeated Violations of Smoking Ban and/or Use of Smokeless Tobacco Products The fourth violation of district policy prohibiting the use and/or possession of tobacco products on school buses. school district property or on Long-term suspension recommendation. Rule 22\nForgery or Falsification of Information or Failure to Provide Identification Falsifying signatures or information on official school records. Refusing to give or giving false identification when identity is requested by a staff member. First Offense\nprobation. Suspension\n5-10 days and Second Offense\nmendation. Long-term suspension recom- Rule 23\nPossession/Use of Paging Devices (Beepers) and/or Other Electronic Communication Devices The use or possession of beepers or other electronic communication devices on a school campus or at school-related activities IS prohibited. Violators will be prosecuted. First Offense\nLong-term suspension and police notification. 17ssaaoKBsraBsa I STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES OFFENSES CATEGORY 3 Students found guilty of these receive an expulsion recommendation. offenses shall The Little Rock Police Department shall be immediately notified, and violators will be prosecuted to the fullest extent of the law. Rule 24: Arson The willful and deliberate burning attempting to burn school property. of or Rule 25: Drug/Alcohol Sale or Distribution and/or Second Offense Drug/Alcohol Violation (1) The sale or distribution of marijuana, nonprescribed/prescribed alcohol, drugs. hallucinogens, or similar substances\nor (2) a second violation of the use and/or possession or alcohol, marijuana, non-prescribed/prescribed drugs, hallucinogens, or other controlled substances. Students expelled for this violation shall be required to submit proof of the successful completion of drug/alcohol counseling and/or treatment program prior to petitioning the Board for reinstatement. Rule 26: Physical Assault on Staff Striking or attempting to strike a teacher or other school personnel. Rule 27: Verbal Abuse of Staff To threaten or the use of violent. obscene. abusive. or profane language addressed to a teacher of staff person. Rule 28: Possession of Firearm The act of possessing a firearm, whether loaded or unloaded. school authorities. without written permission from 18STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES Rule 29: Use of Weapon The act of using a weapon or firearm to cause injury or to threaten injury to another person. Rule 30: Possession of Weapon The possession, without permission from a school official, of a dirk, brass knuckle, martial arts implement, razor, ice pick, knife, unauthorized tools, blackjack, other devices generally considered to be weapons, or dangerous objects of no reasonable use to the student at school The throwing of which may cause bodily harm. rocks at another person may be construed as use of a weapon. Rule 31: Possession of Fireworks or Explosives The possession, use, or threat to use any fireworks, explosives. or such instruments capable of inflicting bodily injury. Rule 32: Extortion Obtaining or attempting to obtain money or property from an individual by force or threat of force. Rule 33: Unlawful Assembly When three or more students get together with the intent to commit an unlawful act. Rule 34: Inciting to Riot An act or conduct which results in a riot or which urges others to commit acts of force and violence or to participate in a gang fight or similar disturbance at school or at related activities. schoolRule 35: Membership Fraternities, in Prohibited Sororities, Clubs, or Gangs, Similar Organizations Students shall not belong to or participate in secret societies or organizations of any kind. Gangs or similar groups, whether organized in 19STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES the community or in other settings, are prohibited on school grounds or at any school-sponsored activity. Clothing, outer wear, pins, symbols, or insignia of such organizations shall not be worn to school or at any school-related activity. DUE PROCESS PROCEDURES Long-Term Suspension/Expulsion In the event of a recommendation for long-term suspension or expulsion, an impartial hearing shall be provided by the Student Hearing Officer after informal hearing held at the building level. the 1. The student shall be informed in writing of the charges against him/her including a summary of the evidence upon which charges are based. 2. A copy of the long-term suspension or expulsion recommendation shall be delivered or sent by certified mail to the parent or guardian of the student within 24 hours. 3. A prompt hearing shall be scheduled by the Hearing Officer so that an appeal of the recommendation may be made at the request of the student and/or parent within 10 school days. A formal hearing shall be provided the student by the Hearing Officer, adhered to. The following guidelines must be 1. A list of witnesses who will furnish information I supporting the principal's recommendation, as well as those who will appear at the hearing. will be made available to the student by the building principal prior to the formal hearing at the Student Hearing Office. 2. The Hearing Officer or his designee presides at I 1 I the hearing. The student will have the factual basis for the alleged offense read to him/her by the Hearing Official and will be asked if the facts are true. 3. If the student admits to the truth of the factual allegations, the Hearing Officer or his designee will proceed with the hearing disciplinary action. for determination of any iI I 4. The student is entitled to representation by a lawyer or lay counsel. The student may present witnesses on his/her behalf. 20 STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES 5. At the hearing, the principal or his/her designee shall present evidence of the events and circumstances to support the recommendation for long-term suspension. presentation will include statements, documents, The and other evidence by and on behalf of the school from people who witnessed the alleged offense and others involved. 6. Presentation of statements, documents, and other evidence by and on behalf of the student may be presented if the student so desires. may offer the statement of others. The student may testify and may not be required to testify. However, the student permit cross-examination The Hearing Official may of witnesses. The cross- examination may be limited if the Hearing Official believes it is abusive or interferes with the conduct of an orderly hearing. The student or his/her repre- sentative can make any desired statement or present evidence which might influence the decision in his/her favor. 7. The Hearing Officer may ask questions. 8. Based on the written and oral evidence. the Hearing Officer determines the disciplinary action to be taken. 9. A record of the hearing is kept, and if a written request is made, the parent or legal guardian will be furnished a record of the hearing. 10. The student will be advised of his/her right to appeal the decision to the appropriate assistant superintendent. The final level of appeal is to the Little Rock School District Board of Directors. 21iS STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES DISCIPLINARY ACTIONS/PROCEDURES A. Definitions Sent Home A sent home is used to establish contact with a suspension. parent/guardian to resolve problems that do not require  It is used only for a short period of absence, and its purpose is to have the parent come to the school for a conference with an administrator within 24 hours. All days missed in excess of the 24-hour period will be counted toward student absences. Short-term Suspension A short-term suspension is used to exclude students from school attendance for a period of 3-10 days for violations of classroom or building rules. Attendance at school-related activities or visiting on another school campus is prohibited during a suspension. from Long-term Suspension A long-term suspension is the exclusion of a student school attendance for serious violations disciplinary policies for the balance of the semester of or the balance of the school year. The student is also denied the right to take part in or attend any school function or program or appear on school district property during the course of the suspension. Expulsion An expulsion is the exclusion of a student from school attendance for extremely serious violations of district policy. Expulsions are issued by the Board of Directors for the duration of the school year and until reinstated by the Board of Directors. The student is also denied the right to take part in or attend any school function during the expulsion until reinstated by the Little Rock School District Board of Directors. School Detention The principal or designee has the authority to assign students, with notification to the parent/ guardian, to before or after school detention. Detention should not extend beyond two (2) hours before or after school. Transportation for students to serve detention is the responsibility of the parent or guardian.  2 2 STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES Disciplinary Probation Any student who has been involved in a violation of school rules may be placed on disciplinary probation by the district hearing official, the school principal, or his/her authorized designee in addition to or in lieu of suspension. Probation should be for a definite time period during which critical examination and evaluation of the student's behavioral progress shall take place. During the probationary period, the student may be denied the privilege of participation in or attendance at all extracurricular activities. An immediate long-term suspension can result from a violation of probation. The parent/guardian will be notified by the principal of the student's probationary status, including the length of the probation, the terms of the probation, and the possibility of suspension if the student is found in further violation of rules during probation. The student will be removed from probation if, at the completion of the probationary period, satisfactory adjustment has been made as outlined in the probationary agreement. Physical Restraint Any school employee may use such physical force as is necessary to restrain or control a student who poses I a physical threat to another person or persons, school employee upon such action shall: I This (a) immediately, or as soon thereafter as possible, notify the principal of the incident\n(b) provide a written report of the situation indicating why such action was deemed necessary\nand (c) the principal or his/her designee shall inform the parent/legal guardian of the incident via the appropriate disciplinary reporting form. Emergency Removal A building administrator may remove a student without an informal hearing if it is determined that the student's continued presence poses an immediate danger to persons or property or may substantially disrupt the school's orderly operation. Whenever a student is removed under these conditions, a parent/guardian shall be notified when the informal suspension hearing will be held. This hearing will normally be provided within three (3) school days. 23STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES B. Make-up Work During Suspension up work. Students who are suspended will be allowed to The tea^cher will arrange with the student, a timeline in which missed make his/her return to school, assignments will be made up. c. Loss of Academic Credit - Expulsion upon A student shall lose all academic credit for the semester in which the expulsion occurs. D. Readmission from Expulsion or Long-Term Suspension Long-term Suspension - All students who xc.clve a long-term suspension for a semester or for the school year must be reinstated through the Student Officer. receive a - ------- Hearing Parents are requested to call the Hearing schedule a reinstatement conference prior to the beginning of the new semester or the school which the student is eligible to return, reinstatement must be presented at the time ouu seeks a school assignment and/or school enrollment. year in A letter of the student Expulsion - Expelled students must petition the . ---- District Board of Directors reinstatement to the Little Rock School  end of the expulsionary period. the Board for reinstatement must contact the office of Pupil Services to indicate that intent. Little Rock School for District at the Students who desire to All students who have received long-term suspension recommendation complete the Changing Directions Program before petitioning for reinstatement to the District. The Changing Directions classes are designed to help students ,, ecision making and problem solving skills, to instil1 high self-esteem, and thereby, to increase the possibility for school Changing an expulsion or a must successfully Program the District. solving skills, school. success upon reinstatement to E. Parent/Guardian Notification of Suspension/Sent Home Every reasonable effort will reasonable effort will be made by school notify the parent/guardian of a suspension and the reasons for the action before uie reasons ror the action before the student is sent home. In no case should elementary, junior hiqh severely handicapped students be sent home elementary or 24 before aSTUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES parent/guardian contact is made. Parents should be informed that a student suspension includes a loss of opportunity to participate in any school-related activity. TL  The student is also prohibited from entering any Little Rock School District school or other district properties without prior authorization of the principal or designee. F. Student/Parent Reinstatement Conference A school conference must be held with the parent and the student to seek resolution of the misconduct and to consider reinstatement following a short-term suspension. The parent and administrator should agree on a mutually satisfactory time for the conference. If the parent does not request a conference by the end of the suspension, the appropriate administrator shall initiate contact. The building administrator may select an alternative means for a reinstatement conference if the parent/ guardian is unable to attend a conference because of work, family responsibilities, or other hardship. 6. Visitors on Campus All visitors to a school campus must report directly The principal has the right to the principal's office. to ask for identification of anyone on campus and may ask individuals to leave school premises if the individuals have no legitimate business at school. A person who refuses to leave school grounds after being requested to leave may be charged with criminal trespassing. Students under suspension or expulsion are prohibited from coming on the campus of any Little Rock School District school or attending any school-related activity. H. Smoking Ban Smoking or the use of tobacco products is prohibited in or around all school buildings or on school premises. Violators will be disciplined. I. Beepers and Rap Rings Beepers or \"rap rings\" are not allowed on school grounds or at school-related activities. 25 nSTUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES SUSPENSION APPEAL POLICY Short-Term Suspension Appeal (3-10 Days) Any student who receives . . ---- a short term suspension (bus suspensions included) and desires to appeal it must do so within twenty-four (24) hours after receiving the suspension. A request to appeal beyond the A suspension appeal request should be made first to the building principal. A request to appeal beyond the building principal should be made to the Student Hearing Officer. continue The merits of an appeal will be determined by the Hearing Officer before a hearing conference is scheduled. If an appeal is granted, the student will be allowed to bus transportation and his/her regular educational program until the appeal process has been completed and a final decision made by the appropriate school authority. A hearing shall be scheduled with the Hearing Officer on appeals that are granted within two school days of the date of the suspension.  The school principal issuing the suspension will be notified by the Hearing Officer that the suspension is being appealed so that school bus transportation and the educational program will not be interrupted during the appeal process. Long-Term Suspension Appeals A long-term suspension upheld by the district's Hearing Officer may be appealed assistant superintendent. to the appropriate Rock School District The decision of the Little assistant superintendent may be appealed to the Board of Directors. Expulsion Appeals Only the Board of Directors is authorized to expel a student from the Little Rock School District. All appeal hearings for students recommended for will be conducted by the Board, loses all academic credit. expulsion An expelled student Students wishinq to return to the Little Rock School District following an expulsion by the Board must petition the Board of Directors for readmission. Board of Directors 26'1 h| STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES 'i' You should understand what kind of behavior makes suspension/expulsion possible, the difference between the two terms, your rights and the procedure for appeal. Students should remember that the Board may consider prior disciplinary incidents in reaching a decision. Read the chart carefully. I] i ' 5'! '1 Due Process Chart li: ii' ii Suspension Length Who Suspends Due Process (Student Rights) Short-term (3-10 days) The Principal has the power to suspend for 3-10 school days Administrative Review (i- (,  Long-term (one semester or remainder of year) School Principal recommends to Pupil Services 1. 2. 3. Expulsion (Balance of school year or permanently) Recommendation from Principal and Superintendent to the Board of Directors 4 5. 6. 7. 8. 9 10. 11. 12. 13. 14. Principal or Assistant Principal. Pupil Services for decision of Principal. Associate Supt.-Administration for decision of Pupil Services. Notice of charges (written). Right to present your side. Right to present evidence. Right to impartial hearing. Right to take your case to higher power. Right to be present at Board of Directors' hearing. Right to counsel. Right to observe evdience. Right to question witnesses Right to present evidence. Appeal to judicial system. '1 i'i ' t't Fj I i:^ I I - t\" 1 i I nSTUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES EXPULSION HEARING PROCEDURES Board of Directors 1. The parent or legal guardian shall receive, by hand delivery or by certified U.S. mail, the recommendation for expulsion and the reasons for it. The certified letter will give the date, where the School Board will consider mail, recommendation. hour, and place and act upon the 2. In cases where The hearing shall be conducted within 10 school days following the date of suspension, both the parent and the District representative agree, the hearing may be held on a date not conforming to the time limit. 3. A list of witnesses who will furnish information supporting the principal's recommendation, those who will appear at the hearing, will be made available to the student at the Superintendent's office appear at the hearing as well as at least 24 hours prior to the hearing. 4. The President of the School designee presides at the hearing. Board or his/her uesignee presides at the hearing. The student will have the factual basis for the alleged offense read to him/her by the presiding officer of the Board and will be asked If the facts are true. a. If the student denies the truth of the factual allegations or is not present, the Board will proceed with the hearing for its factual determination. is not present, hearing its b. If the student admits the truth of the factual allegations, then the Board will proceed with the hearing for determination of any disciolinary action. of 5. The student is entitled to lawyer or lay counsel. representation by a 6. , hearing, the principal or his/her designee shall present evidence or circumstances (give reasons) for the recommendation for expulsion. include\nThe procedure may a. Presentation of statements, documents, and other evidence by and on behalf of the District from people who witnessed the alleged offense and others 28 STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES involved. Questions by Board or student. b. Presentation of statements, documents, and other evidence by and on behalf of the student, if the Members of the Board may ask student so desires. questions. c. The Board votes on the question of whether or not the student had committed the specified offense and announces its decision. If the vote is the affirmative, the procedures continue. 7. The student may testify and may offer the state- The student will not be required to ments of others. testify during the hearing. 8. The presiding officer may permit cross- The cross-examination may be examination of witnesses. limited if the presiding officer believes it is abusive or interferes with the conduct of an orderly hearing. 9. Factual determination by the Board of any punitive action to be taken. a. The student's records and disciplinary background can be made available to the Board members. b. The Superintendent makes a recommendation to the Board. c . The student or his/her representative can make desired statement or present evidence which decision in his/her any might influence the Board's favor. d. The Board votes on any disciplinary action to be taken by the Board and announces its decision. 10. and if a A record of the hearing is kept, parent or legal guardian will written request is made, a _ be furnished a written record of the hearing. 29r IT I I STUDENT CONDUCT CODE AND DUE PROCESS PROCEDURES When thing* go wrong, try to find help Go outside of the school system to the courts. 7 c 5 \\\\ s'. Present your case to the Board of Directors. See the Superintendent of Schools (324-2012). 'x'5 6  t!' Contact the I Student Hearing Officer (324-2169). I ) See the  principal. V Go to your teacher or counselor. Call the appropriate assistant superintendent (324-2000). GO Sometimes you may need help in defending yourself. The path fo follow is shown above. 30 2 z 3 V V z t 1 t STUDENT RESPONSIBILITIES AND RIGHTS IN THE LITTLE ROCK SCHOOL DISTRICT EACH RIGHT HAS A RESPONSIBILITY ( ( Students' rights are the same as those extended to any citizen of the United States of America. rights must be exercised carefully to preserve the rights Students are responsible for the manner in For any actions they commit outside students must Individual of others. which they behave. the boundaries of acceptable behavior, All students are protected by accept the consequences. due process of law as outlined on page 12 and 20. YOU HAVE THE RIGHT TO: 1. Get an education in public school -in a classroom where you can learn. -regardless of sex, religion, or nationality. 2. Say what you think if you -speak respectfully to others. -are willing to hear what others think. -do not make someone want to fight. do not hurt someone's feelings so much that he/she * wants to change classes or schools to get away from you. 3. Disagree if you -respect others' right to do so. -obey a request when asked and talk it over later with parents, teachers, or principal. 4. Make a request to ask for a change if you -talk to your teacher or principal. -make a written request to the principal (petition). 5. Be free from search unless -the adult in charge has reason to believe you have illegal or dangerous items in your possession. 6. Protect the privacy of your school records by -allowing others to see them upon your parent's see request. -having them released outside the school only with your parent's permission. 7. Protect your property by -leaving unnecessary possessions at home (large sums of money, jewelry, radios, toys, etc.). -taking care of your school materials and personal belongings. -reporting the loss of property to an adult at school. 318. 9 STUDENT RESPONSIBILITIES AND RIGHTS Defend yourself by -knowing what rules . . - --- you are accused of breakina -giving your side of the story. sKing. -Knowing disciplinary procedures to be process). followed (due . Be protected when questioned by the police bv  navinrr ___ ______ , . * ------   irj WMW jjy -having your parent or guardian called first. -having.the principal present if your parent guardian cannot be found. - or following such a meeting. He/She will report to them principal receive police identification before releasing you for arrest. YOU HAVE THE RESPONSIBILITY 1. Be involved by TO: coming to school every day. coming to school on time. -going to all your classes. -doing your homework. -doing your schoolwork in class. 2. Show self-control by the necessary materials  for each clas^ -obeying all school rules\nif you break rules, may be disciplined. you 3 -using acceptable language. orderly manner to learn and help other students to learn. -helping to care for books, school property. . Respect school workers by materials, and other other adults in the school. teachers, aides, and -obeying the principal, teachers, aides adults in the school. and other time and talk it later. If you disagree, obey at the over with parents or principal 4. Respect other students by -being fair with other students. them. other students in a way that will not hurt -avoiding fights. -speaking kindly to other students calling. and avoiding name -asking for help from school problems so that workers in solving you will be fair with others. 32 IT-STUDENT RESPONSIBILITIES AND RIGHTS 1 5. Respect the property of others by -not taking their possessions such as lunch, money, pencils, etc. -turning in any items you find to an adult in charge. 6. Avoid -selling anything to another student. -playing games for money. -forming or joining a group which would interfere with the right of others. LOCAL SCHOOL RULES Each local school or building principal may develop additional rules and regulations that govern student behavior and discipline at his/her building. However, these local rules and procedures must be consistent with those established by the Little Rock School District Board of Directors and the Superintendent of Schools. Rules are made by people. Rules are changed by people. If you do not agree with the rules, find out what the process is for changing rules in your school. CONSEQUENCES FOR BREAKING RULES Failure to follow school rules while on school property, including buses, at school-sponsored events, or on the way to and from school may result in disciplinary action. The Little Rock School District Board of Directors and administration have approved the following actions to be L used by school personnel in dealing with students who break school rules.  - - J:-- Reprimand (warning) Referral to other school personnel Parent conferences Probation (loss of privileges) Sent home (24 hours) Short-term suspension (exclusion from school 3-10 days) Long-tenn suspension (exclusion from school for a semester or rest of year) Expulsion (school board action to exclude for the entire school year or permanently) Referral for prosecution under municipal, state, and federal laws that apply to the behavior I I t iXL'.\" 33 .ii BD STUDENT RESPONSIBILITIES AND RIGHTS STUDENT RECORDS Notice to all Parents and Students Rock School District\nAttending the Little The Family Educational (FERPA) is a federal law that student records. Rights and Privacy Act governs the maintenance of Under the law, parents of students or 4 4.1. j-ciw, paxeiivs or sruaents or the right to inspect records kept by the school about thZ V V  school about the student and correct inaccuracies in the records. Access to the records by persons other student is limited and generally requires prior consent by the parent or the student .  consent than the parent or the The Little Rock School ?iahts of^ adopted a written policy governing all the igbts Of parents and students under FERPA. Copies of a^d Superintendent's office principal's office at each school within the DlbUiiCU records^^fn to be all official J?' and data directly related to students is found in each student's files, are defined to be all cumulative record folder. This includes those intended cr-b^ni X, available to parties outside school or school system, includinq for school use the limited but not necessarily limited to, the following identifying data: A. Academic work completed B. Grades and standardized test C. Attendance data scores D. E. Scores on standardized intelligence psychological tests ' aptitude, and Interest inventory results F. Health data G. H. I. Family background information Teacher or counselor ratings and observations patterns serious or recurrent behavior A. ACCESS TO RECORDS Those who have the right education records kept about (Cumulative Record Folder, CRF) 1. parents/guardians of students who of age\nto inspect and review the the student include: 1, are under 18 years 2. parents who claim students who dependents under Section Code\narid 3. are at least 18 as 152 of the Internal Revenue students who are at least 18 called eligible students). years of age (hereafter 34STUDENT RESPONSIBILITIES AND RIGHTS Once the student becomes eighteen (18) or attends an institution of post-secondary education, (even if he/she is not yet 18) , he/she becomes eligible to see all of his/her education records except financial records of parent(s). The student has a right to see any letters of recommendation placed in his/her file after January 1, 1975, unless he/she waives the right to see them. Any student (between the ages of 18 and 21) who does not want his/her parent to have access to his/her cumulative record folder (CRF) must so inform the principal of the school where the records are kept and prove that he/she is not a tax dependent of his/her parents. If a parent of a student who is at least 18 and no longer attending a school within the district wishes to inspect and review his/her child's CRF, he/she must prove to the principal that he/she claims the student as a dependent for federal income tax purposes. Parents or eligible students who wish to inspect and review the cumulative record folder shall submit a request in writing to the principal of the student's school. When the principal receives a written request for review of the records from a parent or eligible student, the principal shall schedule a time as soon as possible but no later than 45 days after a request is made. The inspection/review shall be made in the office of the principal or at another place designated by him/her. A school employee competent in interpreting student records shall be present to explain the implications of the records that are examined. After an inspection, parents or eligible students may request copies of the records they inspected. The fee for copies of records to parents or students is 10 cents per page. The parents or students to whom records are mailed shall also be charged for mailing costs. Each school must keep a register of all requests for and grants of access to a student's education records except disclosures to the student, his parents, or school officials\ndisclosures pursuant disclosures of directory information\nand to student's written consent. the parents' or eligible Student health records will be returned to graduating seniors prior to graduation. B. HEARING TO CORRECT INACCURACIES Parents of a student who has not yet reached the age of 18 and eligible students have the right to challenge the content of records in the student's cumulative 35 ISTUDENT RESPONSIBILITIES AND RIGHTS folder. Not later than five school days after he/she receives a request to amend, the principal shall decide whether to amend the records in accordance with the request. If he/she finds that the challenge is not justified, he/she shall inform the person who made the  request of his/her finding and shall also inform that person of his/her right to request, in writing, a hearing before the Director of Pupil Services. If a parent or  eligible student requests a hearing, the director shall set a date for the hearing as soon as possible but not more than 10 school days after the request for the hearing was made and shall give the parent or the student at least two school days' advance written notice of where and when the hearing will be held. At his/her own expense, the parent or student may be assisted at the hearing by an attorney or anyone else of his/her choice. The parent, student, or his/her counsel may present relevant evidence at the hearing. A parent or student who is dissatisfied with the decision of the Director of Pupil Services may appeal to the Board of Directors. The review shall be on the record and not a de novo hearing. C. RELEASE OF INFORMATION OUTSIDE OF THE SCHOOL SYSTEM Persons with Authorized Access: 1. Schools may, without the consent of either the student or his/her parents. disclose information kept in the student's CRF to the following persons: a. School officials who have a legitimate educational interest in examining the information. The term \"school official\" includes any teacher. administrator. intern. assigned student teacher. instructional aide. or teacher other professional employees of the school district and members of the School Board. The principal of the school determines whether a school official is seeking the information to carry out his/her official duty and whether the specific information sought will help in carrying out that duty. b. Accrediting organizations that seek information to carry out their accrediting functions. c. Persons or organizations conducting studies for or on behalf of the school administration or another educational agency to develop or validate predictive tests, administer student aid programs, or improve Any report released on the basis of instruction. 36STUDENT RESPONSIBILITIES AND RIGHTS data collected under this paragraph may not include information that personally identifies students or their parents. d. Persons who seek the information in connection with a student's application for financial aid. or receipt of e. Officials of another school in which the student seeks or intends to enroll. No sooner than three school days after the principal or other record custodian receives a request from another school in which the student seeks or intends to enroll, the responsible custodian shall forward the cumulative record folder without notifying the parents student seeking their consent. or If the parent or student so requests, he/she will be furnished a copy of records to be transferred and given an opportunity to correct any inaccuracies in accordance with established procedures. f. Persons who seek information in connection with a health or safety emergency that threatens the health or safety of the student or other persons. NOTE: The Buckley Amendment regulations presume that if the student's parents are divorced, both parents have the rights inherent in the act unless the school receives evidence that a court order governing matters of divorce, separation, or custody or a legally binding document provides otherwise. The fact that custody was awarded to one divorced parent is not sufficient to deny the other parent access to his/her child's records. defines parent to include a guardian FERPA or person who acts as a parent, i.e., grand- parents or other relative with whom the student lives if parents have died. 2. Directory information which includes a student's name, address, telephone number. date and place of birth. extracurricular activity participation, dates of attendance. awards and diplomas received. and the most previous or recent school attended may be made available to outside institutions or agencies upon request. However, any eligible student or parent who objects to the release of directory information must notify the principal or registrar at the beginning of each school year of this decision. 37STUDENT RESPONSIBILITIES AND RIGHTS 3. No one else may have access to personally identifiable information from the cumulative record folder, other than directory information, except under one of the following circumstances: a. When written consent is given by the parent/legal guardian or eligible student, education records shall be released pursuant to this request. A , consent form will be completed stating the records to be released, to whom they shall be released, and the reason for the release. A copy of the student record being sent will be made available to the person signing the release form upon request. b. When request is in compliance with judicial orders or pursuant to any lawfully issued subpoena, the parents, legal guardians, and students shall be notified in advance in writing, and a copy placed in student's files. When a school official discloses information from the student's cumulative record folder, other than directory information, to anyone other than the parent of the student, the student himself/herself, or other school officials, the person who receives the information shall be informed that the information may not be transferred to any other party without the consent of the parent or the eligible student. D. INSPECTION LOG The principal shall maintain in each cumulative folder for which he/she is responsible a cumulative record inspection log. the name and The inspection log shall include reason for inspection of each person requesting access to the cumulative record folder but shall not include disclosures to the parents. the student, school officials, or persons who have student or parental consent. mation. or disclosures of directory inforThe inspection log may be inspected by the student's parents or by the eligible student. E. COST OF TRANSCRIPTS 1. Each individual shall have one free transcript. In addition, those transcripts mailed between schools other than post-high schools shall be free. 38STUDENT RESPONSIBILITIES AND RIGHTS After the first transcript has been additional one will cost $1.00. sent, each 2 . 3. Copies made of student records, other than tran- scripts, will be charged at the rate of 10 cents per sheet. (Legal Reference\n) (P.L. 93-380  Family Educational Rights and Privacy Act 1974) (Administrative Procedure LRSD, November 20, 1974) ASSIGNMENTS Students of the Little Rock School District will attend schools according to the attendance zones in which they reside or are assigned under the guidelines of the approved desegregation plan. 391. I STUDENT RESPONSIBILITIES AND RIGHTS STUDENT LEAVE Extended illness is considered an extenuating circumstance under the Little Rock School District's attendance policy. 2. A student shall not be excluded from the school's education program, including any class or extracurricular activity, on the basis of childbirth, termination of pregnancy. marriage, pregnancy, or recovery from pregnancy unless the student requests voluntarily to participate in a separate program or activity of the school. obtain The school may require a pregnant student to a physician's statement to certify that the student is physically and emotionally able to continue participation in the normal educational program or activities so long as the same requirements are made of all students for other physical or emotional conditions requiring the attention of a doctor. Whether or not a pregnant student leaves school is up to the student, her parents, and doctor. an infant, the student may return to school. After the birth of However, it is recommended that she receive a physical checkup from her doctor before returning to make sure she physically able to resume her normal school schedule. is 3. Students may be granted leave from school for a religious holiday upon presenting a written request from their parents. 40 1STUDENT RESPONSIBILITIES AND RIGHTS DRUGS, SMOKING AND DRINKING To possess, use, sell, transmit, or be under the influence of any \"controlled\" substance, narcotic drug, hallucinogenic drug, amphetamine (uppers), barbiturate (downers), marijuana, or any other controlled substance or beverage containing alcohol or intoxicants unlawful. It will not be tolerated... is 1. On school grounds during, immediately before, or after school hours. 2. On school grounds at any time when the School is being used by any other group. 3. Off school grounds at activity, action, or event. school-sponsored a Students may take prescription or non-prescription medication at school if a signed parent permission slip is received stating the name of medication, time to be taken, and reason for being given. All medications must be in original containers and will be kept under lock at school. When the nurse is present, she will administer the medication. The principal will designate a school employee to administer the medications on days the nurse is not assigned to the building. Little Rock School Board policy requires the penalty of suspension or expulsion and police notification for students guilty of selling or transferring illegal and dangerous drugs of any kind on school grounds or at school-related activities. The penalty for first time use or possession is a 3- 10 day suspension and required drug/alcohol counseling from an approved agency or a certified drug/alcohol counselor. Arkansas State Law and School Board policy prohibit smoking in classrooms, on school buses, grounds. or on school The use and/or possession of smokeless tobacco products are also prohibited at school or at school- sponsored activities. A student in possession of or involved in the use. sale. or purchase of an intoxicating beverage IS violating the law and Little Rock School District policy. This applies on school property and at school-sponsored events. If you are found guilty of such an offense, you will be subject to suspension and/or expulsion, and the 41 kSTUDENT RESPONSIBILITIES AND RIGHTS incident will be reported to the Little Rock Police Department. Required Drug/Alcohol Counseling and/or Treatment Students found guilty of first' drug/alcohol violations shall be required to produce documentation of enrollment in a drug/alcohol counseling program prior to reinstatement. or treatment An expulsion recom-mendation shall follow if the student does not show evidence of having successfully completed a drug/alcohol counseling/treatment conditional readmission. program within 30 days of the iiI 42 I I h STUDENT RESPONSIBILITIES AND RIGHTS DRESS CODE student dress and grooming are the responsibility of the student and his/her parent. When one's dress or grooming disrupts the learning process, the principal or his/her designee has the responsibility to take action. The following guidelines should be used by all students and parents in determining appropriate dress and grooming in the school environment. 1. Dress and grooming should be in keeping with health and sanitary practices. 2. Students may not wear clothing or hair styles that can be disruptive to or hazardous in educational activities, such as shop classes, lab classes, physical education, art, or in some types of job training programs. 3. Clothing, buttons, patches, jewelry. or any other items with words, phrases, symbols, pictures, or signs which are indecent or profane or inflammatory words are not to be worn. use suggestive or Dress and grooming should not substantially disrupt the education process. [NO] -no tank tops or underwear may be worn as outer garments -no spandex shorts may be worn in any secondary schools 4. -no shorts. including bike shorts, may be worn if they are more than three (3) inches above the knee -no overtones clothing with that negative appear to racial be discriminatory may be worn Shoes are worn as required by law. or derogatory gender or Thongs, beach footwear, slippers, or other footwear inappropriate for school are not to be worn. 5. Caps, coats, hats, or sunglasses are not to be worn in the building. Coats may be worn in breezeways or open areas of buildings during inclement weather. 6. Students shall not wear suggestive or revealing clothing that diverts attention from the learning process 43STUDENT RESPONSIBILITIES AND RIGHTS or which may lead to student's being insulted, assaulted, or approached disrespectfully. [NO] -no shirts and blouses tied at the midriff, clothing ' with bare midriff, or clothing not properly fastened are to be worn a 7. It is suggested that students do not wear expensive jewelry or carry large sums of money to school or school activities. 44asa STUDENT RESPONSIBILITIES AND RIGHTS SCHOOL ATTENDANCE The Little Rock School District supports the philosophy that the instructional program is a vital part of formal education. The District further believes it is necessary to require students to be in attendance for instructional purposes during each school year. a. A child between the ages of five years and seventeen years, both inclusive, (until the eighteenth birthday is reached) who has not been officially excluded from school must attendance at school. be in (Act 292 of 1991) b. It is the responsibility of the parent to see that the student is in attendance at school. parent is The to notify the telephone when the student school principal by is absent. school personnel will make a reasonable effort to notify the parent when the student is absent from school as defined regulation. in the school district's attendance Students will be required to maintain . a level of attendance which will enable them to discharge their responsibility as learners and will enable the school to meet its obligations to the students. Absences from school are acceptable only when a child is iillll., when a family emergency exists, or for unusual causes acceptable to the school principal. A family emergency exists when there is a death, serious illness, or an extenuating circumstance in the immediate family of the student. Students shall be punctual in reporting to school and to classes. A student is tardy when she/he fails to be in the classroom or other assigned location by the time the tardy bell stops ringing. All teachers shall assist students in being punctual by releasing students to travel to their assigned locations at the ringing of the bell. CLASSES MISSED FOR PARTICIPATION IN SCHOOL FUNCTIONS Students or groups of students who participate in school-sponsored activities that are approved in advance by the appropriate assistant superintendent and/or the building 45 Bl STUDENT RESPONSIBILITIES AND RIGHTS administrator will not be counted as absent from school due to that participation. ABSENCES EXCUSED FOR OTHER REASONS Students may be excused from school upon written request from parents or guardians to observe religious specific holy days which are not school related. 1 or Such absences, if approved by the principal in advance, will not result in a penalty to the student. Students may be excused from school for medical or dental appointments and required court presentation of documentation by the court. appearances upon ABSENCES DUE TO DISCIPLINARY SANCTION When a student is suspended from school or sent home pending a parent conference, the absence shall not be counted as an unexcused absence. The absence will be coded to reflect the type of sanction. If the student remains out of school for a period of time in excess of the number of days of the suspension or sent home notice, those days will be counted as unexcused absences. Students are expected to attend school while serving a bus suspension. Absences that result solely from not being able to ride a bus to and from school will be unexcused. PENALTIES AND NOTIFICATION PROCEDURES A. A student is absent three (3) days in a semester for unexcused reasons. * The principal/designee will contact the parent/ guardian by telephone or letter within 24 hours following the 3rd unexcused absence notifying him/her that- three (3) unexcused absences have been recorded, maintained. record of the contact will be A B. Student is absent six (6) days in a semester and the total 6 absences are: 1. For unexcused reasons or a combination of excused and unexcused reasons. The principal/designee will hold a parent/student/administrator 46Ba STUDENT RESPONSIBILITIES AND RIGHTS conference at the building. Notification of the conference time/date will be made by phone or letter within 24 hours following the recording of the 6th absence. principal/designee will\nAt the conference, the C. a. b. c. d. verify the attendance record and discuss with the student and parent the absence pattern and its effect\npropose appropriate interventions\nnotify the parent/guardian that he/she will be referred to court upon the recording of the 9th unexcused absence\nnotify the parent and student that credit may be suspended upon the recording of the 12th absence, inclusive of excused and unexcused reasons, and have parent and student \"signoff\" as documentation that the conference was held. 2. For excused reasons only. The principal/designee will notify the parent and student that six (6) excused absences have been recorded. cation will be made by phone documentation maintained. Notifi- i] or letter and Student is absent nine (9) days in a semester for unexcused reasons. The parents/guardians of students covered by the state compulsory attendance laws will be referred to the Little Rock Municipal Court. Parental notification of the court referral will be made by certified mail within 24 hours following recording of semester. the 9th unexcused absence the in a 47STUDENT RESPONSIBILITIES AND RIGHTS TARDY POLICY DEFINITION A student is tardy when he/she fails to be in the classroom or other assigned locations by the time the tardy bell stops ringing. CONDITIONS 1. There are generally no excused tardies. However, an exception will be made if the student is delayed due to official school business or for othqr reasons approved by the building administrator. 2. Generally, school/class tardiness will not affect student's citizenship grade. a In those cases, however. when the persistent efforts of school personnel fail to eliminate tardiness or if the student refuses to accept an assignment sanction, the citizenship grade may be lowered by a building administrator. 3. The tardy policy becomes effective one (1) week after the opening of each school year to allow students time to learn their schedules. PROCEDURES 1. On the first tardy, the teacher will record the tardy and warn the student. 2. On the second tardy. student to the building administrator. the teacher will refer the administrator procedures, school. may elect one of the based on conditions The building two following existing in his/her A disciplinary sanction will be assigned from the following alternatives: (1) (2) Required parent conference. Early morning or afternoon detention. 3. On third and subsequent tardies. sanction will be alternatives: assigned from a disciplinary the following (1) (2) (3) Required parent conference. School detention. Short-term suspension. 48SCHOOL-SPONSORED PROGRAMS/ACTIVITIES TRANSPORTATION REGULATIONS The purpose of the Transportation Department of the Little Rock School District is to provide the safest, most efficient transportation possible for those students who are schools. to be transported between their homes and This process is the responsibility of the entire community and requires the cooperation of all students, parents, school personnel, and citizens who drive on the streets in the presence of the school buses. Students and parents are expected to read these regulations carefully. to provide safe, They must be followed if we are students of this District. efficient transportation for the The LRSD encourages any person who observes incident jeopardizing the safety of the students an on a school bus to report the incident to the LRSD Transportation Department. It is helpful when a person can identify the bus by its number when making such reports. Any recommendations that will assist the department in its operation are also encouraged. The telephone number of the Transportation Department of the LRSD is 570-4000. 1 Suspension, loss of bus riding privileges, I or other disciplinary sanctions may be imposed when students violate the regulations. I I WAITING FOR THE BUS 1. Be at the bus stop ten (10) minutes before the bus is scheduled to arrive. iF 2. Stand on proper side of the street. 3. Wait until the bus stops before crossing the street to board the bus. * 4. Ride only the bus assigned by the school principal. 5. Respect the property rights of others. a. don't litter. b. don't make unnecessary noise. c. don't gather or stand on private property without permission. I 6. Make plans with your parent/guardian in case you miss the bus. a. do not hitch-hike. b. do not try to walk to school. c. do not ride another school bus. 49 I , ' SCHOOL-SPONSORED PROGRAMS/ACTIVITIES GETTING ON AND OFF THE BUS 1. Get on and off quickly and in an orderly manner. 2. Do not use the back door unless directed to do the driver or in an emergency. so by If you must cross the street after leaving the bus in the afternoon, go to a point on the shoulder of the street 10 feet in front of the bus and wait until the driver or student patrol has signalled you to cross. 4. If you drop any object while leaving the bus, attempt to retrieve the object until the bus has left the scene and the street is clear of other vehicles. do not RIDING THE BUS 1. Sit only in your assigned seat. 3. 2. Students are under the supervision of the driver and must obey his/her instructions. 3. Remain seated while the bus is except when directed by the driver. moving or stopped 4. Keep aisles clear at all times. NOT PERMITTED Physical or verbal abuse to driver Eating and drinking on bus Smoking or possession of illegal drug Scuffling, fighting, or horseplay Playing radios, tape players, ox Land j. Yelling at anyone on the bus or outside Throwing paper s or band instruments or outside the window any object on the floor of bus or Putting hands, arms, or heads out windows Tampering with any of the bus safety devices Defacing any part of a bus by writing on or damaging Damage to any bus equipment will be paid for by the offender or parents. seats. Obscene behavior of any kind These rules are set up to ensure that the riding a bus ---- ! students in the Little Rock School District are transported as safely as possible and are, at the same time, provided a pleasant trip to their destination. page 10 for a complete schedule of penalties. See 50SCHOOL-SPONSORED PROGRAMS/ACTIVITIES EXCEPTIONS TO MINIMUM PENALTIES 1. A student who smokes or uses any tobacco product, uses any illegal drugs on a bus, physically or verbally abuses a bus driver, or commits an act of vandalism causing damage to a bus shall not be permitted to ride a school bus in the Little Rock School District for a minimum of nine weeks. In addition, the parents of a student who Ii damages a school bus shall be required to reimburse the District for the cost of repairing the damage before transportation privilege is restored. In the event of a second offense of any one of the above, a student shall be denied transportation for the remainder of the school term. 2. The students who ride the school buses must obey the regulations outlined in the Transportation Regulations for students. A student who engages in misconduct on a school bus may be suspended from riding the bus and/or may have other disciplinary sanctions imposed. No student will be permitted to ride a bus if the student engages in serious misconduct that jeopardizes the safety of other individuals on or near a school bus. 3. As a last resort the Transportation Department may discontinue a bus route when a large number of students who ride the bus refuse to obey the regulations. becomes necessary for school personnel to consider If it eliminating a bus route because of continued misconduct by students, except in extreme circumstances, parents will be contacted by letter or telephone to inform them of the situation. A meeting with parents and school personnel will be arranged to discuss the circumstances and consider possible solutions. 4. All regulations and sanctions pertaining to student behavior and safety that apply during the school day applicable to students while they are riding buses. are Students are to be held accountable for their behavior throughout the school year.\n\n__ 1__ the rules on the last days of school shall be reviewed Any infractions of for possible disciplinary action at the opening of the following school term. 51 IESCHOOL-SPONSORED PROGRAMS/ACTIVITIES EMERGENCY PROCEDURES In an emergency. students should remain calm and guiet and listen for instructions from the bus driver. If the driver is unable to conduct emergency measures, the student should follow the procedures below in leaving the bus: If the exit is through the front door, ___ sitting in the front seat to the left of the aisle will students move out first, followed by those in the right front seat and proceeding in this manner until all seats are all emptied. If the exit is through the rear emergency door, those students sitting next to the aisle shall leave door first, beginning with those students in the rear of the bus. If a rapid exit is necessary and it is possible to exit from both doors, students in the rear half of the bus should move out the back door, and those in the front half should move out the front door. In the event of an accident resulting in injury, persons injured should, if possible, be moved only under competent medical supervision. If the bus should be overturned, students should evacuate through windows or through either door. Upon leaving the bus in an emergency, students are to move immediately off the roadway to a safe distance from traffic. instructed by the driver. They should 'not cross the road unless other natural instructions procedures. of disaster, the bus In the event of a tornado or students should follow the driver regarding emergency 52SCHOOL-SPONSORED PROGRAMS/ACTIVITIES HANDICAPPED STUDENTS P.L. 94-142, the Education for all Handicapped Children Act, and Arkansas Act 102 guarantee handicapped students a free. least restrictive appropriate public education in the environment. In discharging its responsibility to ensure that handicapped students in the District are served appropriately. LRSD makes every effort to locate and identify all students who may be handicapped through Child Find activities. Procedures consistent utilized with state and in specialized referring, instruction federal regulations evaluating. and related are and delivering services to handicapped students. To be eligible for special education, the student must have an identified handicap which results in an educational deficit and the corresponding need for special education. Appropriate services are provided for the following handicapping conditions: Hearing Impaired Mentally Retarded Multi-handicapped Orthopedically Handicapped Other Health Impaired Seriously Emotionally Disturbed Severely/Profoundly Handicapped Specific Learning Disability Speech or Language Impaired Visually Handicapped Deaf/Blind Once eligibility has been established, a program is designed which meets students. the individual needs of the PROGRAMMING Programming consists of the development and review of an Individual Education Plan (lEP) for each student receiving special education and related services. It is the responsibility of the Evaluating/Programming Conference Team to review all data compiled during the referral/evaluation process. The lEP must be completed prior to placement of students in special education and related services. 53SCHOOL-SPONSORED PROGRAMS/ACTIVITIES During the process of programming for and placement of handicapped students, the team must: 1. provide special education and related services based on the student's lEP. 2. determine, at least annually, the continued placement in special education. least annually need for Curricula for handicapped students must be designed to meet individual needs and to include appropriate sections of the general curriculum. Modifications in materials, methods of instruction, and/or curriculum must be made to assist the handicapped student. District policy has been developed regarding graduation requirements for handicapped students. District PROCEDURAL SAFEGUARDS There are a number of specific procedure's written into the law and expanded in the regulations to protect the rights of students and parents. These safeguards include: due process, nondiscriminatory testing, least restrictive environment, native language, confident-include: These safeguards iality, and the right to representation. information refer to the District's Appraisal Guide for Special Education and Your Rights as the Parents under For further P.L. 94-142. Federal law and school district policy provide safeguards to ensure that students who- receive special education services are appropriately placed. involved in all phases of the process. Parents are The District encourages full participation at all conferences in which the educational needs of the student are being considered. For further information, contact the Division of Exceptional Children, 324-2181. sidered. LEAST RESTRICTIVE ENVIRONMENT LRSD policy ensures that, appropriate. handicapped students to the maximum extent students who are not handicapped. services is available in the District. are educated with A full continuum of Determination of the least restrictive environment shall be made individual basis, taking into account both service(s) needed and the program placement which would be conducive for learning to occur. Based on the on an more occur. 54 Ma SCHOOL-SPONSORED PROGRAMS/ACTIVITIES programming team's recommendations of needed special education and related services, it shall be the responsibility of the special education administrator(s) to locate and place school/site. a student in the most appropriate DISCIPLINARY ACTION The District recognizes that there are times that handicapped students will need to be disciplined as a result of inappropriate and/or unpredictable behavior which interferes with his/her personal or educational Specific procedures have been developed and must be used when determining the welfare or the welfare of others. type of disciplinary action(s) that is to be taken regarding a handicapped student. Procedures are iden-tified in Appraisal Guide for Special Education and the District's Disciplinary Policies and Procedures Manual. I 55 Ii SCHOOL-SPONSORED PROGRAMS/ACTIVITIES FOOD SERVICE PROGRAM UTTLE ROCK SCHOOL DISTRICT PROVIDES NUTRITIOUS MEALS AND NUTRITION EDUCATION School lunches provide well-balanced nutrition each day. The goal is to provide one-third of the recommended allowance of essential nutrients following government guidelines: nutrients daily these -1/2 pint of milk, unflavored low fat milk, milk, or buttermilk as a beverage. whole I J ! 2 ounces of cooked, , lean meat, poultry, cheese, 2 eggs, 1 cup of cooked dry beans, teaspoons of peanut butter, in quantity. eggs. 1 fish, 4 or any combination equal 3/4 cup of two or more servings of a vegetable or fruit. 8 servings per week of bread or bread alternate made with whole-grain or enriched flour or 1/2 cup rice or enriched past products. glementary schools offer the above items for lunch each day to every child in kindergarten through the 6th grade Children may pay for their lunch daily or buy a lunch ticket for an extended period of time. Some children may qualify for free according to USDA guidelines. for $1.00. an extended period of time. or reduced-price meals Applications for reduced lunch are distributed through each school office They are also available each year during Parents are encouraged to apply at that Students must reapply each year for free and reduced-price meals. all year. registration. ^time. Within 10 school days of receiving your application, the enhrirt I T.\u0026gt;i T T T _____j_ i .  school will let parents know if you are eligible. If your parents or guardians do not agree with the school's decision, they may wish to discuss it with the school. The school's decision may be appealed to the Director, Pupil Services Department, 100 South Arch Street, 2162. If 324- 56I k I I SCHOOL-SPONSORED PROGRAMS/ACTIVITIES Menus are posted in all cafeterias and school offices and published each week in the Gazette and Democrat. All elementary schools participate in the USDA Breakfast Program. The basic meal pattern consists of: 1 bread serving, 1 meat serving, 1/2 cup fruit or vegetable, 1/2 pint milk. The cost of breakfast is 50 cents. If a child qualifies for free or reduced-price lunch, he/she will also qualify for free or reduced-price breakfast. A reduced-price breakfast costs 30 cents. Nutrition Education is a vital part of each elementary child's curriculum. 2, 3 and concrete \"Your Bodyworks\" \"hands-on\" I] \"Nifty Nutrition\" for grades K, 1, for grades 4, 5, 6 offer opportunities for practicing the basic skills while learning nutrition concepts. Each lesson includes a tasting experience with foods provided by the Little Rock School District Food Service Department through a grant from the State Department Nutrition Education Training Program. Little Rock School District is the only district in the state to have a Nutrition Education curriculum adopted by the School Board for all elementary schools. 57I s SCHOOL-SPONSORED PROGRAMS/ACTIVITIES I SCHOOL DISTRICT INSURANCE POLICY 8 I The Little Rock School District does not assume liability for accidental injuries sustained by school children on its campuses. Therefore, it is very important that our patrons be made aware of the School Injury Benefit Plan, which is an approved coverage offered through an independent agency. 5\nI Parents will be provided with an insurance brochure and application from which to review and select the priate level of coverage for their student. approThe brochure will explain the types of coverage available and list the cost associated with each. Completed applications must be returned to the school no later than the third week following the start of school. I I You are encouraged to take advantage of this outstanding otfer which provides quality coverage for your student at the very lowest cost to you. For more information on student accident insurance, contact a representative at your school or the Office of Risk Management at 324-2400. i\ni f '1 58SCHOOL-SPONSORED PROGRAMS/ACTIVITIES HEALTH SERVICES Every school is assigned a professional nurse. The number of days the nurse spends at the school is determined by the size and level of the school. Parents are urged to inform the school nurse and teacher of any known health conditions a student may have. responsible programs. for routine assessment The nurses are and screening Parents and teachers may request additional screening any time they are concerned about a student. The screening programs provided by the District are: Vision Grades K, 1, 3, 5 Hearing Grades K, 1, 3, 5 Scoliosis (Girls) Grade 5 'Scoliosis (Boys) Grade 6 Dental Grades K, 1, 2 Blood Pressure Grade 4 Parents are urged to keep at home students who have fever (above 100 degrees), vomiting, or any symptom of contagious disease. Students who become ill or injured at school will be given care. If the nurse, health aide, or principal deems it necessary to send a student home, the parent will be contacted before allowing the student to leave school. It is important that every parent provides the school with working telephone numbers. Working parents will need to plan possible alternative for their child if he/she becomes ill and the parent is unable to leave work. It is in the student's best interest that when he/she is sick or significantly injured, the parent will take the student home or to the doctor, students. The health room is for temporary care of Students may take prescription or non-prescription dedication at school if a signed parent permission slip is received stating the name of medication, time to be taken, and reason for being given. All medications must be in original containers and will be kept under lock at 59 I I' hI I I I I SCHOOL-SPONSORED PROGRAMS/ACTIVITIES school. the medication. When the nurse is present, she will administer The principal will designate a school employee to administer the medications on days the nurse is not assigned to the building. Parents of conditions which transportation. students with special handicapping necessitate classroom consideration, such placement/adjustments as or special procedures in the routine school schedule, should contact the principal. Arkansas law requires that every student entering school be adequately immunized. This includes written proof of three diphtheria. tetanus and pertussis immunizations, three polio immunizations, rubeola, and rubella immunizations. Before \u0026amp; After School CARE Thebefore and after school CARE program is a nonprofit, self-supporting program provided for the students and parents of the Little Rock School District. CARE operates before and after school and all day on school holidays. CARE students participate in a variety of large group, small group, and independent activities. These activities consist of outdoor recreational activities, arts and crafts, music, games, and supervised study. CARE is available to all elementary students in the Little Rock School District at a nominal cost. Each program operates from 7:00 a.m. until school opens and from the close of school until 5:30 p.m. incentive schools) on regular school days. (6:00 p.m. at During most school holidays, CARE is open from 7:00 a.m. to 5:30 p.m. at specified schools. The CARE program is open from 8:00 a.m. until 5:30 p.m. at several accessible schools when LRSD schools are closed due to severe weather. Contact your building principal or call the CARE office at 324- 2395 for additional information. 60 BEXTRACURRICULAR ACTiVITIES STUDENT GOVERNMENT Students have the right to be represented and to air grievances, problems, and concerns through legitimate channels provided by the schools. Such representation should be through a democratically elected representative student government or some other body constituted and approved to represent students. I STUDENT ORGANIZATIONS Students are encouraged to participate in recognized and approved student organizations within the school which are formed for the purpose of sharing common interests or performing service or are an integral part of the educational program of the Little Rock School District. All student organizations shall operate according to established and approved guidelines and procedures and shall not discriminate on the basis of race, sex, religion, or national origin. Chartering - All student organizations must obtain approval of and be chartered by the building principal according to school district regulations and guidelines. I t Categories of Student Organizations Student organizations shall have either a service, honorary, or interest orientation. ! ' /-i..! - designed to provide Service organizations/clubs are community. Honorary service clubs to are the the school or the those which grant basis of special membership to students on _ achievement in attaining openly published standards in defined areas of school life. I Interest clubs may be organized in any areas of the curriculum of the school or in any other areas which are regarded by the school as providing valuable experiences which supplement the educational program. Clubs shall not, however, promote any political party or political cause. I Adult Supervision - Each school related club/organization shall be supervised by an adult sponsor approved by the building principal. f I 61 Bf I f EXTRACURRICULAR ACTIVITIES I 1 Prohibition of Gangs, Secret Fraternities, and Societies- Secret societies of every kind and character, including fraternities and sororities, are a violation of state law 4 J and are prohibited. Gangs or similar groups, whether organized in the community or in other settings, are ( t I ! prohibited and will not be tolerated on school grounds or at any school-sponsored activity. The Little Rock School District Board of Directors authorizes the Superintendent to suspend or to recommend the expulsion of any student who engages in the organization or maintenance of such groups on school grounds or at school-sponsored activities. V * 'I 1 I Lt I 62 'Ir r GRADING SCALE* a,  93 83 70 60 59 100 92 82 69 Below *Reference\nState of Arkansas Uniform Grading Scale Act 1070 of 1991 63 A B C D FCOMMUNITY/SCHOOL RESPONSIBILITIES This handbook primarily outlines students' responsibilities, but it also stresses that educational quality and personal growth of students depend on the vitality and involvement of all segments of societyparents, professional staff, and the community at large. 1. The community must recognize that the school system by itself cannot solve all problems which result in f. disruptive behavior by students. 2. The community must provide support services to solve or alleviate students' behavioral problems that originate outside of the school environment. 3 . The community must provide adequate finances support a quality public education program. to 4. The community must demonstrate confidence and support for the public schools. School personnel will continue to work cooperatively with community agencies, groups, and individuals to improve and expand services designed to prevent or to correct student discipline problems. HOME SCHOOLING Arkansas), In accordance with Home School Act 42 (State of the Little Rock School District Board of Directors recognizes the legal right of students to receive instruction through home schooling. local school district has the However, the responsibility for determining appropriate grade level placement and/or in determining course credit for courses taken in home schooling should a student desire public school credit toward graduation. Procedures for approving home school experiences are set forth in regulations. Reference: State of Arkansas Home School Act 42 of 1985 Adopted January 26, 1989 64COMMUNITY/SCHOOL RESPONSIBILITIES PARENTS BILL OF RIGHTS AND RESPONSIBILITIES Every parent. has the right to\n1. Be treated with courtesy by all members of the school staff. 2. Be respected as an individual regardless of race, creed, national origin, economic status. sex, or age. 3. Be informed of the academic requirements of all school programs. 4. Participate in meaningful parent-teacher conferences to discuss his/her child's school progress and welfare when the need arises. 5. Be informed of school policies and administrative decisions. 6. Be informed of approved procedures for seeking changes in school policies decisions. and for appealing administrative 7. Inspect his/her child's cumulative record and remove or correct any false or misleading statements in conformity with current guidelines established by state and federal governments. 8. Be informed of all programs in special education and in the schools generally. 9. Appeal the placement, in accordance with established guidelines, class. of his/her child in a special education 10. Secure as much help as is available from the Little Rock School District to further the progress and development of his/her child. 11. Expect to receive important school news and messages. 12. Expect reasonable protection for his/her child from physical harm while he/she is under school authority. 13. Support and participate in school organizations and activities. 14. Be informed and take advantage of educational and cultural programs available to youth in the Little Rock area. 65 COMMUNITY/SCHOOL RESPONSIBILITIES Every parent has the responsibility to\n1. Provide for the physical needs of the child. 1. 2. Prepare the child emotionally and socially to be receptive to learning and discipline. 3. 4 . 5. Have the child attend school regularly and on time. Assist the child in developing proper habits. Know school requirements and procedures. Discuss problems with the appropriate persons to prevent misunderstandings. 6. 7. Work for the success , . . and improvement of public education in the Little Rock School District. 8. LRSD staff and parents to themselves in a respectful manner at all times. a disagreement occur, please follow the steps outlined page 30. Expect the conduct Should on NOTE: Use of obscene language or gestures and/or physical or verbal abuse toward school personnel may result in involvement of a law enforcement agency. I 1 66 tRESOURCE DIRECTORY I. ABUSE AND NEGLECT Elizabeth Mitchell Children's Center 6601 West 12th Pulaski County Children and Family Services (Suspected Child Abuse - over nine) 1109 High Street ' SCAN (Suspected Child Abuseages nine and under) 1501 Maryland 666-8686 376-0472. 372-7226 I r i II. ADOLESCENT SERVICES Stepping Stone (emergency shelter-temporary) Stillman Drive 3500 South University III. COUNSELING SERVICES Centers for Youth and Families 6601 West 12th Elizabeth Mitchell Adolescent Day Treatment Center 800 Apperson Street Presbyterian Urban Council 2200 South Gaines Stepping Stone 6100 West 12th, Suite 3 IV. BIRTH CONTROL, PREGNANCY AND STD SERVICES Health Department Planning Clinic 200 South University, Suite 300 Children's Homes (Counseling, etc.) 3924 Camp Robinson Road, NLR East Little Rock Community Clinic 2500 East 6th Florence Crittenton Home 3600 West 11th 1-800-522-6630 Pulaski County Health Department (STD) 6323 Asher Avenue, Suite 102 and 108 67 I 562-5557 562-1809  666-8686 376-4433 376-1366 666-9066 664-6764 758-9270 376-9011 663-3129 562-2464 K I i V. YOUTH AND FAMILY SERVICES Turning Point Children's Hospital 800 Marshall Child Study Center 800 Marshall Elizabeth Mitchell Children's Center 6601 West 12th Family Service Agency of Pulaski County 2700 North Willow, NLR Adolescent Treatment Services 4313 West Markham New Futures 209 West Capitol Presbyterian Family and Child Services 2200 South Gaines Teen Re-entry Assistance Center 1401 Scott Street Centers for Youth and Families 6601 West 12th Street IV. EMERGENCY RESOURCES Advocates for Battered Women 1-800-322-4443 Courts Juvenile Justice Center (also counseling) 3201 West Roosevelt Little Rock Municipal Court 600 West Markham Goodwill Industries of Arkansas (clothing) 1110 West 7th Market Place Medical Clinic 11121 North Rodney Parham Road Medi-Stat (open 8 a.m. - 8 p.m.) 8116 Cantrell Road 5125 John F. Kennedy Blvd., NLR St.' Francis House (food, clothing, shelter, transportation, and counseling) 2701 South Elm Salvation Army (shelter and clothing) 1111 West Markham School P.T.A.'s (see individual schools) Social Services (intake) School Welfare Pupil Services 100 South Arch 68 320-1360 320-4666 666-8686 758-1516 686-9000 374-1011 375-3264 324-2265 666-8686 376-3219 660-6700 371-4529 372-5100 224-0794 224-6662 771-2060 664-5036 374-9296 372-1244 324-2160 IVII. MEDICAL SERVICES Arkansas Children's Hospital 800 Marshall Arkansas State Hospital 4313 West Markham Baptist Medical Center (room number information) 9601 Interstate 630, Exit 7 Arkansas Rehabilitation Institute 9601 Interstate 630, Exit 7 County Hospital 3001 West Roosevelt East Little Rock Community Clinic 2500 East 6th St. Vincent Infirmary  West Markham and University UAMS (Med. Center) 4301 West Markham 320-1100 686-9000 227-2200 223-7507 - 660-6900 376-9011 660-3000 686-5000 VIII.DRUG COUNSELING/TREATMENT * LRSD Drug Abuse Prevention 100 South Arch Family Service Agency of Pulaski County 2700 North Willow Street, NLR Presbyterian Family and Child Services 2200 South Gaines Professional Counseling Associates One Financial Centre, Suite 225 Arkansas Rehabilitation Center Institute Recover Care Unit 9601 1-630, Exit 7 Restore St. Vincent Infirmary 2 St. Vincent Circle 1-800-225-1112 The Bridgeway (treatment 18 and up) #12 Bridgeway Road, NLR Charter Counseling Center 10411 West Markham, Suite 310 Pinnacle Point Hospital 11501 Financial Parkway 324-2164 758-1516 375-3264 225-4312 223-7507 660-3000 771-1500 225-0404 223-3322 69 I f INDEX t f Academic Credit, Loss of.......... Appeals, Bus Suspension.. Expulsion....... Long-Term....... Short-Term...... Assignment to Schools Beepers.............. Before fr After School Care..... 24 26 26 26 26 39 25 60 Lunch Program....... Make-up Work - Suspension...... Parent/Guardian Notification of Suspension.... Parents' Rights, Responsibilities. Physical Restraint. Placement Procedure 56 24 24 64 23 Category 1 Offenses/ Disciplinary Actions....8 Category 2 Offenses/ Disciplinary Actions...14 Category 3 Offenses/ Disciplinary Actions...18 Handicapped Students...53 Pregnancy (Student Leave).40 Probation..................23 Community/School Responsibility....... Consequences for Breaking Rules................. Questions and Answer of Interest to Parents and Students..... Rap Ring................. Readmission from .4 25 65 33 Detention Definition,.... 22 Discipline Overview DressCode.......... Drinking............ . 3 43 41 Drug/AlcoholCounseling. . .42 Drug Dog, Notice of.... Drugs.................. Due Process Chart..... Due Process Procedures Short-Term Suspension Long-Term Expulsion/Long-Term....24 Reinstatement Conference..25 ResourceDirectory. . . School Detention.... Secret Fraternities/ 67 22 Societies Prohibition..62 . 8 41 27 il2,26 Suspension/Expulsion.. .26 Emergency Removal....... Expectations for Student 23 Behavior in LRSD.... Expulsion Definition. Expulsion Hearing.... Extracurricular Activities.......... Gangs, Prohibition of. Grading Scale........ Handicapped Students. Health Services..... Home Schooling....... Local School Rules.... Long-Term Suspension Definition......... . . . .2 . . .22 24,28 . .62 . . 62 . .63 . .53 . .59 . .63 . .33 22 70 Sent Home Definition..... Short-Term Suspension.... Smoking Ban................ Special Education......... Student Conduct Code...... Student Government....... Student Leave............ StudentOrganizations.... Student/Parent Reinstatement Conference... Student Records.......... Student's Rights, Responsibilities... Suspension Appeal Policy.......... Suspension, Notification of.... Tardy Policy......... Teacher Authority and Student Discipline. Transportation Regulations........ Visitors on Campus.. . . When Things Go Wrong.. 22 22 25 53 . 7 61 40 61 25 34 31 13,26 24 48 1 .49 .25 . 30NON-DISCRIMINATION POLICY Discrimination based on race, age, sex, religion, financial condition, or national origin is a violation of federal law. Policies prohibiting discrimination apply to all public school services, facilities, activities and programs practices. including services. school disciplinary policies and It is a denial of equal education opportunities whenever any class, program, or activity is denied one student or groups of students which is available to other students without valid reason for students being treated \u0026lt;3if ferently. Students may not be assigned to or excluded from any class because of race, sex, religion, national origin, financial condition. or Verbal and/or written civil rights complaints should be directed to the Associate Superintendent for Desegre- 501 Sherman, 324-2272. Ration. Ii s-\u0026gt;1 Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: February 17, 1993 To: Marie Parker From\ni'Ann Brown Subject: Student Assignment Handbook for 1993-1994 Thank you for sending a copy of the LRSDs \"Student Assignment Handbook for 1993-94,\" which ODM received February 9,1993 promptly after requesting it. Ill appreciate routinely receiving a copy of such materials as they are published. I have certain questions and observations about some of the Handbooks information. Since this guidebook impacts the districts current registration and assignment process, lets get together as soon as possible to discuss the following\n1. What is the basis upon which the district has determined the maximum percentage of black students which may be enrolled in an elementary area school? The following statement appears on page 1 of the Handbook: The minimum black percentage for each elementary attendance zone school will be 40 percent. The maximum black percentage for eachf 7 elementary attendance zone school will be 12 I!2 percent above the j ' ' district-wide black percentage at the organizational level. However, according to the LRSD Desegregation Plan (page 139): The elementary area school attendance zones are drawn to establish a racial balance at each school of 55 percent black and 45 percent white with a variance of 5 percent. The recruitment of white students to elementary area schools may increase the percentage of white students at these schools but no school shall have a racial composition of greater than 60 percent white.And the Interdistrict Plan (page 4) states: There shall be a limited number of incentive schools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary area schools) of 55 percent black and 45 percent white with a variance of 5 percent. The recruitment of white students to these elementary area schools may increase the percentage of white students in these schools to a maximum percentage of 60 percent. Basing calculations of \"acceptable ranges\" on the plans language, I concur that the minimum black percentage for each elementary area schools is 40 percent, but I cant agree with the Handbooks stated maximum percentages for elementary area schools. 2. What data were used as the basis for calculating the \"acceptable ranges\" for attendance zone schools listed on Handbook pages 1,13, and 20? Even using the percentage ranges identified on page 1 of the Handbook, Im unable to calculate the same \"acceptable ranges\" that appear throughout the Handbook. Using figures from the LRSDs \"Summary of October 1 Enrollment 1992-93\" (copy attached,) ODMs calculations yield the following \"acceptable ranges\": Elementary 40.00% - 72.00% Junior High 50.25% - 75.38% Senior High 45.00% - 67.50% 3. If the Summarys October 1, 1992 enrollment figures are used as the basis for calculating the \"elementary acceptable range,\" then three of the four sections in the chart on page 15 of the Handbook (the \"Student Assignment Chart\" for \"Elementary Acceptable Racial Range\") are incorrect. Using the October 1 percentages from the LRSD Summary as the calculation basis, three of the four sections that appear on the page 15 chart differ by one student. For example, \"Class Size of 20 Students (Kindergarten)\" would change from a minimum of 5 white students to 6 white students and from a maximum of 15 black students to 14 black students. There would also be a difference of one student on both the minimum and maximum numbers in classes of 25 students and classes of 28 students. 4. What is the basis for the Handbooks statement about the racial population of Washington? Page 17 of the Handbook asserts that \"the racial population at Washington should reflect 55% black, 45% white.\" Yet the LRSD Desegregation Plan (page 144) states that \"the target racial balance at Washington will be consistent with the Interdistrict Plan, seeking to obtain a ratio of between 60 percent and 40 percent of either race with the ideal goal to be 50 percent black/white.\"5. Why is Baker Interdistrict School omitted from the Handbook and why is Crystal Hill listed as an interdistrict school rather than a magnet? Page 18 of the Student Assignment Handbook lists Romine and King as interdistrict schools, omitting PCSSDs Baker Interdistrict Elementary School. In this same section. Crystal Hill is incorrectly listed as an interdistrict school. Last year, the Court designated the school a magnet as requested by the PCSSD without objection from the parties, including the LRSD. 6. What has been done to correct information in the Handbook that includes NLRSD as a full-fledged participant in the elementary M-to-M program? Pages 19-20 of the Handbook include NLRSD students as participants in M-to-M transfers. According to recent information from NLRSD (see attached,) the district will no longer send new elementary students to LRSD under the M-to-M program. cc: Mac BerndI K X T 4 5 6 KI TOTAL ELEK 7 Q 9 UN TOTAL JR HIGH 10 11 1 2 LiN TOTAL SR HIGH SPECIAL SCHOOLS FOUR YR. OLD CT TOTAL /o SUMI\u0026lt;ARY OF OCTOBER: T_ 9 9 7 - 0 1 EKROL LMEI'IT KHI TH 715 719 If}? 673 ezii 6 6 5 640 46 4319 7 2 3 611 591 23 1948 719 704 700 8 43 141 9082 i: 130 5 1 1 J 30 1185 1214 95 1367 117 o i\n1431 1430 1241 36 413 8 1326 1998 939 3 373 28 188 16,726 ^SUTVIMARY OP STUDENTS LIS'^^D 'f II OTK 3 4 23 23 O 7 0 190 2 1 1 80 34 4 8 41 0 0 11 404 TOTAL %LLA 1. 19 30 2045 2060 1892 1891 1988 034 163 14,003 2074 1853 60 6166 2079 1850 1680 5632 9L fot , 61 6 64 6 2 64 6 5 67 64 6 6 6 9 6 7 60 67 64 59 56 65 60 71 39 34 55 ? 1 ASIAN/PACIRIC ISLANDER 135 22? lER \" CATEGORY: IMO/AMER. IND. \"P 7 7 20 1^0) ITS T? id. ADMINISTRATPZE OFFICES 2700 POPI^Va STREET January 27, 1993 s Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 West Markham Street Little Rock, AR 72201 JAN 2 3 1993 Oftics ci 3ese9re\nai!cri Mci icnncj Dear Mrs. Brown: Please be advised that the majority-to-minority transfer option will not be available for additional elementary students in the North Little Rock School District during the second semester of the 1992-93 school year. Currently the elementary school population in North Little Rock Schools is majority black with a 50.6 percent ratio. Elementary students currently enrolled under the majority-to-minority option will not be affected by this change. The North Little Rock School District will continue to participate in majority-to-minority transfers at the secondary level in the following schools: North Little Rock High School (East and West) , Lakewood Middle School and Ridgeroad Middle School. Rose City Middle School now has a majority black enrollment, thus can no longer accept or permit majority-to- minority transfers. Enrollment at all schools in the North Little Rock School District will be closely and continually monitored. If any changes occur that affect racial balances at any organizational level, the District will notify the Office of Desegregation Monitoring, the Magnet Review Committee and all parties of any adjustments for majority-to-minority participation. If there are questions, please feel free to call Mable Bynum, Assistant Superintendent for Desegregation, North Little Rock School District, 771-8000. Sincerely yours. James R. Smith Superintendent of Schools JRS:aw CC: Magnet Review Committee All Parties .AN EQUAL OPPORTUNITY EMPLOYER P 0. BOX 687, NORTH LITTLE ROCK, -UR 72U.5/C o I 501.771-8000 Office of Desegregation Monitoring United States District Court  Eastern District ot Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 rax (501) 371-0100 aKt, an fh -^oct /^oo-c t~S ,Notes on the LRSD Draft of Student Assignment Handbook Table of Contents The heading \"Magnet School Assignments\" incorrectly lists the following schools: Washington, Dunbar, Henderson, Central, and McClellan. Washington and Dunbar are magnet schools, but their racial balance requirements are the same as the interdistrict schools. All the other schools listed have magnet programs. The handbook makes no mention of the stipulation magnets and their particular racial balance requirements. (Perhaps this is because the SAO handles these assignments directly, but who knows). The contents page also incorrectly lists the \"Interdistrict School Assignments.\" The schools included under the interdistrict heading are: King, Romine, Crystal Hill, Clinton, and Baker. These school are all interdistrict schools, but so is Washington, and Dunbar has the same racial balance requirement. Page 11 Optional Enrollment Request procedures This page states in all-capped, bold type \"Forms should be made available only to LRSD parents who request them.\" As I pointed out to Julie Wiedower last year, this practice discourages parents from selecting magnets, incentive schools, high school kindergarten classes, and interdistrict schools. Many parents do not know what their options are and the district seems determined to keep it that way. Another problem with the optional enrollment forms (OERFs) is that these cover most alternative enrollment choices (assignment to stipulation magnet schools, incentive schools, interdistrict schools, and high school kindergarten classes), but not all. Parents can also request desegregation transfers, but they must use a different from for those requests. During my January 1994 meeting with Julie Wiedower, I pointed out that it was confusing to have these two types of choice forms. Page 18 Incentive School Assignments In listing the students eligible to attend incentive schools, the handbook overlooks students currently enrolled in the school. The author of this publication may have considered that category of eligibility so obvious that it could be assumed everyone would be aware of it, but it should probably be stated. Magnet School Assignments This section describes the magnet assignment process, but fails to identify the schools to which this process applies. This section also indicates that racial balance at the sending school can be a factor in magnet assignments. Since both the MRC and ADE recently opposed this LRSD practice, it seems that LRSD needs to resolve the issue before this draft document is distributed. Furthermore, the court has made it clear that the district must consult with the MRC prior to making any change that affects the magnet schools. Page 19 Assignments to Dunbar No racial balance range listed for the school. Should be 40-60% of either race with 50-50 ideal. Assignments to Henderson, Central, and McClellan None of these sections list a racial balance goal either. While the handbook does list the range for high schools in its opening pages, this would be a good spot to re-emphasize it. Interdistrict School Assignments Washington is left off the list of interdistrict schools. The racial balance for King is wrong. The handbook lists it as 51-60% black instead of the correct range of 40-60% of either race, with the ideal being 50-50. Page 20 Assignment to Romine This section makes the same mistake regarding racial balance as was made in the King section. Racial balance at Romine should also be in the range of 40-60% of either race, with the ideal being 50-50. Assignment to Crystal Hill, Clinton, and Baker These sections dont contain any mistakes, but they could be more helpful. Each states that LRSD students can apply to attend Crystal Hill through the M-to-M program. The sections should be more explicit and say that only black LRSD students may apply to PCSSD interdistrict schools. Assignment to Early Childhood Education (pp 20-21) The priorities for assignment to four-year-old programs are not c\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_452","title":"Hickman, John","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":["1993/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School administrators"],"dcterms_title":["Hickman, John"],"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/452"],"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":["46 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\nHickman was principal at Little Rock Central High from 1990-1993.\n~ fii (ki '/i^/ ^/Jlvi. 1^ piiic6ti^ Myhill' ' -------CMit-- bin^ c^Uk^-h, . MW/ f?i ywtttzt bxcM oi bdiu Uaiiw^ ^llr- Wiwj vVl/((^\\^ lA^ / IH tlZ/Vl^A' 4^ v^ R t^orAzzc^ C (UT^i ^JtUTW v^lufrcM^ -1^ V?^ l^l^^H^t\\j5nA)UL JI mrfW C/UlnJri^ Z^Wi iAfl4sj 1^ fWkz P jYc W^ W'. -|HcHh W^j^jW(W fen Cltp)Ub\u0026gt;^ C^'fM/kttXV U jMiw \u0026gt;v2z 7)^6z -. i^Mfwf' \"A Wz / . QaLl. hoA -fc bwkbt-^ It^ (ixW^ ICje- -- \u0026lt;^Tx/1C4\u0026lt;H^^ ^yv d \"M\u0026gt;^kW fyyi4W^(0L(k^^^^ |W wHj 9^o|b (Ahj ijj^i TVtf\" l/lW I 'hl/^(l ternt- tP Mi{^ ndu 6/ni'hMuii lA^ )W i/C dowwc^ - ^lAhgO [Ua^ it^ b()}Aiyhf 4/^ )toz^ pAAA (^dju^ b 7^ ^1) 1^/ ! 4)4\" 7^ 1^ jj 77 IWl^iMii^U^i fMt, dl 1MM' 'h iji'y'yfiMi ^ciiiA 71 M mH' i^i(_ (t (UuAni^ !^l^^d)-M mH d, Md (d ^-shii^d' S/Hu^ Id^  pmftd - M|ii({ tC Pol - kjb^) lift (iLWhwvjWl IL t^OVit 4mi^ Ik M\u0026lt;( dWK lA^ CM^- feWW i^-i (MtA rn vl fWou ifl7 p^wi^sL1^ Mi '(iM lATiidd -hiic^ CfT^d^^hfx^ 14/VW-[^ZV\u0026lt;. lU^ iA^^CjAc^A.\u0026lt;^ (f^h^ 1: I\n____L__ i: iD p(/n^ ,1- bi/ dWHrv iltl Oa/^i ^on^cuz/f-^ 6^wc- , 'n -p) h he (iu^^ved^iImv^ /- Mjij' Qkiu'KJL, -ji 1-^ Zw bdl'/dd^ ii}nd- ~ di'lti -ff d\u0026gt;fd -- l^p(iiu'^\u0026lt; - di) ^'idtpt jW utisd^ -'^acUj', L /- Ia^m'^/hJ}^ k/ d/iw^ ft /^A by/i j^l / 1^ L * .y^ j'^nh hd (dM A/ZWWz  1/^ 1^^WlM k iwd/d- Mp _ (41^ /le^-Mfl^ ^UvitwWi^ '^' b bz,tzl'Z\u0026gt;vKzd \\)kI fSi-ltJ^ id^ - Z^^X44AI^ /IZ^-flAK^/'^^/r^ /CiXA-tM^j -ft Mii4fllMt\u0026lt;^ aJI ^fiiti/u h^OM^wTn^ nwM)it(MWM/5w ^\u0026lt;\u0026lt;, L - m^uMbii/fCpt^- Wi^fP\u0026amp;ct^ ---jr 1 r^^^- pt sm nJlw f We4. 0M/4{^i4i^. \\ , fyt^ dI /^jyUZ-^ -- wv, di/itni'dr\"fcUitu l/^i{''\\dd- li/tvJ 'fiWK ffl ClfMillJ^ d' ft4)(tt 4M!i^ Q)i-^ dWwd!\" Igx^ i'^ lolzz -Hid wulW A5f\n|pwi W4 piwAupdkz'pMl/J , Ctt^tv j!) lA^ri/^Z/W^ ' wwDW/rtn'viriM O' m hi cjMdhr^ ' (^\u0026lt;1^ I [4 'h' c/1^ ^.^l IflMt l/t^izir^ki bl'J M dliOWWlfWlt^V 4^1/1 kMl^iMl di)awMMth/|i*vY(pf^ 1^ QamI CcMii^i^ \u0026lt;W ^T'W \" (nvMv jk fin C(mvk4 M ^|lu\u0026gt;*i(Vv inhmv^^ /,ia. 6 \u0026lt;1fi^X/yi\u0026gt; U^nxl/s cbh^ { -kBpnf 0) put FILED 7. IN THE UNITED STATES DISTRICT COURT \u0026gt; EASTERN DISTRICT OF ARKANSAS e.. Ji- district court eastern district ARKANSAS  5 1995 JOHN HICKMAN V. EASTERN DIVISION PLAINTIFF LITTLE ROCK SCHOOL DISTRICT, DR. CLOYDE MAC BERND, Superintendent, Little Rock School District\nJANET BERNARD, Associate Superintendent for School Operations and Climate, Little Rock School District\nThe Members of the Board of Directors of the Little Rock School District: JOHN MOORE, KATHERINE ) ) ) ) ) ) ) ) ) ) ) ) ) ) MITCHELL, O.G. JACOVELLI, DORSEY JACKSON, WILLIE HAMILTON, PATRICIA GEE, and JOHN ) RIGGS, Individually and in Their Official Capacities as Members of the Board of Directors Little Rock School District\n\"JOHNDOE(S), II and \"JOHN ) ) ) ) ROE(S)\", unknown employee(s) or agent(s)) of the Little Rock School District. CARL R. ME^S, CLERK By: r OEP. CLERK LSC-93-088 7 ) ) DEFENDANTS) COMPLAINT AND APPLICATION FOR PRELIMINARY INJUNCTION 1. This is a Complaint at Law seeking damages together with declaratory and injunctive relief to redress deprivation of civil rights protected by federal law and the United States Constitution. Damages, together with declaratory and injunctive relief. are sought against all Little Rock School District Defendants, agents or employees, severally and individually. JURISDICTION 2. Jurisdiction of this Court is invoked pursuant to Title 28 United States Code Sections 1331 and 1343(1)(2)(3) and (4), in conjunction with the Fourteenth Amendment to the United StatesConstitution and the Federal Civil Rights Acts of 1861, 1866, 1870, 1871, 42 U.S.C. Sections 1981, 1983, 1985, 1986 and 1988. Jurisdiction is also invoked in conjunction with the Declaratory Judgment Act, 28 U.S.C. Section 2201 and 2202. Plaintiff further invokes the jurisdiction of the Court to consider claims arising under the Laws of the State of Arkansas. PARTIES 3. The Plaintiff, John Hickman, is a African American citizen of the United States and a resident of the City of Little Rock, Arkansas. He is employed by the Little Rock School District as the principal of Little Rock Central High School. In that capacity he is a teacher under the laws of the State of Arkansas and is entitled to certain U.S. Constitutional due process rights that evolve from the states recognition of his status as a teacher. 4. Defendant Dr. Cloyde Mac Bernd is the Superintendent of the Little Rock School District. He is charged with the duty to make recommendations of termination to the Defendant Little Rock School District's Board of Directors pursuant to the laws of Arkansas, particularly the law setting out the due process rights afforded to teachers under the Arkansas Teacher Fair Dismissal Act, as amended. Ark. Code Ann.  6-17-1501 et sea. (1987 and Cumm. Supp. 1991) (hereafter, \"ATFDA\") and Little Rock School District Policies, Regulations and Procedures for Termination and providing hearings (LRSD EPS Code GDP) . Dr. Cloyde Mac Bernd is sued individually and in his official capacity as the superintendent of the Little Rock School District. 25. Defendant Janet Bernard is the Associate Superintendent for School Operations and Climate. She is sued in her individual and official capacity. 6. Defendants John Moore, Katherine Mitchell, O. G. Jacovelli, Dorsey Jackson, Willie Hamilton, Patricia Gee, and John Riggs are the members of the board of directors of the Little Rock School District. They are charged by state law to provide the due process hearings granted by the ATFDA - with all of the requisite criteria of fairness required by the Fourteenth Amendment to the U.S. Constitution on the Superintendent's recommendations regarding teacher dismissals. Each director is sued individually and in their official capacities as members of the board of directors of the Little Rock School District. 7. Defendant(s) \"John Doe(s),\" is (are) any and all unknown employee(s) or agent(s) of the Little Rock School District who had access to any documents or information regarding Dr. Cloyde Mac Bernd's recommendation to the board of Little Rock School District's directors to terminate Plaintiff John Hickman and who disseminated that information to the press. (S)He is (are) sued individually for injunctive and declaratory relief and damages. 8. Defendant(s) \"John Roe(s),\" is (are) any and all unknown employee(s) or agent(s) of the Little Rock School District who may gain access to any documents or information regarding Dr. Cloyde Mac Bernd's recommendation to the board of Little Rock School District's directors to terminate Plaintiff John Hickman. (S)He is (are) sued individually for injunctive relief only. 3FACT ALLEGATIONS 9. On information and belief, Defendants Bernd and Bernard began building a case for the termination of plaintiff as principal of Central High School shortly after their employment. 10. In October and November of 1992, on information and belief. Defendants Bernard and Bernd began making adverse comments regarding plaintiff to school patrons based upon hearsay information which they had received from sources adverse to plaintiff. 11. On information and belief. Defendant O.G. Jacovelli has been an active opponent of the administration of plaintiff at Central High School for some time. Plaintiff believes that she is a motivating factor in the district's decision to suspend plaintiff with a recommendation of termination. Her reasons for taking this course of action are unknown to plaintiff, but based upon her other actions in this district. plaintiff believes that they may be racially motivated. 12. On or about December 29, 1992, Janet Bernard harassed and intimidated Plaintiff Hickman by threatening him with turning over the information obtained in the \"investigation\" to the prosecuting attorney for a criminal prosecution if he did not resign. She also stated that she or other district officials had already spoken to Prosecuting Attorney Mark Stodola about the results of her \"investigation\" of plaintiff and that Stodola agreed not to prosecute or pursue the matter further if Hickman would simply resign. Defendant Bernard never shared the purported investigation 4facts with Plaintiff other than to report some general conclusions which she had personally reached. This quid pro quo threat was made without giving plaintiff the opportunity to know what the specific charges were or by whom they were made. It was made in an attempt to indirectly prevent him from excercising his right to due process and thus violated 42 U.S.C.  1983 and 1985. 13. On information and belief. Bernard's threat and intimidation were made with the knowledge, support and the urging of defendant Bernd with the purpose of indirectly depriving Plaintiff of the equal protection of the law to have a due process hearing on these allegations in violation of 42 U.S.C. 1985, the AFTDA and the school district's own written rules. 14. When Plaintiff refused to resign, defendants Bernard and Bernd, upon apparent authority of the school directors, proceeded to turn over their \"investigation\" information to the prosecuting attorney and/or the Little Rock Police Department as threatened. This criminal investigation was initiated in bad faith by the school district defendants for purposes of retaliating against plaintiff for his appparent intention to assert his constitutional right to a due process hearing on his suspension and termination recommendation in violation of 42 U.S.C.  1985. 15. On information and belief, Heller knew or should have known that when Mr. Hickman rejected the intimidation that to turn over the information to the police was in furtherance of the violation of 42 U.S.C.  1985. He neglected to prevent this continued action, or participated in it, in violation of either 42 5U.S.C.  1985 or 1986. 16. On January 7, 1992 Defendant Bernd wrote a letter addressed to plaintiff advising Mr. Hickman that he was being immediately suspended and that \"he ha[d] reason to believe cause exists for [Hickman's] termination.\" State law apparently will allow the board to terminate plaintiff at any hearing on the charges which were the basis of the immediate suspension. The letter then states the reasons for the suspension. This suspension and notice is essentially a recommendation for termination although it is stated to be only a suspension. Defendant Bernd's letter was publicized in the Arkansas Democrat-Gazette and by the local radio and TV media on or about January 9, 1993. Plaintiff did not actually receive the registered mail notice from Bernd until January 23, 1993. The contents of the notice were privileged. On information and belief, Dr. Bernd either provided the information to the news media or he failed to take precautions to prevent the information from becoming a public issue. Plaintiff therefore alleges that in causing or allowing the circulation of the \"notice\", Defendant Bernd and/or his agents or employees took action. or failed to take action, which had adverse reputation damage to plaintiff. Bernd and Bernard proceeded to communicate these same facts to the staff and students of Central High School in various ways. One way was the summary ejection of Hickman from Central High School\nanother was the removal of Hickman's name from the school as principal. The intent was to convey the belief that Hickman had engaged in criminal or other nefarious conduct heinous 6in nature. 17. When it became clear that the defendants did not have adequate information or a sufficient basis for their recommendation herein, and that their proof was weak, defendants Bernd and Bernard carried out Bernard's threat and enlisted or sought to enlist the assistance of Prosecuting Attorney, Mark Stodola and the Little Rock Police Department for the purpose of investigating rumors and allegations which they had received from unidentified sources involving plaintiff. Again, the Defendants did not discuss or present these rumors or allegations to plaintiff before they made them public or before presenting them to Stodola and police authorities. By involving the police authorities, defendants knew or should have known that personnel information would become public information because police reports are not privileged. On information and belief, the police authorities have cooperated with the defendants in attempting to build a case against plaintiff to the effect that he violated Arkansas criminal laws in some respects. It is the expectation of the school defendants. on information and belief, that the prosecutor will at least charge plaintiff with criminal conduct and thereby allow the district to use said charge as a separate basis for termination. After almost two months, and after an extensive prosecutorial investigation and rampant publicity generated by Bernd and Bernard, no charges have been filed. 18. The Little Rock School District has a policy and long standing practice that personnel matters or privileged and may not 7be discussed or publicized except in executive sessions or closed meetings, without the consent of the employee affected. The district violated its own policy in this respect breaching its contract with plaintiff, violating the ATFDA, and denying plaintiff the procedural due process afforded to other employees in violation the Fourteenth Amendment to the U.S, Constitution. 19. Defendant Bernd gave notice to the Board of Directors of the^school district, defendants herein, of the recommendation for termination and notice of suspension at about the same time that he mailed same by certified mail to plaintiff. This date was January 7, 1993. On information and belief. Defendant Bernd also included in the school board information packet that Bernd delivered to the school board members, scurrilous leaflet which adversely reflected upon plaintiff's reputation. That leaflet was a intentionally included for prejudicial reasons and to allow the inference that there were additional charges of a similar nature to those being lodged by him against plaintiff that the board members should take into account on their own motion. 20. The actions set forth in Paragraph 23, supra. were premature and in violation of school district policy which states\nHearings will be conducted in accordance with the standards set in the \"Public School Employee Fair Hearing Act.\" Additionally, any employee entitled to hearing before the Board of Directors may schedule a hearing before the Superintendent or his/her designee to review the charges and evidence prior to the time the Superintendent makes his/her recommendation to the Board of Directors. This hearing should be requested within ten (10) days of receipt of the written a 821. notice and does not affect the time limit required for requesting a hearing before the Board of Directors, emphasis]. [Underlining added for Plaintiff sought to obtain such a hearing as provided by the policy set forth in Paragraph 6, supra. even though literal compliance therewith was impossible. He did so through a letter dated Februairy 1 which was transmitted by fax and by a telephone call from plaintiff's counsel to Chris Heller on February 1, 1993. To date, the district has refused to afford plaintiff an opportunity for review of the evidence in support of the recommendation of Defendant Janet Bernard by Defendant Bernd or his designee. All school district employees who have been recommended for termination or suspended have been provided an opportunity to confront the evidence proffered against them prior to notice being given to the press, i.e., the public. or to the school board members themselves. 22. Defendants have directly or indirectly refused to allow plaintiff to communicate with witnesses on whose information they have relied and have thus frustrated plaintiff's ability to prepare a defense. Moreover, defendants have failed or refused to provide names of witneses who have made statements, either accusatory or exculpatory. By seeking to shield witnesses and information from plaintiff, defendants deny plaintiff due process under federal law and by their own procedures. 23. On information and belief. the school directors have received information of a select, prejudicial nature from patrons of the school district regarding plaintiff. Plaintiff has no way 9of knowing exactly what information these directors may have but believes that it is prejudicial to him if it is similar to the leaflet referred to in Paragraph 22, supra. Plaintiff contends that he is entitled to a hearing before an unbiased forum. The select information distributed by Bernd and Bernard taints the decision-makers in a way which makes it impossible for them to provide plaintiff a fair hearing. 24. Plaintiff's reputation and employment have been injured by defendants' actions and their conspiratorial intent to deny plaintiff the normal and usual processes of the district with respect to due process and protection of plaintiff's rights to privacy. 25. The school directors have shown an inclination to listen to adverse information from private sources, which they refuse to disclose, but have refused to allow citizens in general an audience to voice their concerns about Central High School in general. Those patrons petitioned the board for a public meeting in regard to the Central High School situations. Their petition met the requirements of state law. The district refused to honor the petition. This all happened during the weeks of January 21 February 1, 1993. 26. The Defendants Bernd and Bernard knowingly obtained and relied upon a false statement under oath from an employee witness, Mary Doe. Mary Doe has previously filed employee grievances against plaintiff in his official capacity for refusing to grant certain privileges to her. Defendants Bernd and Bernard, 10on information and belief, have advised Mary Doe not to discuss her statement or claims with plaintiff or his representatives. 27. Defendants Bernd, Bernard, and Heller, knowingly relied upon a student's false statement taken under oath. outside of plaintiff's presence, as a basis for suspending plaintiff. The district then rewarded or promised to reward the student and/or her male parent for the information provided. The defendants now refuse to allow plaintiff equal privilege to examine this witness under oath. 28. The foregoing conduct of the defendants violates plaintiff's clearly established right to due process and equal protection of laws. Plaintiff has no alternative relief by which to redress the wrongs perpetrated against him other than this action for injunctive relief and for damages. Any other relief would be so uncertain, time consuming, untimely and costly so as to effectively deny relief. This action is therefore his only adequate remedy. PRAYER WHEREFORE, Plaintiff prays for the following relief: 1. That the Court declare that the Little Rock School District has breached the terms of its personnel policies, and thereby its contract with Plaintiff, and strict compliance with ATFDA by failing to provide plaintiff with a hearing with the superintendent or his/her designee, as scheduled by plaintiff through counsel for February 2, 1993, to review the charges and evidence prior to the time the Superintendent presents his 11recommendation to the Board. And, that the Court declare that the Little Rock School District has violated the terms of the ATFDA by prematurely providing the School Board Members with the Letter Notice of Recommendation to Terminate plaintiff. And further, that in light of this failure to strictly comply with the ATFDA, any suspension or termination by the board as to these charges is void under the applicable Arkansas law Ark. Code Ann.  6-17-1501 et seq. and particularly Ark. Code Ann.  6-17-1503. 2. That the Court declare that the school district has violated its own rule GDP by not affording plaintiff notice and an opportunity to review the evidence against him prior to notice being given by the administration to the school board and to the public. 3. That the Court declare that the school district has a policy of providing internal appellate review of administrative employment decisions before ultimate recommendations of suspension or termination are made to the school board and that that policy was not followed in this case, to the detriment of plaintiff. 4. That the Court declare that the Defendants who are the current board of directors of the Little Rock School District have been irreparably tainted and are no longer capable of providing the unbiased and fair hearing panel required by the due process clause of the U.S. Constitution for deciding the suspension/termination issues as called for under the ATFDA regarding plaintiff. 5. That the Court declare that Defendant Dr. Bernd's actions in providing information to the Little Rock Police Department and 12the Arkansas Sixth Judicial District Prosecutor was in bad faith and for the unlawful purpose of harrassment in an attempt to facilitate plaintiffs' resignation and or termination as principal of Little Rock Central High School and to deprive him of his right to due process in violation of the Fourteenth Amendment due process and egual protection clauses and 42 U.S.C. 1985\nand that said actions resulted in damages to Plaintiff's reputation, professional career. and caused him mental anguish, and ridicule and public humiliation. Further, that the Court order defendants Dr. Bernd and Ms. Janet Bernard to pay damages in the amount of $1,000,000 each for these acts. 6. That the Court declare that Defendants Dr. Mac Bernd and Ms. Bernard's actions in providing unsubtantiated rumors and allegations to the Little Rock School District Board of Directors, based upon statements they knew or should have known to be unrelieable, was in violation of the ATFDA, was in bad faith and for the unlawful purpose of harrassment in an attempt to facilitate plaintiffs' resignation and or termination as principal of Little Rock Central High School, in violation of the Fourteenth Amendment due process and equal protection clauses, and resulted in damages to Plaintiff's reputation. professional career. and caused him mental anguish, subjected him to ridicule and public humiliation. Further, that these actions resulted in the denial of Mr. Hickman's opportunity to obtain a fair and unbiased hearing as required by the due process clause of the fourteenth amendment to the U.S. Constitution\nand, that the Court order Dr. Bernd and Ms. Bernard 13individually and in their official capacity to pay plaintiff compensatory and punitive damages in the amount of $1,000,000 for these acts. 7. That the Court declare that Defendant Janet Bernard's actions in attempting to coerce plaintiff to resign was in bad faith and for the unlawful purpose of harrassment in an attempt to facilitate plaintiffs' resignation and or termination as principal of Little Rock Central High School in violation of the Fourteenth Amendment due process and equal protection clauses, and resulted in damages to Plaintiff's reputation, professional career, and caused mental anguish, subjected him to ridicule and public humiliation. Further, that the Court order Janet Bernard to pay damages to plaintiff in the amount of $1,000,000. 8. That the Court enjoin the Little Rock School District from calling a hearing on the suspension charges against plaintiff because of their failure to strictly comply with the ATFDA. Or, in the alternative. enjoin the Little Rock School District from holding a hearing until such time as an unbiased and fair hearing panel can be provided. 9. That the Court declare that Little Rock School District employee(s) , agents, board members, \"John Does\" who disseminated information of the private presonnel documents, particularly the letter of notice of recommendation of termination reported in the Arkansas Democrat Gazette violated plaintiff's right to a due process fair hearing, his statutory right to a private hearing on the issues, resulted in damages to Plaintiff's reputation. 14r professional career, and caused mental anguish, subjected him to ridicule and public humiliation and further order the person(s) to each pay plaintiff damages in the amount of $1,000,000. Further, Plaintiff prays that the person(s) be enjoined form further dissemination of any information which may impinge upon a fair hearing for plaintiff on these issues. 10. That the Court enjoin any and all Little Rock School District employees, agents and Board members, and \"John Roes\" who have, or who may obtain information related to the recommendation to terminate plaintiff from further disseminating that information to the hearing panel or to the public until the time of the hearing. 11. That the Court enjoin all Little Rock School District employees, agents, board members, and anyone else who has, or who may obtain information from LRSD related to plaintiff's employment status from further dissemination of that information to the public in any manner, particularly from leaks to the press as occurred with Dr. Bernd's original letter of suspension/termination. 12. That the Court enjoin the Superintendent from gathering or using information obtained after the date that he sent Plaintiff his Notice of Recommendation of Termination because any such information has not, nor could it reasonably be considered to have. been provided to Mr. Hickman in the Notice of Recommendation of Termination as required by the ATFDA and has been refuse to be provided in response to plaintiffs request for scheduling a hearing before the superintendent or his designee. 1513. That the Court declare that plaintiff does not have to rebut inadequately disclosed or later gathered charges or evidence of which he was denied access through the informal hearing before the superintendent or his/her designee. Plaintiff, further prays for such additional or alternative relief as warranted by law and fact, and for his costs including reasonable counsel fees. Respectfully submitted. John W. Walker, Bar #64046 Wiley Jr. , J^OOS^ Mark Burnette, Bar# 88078 JOHN W. WALKER, P.A. 1723 S. Broadway Little Rock, Ar. 72206 (501) 374-3758 DATED: February 5, 1993 b:hickman.com 16 J c :^\u0026gt; 5 ISi I f'^. x '4\u0026gt; ^ti 'S' ^JF\u0026gt;\n/  I i, Ki w 5?IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JOHN HICKMAN Pii^INTIFF V, LR-C-93-088 L\n LITTLE ROCK SCHOOL DISTRICT, DR. CLOYDE MAC BERND, Superintendent, Little Rock School District\nJANET BERNARD, Associate Superintendent for School Operations and Climate, Little Rock School District\nThe members of the Board of Directors of the Little Rock School District: JOHN MOORE, KATHERINE MITCHELL, O.G. JACOVELLI, DORSEY JACKSON, WILLIE HAMILTON, PATRICIA GEE, and JOHN RIGGS, Individually and in Their Official capacities as Members of the Board of Directors Little Rock School District\n\"JOHN DOE(S),\" AND \"JOHN ROE(S)\", unknown employee(s) or agent(s) of the Little Rock School District ANSWER AND COUNTERCLAIM For their Answer and Counterclaim, ??9j rs DEFENDANTS defendants Little Rock School District, Dr. Cloyde Mac Bernd, Janet Bernard, John Moore, Katherine Mitchell, O.G. Jacovelli, Dorsey Jackson, Willie Hamilton, Patricia Gee, and John Riggs state: 1. Paragraph of the Complaint provides general description of this litigation which requires no answer. 1 a Defendants nevertheless deny any implication of wrongdoing. 2. Paragraph 2 of the Complaint is jurisdictional a statement which requires no answer. Defendants nevertheless deny any implication that they have violated the United States Constitution or the statutes listed in paragraph 2. 3. Defendants admit that plaintiff is an African/American citizen of the United States and a resident of the City of LittleRock, Arkansas\nstate that he is presently suspended from his job as principal of Little Rock Central High School\nadmit that plaintiff is a teacher as that term is defined in the Arkansas Teacher Fair Dismissal Act, admit that plaintiff's status as a teacher entitles him to certain rights\nand deny the remaining allegations contained in paragraph 3 of the Complaint. 4. Defendants admit that Bernd is the superintendent of Little Rock School District\nthat it is Bernd's responsibility under the Arkansas Teacher Fair Dismissal Act to recommend termination of teachers when necessary\nand that such recommendations are made to the Little Rock School District Board of Directors. Defendants deny that the policy referred to in paragraph 4 of the Complaint (\"EPS Code GDP\") has any applicability to this case. 5. Paragraph 5 of the Complaint is admitted. 6. Paragraph 6 of the Complaint is admitted. 7. Defendant \"John Doe(s) II have not been identified or served with the Complaint by the plaintiff. The answering defendants are, therefore, without sufficient information to admit or deny the allegations contained in paragraph 7 of the Complaint, and must deny those allegations. 8. Defendant \"John Roe(s) II have not been identified or served with the Complaint by the plaintiff. The answering defendants are, therefore, without sufficient information to admit or deny the allegations contained paragraph 8 of the Complaint, and must deny those allegations. kathy vHickznan. Ans9. Defendants deny that Bernd and Bernard began building a case for termination of plaintiff as principal of Central High School shortly after their employment. In fact, plaintiff was placed on probation during the 1991-92 school year and a determination was made to continue that probation for the 1992-93 school year before defendants Bernd and Bernard were employed by the Little Rock School District. Among the concerns cited by Bernd's and Bernard's predecessors as basis for continuing a plaintiff's probation for the 1992-93 school year was failure to comply with LRSD policy and procedure for II use of petty cash\" and \"management of activity fund monies.\" 10. Paragraph 10 of the Complaint is denied. 11. Paragraph 11 of the Complaint is denied. 12. Defendants admit that on or about December 29, 1992 Janet Bernard met with plaintiff Hickman to discuss with him certain concerns about his conduct and job performance. but deny that Bernard threatened or intimidated Hickman and state that it was Hickman, not Bernard, who raised the subject of Hickman's possible resignation. Defendants further deny that Bernard made any attempt to prevent plaintiff from exercising his constitutional or statutory rights and deny the remaining allegations contained in paragraph 12 of the Complaint. 13. Defendants deny that Bernard threatened or intimidated the plaintiff, deny that Bernd supported or encouraged Bernard to threaten or intimidate the plaintiff and deny that Bernd or Bernard took any action for the purpose of depriving plaintiff of any kalhyUUcknun.Ana 3protection or opportunity afforded him by the United States Constitution, federal or state law, or Little Rock School District policy. 14. Defendants deny that plaintiff refused to resign and state that plaintiff did not tell Bernard whether or not he would resign. Defendants admit that Bernd and Bernard provided the Little Rock Police Department with information which indicated that Hickman might have engaged in criminal activities. The criminal investigation was initiated because of the Little Rock School District's responsibility to report criminal conduct and not for the purpose of retaliating against plaintiff. Defendants did not act in bad faith. Plaintiff does not allege that the information provided to the Little Rock Police Department by defendants Bernard and Bernd does not provide a reasonable basis for believing that plaintiff engaged in criminal conduct. 15. Paragraph 15 of the Complaint is denied. 16. With respect to the allegations contained in paragraph 16 of the Complaint, defendants admit that Bernd wrote a letter to plaintiff on January 7, 1993 (not 1992) which began with the following sentence: \"I have reason to believe that cause exists for your termination and that your immediate suspension IS necessary\". Plaintiff has been informed, both directly and through his counsel. that Bernd has suspended him, but has not recommended termination. Defendants admit that Bernd's January 7, 1993 letter states the kaihyVHickman. Ana 4reasons for the suspension but deny that the letter is \"essentially a recommendation for termination\". Defendants admit that the content of Bernd's letter was publicized on or about January 9, 1993. Defendants state that Bernd's January 7, 1993 letter was sent immediately by certified mail but admit that plaintiff did not pick up his certified letter until January 23, 1993. Defendants deny that the contents of the notice were \"privileged\" but state that the contents of the notice were intended to be confidential. Defendants deny that Bernd \"provided the information to the news media\" and state that he took the precaution of telling each board member and the few Little Rock School District employees who saw the letter that the contents of the letter must remain confidential. On January 9, 1993, Bernd again emphasized to the LRSD board that members should not comment to the press about Hickman's suspension because \"fair treatment for all parties concerned is extremely critical in this matter.\" Defendants deny that they caused or allowed circulation of the letter or that they took any action or failed to take any action which had an adverse impact on plaintiff's reputation. Defendants deny that neither Bernd or Bernard communicated any of the facts contained in the January 7, 1993 letter to the staff or the students of Central High School. Defendants admit that Hickman was suspended as principal of Central High School, but deny that defendants intended \"to convey the belief that Hickman had engaged in criminal or other nefarious conduct heinous in nature\" and deny the remaining allegations contained in paragraph 16 of the Complaint. kalhyVHickjmn. Am 517. with respect to the allegations contained in paragraph 17 of the Complaint, defendants deny that they enlisted the assistance of the Prosecuting Attorney and the Little Rock Police Department for the purpose of \"investigating rumors\" because \"their proof was weak\" and they \"did not have adequate information or a sufficient basis for their recommendation\" of suspension. In fact, Bernd's suspension of the plaintiff was based partly upon the sworn statement of a female Central High School student that plaintiff had called her into his office, grabbed her behind, hugged her and kissed her on the mouth. On one occasion, in the student's words. \"he told me to stand up and I stood up, and he grabbed himself and he said. 'See what you do with me' and he was hard. II Bernd's suspension recommendation was also based upon evidence that plaintiff collected $2500.00 to $3000.00 in ticket sales for a lip sync contest which was held at Central High School on December 11, 1992, but deposited only $546.00 with the Central High School bookkeeper on Monday, December 14, 1992. Bernard discussed these issues with Hickman prior to his suspension. Defendants deny that they made this information public but admit that Bernd and Bernard presented the information to the Little Rock Police Department. Defendants deny that they involved the police for the purpose of making public information which would otherwise be confidential. and state their belief that information gathered during a police investigation IS not subject to public disclosure until the investigation is concluded. Defendants deny that either they or \"the police authorities II are attempting to build a case against laihyVHickman.Am 6plaintiff but admit that they have cooperated with police authorities. Most of the \"school defendants\" were unaware of the existence of a criminal investigation and consequently had no II expectation\" that the prosecutor would charge plaintiff with criminal conduct. Defendants Bernd and Bernard were aware of the investigation and admit an expectation that if plaintiff has committed crime he will be charged with criminal conduct. Defendants deny that two months time has passed since Hickman's suspension and deny that Bernd and Bernard generated any publicity concerning this matter, but admit that no charges have been filed against plaintiff. Defendants deny the remaining the allegations contained in paragraph 17 of the Complaint. 18. With respect to the allegations contained in paragraph 18 of the Complaint, defendants admit that the Little Rock School District works to keep personnel matters private to the extent authorized by law but denies that the district has violated any district policy in this case and denies that the district has breached its contract with plaintiff, violated the Arkansas Teacher Fair Dismissal Act or denied plaintiff due process. 19. With respect to the allegations contained in paragraph 19 of the Complaint, defendants admit that Bernd provided Little Rock School District board members a copy of the suspension notice which was sent by certified mail to plaintiff, deny that the notice contains a recommendation for termination, and deny that Bernd included with the letter a ft scurrilous leaflet which adversely a reflected upon plaintiff's reputation.\" Defendants admit, however, lulhy VHickman. Ans 7that Bernd has on occasion shared with the board members copies of flyers disseminated in the community, one of which referred to Hickman. 20. Paragraph 20 of the Complaint is denied. Defendants expressly deny that the alleged \"school district policy\" quoted in paragraph 2 0 of the Complaint has any application to this case. Plaintiff has quoted an LRSD policy which he knows or should know applies only to \"classified staff\". The policy itself contains the following definition of \"classified employee\": \"Any person employed by the District under a written annual contract who is not required to have a teaching certificate issued by the Arkansas Department of Education as a condition of employment\". As a high school principal, plaintiff is required to have a teaching certificate issued by the Arkansas Department of Education as a condition of employment. He is not a It classified\" employee and is not covered by the policy he claims the defendants failed to follow. 21. With respect to the allegations contained in paragraph 21 of the Complaint, defendants admit that plaintiff's counsel transmitted by fax at approximately 5:15 p.m. on February 1 a request that a hearing be conducted before the superintendent on February 2, 1993 and admit that plaintiff has not had a hearing before Bernd, but state that no such hearing is required by LRSD policy or practice and that the evidence relied upon by Bernd was delivered directly to the plaintiff prior to the time he engaged kathyVHickman.Anfl 8counsel. Defendants deny the implication that they gave the notice of plaintiff's suspension to the press and deny the remaining allegations contained in paragraph 21 of the Complaint. 22. Defendants deny that they have directly or indirectly refused to allow plaintiff to communicate with witnesses and that they have failed to provide the names of witnesses. In fact, defendants have provided the plaintiff with copies of the sworn statements of two potential witnesses and with a copy of a report of their investigation of the lip sync contest which names other potential witnesses. Defendants have not denied plaintiff due process but have, in fact, provided plaintiff copies of all of the statements and documents relied upon as a basis for plaintiff's suspension. 23. Defendants admit that plaintiff \"is entitled to a hearing before an unbiased forum\" but deny the remaining allegations contained in paragraph 23 of the Complaint. 24. Paragraph 24 of the Complaint is denied. 25. Defendants deny that the school directors have refused to allow citizens \"to voice their concerns about Central High School in general\". The petition referred to in paragraph 2 5 of the Complaint requested a hearing It for the purpose of discussing matters related to Little Rock Central High School and Principal John Hickman. II The Little Rock School District Board of Directors declined to conduct a meeting for the purpose of discussing John Hickman in order to preserve his opportunity for a fair hearing. The Board of Directors has since received a petition which requests kaihy\\Hiclanan.Ao 9a meeting about Central High School and has scheduled a meeting in response to the petition. The remaining allegations contained in paragraph 25 of the Complaint are denied. 26. Paragraph 26 of the Complaint is denied. 27. Paragraph 27 of the Complaint is denied. 28. Paragraph 28 of the Complaint is denied. 29. The allegations contained in paragraph 1 of the prayer of the Complaint are denied and defendants deny that plaintiff is entitled to any of the relief requested in that paragraph. 30. Defendants deny that they have violated \"Rule GDP\", state that Rule GDP has no application to this case (see paragraph 20, supra) and deny that plaintiff is entitled to the relief requested in paragraph 2 of the prayer of the Complaint. 31. Defendants deny that they have violated any Little Rock School District policy and deny that plaintiff is entitled to the declaration requested in paragraph 3 of the prayer of the Complaint. 32. Defendants deny that the Members of the Board of Directors of the Little Rock School District \"have been irreparably tainted and are no longer capable of providing the unbiased and fair hearing panel required\" in this case. Plaintiff's request that the court declare the Board to be incapable of providing an appropriate hearing should be denied. 33 . Paragraph 5 of the prayer of the Complaint is premised upon Bernd's actions in providing information to the Little Rock Police Department and the Arkansas Sixth Judicial District kaQ^\\HickinaQ.Ans 10Prosecutor. Plaintiff contends that Bernd did this \"in bad faith and for the unlawful purpose of harassment\". In truth, Bernd merely reported information which he believed showed that crimes had been committed by the plaintiff. Bernd believes he had a duty to provide the information and defendants are unaware of any authority for the proposition that Bernd had a duty not to provide the information. Plaintiff does not contend that the information provided by Bernd is not true or that it does not constitute evidence that crime has been committed by the plaintiff. a Defendants deny the remaining assertions contained in paragraph 5 of the Complaint and deny that plaintiff is entitled to any of the relief requested in that paragraph. 34. Defendants deny that either Bernd or Bernard relayed unsubstantiated rumors and allegations to the LRSD Board of Directors, violated the Arkansas Teacher Fair Dismissal Act, acted in bad faith or acted for the purpose of harassment of the plaintiff in an effort to facilitate his resignation or termination. Defendants deny that they have violated plaintiff's constitutional rights. deny that plaintiff no longer has an opportunity to obtain a fair and unbiased hearing, and deny that plaintiff is entitled to any of the relief requested in paragraph 6 of the prayer of the Complaint. 35. Defendants deny that Bernard attempted to coerce the plaintiff to resign, acted in bad faith, acted for the purpose of harassing the plaintiff to facilitate his resignation or katfay VHickman. Aw 11termination, and deny that plaintiff is entitled to any of the relief requested in paragraph 7 of the prayer of the Complaint. 36. Defendants deny that they have violated the Arkansas Teacher Fair Dismissal Act and state that there is no basis to enjoin the Little Rock School District from conducting a hearing on the suspension charges against the plaintiff. 37. Defendants move for more definite statement with a respect to paragraphs 7 and 8 of the body of the Complaint and paragraphs 9 and 10 of the prayer of the Complaint. Those paragraphs refer to \"John Doe(s)\" and \"John Roe(s)\". The defendants do not know who plaintiff contends did those things ascribed to \"John Doe(s) II or \"John Roe(s)\" in the Complaint. Plaintiff should be required to identify the \"John Doe(s)\" and \"John Roe(s) 11 before the other defendants can reasonably be required to frame a complete response to the allegations in paragraphs 7 and 8 of the Complaint and paragraphs 9 and 10 of the prayer of the Complaint. 38. Plaintiff asserts in paragraph 9 of the prayer of the Complaint that he has a \"statutory right to a private hearing on the issues\". This assertion is in conflict with the Arkansas Teacher Fair Dismissal Act, which allows a private hearing unless either the teacher involved or the board desires that the hearing be public. Defendants deny that plaintiff is entitled to any of the relief requested in paragraph 9 of the prayer of the Complaint. 39. Defendants deny that plaintiff is entitled to any of the relief requested in paragraph 10 of the prayer of the Complaint, kad^KHlcknutn-Am 12and deny that the court may properly issue an injunction against people who have not been identified by the plaintiff. 40. Defendants deny that plaintiff is entitled to the relief requested in paragraph 11 of the prayer of the Complaint. 41. Paragraphs 12 and 13 of the prayer of the Complaint ignore the fact that plaintiff has been suspended and notified of continuing investigation by LRSD. Sufficient grounds for plaintiff's suspension existed at the time of his suspension. There has been no recommendation for termination. If plaintiff is recommended for termination, he will receive proper notice of the recommendation, including a clear and concise statement of the reasons for the recommendation. Defendants therefore deny that a plaintiff is entitled to the relief requested in paragraphs 12 and 13 of the prayer of the Complaint. 42. Defendants deny each and every allegation of the Complaint which is not specifically admitted in this Answer and Counterclaim. 43. Defendants affirmatively state that plaintiff has failed to exhaust administrative remedies which are available to him. 44. Defendants affirmatively state that plaintiff has failed to state a claim upon which relief can be granted. 45. Defendants affirmatively state that they are public school officials who acted within the scope of their responsibilities and they claim all immunities available to them by law. kathyVHiclanan. An* 1346. Defendants reserve the right to amend this Answer and Counterclaim and to further plead. COUNTERCLAIM 47. A lip sync contest was held at Central High School at approximately 9:00 p.m. on Friday, December 11, 1992. Approximately 150 tickets were sold at the door for $2.00 each. After the tickets ran out, a $3.00 admission fee was charged. Custodians, campus security officers and Little Rock police officers working the event estimated a crowd of at least 1600 students. 48. Four LRSD patrons collected money at the door. The patrons counted the money received at the lip sync contest and turned the money over to Hickman. One patron personally counted between $2500.00 and $3000.00. The money was turned over to Hickman. On Monday, December 14, 1992, Hickman deposited only $546.00 with the Central High School bookkeeper. Upon information and belief, the remaining funds were converted by plaintiff to his own use. 49. Hickman arranged for a group of students to attend a special showing of the movie \"Malcom X\" at the University Quartet Cinema on December 11, 1992. One hundred ninety-nine tickets were sold to students on the Central High School campus. Seven hundred two dollars in cash was advanced by the school bookkeeper to pay for student admission to the theater, as requested by Hickman. Hickman personally picked up $702.00 from the bookkeeper on the kathyVHiclonan.And 14afternoon of December 11. He paid $555.50 to the theater manager for all student admission fees. No amount of money was returned to the bookkeeper. Upon information and belief, Hickman converted to his personal use the difference between the amount advanced by the bookkeeper and the amount paid to the theater, a total of $146.50. 50. Rule 13(e) of the Federal Rules of Civil Procedure permits a supplemental pleading, with permission of court, to raise additional counterclaims which later become known to a defendant. The Little Rock School District is in the process of investigating other financial transactions involving the plaintiff, and reserves the right to seek permission to supplement this Counterclaim in accordance with Rule 13(e). WHEREFORE, for the reasons set forth above, defendants pray for dismissal of plaintiff's Complaint with prejudice, for their attorney's fees and costs expended herein, for a judgment on their Counterclaim in an amount to be proved at trial, and for all other just and proper relief. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT, DR. CLOYDE MAC BERND, JANET BERNARD, JOHN MOORE, KATHERINE MITCHELL, O.G. JACOVELLI, DORSEY WILLIE HAMILTON, PATRICIA GEE, AND JOHN RIGGS JACKSON, lathyUiickimn.Aiv 15FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 B/? Christopher Hell Bar No, 81083 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Answer and Counterclaim has been served on John W. Walker, 1723 Broadway, Little Rock, Arkansas 72206 by HAND DELIVERY on this Sth day of February 1993. kathyVHickman.Aos 16 FEB-19-93 FBI 15:13 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 filed U S Di'STRJCT cn: EA3TErl\\ 1 9 1993 JOHN HICKMAN VS. CAR^ IN THE UNITED STATES DISTRICT CO^T EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION DEP. CLERK PLAINTIFF NO. LR-C-93-008 LITTLE ROCK SCHOOL DISTRICT, ET AL DEFENDANTS MEMORANDUM OPINION This matter is before the Court upon plaintiff's application for preliminary injunctive relief. The Court has determined that no evidentiary hearing is required in order to dispose of plaintiff's motion for injunctive relief. Viewing the pleadings in the light most favorable to plaintiff, the Court concludes 1 that there is no lawful basis for enjoining defendants from proceeding with the hearing concerning plaintiff's suspension before the Board of Directors for the Little Rock School District. The Complaint in this action was filed on February 5, 1993, by Mr. John Hickman the Principal of Little Rock Central High School, against the Superintendent, the Associate Superintendent and the Members of the Board of Directors of the Little Rock School District, together with certain \"John Does and John Roe(s).\" Jurisdiction is based upon 28 U.S.C. 1331 and 1343 in conjunction with the Fourteenth Amendment of the Constitution and 1 AO 72A (Rev. S/82)FEB-19-93 FRI 15:13 SUSAN W WRIGHT FAX NO, 5013246576 P. 02 FILED U.S. OiSTRlCr COURT EASTERN DJ-STRiOT FEB 1 3 1993 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKAl^sA^-^Jiiie^i WESTERN DIVISION By: DEP. CLEHK JOHN HICKMAN PLAINTIFF VS. NO. LR-C-93-008 LITTLE ROCK SCHOOL DISTRICT, ET AL DEFENDANTS ORDER Pursuant to the findings and conclusions stated in the Court's Memorandum Opinion of even date herewith, it is hereby ordered: 1. That the plaintiff's application and motion for preliminary injunction be, and the same is, hereby denied. 2. All discovery in this action is stayed pending further order of the Court. 3 . The parties will brief the issue whether this case should be dismissed without prejudice as to any defendant or defendants for prematurity, failure to exhaust state remedies. or on Y.Qunger-related principles. The defendants shall file their briefs on said issue on or before March 1, 1993. The plaintiff will respond on or before March 10, 1993 . SO ORDERED, this 1 A'^day of February, 1993 UNITED STATES DISTRICT JUDGE AO 72A (Rev, 8/82)FEB-19-93 FRI 15:14 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 42 U.S.C.  1981, 1983, 1985, 1986 and 1983. Declaratory relief is sought under U.S.c  2201 and 2202. Plaintiff also asserts pendant claims under Arkansas law. Apparently on January 7, 1993, Dr. Cloyde Mac Bernd, the Superintendent of the Little Rock School District wrote a letter to the plaintiff, John Hickman, the first sentence of which states: \"I have reason to believe that cause exists for your termination and that your immediate suspension necessary.\" is The plaintiff contends that the suspension and notice \"is essentially a recommendation for termination although it is stated to be only a suspension.\" Complaint, Paragraph 16. The defendants' Answer states that \"plaintiff has been informed both directly and through his counsel that Bernd has suspended him but has not recommended termination.\" Answer, 516. The parties agree that the content of the Bernd letter was publicized in the media on or about January 9, 1993. The plaintiff contends that the contents of the notice were privileged. The defendants deny that same was privileged but \"state that the contents of the notice were intended to be confidential.\" The plaintiff \"on information and belief\" alleges that Dr. Bernd \"either provided the information to the news media or he failed to take precautions to prevent the information from becoming a public issue. II The defendants deny that Bernd provided the information to the media and further allege that Dr. Bernd \"took the AO 72A (Rev. 8/82) 2. FE3-19-93 FRI 15:15 SUSAN W WRIGHT FAX NO. 5013246576 P.05 precaution of telling each Board Member and a few Little Rock School District employees who saw the letter that the contents of the letter must remain confidential.\" The plaintiff also alleges that the defendants Bernd and Bernard (the Associate Superintendent) \"enlisted or sought to enlist the assistance of Prosecuting Attorney, Mark Stodola, and the Little Rock Police Department for the purpose of investigating rumors and allegations which they had received from unidentified soxirces Involving plaintiff.\" The plaintiff goes on to allege that \"the police authorities have cooperated with the defendant in attempting to build a case against plaintiff to the effect that he violated Arkansas Criminal laws in some respect.\" The Complaint alleges that \"defendant Bernd gave notice to the Board of Directors of the School District, defendants herein, of the recommendation for termination and notice of suspension at about the same time that he mailed same by certified mail to the plaintiff. Complaint, 519. Plaintiff also alleges \"on information and belief\" that the defendant Bernd \"included in the School Board information packet that Bernd delivered to the School Board Members a scurrilous leaflet which adversely reflected upon plaintiff's reputation.\" It is further alleged that the included for prejudicial reasons.\" \"leaflet was intentionally The defendants deny that Bernd included such \"scurrilous leaflet\" but admit that Bernd has \"shared with the Board Members copies of flyers disseminated in 3 AO 72a (Rev. 8/82) FEB-19-93 FRI 15:i SUSAN W WRIGHT FAX NO, 5013246576 P. 06 the community, one of which referred to Hickman.\" Answer, 519. At approximately 5:15 p.m. on February 1, 1993, plaintiff's counsel transmitted a fax to defendants' attorney requesting that a hearing be conducted before the Superintendent on February 2, 1993. The plaintiff alleges that the District has refused to afford plaintiff an opportunity for review of the evidence in support of the recommendation. The defendants admit that the plaintiff \"has not had a hearing before Bernd, but state that no such hearing is required.\" and \"that the evidence relied upon by Bernd was directly delivered to the plaintiff prior to the time he engaged counsel.\" Answer, 521. Plaintiff alleges that the defendants have \"directly or indirectly refused to allow Plaintiff to communicate with witnesses on whose information they have relied and have thus frustrated Plaintiff's ability to prepare a defense.\" Complaint, ,[22. The defendants deny this and further allege that they \"have provided the plaintiff with copies of the sworn statements of the two potential witnesses and with a copy of the report of their investigation of the Lip Sync Contest, which names other potential witnesses.\" Answer, 522. The plaintiff alleges that the defendants \"knowingly relied upon a student's false statement taken under oath outside of plaintiff's presence as a basis for suspending plaintiff.\" (sic) Plaintiff goes on to allege that the district \"then rewarded or promised to reward the student and/or her male parent for the 4 AO 72A (Rev. 8/52)FEB-19-93 FRI 15:16 SUSAN W WRIGHT FAX NO, 5013246576 P. 07 information provided.\" Complaint, 5(27. These allegations are denied by the defendants. I Paragraph 28 of the plaintiff's Complaint states: The^ foregoing conduct of the defendants violates plaintiff's clearly established right to due process and equal protection of laws. Plaintiff has no Plaintiff has alternative relief by which to redress the wrongs perpetrated against him other than this action for injunctive relief and for damages. Any other relief would be so uncertain, time consuming, untimely and costly so as to effectively deny relief, is therefore his only adequate remedy. This action I ! The plaintiff asks the Court to decree that the Little Rock School District has breached its contract with the plaintiff and has not complied with Arkansas law \"by failing to provide plaintiff with a hearing with the Superintendent or his/her designee as scheduled by plaintiff through counsel for February 2, 1993, to review the charges and evidence prior to the time the superintendent presented his recommendation to the Board.\" He i I further asks the Court to declare that the Little Rock School District has violated Arkansas Law \"by prematurely providing the School Board Members with the letter notice of recommendation to termination plaintiff.\" Paragraph 4 of plaintiff's prayer states: AO 72A (Rev. 8/82) That the Court declare that the defendants who are the current board of directors of the Little Rock School District have been irreparably tainted and are no longer capable of providing the unbiased and fair hearing panel required by the due process clause of the the U.S. Constitution for deciding suspension/termination issues as called for under the ATFDA regarding plaintiff. 5 FEB-1.9-93 FRI 15:13 SUSAN M WRIGHT FAX NO, 5013246576 P.08 Paragraph 8 of the prayer in plaintiff's Complaint asks: That the Court enjoin the Little Rock School District from calling a hearing on the suspension charges against plaintiff because of their failure to strictly comply with the ATFDA. Or, in the alternative, enjoin the Little Rock School District from holding a hearing until such time as an unbiased and fair hearing panel can be provided. On February 10, 1993, plaintiff filed a \"Supplemental Application for Motion for Preliminary (sic)\" in which he seeks an injunction \"restraining defendants from conducting a hearing upon plaintiff's suspension from his employment with the defendant School District scheduled for March 4, 1993. In support of his motion Plaintiff alleges: That defendants are unable to comply with federal due process requirements for a fair hearing before an impartial tribunal which state law dictates be composed of the school board defendants as is set out more fully in the accompanying Brief in Support of Motion for Preliminary Injunction. 1. That plaintiff is likely to succeed on the merits of his claim at trial and in obtaining the restraint sought by this Motion. 3. That the harm to plaintiff is irreparable. 4. That the harm to the defendants is negligible. 5. That the public interest is best served by granting this Motion for Preliminary relief. Plaintiff prays that the court hold an immediate hearing on his motion and thereafter order\nThat the school board defendants be enjoined from holding the scheduled March 4, 1993 hearing on plaintiff's suspension from his position. 1. That the defendants be ordered to provide him with AO 72A (Rev. 8/82) 2 . 2 . 6. FEB-19-93 FRI 15:17 SUSAN W WRIGHT FAX NO. 5013246576 P. 09 a list of adverse witnesses who will testify at future hearing. any 3 . That the defendants be ordered to comply with the terms of the school district policies to require Supt. Bernd or a designee to meet with plaintiff to discuss and disclose all adverse information that defendant Bernd plans to present at any future hearing. In their \"Response to Motion for Preliminary Injunction\" the named defendants state that the plaintiff was suspended from his position at Central High School on January 7, 1993\nthat on February 5, 1993, the plaintiff formally requested a hearing before the Little Rock School District Board of Directors in accordance with the Arkansas Teachers Fair Dismissal Act\nthat the requested hearing has been scheduled for March 4, 1993, \"by mutual agreement\n\" that the Members of the Board are \"fully capable of making an impartial judgment about whether or not to sustain plaintiff's suspension\n\" that Plaintiff is not likely to succeed on the merits\nthat the plaintiff will not suffer irreparable harm if an injunction is denied\nthat the injunction would cause defendants harm\nand that the public interest will not be served if an injunction is granted. In response to the plaintiff's motion that this Court order the defendants to provide him a witness list and to require that Superintendent Bernd meet with him \"to discuss and disclose all adverse information that Defendant Bernd plans to present at any future hearing,\" the defendants assert that there is no basis for this Court to grant such an order. They assert that this Court 7 AO 72A (Rsv. 8/32) FEB-19-93 FRI 15:13 SUSAN W WRIGHT FAX NO. 5013246576 P, 10 \"should not presume that the defendants will not comply with all statutory requirements and provide all process which is due the plaintiff in connection with his appeal of his suspension.\" Attached to the defendants' response is a copy of the letter from Messrs. Walker, Branton and Burnette addressed to Mr. John Moore, President of the Little Rock School District and dated February 5, 1993. Part of that letter reads as follows: On January 23, 1993, Mr. Hickman received a written notice of suspension and proposed termination dated January 7, 1993, from Superintendent C.M. Bernd. Please be advised that pursuant to Title 617-1509 of the Arkansas Code of 1987 Annotated, as amended, Mr. Hickman requests a hearing before the Little Rock School Board termination. upon his suspension and proposed In his brief in support of his application for preliminary injunctive relief. Plaintiff notes that the defendants have now I filed an Answer to the plaintiff's complaint \"wherein all of them take the same position with regard to the facts in this case.\" He also notes that all of the defendants are presently represented by the same attorney. He argues that this demonstrates that the School Directors have accepted \"as fact\" representations which have not been presented to them in a formal hearing. Plaintiff also argues that the defendants' attorney \"stands as prosecutor and as representative of Dr. Bernd and Ms. Bernard at the same time that he stands as a representative of the School Directors,\" He argues that this confuses the roles of the administrators and the Board Members, 8 the former being AO 72A (Pe\u0026lt; 8/82)FEB-19-93 FRI 15:18 SUSAN W WRIGHT FAX NO, 5013246576 P. 11 \"accusatory\" and the latter being \"adjudicatory.\" It is alleged that because the defendants have denied plaintiff's allegations and plead facts contrary thereto, the Board Members have demonstrated \"their predisposition\" and judgment. Paragraph 5 of Plaintiff's brief states\nThe harm in going forward with a hearing is irreparable in that plaintiff's future ability to obtain a fair hearing will be prejudice has impossible. impossibility. already rendered The publicity and that near But plaintiff's case is one of the few instances where irreparable harm is not necessary for an injunction. His right to nullification of any board action is statutory if defendants fail to abide by their own policies under Ark. Code Ann.  6-17-1503. See South Central Bell Telephone v. Louisiana Public Service Comm. 744 F.2d 1107, 1120 (5th Cir. 1984) and 7, Pt.2 Moore's Fed. Pract. 565.04[1]. a The plaintiff goes on to allege that defendants will not be harmed if an injunction is granted and that the public interest \"is best served in having fair employment hearings.\" STANDARD FOR PRELIMINARY RELIEF The Court's analysis must begin with the standard set forth in Dataphase Systems, Inc, v, C L Systems, Inc.. 640 F.2d 109 (Sth Cir. 1981): [W]hether a preliminary injunction should issue involves consideration of (1) the threat of irreparable harm to the movant\n(2) the state of balance between the harm and the injury that granting the injunction will inflict on other parties litigant\n(3) the probability that movant will succeed on the merits\nand (4) the public interest. Id. 640 F.2d at 113. The Court went on to explain, in part, how the test should be applied\nAt base, the question is whether the balance of equities so 9 AO 72A (Rev. 3/82) FEB-19-93 FRI 15:19 SUSAN M WRIGHT FAX NO, 5013246576 P. 12 favors the movant that justice requires the court to intervene to preserve the status quo until the merits are determined. ... If the chance of irreparable injury to the movant should relief be denied is outweighed by the likely _ injury to other parties litigant should the injunction be granted, the moving party faces a heavy burden of demonstrating that he is likely to prevail on the merits. Conversely, where the movant has raised a substantial question and the equities are otherwise strongly in his favor, the showing of success on the merits can be less. Id. Plaintiff argues that, absent injunctive relief, he will be denied his right to have his case heard by an impartial decisionmaker. Plaintiff alleges that the Superintendent has already judged the merits of Plaintiff's dismissal and that the Board, by virtue of Dr. Bernd's one-sided presentation and other biased evidence, is predisposed to uphold Mr. Bernd's decision and is, therefore, not an impartial decisionmaker. In a similar case, involving a Nebraska state employee, the Eighth Circuit rejected such a contention. Nevels V. Hanlon. 656 F.2d 372, 376 (Sth Cir. 1981)\naccord, Welch v, Barham. 635 F.2d 1322, 1325 (Sth Cir. 1980) (cited by Defendants)\naccord. Norbeck v. Davenport Community.School District. 545 F.2d 63, 69 (Sth Cir. 1976) (cited in Nevels and cited by Defendants). In Nevels, the Eighth Circuit stated\n[The due process clause does not prevent the Board from deciding the issue of Plaintiff's employment.] The contention that the combination of investigative and adjudicative unconstitutional adjudication . functions risk of necessarily bias in creates an administrative . must overcome a presumption of honesty and integrity in those serving as adjudicators\nand it must convince that, under a realistic appraisal 10 AO 72A (Rev. 8/82). FEB-19-93 FRI 15:20 SUSAN W WRIGHT FAX NO. 5013246576 P. 13 I Id. . AO 72A (Rev. 8/82) of psychological tendencies and human weaknesses, conferring investigative and adjudicative powers on the same individuals poses such a risk of actual bias or prejudgment that the practice must be forbidden if the guarantee implemented. of due process is to be adequately I i 656 F.2d at 376. The Eighth Circuit stated that the Nebraska Civil Service Commissioner was not constitutionally incapable of rendering an objective judgment. The Eighth Circuit earlier concluded, in a virtually identical case, that a former school superintendent had not shown that the school board members had reached an irrevocable prejudgment that would have precluded the former superintendent from receiving due process in the hearing to determine whether he should be discharged. 1980). I i Welch V. Barham. 635 F.2d 1322 (Sth Cir. In Welch, the Eighth Circuit stated: At least in the absence of a claim of personal animosity, illegal prejudice. or a personal or I financial stake in the outcome, school board members are entitled to this presumption of honesty and integrity. Merely by its involvement in the events preceding Barham's discharge, the Board did not become so tainted as to lose this presumption. As the [Supreme] Court stated in Hortonville [Joint School Diet, No. 1 V. Hortonville Education Ass'nl\nMere familiarity with the facts of a case gained by an agency in the performance of its statutory role does disqualify a decisionmaker. not, Nor however. is a decisionmaker disqualified simply because he has taken a position, even in public, on a policy issue related to the dispute, in the absence of a showing that he is not capable of judging a particular controversy fairly on the basis of its own circumstances. [Hortonville, 426 U.S. 482, 493 (1976).] 11 I FEB-19-93 FRI 15:20 SUSAN W WRIGHT FAX NO. 5013246576 P, 14 * * * At the inost, the record as a whole demonstrates that the board members tentatively, but not irrevocably, had formed an opinion concerning Barham's termination based on their previous official involvement with Barham. enunciated Under the principles enunciated in Hortonville and Norbeck Fv. Davenport Community School District. 545 F.2d 63, 69 (Sth Cir. 1976)], the evidence is insufficient to permit a finding of actual bias or improper judgment in this case. Welch. 635 F.2d at 1326 (internal citations and quotations omitted). A. Irreparable Injury and Adequacy of Remedy at Law Plaintiff is wrong to assert that he need not show the threat of irreparable injury in this case in order to obtain a I preliminary Injunction. He cites one case, South Central Bell Telephone v, Louisiana Public Service Commission. 744 F.2d 1107, 1120 (5th Cir. 1984), in support of his argument. However, South Central Bell involved a challenge to a Louisiana Public Service Commission action that contravened a Federal Communications Commission (FCC) Order. The statute governing FCC Orders specifically provided that any injured party could move for and receive injunctive relief upon a showing that any party's action contravened the FCC Order (other than for payment of money). 47 U.S.C. 401(b) Plaintiff in South Central Bell met the statutory requirements showing that the Louisiana Public Service Commission violated the FCC Order. The statute did not require a showing of irreparable injury (any injury would suffice), and 12 AO 72A {Rev. 8/32) FEB-19-93 FRI 15:21 SUSAN W WRIGHT FAX NO. 5013246576 P, 15 plaintiff South Central Bell indisputedly made no showing of irreparable harm. The district court granted preliminary injunctive relief according to the statute. The Fifth Circuit upheld the preliminary injunctive relief on statutory grounds even absent any showing of irreparable injury. 744 F.2d at 1120. There is no such statute applicable to this case, however. Plaintiff cites Ark. Code Ann. 6-17-1503 which provides: This subchapter is not a teacher tenure law in that it does not confer lifetime appointment nor prevent discharge of teachers for any cause which is not arbitrary, nonrenewal, capricious. termination, or discriminatory. suspension. or A other disciplinary action by a school district shall be void unless the school district strictly complies with all provisions of this subchapter and the school district's applicable personnel policies. Ark. Code Ann. 6-17-1503 (1991 Supp.). But this statute says nothing about the predicate for injunctive relief. The federal test remains that set out in Dataphase, supra. The threat of irreparable harm is a key requirement. And, as always, in determining whether Plaintiff will suffer irreparable injury, it is necessary to determine whether he has an adequate remedy at law. Here, Plaintiff will either receive a fair hearing in accordance with the law before the Board or he will not receive a fair hearing. In the latter event, he will be able to challenge the result in court. S^, National Farmers Union Ins., Co. V. Crow Tribe. 471 U.S. 845, 856 (1985)\nSampson v. Murray. 415 U.S. 61, 74 (1974). Although irrelevant to the irreparable harm adequate remedy analysis. the Court does note that 13 AO 72A (Rev. 8/32) I.FEB-19-93 FRI 15:21 SUSAN W WRIGHT FAX NO. 5013246576 P. 16 Plaintiff will continue to be paid pending action by the Board. B. The Balance of Harm The Court has concluded that permitting Defendants to go forward with the proceedings contemplated by Arkansas law poses no threat of irreparable injury to Plaintiff since Plaintiff has an adequate remedy at law. The harm to him in the absence of injunctive relief is therefore small, particularly when one considers the speculative nature of his concerns. On the other hand granting an injunction would greatly harm Defendants by preventing them from carrying out their statutory obligations under Arkansas law. So this factor weighs in favor of Defendants. C. The Probability that Movant Will Succeed on the Merits The Court has examined all of the pleadings and submissions of the parties and cannot, on the basis of those filings, conclude that Plaintiff is likely to prevail upon the merits of his claim. The merits with respect to Plaintiff's claims against Defendants Bernd and Bernard turn on hotly contested factual issues which need not be determined at this stage of the litigation. And the merits of Plaintiff's claims against Board members cannot be evaluated until after the completion of the proceedings contemplated by Arkansas law. 14 AO 72A (Rev. 8/82)FEB-19-93 FRI 15:22 SUSAN W WRIGHT FAX NO, 5013246576 P. 17 D. The Public Interest The State and the public have strong interest in a I vindicating the legal procedures established by the State I I Legislature for dealing with the suspension of teachers and principals J The language of NorbecX y, Davenport COTTimunitv School District^ 545 F,2d 63, 69 (1976) is instructive\nHowever, assuming, arguendo, that Norbeck was deprived of a \"liberty\" interest, we find that he was not denied due process, In Hortonville, Joint School Dist, No, 1 V. Hortonville Education Ass^n, 426 U.S. 482, 96 S.Ct. 2308, 2315, 49 L.Ed.2d 1 (1976), the Supreme Court stated that a determination of what process is due requires the consideration of the individual's interest in the decision, as well as the state's interest in a particular procedure for making it. In Hortonville contract negotiations between the school board and the teachers' association reached impasse. The teachers then went on strike, which was illegal under Wisconsin law. The school board, after notice and hearing, terminated all the striking teachers. The teachers complained that the board, because it had participated in the negotiations, was not sufficiently impartial to exercise discipline over the striking teachers. Under state law the school board was the only entity empowered to hire or fire the teachers, held\nThe court A showing that the Board was \"involved\" in the events proceeding this decision, in light of the important interest in leaving with the Board the power given by the state legislature. is not enough to overcome the presumption of honesty and integrity policymakers with decision making power. in Id. at 2316 (emphasis added). We find Hortonville dispositive of the constitution and 1 The Court has examined the pertinent Arkansas Statutes and concludes that they provide a fair and reasonable opportunity for aggrieved persons to challenge their suspensions. 15 AO 72A (Rev. 8/82)FEB-19-93 FRI 15:23 SUSAN W WRIGHT FAX NO. 5013246576 P. 18 statutory issues before us. First, the board, under Iowa law, was the only body empowered to renew, renew, teachers' contracts. Second, Norbeck's allegation that one of the board members tried to influence a member of the Black community to testify against him at the public hearing states no greater \"involvement\" than was present in Hortonville, conclude, in light of the significant role maintaining^ integrity and efficiency in administration given the board by the Iowa legislature, that the allegation here is not of sufficient substance or not We in school to overcome the presumption of honesty and integrity that clothes decision makers. Absent strong, clear and specific allegations of bias and prejudgment, federal courts should not interfere with on-going state-established procedures for challenging personnel-employment decisions. Plaintiff's allegations directed at the Board member defendants falls short in that respect. At the conclusion of the proceedings contemplated by the Arkansas law the plaintiff, of course, will have an opportunity to make any challenge thereto that he deems appropriate. POTENTIAL DISMISSAL The Court is raising sua sponte the possibility that all or part of this case should be dismissed without prejudice as to some or all of the defendants on abstention. exhaustion. prematurity, or Younger-related grounds. In Huffman v. Pursue, Ltd, . 420 U.S. 592, 95 S.Ct. 1200 (1975), the Supreme Court applied the Younger abstention doctrine to a civil case for the first time. The Supreme Court there stated\n16 AO 72a (Rev. 8/82)FEB-19-93 FRI 15 SUSAN W WRIGHT FAX NO. 5013246576 P. 19 The seriousness of federal judicial interference with state civil functions has long been recognized by this Court. We have consistently required that when federal courts are confronted with requests for such relief, they should abide by standards of restraint that go beyond those of private equity [We previously] emphasized a rule that should be very strictly observed that no injunction ought to issue against officers of a state clothed with well jurisprudence. authority to enforce the law in question, unless in a case reasonably free from doubt and when necessary to prevent great and irreparable harm. it * * The component of Younger which rests upon the threat to our federal system is thus applicable to a civil proceeding such as this [nuisance abatement action to close a theater showing allegedly obscene movies] quite as much as it is to a criminal proceeding. Younger however, also rests upon the traditional reluctance of courts of equity, even within a unitary system, to interfere with a criminal prosecution. Strictly speaking, this element of Younger is not available to mandate federal restraint in civil cases. But whatever may be the weight attached to this factor in civil litigation involving private parties, we deal here with a state proceeding which in important respects is more akin to a criminal prosecution than are most civil cases. The State is a party to the Court of Common Pleas proceeding, and the proceeding is both in aid of and closely related to criminal statutes which prohibit the dissemination of obscene materials. Thus, an offense to the State's interest in the nuisance litigation is likely to be every bit as great as it would be were this a criminal proceeding, similarly, while in this case the District Court's injunction has not directly disrupted Ohio's criminal justice system, it has disrupted that State's efforts to protect the very interests which underlie its criminal laws and to obtain compliance with precisely the standards which are embodied criminal laws. in its it * * A civil litigant may, of course, seek review in this Court of any federal claim properly asserted in and rejected by state courts. , . . But quite apart from appellee's 17 AO 72A (Rev. 3/S2)FEB-19-93 FRI 15:24 SUSAN W WRIGHT FAX NO, 5013246576 P.20 as we have right\"to appeal had it remained in state court, we conclude that it should not be permitted the luxury which, co wi have already explained, is quite costly in terms of the interests which Younger seeks to protect [comity and federalism]. Huffman, 420 U.S. at 603-606, 95 S.Ct. at 1208-09 (internal citations and quotations omitted). Other authorities and principles also suggest the value of having the parties research the law in this area in order to provide the court with the benefit thereof. No motion to dismiss has been filed and there may be no basis for such a motion. Nevertheless, since the Court senses an issue here, it is directing Defendants to take the initiative by filing a brief on such issues on or before March 1, 1993 . Plaintiff will have until March 10, 1993, within which to respond. The Court notes that the complaint was filed herein on February 5, 1993. The Court will enter a separate Order concerning these issues this even date. Dated this \\^^^day of February, 1993 . UNITED STATES DISTRICT JUDGE 18 AO 72A (Rev. 8/82)HAKD-DELIVERED February 23, 1993 Mr. Cloyde \"Mac\" Bernd Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Mr. Bernd: RECESVED FEB 2 4 1993 Office of Dssec I am in receipt of a letter dated February 18, 1993 from Mr. Chris Heller wherein he requests that I return certain records which you think are in my possession regarding the high school Ladies and Gentlemens' Club. I have tried to call Mr. Heller about this matter and have been advised that he is out of the city for the remainder of the week. want an immediate response from you. I am, therefore, writing you because I Mr. Heller also indicated I have refused certain requests to turn the records of that club over to school district officials. For the record, you are advised that Principal Linda Swain requested these purported records because I refused to provide information which would implicate Mr. John Hickman in wrongful or perhaps illegal conduct. I have no information which would even suggest that Mr. Hickman has acted anything other than a responsible school principal and role model for children, especially young black boys, at Central High School. I would like to know whom I am responsible to with respect to those records. My child. I am a sponsor of the Ladies and Gentlemen's Club. Bobby Porchay, is a member of that club. Our understanding is that we are the agents of the school children who are in that club, rather than of the school district and that the school district has no claim to the children's money. It is for the purpose of a field trip in April to Atlanta. The field trip was initiated in order to cause our children, many of whom are not as privileged as other children in this community, to have new experiences away from this community in an educational setting with proper adult chaperonage. I am answering my own question by saying that I am responsible to the students unless and until you show me a district rule that I have violated as a parent in seeking to work with my child and other children. I would also like for you to let me know whether any other parents anywhere in this district or at Little Rock Central High School have ever been treated in the manner which you, on behalf of the district, are treating me. I believe that this is in retaliation for my failure to provide you through Ms. Bernard and Ms. Swain with anything that you could use against Mr. Hickman in your effort to remove him fromyou could use against Mr. Hickman in your effort to remove him from Central High School, and with my failure to say what the police asked me to say or tried to get me to say at your request regarding Mr. Hickman and the Lip Sync Contest. If I am wrong, please let me know what the real reason for singling me out for this treatment. Today, I also learned that without notice to me and without obtaining my approval, Superior Bank acted on the authority of Mr. Mac Bernd and in effect removed me as an agent for the children in the Ladie and Gentlemens' Club by closing their account. Ms. Connie Merritt was treated the same way based upon my telephone conversation with her today. Simple courtesy would have reguired a notice to me and an opportunity to be heard regarding this matter before you approached Superior Federal. The way this was handled makes it appear that I am not worthy of respect and that I may have engaged in criminal behavior. That message will be strongly conveyed to the members of that club and to their parents. That is simply wrong and I resent it. I expect a prompt apology from you and from the school board and to have the monies of the children restored to their account. I also expect you to treat me with respect and deference as a school parent, patron. and volunteer dedicated to improving the quality of education and the educational experiences of my child and all the other children at Central. I am outraged. I will be even more outraged if you try to cancel the long awaited and well deserved trip to Atlanta of the members of the Ladies and Gentlemens' Club. Please give me a reply at once. cc: Mr. Chris Heller Ms. Hafeeza Majeed Mr. John Hickman Mr. John Moore Mr. Darrell Brown Mr. John Walker Ms. Ann Brown Judge Susan Wright Ms. Connie Merritt ^ly !, C. Very truly y Brenda Porchay MAR- 2-93 TUE 9: SUSAN W WRIGHT FAX NO, 5013246576 P.02 JOHN HICKMAN IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION E os. SAS* c\n.. ' 'AiGTCCuaT C: V. LR-C-93-088 LITTLE ROCK SCHOOL DISTRICT, DR. CLOYDE MAC BERND, Superintendent, Little Rock School District\nJANET BERNARD, Associate Superintendent for School Operations and Climate, Little Rock School District\nThe members of the Board of Directors of the Little Rock School District\nJOHN MOORE, KATHERINE MITCHELL, O.G. JACOVELLI, DORSEY JACKSON, WILLIE HAMILTON, PATRICIA GEE, and JOHN RIGGS, Individually and in Their Official capacities as Members of the Board of Directors Little Rock School District\n\"JOHN DOE(S),\" AND \"JOHN ROE(S)\", unknown employee(s) or agent(s) of the Little Rock School District DEFENDANTS MOTION TO DISMISS For their motion, defendants Little Rock School District, Dr. Cloyde Mac Bernd, Janet Bernard, John Moore, Katherine Mitchell, O.G. Jacovelli, Dorsey Jackson, Willie Hamilton, Patricia Gee, and John Riggs state: 1, The United States Supreme Court has often recognized the importance of the interest which states have in their public school systems. For example, in Wisconsin v. Yoder, 406 U.S. 205, 213 (1972), the Court said that \"[p]roviding public schools ranks at the very apex of the function of a State.\" 2. This State's important interest in education is reflected in the Arkansas Constitution\n\"Intelligence and virtue being the safeguards of liberty and the bulwark of a free and good government, the State shall ever maintain aHAR- 2-93 TUE 9:22 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 general, suitable and efficient system of free public schools and shall adopt all suitable means to secure to the people the advantages and opportunities of education.\" Constitution of Arkansas, Art. 14,  1. The Arkansas Constitution authorizes the General Assembly to manage the State's public schools\n\"The supervision of the public schools and the execution of the laws regulating the shall be vested in and confided to same such officers as may be provided for by the General Assembly.\" Constitution of Arkansas, Art. 14, 4. 3 . The Arkansas Teacher Fair Dismissal Act (Ark. Code Ann.  6-17-1501 - 1510) provides a process by which a teacher (the definition of which includes a principal) may appeal a suspension to the school district's board of directors. The \"exclusive remedy\" for a teacher aggrieved by the decision of the board is an appeal to the circuit court of the county in which the school district is located. Ark. Code Ann.  6-17-1510. A teacher who is dissatisfied with the decision of the circuit court may, of course. appeal to the Arkansas Supreme Court. 4 . On the same day plaintiff initiated the process set forth in the Arkansas Teacher Fair Dismissal Act by requesting a hearing before the Little Rock School District Board of Directors, he sought to enjoin that process in federal court. Plaintiff's complaint is premature in that it presumes that the process available to him under State law will result in some deprivation of his constitutional rights, but he has not yet availed himself of that process. All of the issues raised by plaintiff in his federal 2 bi i 5 MAR- 2-93 TUE SUSAN W WRIGHT FAX NO. 5013246576 P. 04 court complaint may be raised by him and will be properly considered at an appropriate point in the process established by 1 J State law. Plaintiff has not alleged any deprivation which cannot be remedied by the State law process to the same extent it could be remedied in federal court. 5, Exhaustion of State administrative remedies is not generally required as a prerequisite to bringing a  1983 lawsuit fPatsv V, Florida Board of Regents, 457 U.S. 496, 516 (1982)), but abstention principles apply with equal force to  1983 cases. E.g. Ohio Civil Rights Commission v. Dayton Christian Schools, 477 U.S. 619 (1986) . Managing its public schools is a sufficiently important State interest to bring this case within the ambit of Younger abstention principles, and plaintiff will have an ! opportunity to raise his constitutional claims, when they become ripe, either before the Little Rock School District Board of Directors or in the process of judicial review of the Board hearing. This Court should therefore abstain under the principles of Younger v, Harris. 401 U.S. 37 (1971) which were applied to civil cases in Huffman v. Pursue, Ltd., 420 U.S, 592 (1975) and which have since been expanded in their application as shown in the cases cited in the accompanying brief\n3I t  I MAR- 2-93 TUE 9:23 SUSAN W WRIGHT FAX NO, 5013246576 P. 05 WHEREFORE/ for the reasons set cut above and in the accompanying brief, defendants pray that this case be dismissed pursuant to Younger abstention principles and because it is premature. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT, DR. CLOYDE MAC BERND, JANET BERNARD, JOHN MOORE, KATHERINE MITCHELL, O.G. JACOVELLI, DORSEY WILLIE HAMILTON, PATRICIA GEE, AND JOHN RIGGS JACKSON, FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 f. Christopher He 11^^ Bar No. 81083 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion to Dismiss has been served on John W. Walker, 1723 Broadway, Little Rock, Arkansas 72206, on this 1st day of March, 1993. Kristopher Helle 4 * 2-93 TUE 9:21 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol rvj:  A 1 ' MAR-'2-93 TUE 9:21 SUSAN M WRIGHT FAX NO. 5013246576 P. 02 JOHN HICKMAN FO, .ED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION u. SAS'..: fji RiCTCGuaT  ::e3 CT'  C\nV. LR-C-SS-OSB I i LITTLE ROCK SCHOOL DISTRICT, DR. CLOYDE MAC BERND, Superintendent, Little Rock School District\nJANET BERNARD, Associate Superintendent for School Operations and Climate, Little Rock School District\nThe members of the Board of Directors of the Little Rock School District: JOHN MOORE, KATHERINE MITCHELL, O.G. JACOVELLI, DORSEY JACKSON, WILLIE HAMILTON, PATRICIA GEE, and JOHN RIGGS, Individually and in Their official capacities as Members of the Board of Directors Little Rock School JOHN DOE(S),'' AND \"JOHN District\nMwnn ---- ROE(S)\", unknown employee(s) or agent(s) of the Little Rock school District I* DEFENDANTS MOTION p DISMISS For their motion, defendants Little Rock School District, Dr. Cloyde Mac Bernd, Janet Bernard, John Moore, Katherine Mitchell, O.G. Jacovelli, Dorsey Jackson, Willie Hamilton, Patricia Gee, and John Riggs state: 1. The United States Supreme Court has often recognized the importance of the interest which states have in their public school systems For example, in Wisconsin v. Xd^, 406 U.S. 205, 213 (1972), the Court said that \"[p]roviding public schools ranks at the very apex of the function of a State.\" 2 . This State's important interest in education is reflected in the Arkansas Constitution: \"Intelligence and virtue being the safeguards of liberty and the bulwark of a free and good government, the State shall ever maintain aMAK-2-93 TUE 9:22 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 general, suitable and efficient system of free public schools and shall adopt all suitable means to secure to the people the advantages and opportunities of education.\" Constitution of Arkansas, Art. 14,  1. The Arkansas Constitution authorizes the General Assembly to manage the State's public schools\ni \"The supervision of the public schools and the execution of the laws regulating the shall be vested in and confided to same such officers as may be provided for by the General Assembly. It Constitution of Arkansas, Art. 14, 4. I 3 . The Arkansas Teacher Fair Dismissal Act (Ark. Code Ann.  6-17-1501 - 1510) provides a process by which a teacher (the definition of which includes a principal) may appeal a suspension to the school district's board of directors. The \"exclusive remedy\" for a teacher aggrieved by the decision of the board is an appeal to the circuit court of the county in which the school district is located. Ark. Code Ann.  6-17-1510. A teacher who is I dissatisfied with the decision of the circuit court may, of course, appeal to the Arkansas Supreme Court. 4. On the same day plaintiff initiated the process set forth in the Arkansas Teacher Fair Dismissal Act by requesting a hearing before the Little Rock School District Board of Directors, he sought to enjoin that process in federal court. Plaintiff's complaint is premature in that it presumes that the process available to him under State law will result in some deprivation of his constitutional rights, but he has not yet availed himself of that process. All of th^ issues raised by plaintiff in his federal 2 (i I  MAV2-93 TUE 9:22 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 court complaint may be raised by him and will be properly t 4 considered at an appropriate point in the process established by State law. Plaintiff has not alleged any deprivation which cannot be remedied by the State law process to the same extent it could be { ) remedied in federal court. 5. Exhaustion of State administrative remedies is not generally required as a prerequisite to bringing a  1983 lawsuit (Patsy V. Florida Board of Regents, 457 U.S. 496, 516 (1982)), but abstention principles apply with equal force to  1983 cases. E.g. Ohio Civil Rights Commission y. Dayton .Christian Schools, 477 U.S. 619 (1986). Managing its public schools is a sufficiently important State interest to bring this case within the ambit of Younger abstention principles, and plaintiff will have an ii opportunity to raise his constitutional claims, when they become ripe. either before the Little Rock school District Board of I Directors or in the process of judicial review of the Board ! 1 I I hearing. This Court should therefore abstain under the principles i I of Younger v. Harris. 401 U.S. 37 (1971) which were applied to ! civil cases in Huffman v. Pursue, Ltd., 420 U.S, 592 (1975) and which have since been expanded in their application as shown in the cases cited in the accompanying brief\n3 =  NAl?-*2-93 TUE 9:23 i SUSAN W WRIGHT FAX NO, 5013246576 P. 05 wherefore, for the reasons set out above and in the accompanying brief, defendants pray that this case be dismissed pursuant to Y oun er abstention principles and because it is 1 premature. Respectfully submitted. little rock SCHOOL DISTRICT, DR. CLOYDE MAC BERND, JANET BERNARD, JOHN MOORE, KATHERINE MITCHELL, O.G. JACOVELLI, DORSEY WILLIE HAMILTON, PATRICIA GEE, AND JOHN RIGGS JACKSON, FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 BVT Christopher Hell Bar No. 81083 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion to Dismiss has been served on John W. Walker, 1723 Broadway, Little Rock, Arkansas 72206, on this 1st day of March, 1993. 4 JOHN W. WALKER RALPH WASHlN(/rON MARK BURNETTE WILEY A. RRANTON, JR. AUSTIN PORTER, JR.  Alw atlmilted hi Practice in I'twirgia \u0026amp; the District of (Vdurobia. John w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 received MAR 1 0 1993 Office of Desegregation Monitoring March 8, 1993 Honorable Susan Webber Wright United States District Judge United States District Court U.S. Post Office \u0026amp; Courthouse Little Rock, AR 72203 Re: Little Rock Central Controversy Dear Judge Wright: I am writing to request that you consider involving the Community Relations Department of the Department of Justice in matters relating to the pending controversy at Little Rock Central High School. That controversy clearly has desegregative impact and relates to the implementation of the desegregation plan. feature of the plan is that of public relations. A key Racial polarization is being created by the district's handling of this matter. Moreover, significant district funds are being devoted or stand to be devoted to it. This is in the form of counsel fees to at least three attorneys from the Mitchell firm. two from the Friday firm and one from a firm in Pine Bluff. We do not wish to allow the desegregation budget to bear these costs. Furthermore, we believe that the school district has devoted far more of the time of the school superintendent, the assistant superintendent, Ms. Janet Bernard, and numerous members of the staff. to the Central controversy than the district has devoted to implementing the desegregation plan. An audit of time of district employees would be one of the tasks for someone so that the costs of this effort can be assessed. I am requesting that the district be directed to explain whether the superintendent and Ms. Bernard have issued statements or orders to the effect that the desegregation plan cannot be implemented and therefore that the district employees may disregard it at will. make these inquiries. I am requesting further that the Justice Department The Office of Desegregation Monitoring has its hands full with the end of the year approaching. I also have another reason for making this request that I would prefer to sharePage Two Honorable Susan Webber Wright March 8, 1993 with the parties and the court in camera, share it with the court by conference call. I would be happy to Thank you for your consideration. Sincerely, f /Qk W. / John W. Walker JWW:lp cc: All Counsel of Record Ms. Ann Brown03/12/1993 14:20 FROM JOHN W.WALKER P.A. March 12, 1993 Dr. C. Mac Bernd Superintendent Little Rock Public Schools 8i0 West Markham Street Little Rock, AR 72201 TO 3710100 P.Ol RECRVSh MAR I 2 1593 Office of Deseorogalion Mofiiloring Dear Dr. Bernd: It has been brought to our attention by several parents at Little Rock Cental High School that teachers and other faculty are harraLVng their children because of the recent .Peaceful demonstrations in which some of the students have participated. We are very cooperation in helping to disturbed by the incidents and are seeking your eliminate the harrassment of students by faculty and staff at the school. We .are - sure that -y ou wi,ll agree with us that conduct of this nature is certainly unprofessional for employees in .his district. __ki.. - 1 to handle this matter in much the same manner that*YOU advised the faculty and staff at Little Rock Central to refrain from discussing anything related to the case of suspended We are asking you principal John L. Hickman, Jr. appropriate individuals at C' behavior by the employees at the school. Please convene a meeting with the Central to discourage this type of If we should continue to receive complaints from parents and/or students concerning harrassment by employees at Central, we will seek the assistance of our counsel to handle this matter for us. Please advise me by return letter of your undesirable situation. effort to address this Sincerely, J Hafeezsr B. Majeed Ad Hoc Committee for Fairness and Equity in Little Rock Public Schools cc: 5 . Ann Brown, Federal Monitor Ms. Shirley Thomas, Chairperson LRSD Biracial Advisory Committee 03/17/1993 16:44 FROM JOHN U.UALKER P.ft. TO 3710100 P. 01 / March 17, 1993 Dr. C. Mac Bernd, Superintendent Little Rock Public Schools 810 W. Markham Little Rock, AR 72201 Dr. Bernd: 11 1 I I' II receivsd M6R 17 Office of Desegregation Monitoring On March 12, the accompanying letter was faxed to you regarding the unprofessional conduct of employees at Little Rock Central High School. At the writing of this letter, 1 am still waiting for the response that has been requested. Unfortunately, on Tuesday, March 16, conduct of a similar nature (harassment) was demonstrated by still another employee at the LRSD, this time a school bus driver. After several unsuccessful attempts to resolve this matter concerning the bus driver, I visited with the employee at the bus stop on the morning of March 17. The employee demonstrated an attitude and behavior that was very unprofessional in the presence of students. Additionally, support personnel at the LRSD bus terminal and in the office of Mr. Gary Jones also demonstrated very poor judgement and communication skills during my attempts to resolve this matter. Dr. Bernd, I am responsible, much like you, to parents and students in this District. I would like very much to share with them the response that can only be provided by you, regarding the reported cases of student harassment and your efforts to resolve the matters. Please respond by letter at 2603 S. Brown St., Little Rock, AR 72204 or you can fax your letter to me at 374-4187. Respectfully, Hafeeza 0\nMajeed Ad Hoc Committee for Fairness and Equity in Little Rock Public Schools cc: |,zMs. Ann Brown, Federal Monitor Ms. Shirley Thomas, LRSD BAC Chairperson Mr. Brad Montgomery, Supervisor, LRSD Transportation Dept. Mr. Gary Jones, Associate Superintendent, School Support 03/31/93 12:40 0301 324 2032 L R School DlSt ODM @002'002 a Little Rock School District NEWS RELEASE March 31,1993 For more information: Jeanette Wagner, 324-2020 L  ROCK SCHOOL DISTRICT STAI At approximately 9 aan. this moroing, fewer that 100 students staged a sit-in in the Central High School Cafeteria to protest issues conreming the suspension and reported Grand Jury investigation of Mr. John Hickman, principal of the school. The LRSD wishes to assure the public and parents of more than 1875 students who are not participating in the sit-in, that classes, lunch breaks as well as nine-week exams will continue as normal. The school is safe and secure for all students. Students participating in the sit-in were informed that they will not be given the opportunity to make up class work or nine-week tests if they remain at the sit-in. These students will not be allowed to disrupt the education of the great majority of students who are attending classes and other normal activities. A parent involved in the demonstration had instructed students to disobey school officials who had instructed them to return to class and was notified that she must leave the campus. The LRSD appreciates you cooperation in allowing us to educate our students with minimal disruption by observing our continued media ban at Central High School. Tr-rrTT Mau iieiiaaAdAaa11:28 301 324 2032 L R School Dlst ODM OOl'OOl Little Rock School District NEWS RELEASE April 1, 1993 For more information: Jeanette Wagner, 324-2020 LRSD BOARD- OF DIRECTORS TO MEET WITH CENTRAL STI A small group of Central High School students and parents have gathered in the waiting area of LRSD Administrarinn Building requesting to meet with board members concerning John Hickman, suspended Central principal. Three or four board members will meet with them at 11 a.m. today at the LRSD Adrm'nstration office. 810 West Markham. The Little Rock School District is aware that this notice does not meet Arkansas Freedom of Information,Act time notification .requirements but due to the special circumstances we request your cooperation in this matter.11:28 301 324 2032 L R School Dlst ODM @001-001 .J .1 Little Rock School District NEWS RELEASE April 1, 1993 For more informatioii: Jeanette Wagner, 324-2020 LRSD BOARD_OF DIRECTORS TO MEET WITH CENTRAL STI A small group of Central High School students and parents have gathered in rhe waiting area of LRSD Administration Building requesting to meet with board members concerning John Hickman, suspended Central principal. Three or four board members will meet with them at 11 a.m. today at the LRSD Adminstration office. 810 West Markham. The Little Rock School District is aware that this notice does not meet Arkansas Freedom of rnformation Act time QOtification requirements but due to the special circumstances we request your cooperation in this mattpr. ###04/12/93 13:30 301 324 2032 L R School Dlst ODM 002/002 Little Rock School District NEWS RELEASE April 12,1993 For more mformation: Jeanette Wagner, 324-2020 LRSD PERSONNEL HEARING TIME CHANGED The Little Rock School District Board of Directors will meet to continue the personnel hearing for Mr. John Hickman, suspended principal at Central High School, today at 5 p.m. at the LRSD Administrative Offices at 810 West Markham Street The meeting was originally scheduled for 4 pjn.Jz 93 08:14 501 324 2032 L R School Dlst ODM 002/002 .t Little Rock School District NEWS RPT.PASP J April 15,1993 For more mformatioii: Jeanette Wagner, 324-2020 LRSD PERSONNEL HEARING TO RESUME TONIGHT The Little Rock School District Board, of Directors will rpsn-mp personnel hearings for Mr. John Hickman, suspended Central High prindpal, tonight at 6 p jil The hearing will be held at the LRSD Administration Offices at 810 West Markham Street ### a Little Rock School District NEWS RELEASE April 15,1993 For more information\nJeanette Wagner, 324-2020 LRSD BOARD OF DIRECTORS DELAY BEGINNING OF MEETING TONIGHT The employee hearing for Mr. John Hickman, suspended Central High School principal has been rescheduled to begin at 7 i tonight. Board President John Moore was out of town and was unable to return by the 6 p.m. tune previously set The meeting will be held at the LRSD Administration building at 810 West Markham Street. 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000w it 0 I / 08:17 30^3^^032 L R School Dlst ODM @002/002 s Little Rock School District NEWS RELEASE May 7, 1993 For more mformarion: Jeanette Wagner, 324-2020 LRSp PERSONNEL HEARING TIME CHANGPn The Little Rock School District Board of Directors will meet to continue the personnel hearing for Mr. John Hickman, suspended principal at Central High School, Monday. May 10 . 1 pjffi, at the LRSD Administrative Offices at 810 West Markham Street. 'rrTT-rr 810 Markhaw, .43 301 324 2032 L R School Dlst ODM 121002/002 rs a Little Rock School District I NEWS RELEASE May 25,1993 For more information: i Jeanette Wagner, 324-2020 1 LRSD PERSONNEL HEARING CANCET T.FD The little Rock School District Board of Directors has cancelled the personnel hearing for Mr. John Hickman, suspended principal at Central High School, scheduled for tonight, Tuesday. May 25. at 7 ILBL A board member is unable to attend due to a death in her family. Notification of the rescheduled hearing date and time will be provided when confirmecL ### 1 Ioe^^y 14:20 O50^32^M2 L R School Dlst -- ODM   I-. . 0002/002 Little Rock School District June 4, 1993 Mr.. John Walker Attorney at Law 1723 Broadway Little Rock, AR 72201 Dear Mr. Walker: I I am in receipt of your June 4, 1993 letter. 1 cinc m curious in view of your abhorence of rumors. I find the entire Please be advised that administrative placements in the School' District will be accomplished according to the law and School District policy, which includes the District i District's desegregation plan. Warmest personal regards, C. M. (Mac) Bernd .Superintendent of Schools c: Honorable Susan Webber Wright' Mr. Chris Heller Mrs. Ann Brown Mrs. Nancy Volsen Acre Mr. Rudolph Howard I J i 1JUN- 4-93 FRI 15:22 96/04/1993 10:24 SUSAN W WRIGHT FROM JOHN U.URLKER P.A FAX NO. 5013246576 TO S246896 P. 02 P. 92 JOHN w. WAIXFR RAU'll WASIIIWIDN MAKE BUKNOTK 'WILEY A. ORANTIJN. .Hi. AUSTIN POUTER. JU. * V l*rtdw ih ti-Agis \u0026lt; UW'DisIrlcl rfC-ftlumh/l. JOHN w. Walker, P.A. Atthrnky At IjAW 172IJ BiiwaDWAY LITTU'\nRix'K. ARKANFASTjaiG Telephi )NE (.SOI) ,T7d-*}7.'B FAX (.'Xil) 37-1-117 4, 1993 Dr. Mac Bernd Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Berndt F-: I H \"r 5 P , c . I understand that offers have made by you to several people regarding placement for the 1993-94 SChOOl year, for the principalship of Central High School. that the Joshua intervenors contend that there is no vacancy at Central High School\nand that, in any case, all. positions must be advertised before recommendation for their placement may be made. This is so because of the affirmative recruitment provisions Of the Desegregation Plan and past practice, if not school board policy as well. , One of those is Please be advised I also understand one of the offerees is a Junior High principal. Please review the Joshua Intervenors monitoring reports regarding that principal's school. Joshua would consider it an affront to both the Desegregation Plan and to th^ class which they represent for this person to in effect be promoted in view of the shortcomings 'or deficiencies at her school. We would also Submit that those shortcomings reflect a lack of serious coraraitmeiit to and understanding of both the Desegregation Plan and its underlying commitments to promote integration, it is absolutely unthinkable for a person who has an entirely one race, non-certifled office staff to ba placed in the position of being the hiring officer for this majority black district. Ron-II. I am writing this letter to you and to the Court and asking the Court to-require objective monitoring of not only these two situations, but any other efforts made or contemplated by you regarding administrative placement for the 1993-94 school terra. You will agree, I am sure of, that this year has been wasted ffOBft' en educational and des^Q^i^gahive point of view rrom an eaucacionai ano oesegregative view. Wo need not take new initiatives which will only be more divisive and less I 1 KAI V T'\u0026gt;T*rtTrK'^+' III I-II-V 1 T J J  likely to promote our legal commitments. I . 1. SiRcer^y, I John W. Walker I  r: IJUN- 4-93 FRI 15:22 06x04/1993 10125 SUSAN W WRIGHT FROM JOHN U.WALKER P.R. FAX NO. 5013246576 TO 3246096 P. 03 p. e? jw: js cc: Honorable Suean Webber Wright Chris Heller, Esq. Ms. Ann Brown Ms. Nancy Volsen Mr. Rudolph Howard h! t t P 1  !i TOTAL P.e3c\u0026gt;A meeting of the Soard of Bducation o Gould School District. I Kind of Meeting-Regular Time-7\n00 p.m. Meeting Plce-Adlnitratlve Office Date-March 4, 1996 Present Presiding officer-Alan Minor Clea Arnold Norvell Dixon Jerry Bailey Cleveland Murry Absent None Th* meeting w*e called to order by Alan Minor at 7:10 Motion by Clem Arnold with a minutes of the February 15, voted yes and the motion carried. Bailey to accept the , All second by Jerry l 1996 board meeting as presentea. Bailey to accept the ^11 voted yes - . k A- J a.. M wa'V* e nO and the motion carried. for the patrone of Willie Mae Dixon as designatedJ? J J\"/tS\" petition, f'rom the Gould school District 5? Hickwan's patrons asking Minor reviewed the seven reason, for contract be renewed. ^ract and he and the board non-renewal of Mr. u. datermined to not be an answered the patrons questions. ---- official hearing before accepted the petitions and comments take them under consideration. This was determined The board the board for Mr. Hickman. from th* patrons and will ... Terry Hurry }  S'SFreuJrthS*. power 92 coming to Goulfor^a March, the Debutante Ball, Proa and Fair being presented at the Mrs. was held and that the COB team wUl b? spring Break, the Spring Play-?m, Graduation coming up, and the Science high school. No action was and July. taken on the credit card and phone bille fof Mrs. Kings matter had been settled before the board met. The board went into As a result of the executive aesaion at 9:00 P. (ll8cu.lon the motion wa. made s\na\n.:na Murr, .u.a ..codeu ?l'*ll'crS\"rcaJaJoniy'Bruil for ehool butluMj and \u0026lt;J' i.Ji u ro b do=u,,.nd. Th... s\"*\" at 9:50 p.m. Hickman's contract for 1 year I I Norvell Dixon, --------- by Alan Minor and Clem Arnold.1 'A'- t. .'5 i 1 1 Mr . Hicknan and Ms. Dunnaboe  3 presented the board Mith an update Vocational Education has baen approval. MS. Dunnahoe presented 199697 school year. the board with Motion by Clem at 10:07 p.m. Arnold with a second by financial information for Cleveland Murry to adjourn A 4I oe 13'96 18 26 x'O '---3--f-\u0026gt;--1--5--4--.-3--1--4--.-5.3 PB COMMERCIAL ()02 By Jennifer Sicking y TKM \u0026lt;OMVeW\u0026gt;t $T4/P TOROYCE Fordyce has been looking for the money to fund the e-xpsnsfve - The 'cir7 ar temovgl process and the h,..2r -J \u0026lt;^6io:i:!OQ, Fordyce has exhausred state ard federal leads on getting rid of the old Kilsore Hotel, administrative iiiian c rJ55y Works said Wednesday. Mayor Wiiharn L.von. during the city council's February meeting, asked Works to renew the effort to find funding\no remove the multi-story building at Second ano Spring Streets, The detenorat'fig hotel, built m I\u0026gt;10, IS insulated w-.d: ascesros Works said the city has contacted state agencies  about funding for the project However, she said everything at state level was out of rnoney. During that meeting, Lyon said, i We intend to explore every ave- fl nue because the building is K unsightly, the building is dan- F gerous and the building is being used by the wrong kind of peo plc,\" The city tried to hire Act 309 The hotel was relinquished to p, risoner,s from the state t-o tear the state by the Kilgore fswiily butltJIng. However, the heirs for back taxes. presence of the asbestos prevented the city fiom using the state prison labor. Al the Februafv couacil xeet ing, city attoreey Robin Wynn said the city had the authority to icar the building down but it would Ufid will require a crew to tear it down. also have to bear the cost. He special work estimated the cost to be between 5100,000 and S120.000. _ ,  (YtiurJn 1, l^Wtc Board Renews Contract By Jennifer SickiiiM CijrT\u0026gt;j One possibili^ would be for the  city to get a private investor tq buy B the building. Works said. \"If one could get the asbestos out 3,nd shore it up, it (the bunding) could be rBhsbihtatcd. said Works. \"Of course it would prob-ably cost .more to rchabditate it\" orrMB ccMKtRCiii \u0026lt;?*/ GCujtZ: - John HiCkmt\" nawed by the\n. 'jparinte.adent \"5^5'. .)!  during iis Monday night. moniiiiv 'C was retool Board mcccing Hickman said th* contrzet is for the 1996.97 school year. The beard aiso approved an Veterans War .Memorial, the Capitol and the Smithsonian. They are going to Ly t'b meet President Sill Clinton on Monday, the list day of their trip, Hickman said. The students held fund-raisers to Apay for the tnp. trip to Six Flags Over Twas on March 23, is planned for those Works called the Kilgore _ \"lovely building that once served 2 as one of the Enest hotels in rhe area- JSncuJture^rcpan that wsli beyji next fall me prcgrxm wjl teach who could ,1': make the smi! engine and possibly repair, woodwork. zutomotri'e repai,- skills. Hickma.'i said. The tx)3rd aiso discussed the Washington trip, Hickman said. Hiekms.n said he hoped the trips would broaden the students' understandiug of what the world has to offc.- them. it B fe? upcoming stuoe.at trip IO Washington D.C during spring break The student wit! .eave Could on March 15 and return Marcii 19, according tc Hickman. Hickman said students would visit the Lincoln Memorial, Washington Monume.n\n. Vietnam (Pinebluff* Clinic CQMMQDES Bone  *59.wW RailitK^^lv^e 4\u0026gt;O Portc.i Cifclr'^a.yrOOOO I I 1402 W. 42ND rPiInNEu pSLuUuFrFr \u0026lt;[534-6994 1-800-344-9095 II asI 1 3I 1 $ 580^5 1'\\^Pjne^a^ 535,37^ Glen E. Feeback, D,P.M. *James J. Naples, D.RM. Board CeniCed Aaigriia.-r Sovd Of Podlaine Surgery Treating Ait Foot Problems including Laser, Endoscopy And Arthroscopic Surgery irb? C5\"* u^V i s I) 1 i I ^^s^^^BuaEKa^MSEi^iSaKCsa^ PjNE Blur: CoMMERaAL _ 3A^ ! i ij ISAS , t .  V if  'I\n \u0026gt;  *o\u0026gt;,i\u0026lt;c ' ' 'I jt Board: Gould Superintendent Still Has tp iPay\n- By Jef?iifer Sicitiiig  phone interview Tuesday phone calls from August 1993 youre (ai a school boarii raeiubcr)^* . or THC COWMBICVML WWFF_________________ GOUIX) ~ The Gould School Board decided Monday to let Superintendent John Hickman coo- morning, Itidunan said he thought through June 1995- tinue to ,lay off some undocumented travel expenses past .lune 25, which is the end of the districts fiscal year. School hoard president .Alan Minor said, \"We need to go ahead and resolve this with the remaining items that we have.\" The district was been deducing payments from Hickman's paycheck to cover more than SI2,000 in undocumented phone and credit card expenses accumulated ever a three-year period. The remaining amount is almost $1,500. Hickman was in a meeting at Little Rock on Monday and could irot attend the school board meeting that night. the Credit cards were his expense account. He also said the' school board wanted him to justify the traveL Hickman said he expects to he reimbursed foi much of the obtigated to do under the state of expenses because he has At a Sept. 14 called meeting.  Hicltmati was directed to reimburse the school for more than 512,000 in telephone and Artansai iYou have Jo oiake are.^^, foods are, spent property.,. \\  . 'There are no III feelings to-.,,,- drciJii card charges. The sohmitted documentation for the reimbursement is doire by a payroll deduction of $662-85 per pay- wards anyone.. Somrltmes yon,, i. have to do thin^.lhe public ha? .. elected ytw to do.^ Minor said. In other busine^ . the boartJ expenses to the school's auditor. For the expenses that 'arc If the superintendent presents a SZ4 vrtv siiae oiv  a     justified, I will be reimbursed for oocumcntatiori ofiginrity reque.sted at ate August llS, 1995, bttard'Vnebling for that, he said. Minutes from a called meeting in ottier txjstncss., toe ooaro^,^ decided lottobie ilnns on *d- - u -a-- -- ' ministrative -posittpiis usitib ths pn next, meeting when L^kmm.twld pj. . be there, c. t \n!j I' .tv any 'We need the superirtfendentiV* , la recomoltndation becausehe'*' on Aug 16. 1995. said the board   wortang with that oil a day-fthday*' directed Hickman Io submit ibT basis, Mlnftr Said-.o .'-\u0026gt; -.u-r -v written docusnenialiofl to the , J , . tohooi board to establish how each of the questioned expenditures wait incurred in the direct pfo.ntiance of his yob as superintendent. During that same meeting, Hickman  was directed to submit board, thert the school board High  school ''principal Tenf' agrees to reduce the otitsfandrng ' Murry told the board it had ap i_ \u0026gt;. a 1. .  - _____________it MsnaAJ\u0026gt;( I'ha^ balance owed by the superintend- proved' S Mfcndhf the \u0026lt; .t..r  facul^ did dtM appnr^.'* Ar ent ..according to that mect- ings minutes. After Monday nights meeting, The board decided, to t\u0026gt;ble\u0026gt;*n documentation on job-related Minor said, You do the iob approwmg the Cal odatuntd thej see the revised version. * SKStK!John w. Walker, P.yV. Ati'iiiinhy At Law 17 Broadway Ijjtle Kock. Arkansas Tam\nTeI.EPIKi.NE (5H1) 37 )-375.S h'AX (501) 371-1137 RB M .i A AS MJG b 1993 JOHN W. WALKER RALPH WASIHNOTON MARK IHiRNKITK ADSTLN PORTER. JR. August 3, 1993 Oitice o( Desegregation Monitoring Mr. John Moore President Little Rock Board of Directors 810 W. Markham Street Little Rock, Ar 72201 Re: John Hickman Dear Mr. Moore: I am in receipt of Mr. Spencer Robinson's opinion regarding continuation of the Hickman matter. Before the Board considers the matter, I wish to be heard by the full Board at a public meeting. At that time I would like to present arguments contrary to those presented by the District's counsel. I also wish to remind the Board that this matter is of great public interest, Mr. Hickman's hearing was discontinued by the Board during the school term largely due to the several month hospitalization of a board member and that Mr. Hickman has not had an opportunity to refute libelous and slanderous charges in public forum. a bias by the I also wish to remind the Board of our charges of administration. this perspective. hearing officer which favored the school Whether true or not, the opinion gives credence to Under the circumstances, to stop the hearing now and to deny further hearing on the request made pursuant to A.C.A. 6-17-1509, employer. a message is sent to other employees by allowing the hearing to be aborted. Moreover, the District's casts the District in a posture of being an unfair Moreover, stewardship of its economic resources will also be brought into issue before the District Court. more I am sending a copy of A.C.A. 6-17-1509 to you for each board member's consideration. Sincerely, 6Joi 1 Jc/nn W. VJalker Joli JWW:lpI.' G-17-1509 KDIHWI'ION 294 2d '5 'iSJ 'll '* ^*1 I \u0026lt; i rs - )| I* iijS i!\ns 1 'lii! r Ml. :  I l.li 1' i '11 { oBij  iiii) bill with the reasana lor. the recannnend.al inn of lei inination in accordance wilh I be 'I'eacher Fair Dismissal Act at lirDI. ami Ihe act required that a prabalianarv tact, one at termination\ntherel'ore since Ihe letter did iiel state that a hearing was available Ie (lie .assistant principal, and Ihe assistant principal did not receive the liavh('i- be gieea !( stalciiivnl hI iIh grouinls ('ill' terminal ioa bal anl ba- aa renewal, the inclusion al Ihe which were made an Ihe advice counsel indicated that the lelli r rea.tns el lee,'ll I in linielv hearing on lit Ihe lellcr, Ihe : I be racial a|)pearance ir.Kislant principal did nal receive due precess. Rogers V. Masem, 7,S.q l''.2(l I'.J.Sft nsih Cir. 1985' (decision miller priai lawi G-17-1509. Hearing. (a) A teacher who ri'ceives o nolice ol recommended leiinination oi nonrenewal may (ile a wrilb'ii request with the board of directors of t.be district for a hearing. (b) Written request for n heuring shull be seiit by certified or legis- tered mail to the president of the biuud. with n copy to the supei inten- dent, or may be delivered in person to each ol Ibem by the teacher, within thirty (30) days after the written notice ol proposed termination r nonrenewal is received by the teacher. , , ,, (c) Upon receipt of a request for a hearing, the board shall grant a hearing in accordance with the following provisions: (1) The hearing shall take place not les.s than I.ve '5  _ - ten (10) days after the written reipiest lui  except that the teacher and board may, in writing, agree to a postponement of the hearing to a later date\n. i i,n (2) The hearing shall be private unless the teacher or the boaid shall or 1'1 VC 15) nor more Llian g.s been served on the board. request that the hearing be public\n(3) The teacher and the board may be represented by representa- lives of their choosing\n(4) It shall not be necessary that a full record of the proceedings at the hearing be made and preserved unless\n(A) The board shall elect to make and preserve a hearing at its own expense, in which event a copy shall be furnished the teacher, upon request\nwithout cost to the teacher\n(B) A written request is filed with the board by the teacher at least twenty-four (24) hours prior to the time set (or the hearing, in which event the board shall make and preserve, at iLs own expense, a record of the hearing, and shall furnish a transcript to the teacher record of the I Di Ki U I'll te (b .4 Si A A n\u0026lt; e\u0026lt; tt ii U c ti tl P tl t- 1 h P t without cost. History. Acts 198.3, No. 9.3(i,  9\nA.S.A. 1947,  80-1266.8. KESICARCH REFERENCES Ark, L. Rev. Watkins, Open Meetings Under the Arkansas Ercedeni of Information Act, 38 Ark. b. Rev. 2(i8. s?  1 iSj! a j'ffi 'Si' \\ ! W 'f I.'?'!  9' *TSP'r^O}S RiJOHN W. WALKER RALPH WASHINCTON MARK BHP.NHTE AUSTIN PORTER. .Hi. .John w. Walker, p.a. Attorney At Law 172P.\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_493","title":"Incentive Schools: Brochures","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":["1993/1997"],"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 improvement programs"],"dcterms_title":["Incentive Schools: Brochures"],"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/493"],"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":["38 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District c ommunication technology is integrated into the core curriculum at Franklin through the addition of creative writing, public speaking, interpersonal skills, multi-cultural education, and conflict resolution. Skills that are taught throughout the curriculum are speaking, writing, reading, studying, listening, test taking and thinking. Technology is utilized in five areas:  individualized learning  group interaction  management and coordination of student learning  student expression  knowledge production (creating, exploring and discovering) Goals of the program are to enhance student achievement, reduce gender and racial disparity, promote self-discipline, develop higher level thinking skills, instill task commitment and responsibility, develop basic academic skills, and to enhance the educational, cultural and social opportunities of students. Students are allowed, with instructional guidance, to set their own pace. The positive learning atmosphere at Franklin is success-oriented, risk-free, organized, orderly and flexible. Our student-centered atmosphere has learning centers and interactive computer software. Students are encouraged to set their own goals. They're free to move about the classroom and receive positive reinforcement for their efforts and accomplishments. At Franklin, we teach communication skills that are the building blocks for understanding. Franklin Communications Technology Elementary School First Class Schools For World Class Kids Communication Skills Enhance Ability To Succeed Students at Franklin get a head start as they learn to speak and write effectively and interact with people who have varying viewpoints. Some of the special programs that promote communications skills include: Beta Club, Math Olympiads, international pen pals. Quiz Bowl, Career Club, Drama Club, B.U.G. (Bring Up Your Grades), Lunch Bunch Computer Club and a school newspaper. Students become active learners by engaging in project-oriented activities and by writing activities that broaden their knowledge of telecommunications. We promote G.U.M. - Getting, Understanding and Manipulating information. Through this process, students become independent thinkers, doers and learners. These are the skills which ultimately can lead them to a successful and productive career. SPECIAL ATTRACTIONS  Interactive Technology to Enhance Communications Skills  Science Lab and Production Lab  Management and Coordination of Student Learning A Different Learning Environment A 54-station computer lab, a \"Writing to Read\" lab, and the usage of other interactive technology creates an enhanced learning environment for students at all levels. Our trained staff promotes independent thinking and responsibility among students. We promote the best of both educational worlds - high sensitivity and high tech - which develops students with a head and a heart for the future.  Conflict Resolution  Multicultural Education  Achievement Recognition  Emphasis on Individualized Learning Styles *Franklin Communications Technology Elementary School 1701 South Harrison Little Rock, AR 72204 501/671-6380  Activities: Boy Scouts, Girl Scouts, Spanish Club, Interdistrict Pen Pals FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085  Gifted/Talented Program  Extended Day and Extended Week Activities  Before and After School Care Program - Supervised Activities, 7 a.m.-5:30 p.m.  Four-Year-Old Program Franklin Communications Technology Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. Little Rock School District c ommunication technology is integrated into the core curriculum at Franklin through the addition of creative writing, public speaking, interpersonal skills, multi-cultural education, and conflict resolution. Skills that are taught throughout the curriculum are speaking, writing, reading, studying, listening, test taking and thinking. Technology is utilized in five areas\n individualized learning  group interaction  management and coordination of student learning  student expression * knowledge production (creating, exploring and discovering) Goals of the program are to enhance student achievement, reduce gender and racial disparity, promote self-discipline, develop higher level thinking skills, instill task commitment and responsibility, develop basic academic skills, and to enhance the educational, cultural and social opportunities of students. Students are allowed, with instructional guidance, to set their own pace. The positive learning atmosphere at Franklin is success-oriented, risk-free, organized, orderly and flexible. Our student-centered atmosphere has learning centers and interactive computer software. Students are encouraged to set their own goals. They're free to move about the classroom and receive positive reinforcement for their efforts and accomplishments. At Franklin, we teach communication skills that are the building blocks for understanding. ft oo \u0026gt; 70 M to O to 171 o 00 S'  3 00 3 r ce oo c a. n\u0026gt; 3 \u0026gt; (C7Z32 3o-a Q, O co CTQ 33  o O o if n\u0026gt; o nT\u0026gt;3 I z p hJ o co O UoI (JfQt O cS 2. n' Qi 3o Z o o Franklin Communications Technology Elementary School First Class Schools For World Class Kids Communication Skills Enhance Ability To Succeed Students at Franklin get a head start as they learn to speak and write effectively and interact with people who have varying viewpoints. Some of the special programs that promote communications skills include: Beta Club, Math Olympiads, international pen pals. Quiz Bowl, Career Club, Drama Club, B.U.G. (Bring Up Your Grades), Lunch Bunch Computer Club and a school newspaper. Students become active learners by engaging in project-oriented activities and by writing activities that broaden their knowledge of telecommunications. We promote G.U.M. - Getting, Understanding and Manipulating information. Through this process, students become independent thinkers, doers and learners. These are the skills which ultimately can lead them to a successful and productive career. SPECIAL ATTRACTIONS  Interactive Technology to Enhance Communications Skills  Science Lab and Production Lab  Management and Coordination of Student Learning A Different Learning Environment A 54-station computer lab, a \"Writing to Read\" lab, and the usage of other interactive technology creates an enhanced learning environment for students at all levels. Our trained staff promotes independent thinking and responsibility among students. We promote the best of both educational worlds - high sensitivity and high tech - which develops students with a head and a heart for the future.  Conflict Resolution  Multicultural Education  Achievement Recognition  Emphasis on Individualized Learning Styles \"Franklin Communications Technology Elementary School 1701 South Harrison Little Rock, AR 72204 501/671-6380 7?  Activities: Boy Scouts, Girl Scouts, Spanish Club, Interdistrict Pen Pals FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085  Gifted/Talented Program  Extended Day and Extended Week Activities  Before and After School Care Program - Supervised Activities, 7 a.m.-5:30 p.m.  Four-Year-Old Program Franklin Communications Technology Elementary School is a part of the LRSD incentive School Program, Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. Little Rock School District  arland is the only elementary school with a multimedia technology theme. By using state-of-the-art technology, Garland students learn to become effective users of ideas and information. Multimedia technology and educational research are incorporated into the Little Rock School District curriculum at Garland to enhance learning and better prepare students for a changing social and technological environment. Educational diversity and a multicultural focus creates an environment of interest in other cultures and an anticipation for learning about various customs, holidays and celebrations. Learning with dignity through technology\" is our motto. A caring, encouraging atmosphere is our specialty. ft Q a \u0026gt; bO O bO Ui C/5 3 n\u0026gt;  3 CZ3 3 ft) r CZ3 rt oo zr c =r o o, O Q-O 3 \u0026gt; Vi CZ3 oq  3 fD 2- O o o o Garland Multimedia Technology and Educational Research Elementary School fB O 50 o 3 z p o Oo o 0 (o/) conT re o c0iB) n' QJ o' 3 z o o First Class Schools For World Class Kids h Theme-Focused, Multimedia Technology Adds Interest, Enhances Learning SPECIAL ATTRACTIONS  Gifted/Talented Program Students at Garland Multimedia Technology and Educational Research Elementary School learn reading, math, social studies and science via multimedia technology. Computer labs are available for students pre-K through sixth grade. Multimedia technology is available in classrooms with each grade level focused on a theme, such as:  Literacy Through Technology * Early Literacy Through Technology  Researching America Through Technology  Telecomputing Technology  Media Productions  Exploring the World Through Technology We at Garland are preparing students for a changing social and technological environment in a caring atmosphere. We have a low pupil-to- staff ratio which helps increase interaction between students and staff.  Extended Day and Extended Week Activities - Activities Include: Individualized Academic Assistance, Clubs, Field Trips and a Homework Center  Before and After School Care Program  Parent Workshops - Training parents to Assist their Children with Homework, Computer Literacy, and Nutrition  Four-Year-Old Program  Special Skills Program - Chess, Spanish, Choir, Dance, Aerobics and Taekwondo  Multicultural Program - Intensive Study of Various Cultures  Achievement Recognition  Tutoring in the Classroom  Media Center - with an Electronic Encyclopedia  Parent Link - A Voice Mail Link For Parents and Teachers Special Programs Garland offers special programs that include a gifted and talented program, speech therapy, resource classes, community based instruction, an academic support program for reading and math, comprehensive counseling and nursing, a library media specialist, social worker and multimedia theme specialist. From health to resources - from academics to discipline - Garland is in the forefront. Garland Multimedia Technology and Educational Research Elementary School 3615W. 25th Street Little Rock, AR 72204 501/671-6380 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 Garland Multimedia Technology and Educational Research Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. Little Rock School District \u0026lt;5 T he Creative Dramatics Program at Mitchell encourages self expression through writing, speaking and per- r forming creative dramatics, all of which enhance learning by personalizing the dramatic experiences. This, in turn, creates sensitivity toward all individuals and instills an appreciation for their uniqueness. At Mitchell we provide learning experiences that stimulate our students to communicate their intellectual, emotional, social and creative strengths. Students acquire an understanding of the five components of the Creative Dramatics Program: voice/diction, movement, costuming, makeup, and written script and/or adapted text. Self-confidence is promoted through the discipline of movement and dance, while a sense of community is reinforced through cooperative performing experiences. Both drama and dance are used as tools for expressing a culture's attitudes and beliefs. Students learn that drama mirrors life and they, like the characters, make choices which create significant change. The \"Mitchell Merry Makers, a drama club that meets during lunchtime, in addition to plays, puppetry and reader's theatre, provide diverse opportunities for student participation. An after school program includes ballet and creative dance. Mitchells Creative Dramatics Program is interwoven into an excellent elementary core curriculum taught by a highly qualified staff. At Mitchell, students get a gentle push onto the stage of life. It's a setting for the future. (T) X) o o ?- \u0026gt; SJ o rj LA o C/2 3* fP  3 r ft) o o TT CZ5 c CL Q 3 \u0026gt; CZ5 CZ3 XT 3 o 3 O fD  3 io a o A 1 s. o CP \u0026lt;p CP co ro tn ! t 5,- \u0026amp; S \u0026lt;P O n ?3 fP z. p o 00  o in 0) uo ft) O O) 3 n w o' 3 2 o o First Class Schools For World Class KidsMulti-Sensory Approaches Enhance Student Interest In Creative Dramatics SPECIAL ATTRACTIONS Creative dramatics is expressive and transforms concepts into personal meanings for children of all ages. An awareness of self and others evolves through these programs. Our multi-sensory approach to creative dramatics promotes student interest and participation. Students have an opportunity to engage in puppetry, movement and music, costuming, makeup, text adaptations, improvisations, creative scene work, oral reading and story telling, artwork in designing sets including backdrop painting, prop construction and shadow boxes. Special programs include an extended day program offering a homework center, ballet, tap and creative dance, play production, sewing, cooking, girl/boy scouts and student council. Saturday enrichment activities include collaboration with community service organizations.  Full-time Creative Dramatics Specialist Extended Day Program Care Program - Supervised activities until 5:30 P.M. Academic Support Program for reading and math Gifted and Talented Program Speech therapy Resource classes Full-time counseling program Low pupil-to-staff ratio Pre-K Program with imaginative play Special Activities Special activities include \"The Mitchell Merrymakers, a drama club, and the Mitchell Children's Ballet (after school program). To further enhance the dramatics theme, students attend performances such as THE NUTCRACKER ballet and Arkansas Arts Center Children's Theatre Performances. *Mitchell Creative Dramatics Elementary School 2410 Battery Street, Little Rock, AR 72206 501/324-2415 TO SCHEDULE A SPEAKER FOR YOUR GROUP OR ORGANIZATION, CALL 324-2515 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 *' Parent Workshops - Special training sessions, family puppetry activities and computer check-out materials  Comprehensive nursing * Additional Programs - Saturday enrichment activities Excellent Core Curriculum Mitchell Creative Dramatics Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. I I Little Rock School District T he Creative Dramatics Program at Mitchell encourages self expression through writing, speaking and per- r forming creative dramatics, all of which enhance learning by personalizing the dramatic experiences. This, in turn, creates sensitivity toward all individuals and instills an appreciation for their uniqueness. At Mitchell we provide learning experiences that stimulate our students to communicate their intellectual, emotional, social and creative strengths. Students acquire an understanding of the five components of the Creative Dramatics Program: voice/diction, movement, costuming, makeup, and written script and/or adapted text. Self-confidence is promoted through the discipline of movement and dance, while a sense of community is reinforced through cooperative performing experiences. Both drama and dance are used as tools for expressing a culture's attitudes and beliefs. Students learn that drama mirrors life and they, like the characters, make choices which create significant change. The \"Mitchell Merry Makers, a drama club that meets during lunchtime, in addition to plays, puppetry and reader's theatre, provide diverse opportunities for student participation. An after school program includes ballet and creative dance. Mitchell's Creative Dramatics Program is interwoven into an excellent elementary core curriculum taught by a highly qualified staff. At Mitchell, students get a gentle push onto the stage of life. It's a setting for the future. O o \u0026gt; bO o to LZi O 3- \u0026lt;T\u0026gt; 3 p 3 CO s t- \u0026gt;0 o o GO C Q- ro 3 \u0026gt; (Zl cz\u0026gt; n 3- O o. o OQ 3 3 o 3 o O o ft o 50 o n\u0026gt; 3. 2. p KJ o 00 O c 0 o (Zl ST cm O ab Qj 3 n' o 3 z o o First Class Schools For World Class KidsMulti-Sensory Approaches Enhance Student Interest In Creative Dramatics SPECIAL ATTRACTIONS Creative dramatics is expressive and transforms concepts into personal meanings for children of all ages. An awareness of self and others evolves through these programs. Our multi-sensory approach to creative dramatics promotes student interest and participation. Students have an opportunity to engage in puppetry, movement and music, costuming, makeup, text adaptations, improvisations, creative scene work, oral reading and story telling, artwork in designing sets including backdrop painting, prop construction and shadow boxes. Special programs include an extended day program offering a homework center, ballet, tap and creative dance, play production, sewing, cooking, girl/boy scouts and student council. Saturday enrichment activities include collaboration with community service organizations.  Full-time Creative Dramatics Specialist Extended Day Program Care Program - Supervised activities until 5:30 P.M. Academic Support Program for reading and math Gifted and Talented Program Speech therapy Resource classes Full-time counseling program Low pupil-to-staff ratio Pre-K Program with imaginative play Special Activities Special activities include \"The Mitchell Merrymakers\", a drama club, and the Mitchell Children's Ballet (after school programi. To further enhance the dramatics theme, students attend performances such as THE NUTCRACKER ballet and Arkansas Arts Center Children's Theatre Performances. ^Mitchell Creative Dramatics Elementary School 2410 Battery Street, Little Rock, AR 72206 501/324-2415 TO SCHEDULE A SPEAKER FOR YOUR GROUP OR ORGANIZATION, CALL 324-2515 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 Parent Workshops - Special training sessions, family puppetry activities and computer check-out materials  Comprehensive nursing * Additional Programs - Saturday enrichment activities Excellent Core Curriculum Mitchell Creative Dramatics Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. s tudents in kindergarten through the sixth grade benefit from Rightsell's career awareness and mass media r activities which are integrated into the prescribed Little Rock School District's core curriculum. Rightsell's theme provides learning opportunities that foster social growth and produce responsible and productive citizens. The program promotes the development of a positive self-concept, and good problem solving and decision making skills required for independent learners. Students are given opportunities to develop emotional and social skills essential for life-long learning. Since this program permeates all subjects, career awareness is promoted early as students learn to identify responsible and successful work behaviors and acquire knowledge of economic and free enterprise principles. They learn of the diverse occupations available and how to apply basic skills to career decisions. Rightsell also offers a host of extracurricular activities, special incentive programs and strong community involvement. Student activities include Student Council, lust Say No Club, Ambassador Program, Conflict Managers, Student Mentor Program, Math Olympiad, Book Fair, Career Mentors Club, industry site visits and a school newspaper. Awards for performance and behavior include Honor Roll, Citizenship/Attendance Awards, Good Citizens Tea and Student of the Week. PTA, Volunteers in Public Schools and Partners in Education are just three of the many community-based programs. Rightsell is a place where students plant the seeds for a successful life. f 1 J i 3 o o \u0026gt; ?0 N) O N) LoA co 3* 3  f3t r o 3! o w o o CoZ3 CCOD 5 co H o S o2 o 5 40 1 m37 o SO 4^ rn a Little Rock School District C3D 3 C \u0026lt;T Q a 5T 3* OP. 5 o ro o fO p KJ o 00 5 ion \u0026amp; UQ o at n at o Z o o First Class Schools For World Class Kids Career Awareness And Mass Media Technology Promote Learning SPECIAL ATTRACTIONS Career Awareness and Mass Media Technology are infused throughout the curriculum at Rightsell. Special emphasis is placed on communication skills, technology and career clusters. The grade level career clusters are: _ Theme - Career Awareness/Mass Media Awareness Computer Lab/Writing to Read Lab Kindergarten: First Grade: Second Grade: Third Grade: Fourth Grade: Fifth Grade: Sixth Grade: Community Helpers Occupations Around the World Human/Public Service Occupations Environmental, Science, and Agriculture Technology Career Occupation Exploration/Research Health Professionals/ Arkansas Employment Opportunities Communication and Media Technology/Employability Skills Education. Closed Circuit Network System/  Channel 36 Industry Site Visits Career/Mentoring Program  Counseling/Social Services  After School Phonics Program Gifted/Talented Program Before and After School Care Involvement of the business community provides students with practical experience, exposure and information.  4-Year-Old Program Fine Arts Instruction - Art, Music, Band ft 'Alt  J Health Education - Comprehensive Nursing Physical Education Program  Low Student-Teacher Ratio Extended Day Program Student Uniforms Faculty And Other Unique Assets The certified staff at Rightsell includes a counselor, gifted specialist, speech therapist, resource teacher, math specialist, theme specialist, social worker and permanent substitute teacher. In addition, there are two aides for every three classrooms. Rightsell's before and after school CARE Program (7 a.m.-6 p.m.) includes a nutritious breakfast and snacks. *Rightsell Career Awareness/ Mass Media Technology Elementary School 911 West 19th Street Little Rock, AR 72206 501/324-2430 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085  Rightsei 1 Career Awareness/Mass Media Technology Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. Little Rock School District s tudents in kindergarten through the sixth grade benefit from Rightsell's career awareness and mass media r activities which are integrated into the prescribed Little Rock School District's core curriculum. Rightsell's theme provides learning opportunities that foster social growth and produce responsible and productive citizens. The program promotes the development of a positive self-concept, and good problem solving and decision making skills required for independent learners. Students are given opportunities to develop emotional and social skills essential for life-long learning. Since this program permeates all subjects, career awareness is promoted early as students learn to identify responsible and successful work behaviors and acquire knowledge of economic and free enterprise principles. They learn of the diverse occupations available and how to apply basic skills to career decisions. Rightsell also offers a host of extracurricular activities, special incentive programs and strong community involvement. Student activities include Student Council, lust Say No Club, Ambassador Program, Conflict Managers, Student Mentor Program, Math Olympiad, Book Fair, Career Mentors Club, industry site visits and a school newspaper. Awards for performance and behavior include Honor Roll. Citizenship/Attendance Awards, Good Citizens Tea and Student of the Week. PTA, Volunteers in Public Schools and Partners in Education are just three of the many community-based programs. Rightsell is a place where students plant the seeds for a successful life. ft 73 O o \u0026gt; 73 ro M o (O ft 73 O ft 3 fD 3 o LA o CZ) CT fD 3  3 n* o o. 5 CZ3 gS o fl) 73 O n X3 fl) I pZ 0o0 o (S/) OEQI 03) n 0) o o o First Class Schools For World Class Kids Career Awareness And Mass Media Technology Promote Learning SPECIAL ATTRACTIONS Career Awareness and Mass Media Technology are infused throughout the curriculum at Rightsell. Special emphasis is placed on communication skills, technology and career clusters. The grade level career clusters are: Theme - Career Awareness/Mass Media Awareness Computer Lab/Writing to Read Lab Kindergarten: First Grade: Second Grade: Third Grade: Fourth Grade: Fifth Grade: Sixth Grade: Community Helpers Occupations Around the World Human/Public Service Occupations Environmental, Science, and Agriculture Technology Career Occupation Exploration/Research Health Professionals/ Arkansas Employment Opportunities Communication and Media Technology/Employability Skills Education. Closed Circuit Network System/  Channel 36 Industry Site Visits Career/Mentoring Program  Counseling/Social Services  After School Phonics Program Gifted/Talented Program Before and After School Care Involvement of the business community provides students with practical experience, exposure and information.  4-Year-Old Program Fine Arts Instruction - Art, Music, Band I! Health Education - Comprehensive Nursing Physical Education Program  Low Student-Teacher Ratio Extended Day Program Mi Student Uniforms Faculty And Other Unique Assets The certified staff at Rightsell includes a counselor, gifted specialist, speech therapist, resource teacher, math specialist, theme specialist, social worker and permanent substitute teacher. In addition, there are two aides for every three classrooms. Rightsell's before and afterschool CARE Program (7 a.m.-6 p.m.) includes a nutritious breakfast and snacks. * Rightsell Career Awareness/ Mass Media Technology Elementary School 911 West 19th Street Little Rock, AR 72206 501/324-2430 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 Rightsell Career Awareness/Mass Media Technology Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. Little Rock School District nique features at Rockefeller Computer Science Elementary School offer students outstanding learning advantages. The Computer Science theme enhances subject areas with software that increases student achievement. Students receive instruction in reading and math in the lab twice weekly. The \"Writing to Read computer lab enhances kindergarten and first grade instruction. Math and reading specialists help identified students in lab settings and in the regular classroom. A well-equipped science lab provides exciting, hands-on instruction. Children present experiments to parents and visitors at an annual science fair. Art, music and physical education instruction is provided by full-time, certified teachers. Student artwork is displayed throughout the school and is often entered into competition. Students are invited to perform and display musical talents at community functions. Extended day activities include computer, scouts, Spanish and cooking clubs. Extracurricular activities include tennis, swimming, aerobics, art, choir, string instruments and dance. Homework, tutoring and enrichment sessions are provided three days a week. Media services with a full-time certified media specialist offer Reading Extension Activities for Children (REACH) and extended library activities for mastery of reading skills. Special education teachers are provided for resource, speech and gifted students. A full-time guidance counselor and social worker are a vital part of the staff. Comprehensive school nursing provides a fitness and wellness program. An onsite Parent Center offers information and books to help with parenting skills. Rockefeller Computer Science Elementary School is an exciting, futuristic educational experience with the computer theme interwoven across the curriculum where a caring attitude permeates every classroom. Ln O r I 1 t I o 3 s 2, o coo CD IO S ctou o o S o 2- o 5 \u0026lt;o  fO o o 3m1 om \u0026lt;  5 IJ ft)\no a o \u0026gt; \u0026lt;Z\u0026gt; fp 5o0 Q 3 z o o 00 co 3* 03 3 3 n\u0026gt; o o 00 n ET O P 5 co CO c CL n\u0026gt; 3 \u0026gt; CZ3 oq 3 3 G 3 O o o a 1 j ,1 I 1  (/) o V) S tfO fD O (jo u n' (U o  z. o 4 First Class Schools For World Class Kids Computer Science Theme Enhances All Subject Areas At This School Of Choice At Rockefeller Computer Science Elementary School, students receive a solid academic background in the basics: language arts (English, reading, and spelling), social studies/ history, math and science. Computer Science instruction is incorporated in the regular elementary school program to enhance learning in various subject areas. Students receive instruction on computers in their classrooms and in a networked lab environment. Students who have a special talent or interest in computers will find a pleasant school environment and an exceptional opportunity for hands-on computer experiences at Rockefeller. Small class size and staffing ratio are an added incentive at Rockefeller. Class size is limited to 20 students. There are 23 certified classroom teachers, 13 certified specialists, comprehensive nursing and a social worker. SPECIAL ATTRACTIONS Computer Science Theme developed by the staff and directed by a computer  specialist  Double funding Full computer lab with 25 computer stations plus computer lab stations in every classroom Gifted instruction by a certified gifted  teacher Low teacher-to-pupil ratio Continuous computer tracking of student progress in all subject areas  Science Laboratory Full-sized gymnasium Numerous educational field trips (theme  and non-theme related) Rockefeller's Early Childhood Magnet Education Program Rockefeller is the only school in the Little Rock School District with an early childhood magnet program for children beginning at the age of six weeks. Five certified teachers and eighteen instructional aides are on staff. A brochure on the Rockefeller Early Childhood Magnet School program is available for additional information. Please call or visit the LRSD Student Assignment Office. Rockefeller Computer Science Elementary School* 700 East 17th Little Rock, AR 72206 501/324-2385 FOR ADDITIONAL INFORMATION CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085  Comprehensive nursing t t/A V--' \u0026gt; Extended day, week and year activities f \"Writing to Read\" Computer Program  for Kindergarten and 1st Grade  Special Education services with certified Resource teacher and Speech Therapist Strong Parent Teacher Association p Rockefeller Computer Science Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. Little Rock School District nique features at Rockefeller Computer Science Elementary School offer students outstanding learning advantages. The Computer Science theme enhances subject areas with software that increases student achievement. Students receive instruction in reading and math in the lab twice weekly. The \"Writing to Read\" computer lab enhances kindergarten and first grade instruction. Math and reading specialists help identified students in lab settings and in the regular classroom. A well-equipped science lab provides exciting, hands-on instruction. Children present experiments to parents and visitors at an annual science fair. Art, music and physical education instruction is provided by full-time, certified teachers. Student artwork is displayed throughout the school and is often entered into competition. Students are invited to perform and display musical talents at community functions. Extended day activities include computer, scouts, Spanish and cooking clubs. Extracurricular activities include tennis, swimming, aerobics, art, choir, string instruments and dance. Homework, tutoring and enrichment sessions are provided three days a week. Media services with a full-time certified media specialist offer Reading Extension Activities for Children (REACH) and extended library activities for mastery of reading skills. Special education teachers are provided for resource, speech and gifted students. A full-time guidance counselor and social worker are a vital part of the staff. Comprehensive school nursing provides a fitness and wellness program. An onsite Parent Center offers information and books to help with parenting skills. Rockefeller Computer Science Elementary School is an exciting, futuristic educational experience with the computer theme interwoven across the curriculum where a caring attitude permeates every classroom. r m ?0 o o \u0026gt;70 N) N) O to 73 o n 73 I ZL p NJ o Oo O CZ2 3* G  CO s Q  r Q O O !!r- CZ3 c a. fO  \u0026gt;C/3 8 5a 3 o a CD S I o UI ? tIO) (T  n' O) o' 3 o o First Class Schools For World Class Kids Computer Science Theme Enhances All Subject Areas At This School Of Choice At Rockefeller Computer Science Elementary School, students receive a solid academic background in the basics: language arts (English, reading, and spelling), social studies/ history, math and science. Computer Science instruction is incorporated in the regular elementary school program to enhance learning in various subject areas. Students receive instruction on computers in their classrooms and in a networked lab environment. Students who have a special talent or interest in computers will find a pleasant school environment and an exceptional opportunity for hands-on computer experiences at Rockefeller. Small class size and staffing ratio are an added incentive at Rockefeller. Class size is limited to 20 students. There are 23 certified classroom teachers, 13 certified specialists, comprehensive nursing and a social worker. SPECIAL ATTRACTIONS Computer Science Theme developed by the staff and directed by a computer  specialist  Double funding Full computer lab with 25 computer stations plus computer lab stations in every classroom Gifted instruction by a certified gifted  teacher Low teacher-to-pupil ratio Continuous computer tracking of student progress in all subject areas  Science Laboratory Full-sized gymnasium Numerous educational field trips (theme  and non-theme related) Rockefeller's Early Childhood Magnet Education Program Rockefeller is the only school in the Little Rock School District with an early childhood magnet program for children beginning at the age of six weeks. Five certified teachers and eighteen instructional aides are on staff. A brochure on the Rockefeller Early Childhood Magnet School program is available for additional information. Please call or visit the LRSD Student Assignment Office. Rockefeller Computer Science Elementary School* 700 East 17th Little Rock, AR 72206 501/324-2385 FOR ADDITIONAL INFORMATION CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085  Comprehensive nursing Extended day, week and year activities \"Writing to Read Computer Program  for Kindergarten and 1st Grade  Special Education services with certified Resource teacher and Speech Therapist Strong Parent Teacher Association Rockefeller Computer Science Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment.  t t J p Little Rock School District Positive learning opportunities during the early years of life are critical if we are to help each child realize his or her full potential. The Rockefeller Early Child-o JH 73 rn mn 8g- 2 O hood Magnet School program was developed to provide a good educational start for children whose parents work or attend school. Child-centered in its approach, the program strives to match curriculum to the individual child's interests and styles of learning. Since children need the opportunity to learn about themselves and other cultures to live successfully in the world, the Early Childhood Program is multi-cultural and enrichment-oriented in focus and sensitive to the childrens cultural and ethnic heritages. The developmental program revolves around an active learning philosophy with a full spectrum of activities designed to stimulate children at different levels of development. Children are given the freedom to use materials in their own way, and move about and interact verbally and physically. Staff members are selected for their ability to express love and warmth as well as their formal training in child development. Ongoing training is an integral part of the program. The Rockefeller Early Childhood Magnet School isn't just pre-school daycare  it's much, much more! S- m  u n 3 I O O D SD id KJ O  CZ) n Rockefeller Early Childhood Magnet School For Children Ages 6 Weeks through 4 Years o3 o oX o2 -a i 9 tn (73 CP \u0026gt; O' s u tfQ fD 3 n (U o 3 z o o First Class Schools For World Class Kids Four Good Reasons To Enroll At ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL Teaching - Caring - Loving - Safety when a child is given the foundation for learning early in life, the chances for academic achievement are much greater. The Rockefeller Early Childhood Education Program for children age six weeks through four years provides such an avenue for pre-school children of all economic and ethnic backgrounds. It's just one way the Little Rock School District is assuring that today's kids will have a good start in tomorrow's world. The principal and staff are dedicated to this unique program and its continued success. A safe and loving environment in which every childs basic needs are met contributes to the success of the program. In addition, an innovative curriculum assures that each child will be able to reach his/her full potential. This program found its roots in 1969 with the Kramer Research Project, developed by Dr. Bettye Caldwell of UALR, internationally known early childhood specialist. This creative program was developed to determine the effect of a high-quality education coupled with an extended day childcare program on children who were from six months of age through the sixth grade in school. Cooperative support was gained from UALR, the Little Rock School District and the federal government. Qualified Teaching Staff Our certified staff includes the principal\na vice principal\ncertified classroom teachers\nmedia, music, art, and physical education specialists\na counselor, speech therapist and a registered nurse. This means your child is being taught and cared for by people who have all the necessary experience and knowledge to receive appropriate licensing in their teaching field. Aides and Service Staff Provide Extra Measure of Attention and Security Your child is in good hands with more opportunity for individual attention because of the programs ratio of adults to students. Rockefeller has one of the best student-to-staff ratios in the district, as do all seven of the District's so-called \"incentive\" schools. There are 18 early childhood instructional aides. Nutritional Food At Breakfast, Lunch \u0026amp; Snack Time children arriving prior to 7:20 a m. may have breakfast. Lunch and an afternoon snack are served daily to all children. Facts About Schedules \u0026amp; Fees Rockefeller Early Childhood Program operates 12 months of the year, Monday through Friday, from 7 a.m. until 5:30 p.m., with the exception of holidays. There is no charge for the four-year-old program during regular school hours (7:55 a.m. - 2:35 p.m.). The LRSD CARE program is available for a fee to provide childcare services before and after the school day. A sliding-scale tuition schedule is available for Rockefeller Early Childhood Magnet participants age six weeks through three years of age. For four-year-olds, a CARE program is available after school to 6 p.m.. also, it operates on most school holidays. Reserve Your Space Now Enrolling your child is simple, lust contact the LRSD Student Assignment Office, 501 Sherman, or call 324-2272. Because assignments are subject to desegregation requirements and due to the popularity of tthhiiss I / 1 program, there may not be an opening at first inquiry, if not, your child's name will be put on a waiting list and you will be contacted as soon as opening occurs. SPECIAL ATTRACTIONS  The only Early Childhood Magnet program in the District accepting children as young as six weeks of age.  Accessible location for working parents.  Exceptional student-to-staff ratio.  Classes for all pre-school ages, with one class for infants, one for toddlers, one for three-year-olds, and three classes for four-year-olds.  Well-developed philosophy and appropriate age-related goals.  Clean, safe facility with a host of play and learning materials such as blocks, toys, games, puzzles, art supplies and books.  Diverse teachers and students, and a varied curriculum provides many learning experiences.  Each child receives individual attention.  A learning atmosphere that encourages children to have fun and interact. Send your PRE-SCHOOLER on a learning experience\" at Rockefeller Early Ckildfiood Magnet School, 700 E. 17tFi, Little Rock 72206. For Information, Call 324-2272 o C \u0026lt;D O O) nJ 5 co \u0026lt; QL SN S 9 o c o c CL \u0026lt;0 O Z) Q. .1E (X D. I C9 ac ? z u- O \u0026lt;=\u0026gt; S lU o UJ uui c\\? I Help your child build a bright futurel u 75 Q \"2o X! chz: w _ c/2 E o (N in co C/2 C CO J= \u0026lt; o  u I :S o Cci (U .ts  J 00 '-J Fl Little Rock School District iMceutiue Sc[)oo[s Designed to Give Your Child a Unique Educational Opportunity e incentive school program promotes and ensures academic excellence in scl)ools tl)at me are striving to desegregate. Incentive sclfools not only offer excellent academic opportunities^ but computer literacy and programming^ parent support morksbops^ extended day/meek learning opportunities and a small pupil/teacber class ratio. iMceutiLe Scl^ool Programs Student Education Plan An individual learning plan is developed to meet each students learning style, interests, and needs. Themed Focus Each school has a specific theme that provides an exciting focus enhancing students  basic educational skills. Four-Year-Old Program The four-year-old program offers certified teachers, an instructional aide, and an age-appropriate curriculum that prepare students for kindergarten learning. Incentive Softools: Computer-Assisted Instruction Children learn computer-based instruction in reading and math. Writing to Read computer labs are available for kindergarten and first grade. Franklin Communications Technology 1701 South Harrison Street  671-6380 Garland Multimedia Technology \u0026amp; Educational Research 3615 West 25th Street - 671-6275 Extended Day/Week Learning Opportunities There are after-school classes (special skills, clubs and leisure activities), Saturday classes, and field trips to enhance learning. Mitchell Creative Dramatics 2410 Battery Street  324-2415 Rightsell Career Awareness \u0026amp; Mass Media 911 West 19th Street  324-2430 Parent Center Parents may obtain materials on parenting skills and other information at each school. Rockefeller Computer Science \u0026amp; Early Childhood Magnet 700 East 17th Street  324-2385 Low Pupil-to-Staff Ratio Small classroom ratios help increase interaction between students and teachers. More information: Student Assignment Office 324-2272 Franklin Communications Technology Incentive School Would you like to enroll your child in a school that has a caring and nurturing staff, uses computers to help your child learn, and customizes its teaching to meet each childs needs? Franklin Communications and Technology Incentive School does all of this and more. What can Franklin offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program. 7\n00 a.m. - B:00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center, which provides materials for parenting skills Full-time specialists in math, reading. PE. art. music, library, and school theme Trained, caring staff Franklin Communications Technology Incentive Elementary School 1701 South Harrison Street Little Rock. AR 72204 (501) 671-6380 For more information call our Student Assignment Office-[501] 324-2272Franklin Focuses on Communications c ommunications technology. Franklins theme, focuses on creative writing, public speaking. interpersonal skills, multicultural education and conflict resolution. Students at Franklin get a head start as they learn to speak and write effectively. Special activities to help your child learn during Extended Day include: academic games\ncreative writing/bookmaking\nBoy Scouts\nGirl Scouts\nScience Club\nstudent newspaper, and choir/glee club. Student teachers from the University of Arkansas at Little Rock (UALR) assist in the classroom. A new joint effort with UALR and Share America provides a homework center for students. Franklin is nestled among stately pines in ak Forest, one of Little Rocks well-established neighborhoods. Franklin is near 1-630 just east of UALR and convenient to downtown Little Rock. Experienced, dedicated, nurturing teachers with a focused, personal plan of instruction for your child ... what more could you want? Enroll your child at Franklin-the rising star of the district! Franklin Communications Technology Incentive Elementary School 1701 South Harrison Street Little Rock, AR 72204 (501)671-6380 Garland Multimedia Technology \u0026amp; Educational Research Incentive School Students at Garland Multimedia Technology \u0026amp; Educational Research Incentive School learn by using visual tools such as magazines, newspapers, books, computers and television. This multimedia approach makes learning more interesting. What can Garland offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program, 7:00 a.m. - 6:00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center, which provides materials for parenting skills Full-time specialists in math, reading, PE, art, music, library, and school theme Trained, caring staff Garland Multimedia Technology \u0026amp; Educational Research Incentive Elementary School 3615 West 25th Street Little Rock, AR 72204 (501)671-6275 For more information call our Student Assignment Office - (501 ] 324-2272Garland Focuses on Technology M ultimedia technology, and )^***~J educational research are utilized to help students learn reading, math, social studies and science. Garland goes far beyond the chalkboard and book approach to teaching ... we make learning exciting at Garland! Special research projects and field trips help students learn through real-world experiences. With this approach, learning is made pleasurable in every way. Students enjoy after school fun in the extended day program. Favorite activities include choir, dance troupe. Girl Scouts, Boy Scouts, crafts, sports, chess and sewing. Students are not alone in wanting to learn. Parents benefit from special workshops designed to help them with homework. computer literacy and nutrition. The information given represents what is important to parents and students. Let your child succeed at Garland! Garland Multimedia Technology \u0026amp; Educational Research Incentive Elementary School 3615 West 25th St. Little Rock, AR 72204 (501)671-6275 Mitchell Creative Dramatics Incentive School Creative dramatics is expressive and transforms concepts into personal meanings for children of all ages. An awareness of self and others evolves through these programs. Mitchells multisensory approach to creative dramatics promotes student interest and participation. What can Mitchell offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program. 7\n0C a.m. - 6:00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center, which provides materials for parenting skills Full-time specialists in math, reading. PE. art. music, library, and school theme ^Trained, caring staff Mitchell Creative Dramatics Incentive Elementary School 24n 0 Battery Street Little Rock. AR 72206 (501)324-2415 For enrollment information call our Student Assignment Office - (501) 324-2272Mitchell Focuses on Creative Dramatics c reative dramatics encourages self expression through writing, speaking, performing plays and other student presentations. These activities enhance learning by personalizing the dramatic experiences. Students also learn to be sensitive toward all individuals and develop an appreciation for their uniqueness. Creative Dramatics instruction includes: Puppetry, movement and music Costuming and makeup Story adaptations Improvisations Creative scene work Oral reading and story telling Designing sets and backdrop painting To further enhance the dramatics theme, students attend performances such as The Nutcracker ballet and Arkansas Arts Center Childrens Theatre performances. Creative expression by design at Mitchell Elementary! Mitchell Creative Dramatics Incentive Elementary School 2410 Battery Street Little Rock, AR 72206 (501)324-2415 Rightsell Career Awareness \u0026amp; Mass Media Incentive School Rightsell strives to provide educational experiences that will help each child reach his/her full potential. The career education program will help todays student face the occupational choices and challenges of the future. We also incorporate programs that expose students to mass media technology. What can Rightsell offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program, 7:00 a.m. - 6:00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center which provides materials for parenting skills Full-time specialists in math, reading, PE, art, music, library, and school theme ^Trained, caring staff School uniforms Rightsell Career Awareness and Mass Media Incentive Elementary School 911 West 1 Sth Street Little Rock, AR 72206 (501)324-2430 For more information call our Student Assignment Office - (501 ] 324-2272Rightsell Focuses on Career Awareness/Mass Meoia c areer awareness and mass media technology are emphasized \u0026lt;^''''\u0026gt;3 throughout the curriculum at Rightsell. Special emphasis is placed on communication skills, technology and career clusters. Career Awareness/ Mass Media topics include: Community helpers Occupations around the world Human/public service occupations Career occupation exploration/ research Communication and media technology/ employability skills education Student activities include Student Council, Just Say No Club, Ambassador Program, Conflict Managers, Mentor Program, Book Fair, Quiz Bowl, and Varsity and Junior Varsity Basketball and Cheerleading. Your child can plan for the future at Rightsell! Rightsell Career Awareness and Mass Media Incentive Elementary School 911 West 19th Street Little Rock, AR 72206 (501)324-2430 Rockefeller Computer Science Incentive School If you want your child to succeed in the world of computers, Rockefeller Computer Science Incentive School can give him/her a firm foundation. Rockefeller offers a computer laboratory and computers in every classroom. What can Rockefeller offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program, 7:00 a.m. - 6:00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center, which provides materials for parenting skills Full-time specialists in math, reading, PE, art, music, library, and school theme Trained, caring staff School uniforms Rockefeller Computer Science \u0026amp; Early Childhood Magnet Incentive Elementary School 700 East 17th Street Little Rock, AR 72206 (501)324-2385 For more information call our Student Assignment Office - (501) 324-2272Rockefeller Focuses on Computers c omputer science instruction is offered to all K-B students. In-class computer instruction is provided each day to 2nd and 3rd graders. Fourth through 6th grade students visit the computer lab for reading and math instruction daily. Computer science instruction includes: keyboarding, literacy and word processing. Rockefeller is the only school in the Little Rock School District with an early childhood magnet program for children as young as six weeks old. Parents should sign up early because of popular demand. A well-equipped science lab provides exciting, hands-on instruction. Children also prepare science experiments for display at the schools annual science fair. Finally, special activities such as the Show Choir give your child a chance to shine outside of the classroom. Rockefeller is an open space school conveniently located at I-63C and 1-30 near downtown Little Rock. Your child will be happy at Rockefeller! Rockefeller Computer Science \u0026amp; Early Childhood Magnet Incentive Elementary School 700 East 17th Street Little Rock, AR 72206 (501)324-2385 c  *\no D) 'o s  Q. .ti o  ^5 co \u0026lt; c o z C CL CO Ec/) O J _ o o E  g^TI CD CD gg % ss tu o s Hol s~ %C3 oI p* u Q \"o o h !Z1 E rd (oN \u0026lt;N C/3 CT3 t/3 c 03 o \u0026lt; Q cd :S oO oi UJ Sc(^oo[s Designed to Give Your Child a Unique Educational Opportunity e incentive scl)ool program promotes and ensures academic excellence in scl)ools tl)at we are striving to desegregate. Incentive schools not only) offer excellent academic opportunities^ but computer literacy) and programming^ parent support workshops^ extended da)^/weeh learning opportunities and a small pupil/teacher class ratio. iMCCMtiLe Sc(joo( Programs Student Education Plan yin znJzviJMaZ learning plan is developed to meet each students learning style, interests, and needs. Themed Focus Each school has a specific theme that provides an exciting focus enhancing students  basic educational skills. Four-Year-Old Program The four-year-old program offers certified teachers, an instructional aide, and an age-appropriate curriculum that prepare students for kindergarten learning. Incentive Schools: Computer-Assisted Instruction Children learn computer-based instruction in reading and math. Writing to Read computer labs are available for kindergarten and first grade. Franklin Communications Technology 1701 South Harrison Street  671-6380 Garland Multimedia Technology \u0026amp; Educational Research 3615 West 25th Street  671-6275 Extended Day/Week Learning Opportunities There are after-school classes (special skills, clubs and leisure activities), Saturday classes, and field trips to enhance learning. Mitchell Creative Dramatics 2410 Battery Street  324-2415 Rightsell Career Awareness \u0026amp; Mass Media 911 West 19th Street  324-2430 Parent Center Parents may obtain materials on parenting skills and other information at each school. Rockefeller Computer Science \u0026amp; Early Childhood Magnet 700 East 17th Street  324-2385 Low Pupil-to-Staff Ratio Small classroom ratios help increase interaction between students and teachers. More information: Student Assignment Office 324-2272 Franklin Communications Technology Incentive School Would you like to enroll your child in a school that has a caring and nurturing staff, uses computers to help your child learn, and customizes its teaching to meet each childs needs? Franklin Communications and Technology Incentive School does all of this and more. What can Franklin offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program, 7:00 a.m. - 6:00 p.m. Full-time counselor and nurse 4 Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center, which provides materials for parenting skills Full-time specialists in math, reading, PE, art, music, library, and school theme ^Trained, caring staff Franklin Communications Technology Incentive Elementary School 1701 South Harrison Street Little Rock, AR 72204 (501J 671-6380 For more information call our Student Assignment Office - (501 ] 324-2272Franklin Focuses on Communications c ommunications technology, Franklins theme, focuses on creative writing, public speaking. interpersonal skills, multicultural education and conflict resolution. Students at Franklin get a head start as they learn to speak and write effectively. Special activities to help your child learn during Extended Day include: academic games: creative writing/bookmaking\nBoy Scouts\nGirl Scouts\nScience Club\nstudent newspaper, and choir/glee club. Student teachers from the University of Arkansas at Little Rock [UALR] assist in the classroom. A new joint effort with UALR and Share America provides a homework center for students. Franklin is nestled among stately pines in ak Forest, one of Little Rocks well-established neighborhoods. Franklin is near I-630 just east of UALR and convenient to downtown Little Rock. Experienced, dedicated, nurturing teachers with a focused, personal plan of instruction for your child ... what more could you want? II,rising star of the district! Enroll your child at Franklin-the Franklin Communications Technology Incentive Elementary School 1701 South Harrison Street Little Rock, AR 72204 (501)671-6380 Garland Multimedia Technology \u0026amp; Educational Research Incentive School Students at Garland Multimedia Technology \u0026amp; Educational Research Incentive School learn by using visual tools such as magazines, newspapers, books, computers and television. This multimedia approach makes learning more interesting. What can Garland offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program. 7:00 a.m. - 6:0Q p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center, which provides materials for parenting skills Full-time specialists in math, reading. PE. art, music, library, and school theme ^Trained, caring staff Garland Multimedia Technology \u0026amp; Educational Research Incentive Elementary School 3615 West 25th Street Little Rock. AR 72204 (501)671-6275 For more information call our Student Assignment Office-[501] 324-2272Garland Focuses on Technology M ultimedia technology, and educational research are utilized to help students learn reading, math, social studies and science. Garland goes far beyond the chalkboard and book approach to teaching ... we make learning exciting at Garland! Special research projects and field trips help students learn through real-world experiences. With this approach, learning is made pleasurable in every way. Students enjoy after school fun in the extended day program. Favorite activities include choir, dance troupe. Girl Scouts, Boy Scouts, crafts, sports, chess and sewing. Students are not alone in wanting to learn. Parents benefit from special workshops designed to help them with homework. computer literacy and nutrition. The information given represents what is important to parents and students. Let your child succeed at Garland! Garland Multimedia Technology \u0026amp; Educational Research Incentive Elementary School 3615 West 25th St. Little Rock, AR 72204 (501)671-6275 Mitchell Creative Dramatics Incentive School Creative dramatics is expressive and transforms concepts into personal meanings for children of all ages. An awareness of self and others evolves through these programs. Mitchells multisensory approach to creative dramatics promotes student interest and participation. What can Mitchell offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program, 7:00 a.m. - 6:00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center, which provides materials for parenting skills Full-time specialists in math, reading, PE, art, music, library, and school theme ^Trained, caring staff Mitchell Creative Dramatics Incentive Elementary School 2410 Battery Street Little Rock, AR 72206 (501)324-2415 For enrollment information call our Student Assignment Office - (501) 324-2272Mitchell Focuses on Creative Dramatics c reative dramatics encourages self expression through writing, speaking, performing plays and other student presentations. These activities enhance learning by personalizing the dramatic experiences. Students also learn to be sensitive toward all individuals and develop an appreciation for their uniqueness. Creative Dramatics instruction includes\nPuppetry, movement and music Costuming and makeup Story adaptations Improvisations Creative scene work Oral reading and story telling Designing sets and backdrop painting To further enhance the dramatics theme, students attend performances such as The Nutcracker ballet and Arkansas Arts Center Childrens Theatre performances. Creative expression by design at Mitchell Elementary! Mitchell Creative Dramatics Incentive Elementary School 2410 Battery Street Little Rock, AR 72206 (501)324-2415 Rightsell Career Awareness \u0026amp; Mass Media Incentive School Rightsell strives to provide educational experiences that will help each child reach his/her full potential. The career education program will help todays student face the occupational choices and challenges of the future. We also incorporate programs that expose students to mass media technology. What can Rightsell offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program, 7:00 a.m. - 6:00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center which provides materials for parenting skills Full-time specialists in math, reading, PE, art, music, library, and school theme ^Trained, caring staff School uniforms Rightsell Career Awareness and Mass Media Incentive Elementary School 911 West 1 Sth Street Little Rock, AR 72206 (501) 324-2430 For more information call our Student Assignment Office - (501) 324-2272Rightsell Focuses on Career Awareness/Mass Media c areer awareness and mass media technology are emphasized throughout the curriculum at Rightsell. Special emphasis is placed on communication skills, technology and career clusters. Career Awareness/ Mass Media topics include: Community helpers Occupations around the world Human/public service occupations Career occupation exploration/ research Communication and media technology/ employability skills education Student activities include Student Council. Just Say No Club. Ambassador Program. Conflict Managers. Mentor Program. Book Fair. Quiz Bowl, and Varsity and Junior Varsity Basketball and Cheerleading. Your child can plan for the future at Rightsell! Rightsell Career Awareness and Mass Media Incentive Elementary School 911 West 19th Street Little Rock. AR 72206 (501)324-2430 Rockefeller Computer Science Incentive School If you want your child to succeed in the world of computers, Rockefeller Computer Science Incentive School can give him/her a firm foundation. Rockefeller offers a computer laboratory and computers in every classroom. What can Rockefeller offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program, 7\nQC a.m. - 6:00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center, which provides materials for parenting skills Full-time specialists in math, reading, PE, art, music, library, and school theme Trained, caring staff School uniforms Rockefeller Computer Science \u0026amp; Early Childhood Magnet Incentive Elementary School 700 East 17th Street Little Rock, AR 72206 (501J 324-2385 For more information call our Student Assignment Office-(501) 324-2272Rockefeller Focuses on Computers c omputer science instruction is offered to all K-B students. In-class computer instruction is provided each day to 2nd and 3rd graders. Fourth through 6th grade students visit the computer lab for reading and math instruction daily. Computer science instruction includes: keyboarding, literacy and word processing. Rockefeller is the only school in the Little Rock School District with an early childhood magnet program for children as young as six weeks old. Parents should sign up early because of popular demand. A well-equipped science lab provides exciting, hands-on instruction. Children also prepare science experiments for display at the schools annual science fair. Finally, special activities such as the Show Choir give your child a chance to shine outside of the classroom. Rockefeller is an open space school conveniently located at 1-630 and 1-30 near downtown Little Rock. a Your child will be happy at Rockefeller! Rockefeller Computer Science Si Early Childhood Magnet Incentive Elementary School 700 East 17th Street Little Rock, AR 72206 (501)324-2385 LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS Garland E\u0026gt;r. Cheryl Simmons, Principal 3615 West 25th Street, 666-9436 Ish Lonnie Dean, Principal 3001 Pulaski Street, 376-3629 Mitchell Donita Hudspeth, Principal 2410 Battery Street, 375-6931 Rightsell Bobbie Goodwin, Principal 911 West 19th Street, 374-7448 Rockefeller Ann^Mangan, Principal 700 East 17th Street, 374-1226 Stephens Slann Strauss, Principal 3700 West 18th Street, 663-8374 av '\u0026gt;)3oa emn 8092 'ON llUXJSd aivd 93eisod 's n uoiieztueSjQ jyoJcfuoN The Little Rock School District Tirst Class Schools Jvr TVorld Class 1023Z spsucjfjv '\u0026gt;{30^ apnn 4saM 018 IDIJiiSia 1OOH3S MDOa 311111 If your son or daughter is starting school he will enter the 21st century before he can drive. Each student needs the skills to handle the challenges of a new century. Your parents saw man orbit the Earth, you and your children saw man walk on the moon. Your child will mature in a world of which we can only dream. Give him the skills to handle that world by enrolling him in a Little Rock School District Incentive School. INCENTIVE SCHOOLS INCENTIVE SCHOOL PROGRAMS COMPUTER LITERACY AND COMPUTER PROGRAMMING INSTRUCTION The opportunity for experience with the tools of the future. Children learn computer-based instruction in elementary school reading, mathematics, social studies, science, and art. EXTENDED DAY, WEEK, AND YEAR LEARNING OPPORTUNITIES Enhancing the traditional learning environment by offering free classes after school and providing learning experiences on Saturday. FOREIGN LANGUAGE INSTRUCTION Preparing children for the future by providing students with foreign language skills necessary for global interaction. LOW PUPIL/TEACHER RATIO Small classes of 20:1 which provide more time for teacher interaction with students. A PERMANENT SUBSTITUTE TEACHER ASSIGNED TO EACH SCHOOL A permanent part of the team. The substitute adds stability and uniformity to the classroom. ADDITIONAL INSTRUCTIONAL AIDES Additional aides provide help in the classroom and increase the amount of interaction between students and trained adults. EMPHASIS ON HIGHER LEVEL THINKING SKILLS Increased emphasis on thinking skills including decision making, problem solving, and creative thinking skills. STUDENT EDUCATION PLANS FOR EACH STUDENT Tailoring the learning plan to fit each individual student's style, interests, and needs. SATURDAY ENRICHMENT OPPORTUNITIES Additional learning opportunities at new times. FOUR YEAR OLD PROGRAMS Bright beginnings for bright beginners. An early start for an important job - learning to learn. FOR MORE INFORMATION AND SCHOOL TOURS CALL : 375-7828 PAT PRICE, INCENTIVE SCHOOL COORDINATOR JULIE WIEDOWER, PARENT RECRUITER COORDINATORe/^ LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rode, Arkansas RECEIVED Sqatember 24,1993 SEP 2 9 1993 Office of Desegregation Monitoring Tq Anne Brown, Office of Etesegregaticn Monitoring Fram\nJeanette Wagn rector of Communicaticns Re Incentive Schod Brochures In answer to your request, attached are the two incentive school brochures produced ty the LRSD. At this time, new indivictual incentive schooJ brochures are in the conceptual stage. Nelda Bromberg who designed the other two trochures, is working on a new concept which is designed to address the varied issues of incentive schexi recruitment needs. The individual brochures will also allow more complete information on each incentive sched thane tp TO: FROM: SUBJECT: COMMUNICATIONS DEPARTMENT LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 (501) 324-2020 RECEIVED J-kinJ - [il^i JAN 2 3 1997 OFFICE OF DESEGREGATION MONITORING MEMORANDUM January 23,1997 Ann Brown, Office of Desegregation Monitoring Suellen S. Vann, Director of Communication! Incentive School Brochures As you know, we recently developed new brochures for use in recruiting students to the incentive schools. The one page, two-sided piece was developed for each of the schools and will be distributed in a pocket folder. This style will enable cost-effective reprinting when program changes are implemented. I appreciate very much your assistance in editing the brochures. I have enclosed a few brochures for use by your office, and I will be pleased to provide additional brochures as you may need them. Thanks again, Ann, for your help. EnclosuresIncentive School Programs Student Education Plan An individual learning plan is developed to meet each student's learning style, interests, and needs. Student Homework Hotline A telephone hotline is available for students to call for assistance Monday through Thursday from 6 to 8 p.m. Exciting, Themed Focus Each school will have a theme that provides an exciting focus for solid basic skills results. Best Pupil-to-StafT Ratio in the District This classroom ratio helps increase interaction between students and trained adults. Computer-Assisted Instruction Children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for kindergarten and first grade. Special Skills Programs Foreign language, free string program, band, choir, dance, gymnastics and aerobics are offered after school. Extended-Day, -Week, and -Year Learning Opportunities Classes after school (homework center, special skills, clubs and leisure activities) and on Saturday, as well as field trips, enhance learning. Parent Council The Parent Council routinely visits the school and shares ideas with staff and administrators to accomplish model school results. Parent Center Parents may obtain materials on parenting skills and other information at each school. Four-Year-Old Program The four-year-old program offers certified teachers, an instructional aide and an age-appropriate curriculum that prepares for kindergarten level learning. FOR MORE INFORMATION AND SCHOOL TOURS, CALL 324-2286 Little Rock School District 810 W. Markham St Little Rock, Arkansas 72201 .veil. Rig, * tj c n a Cl 1 1 ABOUT OUR LRSD Incentives for Success TO 05 / INCENTIVE SCHOOLS... There's an incentive school for your child in the Little Rock School District. Incentive schools promote academic excellence in basic skills and your child will receive unique opportunities to learn. Individual learning plans for each student and additional instructional aides make customized education a reality. Incentive schools are those which have been difficult to desegregate. Generally, they are conveniently located near the business/ government district in central Little Rock. Incentive schools receive enhanced financial resources which allow for big results in basic skills education and enrichments, plus extended day and other added features. Every school has support staff to provide additional services to students: nurse, counselor, resource teacher, speech, art, music, P.E., gifted, media specialist, and Chapter I reading and math specialists. There is a program for accelerated learning in reading and math. Each has a computer lab, a Writing to Read lab, permanent substitute teachers, a before- and afterschool CARE program, and a requirement for parent contracts which assure two-way active participation between school and parents. These schools also place an increased emphasis on thinking skills including decision making, problem solving and creative thinking, which aids a child in coping as well as in developing good social skills and acquiring an appreciation for the differences in others' backgrounds.i. I September 23, 1991... Democrat Little Rock School District Its never too early to shop for your school choices OPEN HOUSE Incentive Schools for Elementary Students Tuesday, September 24, 1. uiJ c I I I Franklin ol. 1701 South Hamson Franklin Davis, Pnncipal  671-6380 Garland _ 3615 West 25th Street j Robert Brown, Principd\nI i r'lh I t 1 I 1 7 p.m. Ish 1. 3001 Pulaski Street Stan Strauss, Principal 324-2410 I i Theres an incentive school just waiting for your child. Incentives schools offer ij Convenient locations helpful to working parents f?Promotion of academic excellence C Double financial resources 5 Computer literacy and programming instruction ^Extended day, week and year learning opportunities CsForeign language Permanent substitute-teachers instructional aides 5 Individualized learning plans for every student fJFree string band, choir, dance and gymnastics after school Mitchell 2410 Battery Street j ! iJjnita Hudspeth, Principal , 324-2415 : Rightsell - 911 West 19th Street Bhbbie Goodwin, Principal 324-2430\nRockefeller 700 East 17th Street ' Ann Mangan, Principal\n324-2385 \" ! Stephens ' 3700 West 18th Street Lonnie Dean, Principal i 671-6350 First Class Schools for World Class Kids I i I I I i i i i ! I I i i f !\n\u0026gt; ii I  i: I . 1 I , I * I ! !Little Rock School District NEWS RELEASE March 31,1993 For more information Jeanette Wagner, 324-2020 INCENTIVE SCHOOL HOTT.INE-QUICK AND EASY INFORMATION FOR PARENTS A hotline telephone number, 688-3085. now assists parents/guardians of elementary school-age children with information about Little Rock School District's seven incentive schools. The hotline provides at taped message about special incentive school programs an benefits. A LRSD representative returns a call to those who leave their name and phone number requesting additional information. Incentive schools promote academic excellence in basic skills and provide enriched activities allowing children to receive unique opportunities to learn. Special incentive school benefits include: individual learning plans to meet each student's learning style, \"take home\" laptop computers, weekday and Saturday field trips, art and music theme specialists and full-time physical education. Incentive schools maintain the best pupil- to-staff ratio in the district and offer special parenting materials and courses designed to assist parents in helping their children learn. The seven incentive schools are Franklin, Garland, Ish, Mitchell, Rightseh, Rockefeller and Stephens. ### 810 West Markham Street  Little Rock. Arkansas 72201  (501)324-2000NEWS RELEASE WHAT: SUMMER ACADEMIC AND CULTURAL ENRICHMENT PROGRAM WHERE: ROCKEFELLER INCENTIVE SCHOOL, 700 EAST 17TH STREET TIME: 8:30-11:30 a.m. Monday-Thursday June 23-August 4 Course Ofiferiugs: Band, Dance, Aerobics, Gymnastics, Art Drama, Arts \u0026amp; Crafts, Hands-on-Science, Math Can be Fun, Computer Logo Writing, Choral Music, Special Projects \u0026amp; Spanish .AFTERNOON ENRICHMENT PROGRAM WHERE: FRANKLIN INCENTIVE SCHOOL, 1701 SOUTH HARRISON STREET Time: 1:00-2:30 p.m. Monday-Thursday Course Offerings: Band, Art, Dance Biographies of Famous Americans, Computer Logo Writing, Arts \u0026amp; Crafts, Choral Music, and Special Projects. Tuition is free to all Incentive School students. Students will be assigned to classes based on needs and interests. Transportation will be provided for all Incentive School students only. Bus routes can be picked up at Rockefeller or Franklin Schools between the hours of 8:30 a-m.-3:30 p.m. Students who are currently enrolled in Area and Magnet Schools can attend the morning or afternoon session. The cost is $72 for the morning session and $36 for the afternoon session. Schedules can be picked up on June 23 when students report for classes. For more information, please call Mrs. Lillie Carter, Principal - 324-2385 or Mrs. Arma Hart, Desegregation Facilitator - 324-2110 Registration for Area \u0026amp; Magnet School students will be held Wednesday June 23 from 5:30-6:30 p.m. at Rockefeller. Class space is limited. Plan to enroll NOW!Tilsit Incentive School Program An Incentive School is an elementary school which offers enriched programs in addition to its standard academic curriculum in order to ensure academic excellence and promote desegregation. The Incentive Schools will offer rigorous, demanding, and challenging educational opportunities for all students. Students from North Little Rock and Pulaski County Special School District will also be able to enroll in the Incentive Schools if their assignment enhances desegregation. The enriched programs available in all Incentive Schools include: * * Extended -Day Learning Opportunities Mentor Program *Student Education Plans for each student will be compiled to monitor progress * Foreign language instruction *Computer literacy and computer programing instruction * * * Homework Centers staffed with teachers * Emphasis on higher-level thinking skills Low teacher/pupil ratios Saturday enrichment opportunities * Permanent substitute teachers to add stability * Enhanced CARE program Opportunities for academic achievement are enhanced by commitment, high expectations, a strong belief that all children can learn and broad-based community support. The following schools will provide the Incentive School program: Garland 3615 W. 25th, 04 666-9436 Rightsell 911 W. 19th, 06 374-7448 Mitchell 2410 Battery, 06 375-6931 Ish 3001 Pulaski, 06 376-3629 Rockefeller 700 E. 17111, 06 374-1226 Stephens 3700 W. 18th, 04 663-8374 For more information call 375-78283 LITTLE ROCK SCHOOL DISTRICT G Dear Parent or Guardian: The Little Rock School District would like to acquaint you with a unique opportunity for your child to attend one of our Incentive Schools. Openings are available for white and non-black students from four-year-olds through sixth grade. Those students throughout the county and city may enroll either individually or by groups\ni.e., members of little league teams, church groups, scout troops, and neighborhood friends, etc. Each of the Incentive Schools has a specialty theme and is conveniently located near the business and government districts in central Little Rock. Free after-school offerings may include: Spanish, string and band programs, dance, gymnastics, computers and a computer loan program. A Saturday program also offers enrichment opportunities and additional field trips. Other unique features include: free four-year-old classes, the smallest pupil-to-staff ratio in the city, computer labs, Writing to Read labs, and parent workshops. Each school has specialists in the following areas: speech, art, music, PE, gifted and talented, theme, library, reading, and math. We hope you will give us the opportunity to showcase our schools. Any of our principals welcome your calls. Franklin Incentive School 1701 S. Harrison Communications and Technology Franklin Davis, Principal, 671-6380 Rightsell Incentive School 911 West 19th Street Career Awareness/Mass Media Sharon Davis, Principal324-2430 Garland Incentive School 3615 West 25th Street Multi-Media Technology and Educational Research Robert Brown, Principal, 671-6275 Rockefeller Incentive School 700 East 17th Street Early Childhood Magnet and Computer Science Ann Mangan, Principal, 324-2385 Mitchell Incentive School 2410 Battery Street Creative Dramatics Dr. Samuel Branch, Principal, 324-2415 Stephens Incentive School 3700 West 18th Street Science/ Basic Skills Lonnie Dean, Principal, 671-6350 You also may call one of our parent recruiters for further information and to arrange for a personal tour: Becky Rather or Troy Cole at 324-2272. The Little Rock School District registration period is February 7- 18,1994, and resumes March 14, 1994. Pulaski County School District patrons may call Becky Rather or Troy Cole (324-2272) for tours. You may apply at the PCSSD Administration Building at 925 East Dixon, or call 490-20(X), extension 217 (Office of Pupil Personnel). Please join us in exploring other school choices for your child. Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: July 1. 1994 To: Jeanette Wagner From: Subject: in Brown Incentive School Brochure Review Thanks for sharing your mock-ups of the new incentive school brochures. I didnt find much that I thought you might want to think about changing, but I put a few comments down. Take them or leave them. Youve done a good job on these. Ill be glad to see them all done-and I know you will be too!u nique features at Rockefeller Computer Science Elementary School offer students outstanding learning advan- tages. The Computer Science theme enhances subject areas with software that increases student achievement. Students receive instruction in reading and math in the lab twice weekly. The \"Writing to Read@)mpute^Lhb enhances kindergarten and first grade instruction. Math and reading specialists help identified students in lab settings and in the regular classroom. A well-equipped science lab provides exciting, hands-on instruction. Children present experiments to parents and visitors at an annual science fair. Art, music and physical education instruction is provided by full-time, certified teachers. Student artwork is displayed throughout the school and is often entered into competition. Students are invited to perform and display musical talents at community functions. Extended day activities include computer, scouts, Spanish and cooking clubs. Extracurricular activities include tennis, swimming, aerobics, art, choir, string instruments and dance. Homework, tutoring and enrichment sessions are provided three days a week. Media services with a full-time certified media specialist offer Reading Extension Activities for Children (REACH) and extended library activities for mastery of reading skills. Special education teachers are provided for resource, speech and gifted students. A full-time guidance counselor and social worker are a vital \u0026gt;0 o o ?r \u0026gt; JO tsJ o QO w* O s s? 5 I o : o o GO n 3* O o O 5\" o part of the sti Comprehensive school nursing provides aC^arjy^tness and wellness program. . An on-site Parent Center offers information and books to help with parenting skills. Rockefeller Computer Science Elementary School is an exciting, futuristic educational experience with the computer theme interwoven across the curriculum where a caring attitude permeates every classroom. A o S I z p hj s oo 5 c p (A U OO (t o (S a\u0026gt; 3 = o 3 z o 3 4j 3 Little Rock School District Rockefeller Computer Science Elementary School Pj). yxiiM. \u0026gt; (/\u0026lt;!/ i^. S'd' First Class Schools For World Class KidsComputer Science Theme Enhances All Subject Areas At This School Of Choice At Rockefeller Computer Science Elementary School, students receive a solid academic background in the basics: language arts (English, reading, and spelling), social studies/ history, math and science. Computer Science instruction is incorporated in the regular elementary school program to enhance learning in various subject areas. Students receive instruction on computers in their classrooms and in a networked lab environment. Students who have a special talent or interest in computers will find a pleasant school environment and an exceptional opportunity for hands-on computer experiences at Rockefeller. Small class size and staffing ratio are an added incentive at Rockefeller. Class size is limited to 20 students. There are 23 certified classroom teachers, 13 certified specialists, comprehensive nursing and a social worker. SPECIAL ATTRACTIONS  Computei^ienc^^eme developed by the staff and directed by a computer specialist  Double funding  Full computer lab with 25 computer stations plus computer lab stations in every classroom  Gifted instruction by a certified gifted teacher  Low teacher-to-pupil ratio  Continuous computer tracking of student progress in all subject areas  Scien boratory  Full-sized gymnasium  Numerous educational field trips (theme and non/lheme related)  Comprehensive nursing  Extended day, week and year activities  \"Writing to Read^mputer^^gram fof^dergarten and Ist^^de  Specia^'^ucation services with certified Resource teacher anc^JjeeclfJ\u0026amp;eraplst  Strong Parent Teacher Association Rockefeller's Early Childhood Magnet Education Program Rockefeller is the only school in the Little Rock School District with an early childhood magnet program for children beginning at the age of six weeks. Five certified teachers and eighteen instructional aides are on staff. A brochure on the Rockefeller Early Childhood Magnet School program is available for additional information. Please call or visit the LRSD Student Assignment Office. Rockefeller Computer Science Elementary School* 700 East 17th Little Rock, AR 72206 501/324-2385 FOR ADDITIONAL INFORMATION CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 I xslisa c ommunication technology is integrated into the core curriculum at Franklin through the addition of creative writing, public speaking, interpersonal skills, multi-cultural education, and conflict resolution. Skills that are taught throughout the curriculum are speaking, writing, reading, studying, listening, test taking and thinking. Technology is utilized in five areas\n individualized learning  group interaction  Jbetnanagement and coordination of student learning  student expression  knowledge production (creating, exploring and discovering) Goals of the program are to enhance student achievement, reduce gender and racial disparity, promote self-discipline, develop higher level thinking skills, instill task commitment and responsibility, de- velop basic academic skills, and^^^n- f hancement^educational, cultural and social opportunities of students. Students are allowed, with instructional guidance, to set their own pace. The positive learning atmosphere at Franklin is success-oriented, risk-free, organized, orderly and flexible. Our student-centered atmosphere has learning centers and interactive computer software. Students are encouraged to set their own goals. They're free to move about the classroom and receive positive reinforcement for their efforts and accomplishments. At Franklin, we teach communication skills that are the building blocks for understanding. c ? jl ?3 z p NJ s 00 n ?0 o o \u0026gt; ?0 O 5 o 00 o I I r JO o o zr IZl o sr o o  co* 5. o Little Rock School District Franklin Communications Technology Elementary School Qn\\c3 2 \\ oaseG I i c o w OQ A o do  o' a z o 3 TJ 3 a\nFirst Class Schools For World Gass KidsCommunication Skills Enhance Ability To Succeed Students at Franklin get a head start as they learn to speak and write effectively and interact with people who have varying viewpoints. Some of the special programs that promote communications skills include: Beta Club, Math Olympiads, international pen pals, Quiz Bowl, Career Club, Drama Club, B.U.G. (Bring Up Your Grades), Lunch Bunch Computer Club and a school newspaper. Students become active learners by engaging in project-oriented activities and by writing activities that broaden their knowledge of telecommunications. We promote G.U.M. - Getting, Understanding and Manipulating information. Through this process, students become independent thinkers, doers and learners. These are the skills which ultimately can lead them to a successful and productive career. SPECIAL ATTRACTIONS  Interactive ^chnology,^^o^hance Cbmmunications'^kills  Science Lab/Ancfl Production Lab  ManagementAndi^ordinatiory^ (^uden^J^aming  Conflict Resolution  Multicultural Education  Achievement Recognition Emphasis^ (ndividualized^aming \"Styles \\ 1^1 Activities\u0026gt;i Boy Scouts, Girl Scouts, Spanish Club, Interdistrict Pen Pals A Different Learning Environment A 54-station computer lab, a \"Writing to Read\" lab, and the usoge-of other interactive technology creates an enhanced learning environment for students at all levels. Our trained staff promotes independent thinking and responsibility among students. We promote the best of both educational worlds - high sensitivity and high tech - which develops students with a head and a heart for the future. * Franklin Communications Technology Elementary School 1701 South Harrison Little Rock, AR 72204 501/671-6380 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 4 Gifted/Talented Program  Extended Da Activities Extended Week (Ui -  Befoife anp After School Care Program - Supervised Activities, 7 a.m.-5:30 p.m. k/uu a  Four-Year-Old Program Franklin Communications Technology Elementary School is a part of the LRSD Incentive School Program'T he Creative Dramatics Program at -* Mitchell encourages self expression through writing, speaking and performing creative dramatics, all of which enhance learning by personalizing the dramatic experiences. This, in turn, creates sensitivity toward all individuals and instills an appreciation for their uniqueness. At Mitchell, we provide learning experiences that stimulate our students to communicate their intellectual, emotional, social and creative strengths. Students acquire an understanding of the five components of the Creative Dramatics Program: voice/diction, movement, costuming, makeup, and written script and/or adapted text. Self-confidence is promoted through the discipline of movement and danc^while a sense of community is reinforced through cooperative performing experiences. Both drama and dance are used as tools for expressing a culture's attitudes and beliefs. Students learn that drama mirrors life and they, like the characters, make choices which create significant change. The Mitchell Merry Makers,\" a drama . club that meets during lunchtime, in addi- \\ tion to plays, puppetry and reader's theatre, / provide diverse opportunities for student participation. An after school program includes ballet and creative dance. Mitchell's Creative Dramatics Program is interwoven into an excellent elementary core curriculum taught by a highly qualified staff. At Mitchell, students get a gentle push ^nj\" the stage of life. It's a setting for the future. o ! o c \u0026gt; ts) O 00 o I \u0026amp;9 3 r G ?0 o n CZ3 O sr o o a 55* n 1 IT ya s ?r rv I Z p s 00 J  C o Vt w \u0026lt;9 o dB 0) Z o I i o S 3 Little Rock School District MitcheQ Creative Dramatics Elementary School vctt 2 04 ..r*C' .rwJ'' First Class Schools For World Class Kids 4Multi-Sensory Approaches Enhance Student Interest In Creative Dramatics SPECIAL ATTRACTIONS special Activities Creative dramatics is expressive and transforms concepts into personal meanings for children of all ages. An awareness of self and others evolves through these programs. Our multi-sensory approach to creative dramatics promotes student interest and participation. Students have an opportunity to engage in puppetry, movement and music, costuming, makeup, text adaptations, improvisations, creative scene work, oral reading and story telling, artwork in designing sets including backdrop painting, prop construction and shadow boxes. Special programs include an extended day program offering a homework center, ballet, tap and creative dance, play production, sewing, cooking, girl/boy scouts and student council. Saturday enrichment activities include collaboration with community service organizations.  Full-time Creative Dramatics Specialist  Extended Day Program  Care Program - Supervised activities until 5:30 P.M.  Academic Support Program for reading and math  Gifted and Talented Program  Speech therapy  Resource classes  Full-time counseling program  Low pupil-to-staff ratio  Pre-K Program with imaginative play  Parem ^rkshops - Special training sessionsTfamily puppetry activities and computer check-out materials  Comprehensive nursing Additiona^^^grams - Saturday enrichment activities  ExcellerttCi Curriculum Special activities include \"The Mitchell Merrymakers, a drama club and the Mitchell Children's Ballet (alter school program). To further enhance the dramatics theme, students attend performances such as THE NUTCRACKER ballet and Arkansas Arts Center Children's Theatre Performances. ).3^ 7 Mitchell Creative Dramatics Elementary School 2410 Battery Street, Little Rock, AR 72206 501/324-2415 TO SCHEDULE A SPEAKER FOR YOUR GROUP OR ORGANIZATION, CALL 324-2515 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 4 Mitchell Creative Dramatics Elementary School is a part of the LRSD Incentive School Program G arland is the only elementary school with a multimedia technology theme. By using state-of-the-art technology, Garland students learn to become effective users of ideas and information. Multimedia technology and educational research are incorporated into the Little Rock School District curriculum at Garland to enhance learning and better prepare students for a changing social and technological environment. n TO o o \u0026gt; TO KJ O 00 o s I I G co o 3- O o O 5 o 6 Little Rock School District Garland Multimedia Technolo^ and Educational Research Elementary School / jvH 2 ' W* Educational diversity and a multicultural focus creates an environment of interest in other cultures and an anticipation for learning about various customs, holidays and celebrations. \"Learning with dignity through technology\" is our motto. A caring, encouraging atmosphere is our specialty. ClVivS c S i o z p KJ s 00 S c w S' (A 5) do o O d5 (U 3 = o z o 3 3 First Class Schools For World Class KidsT heres an incentive school for your child in the Little Rock School District. Incentive schools promote academic excellence in basic skills and your child will receive unique opportunities to learn. Individual learning plans for each student and additional instructional aides make customized education a reality. Incentive schools are those which have been difficult to desegregate. Generally, they are conveniently located near the business/government district in central Little Rock. Incentive schools receive enhanced financial resources which allow for big results in basic skills education and enrichments, plus extended day and other added features. Every school has support staff to provide additional services to students: nurse, counselor, resource teacher, speech, art, music, P.E., gifted, media specialist, and Chapter I reading and math specialists. There is a program for accelerated learning in reading and math. Each has a computer lab, a Writing to Read lab, permanent substitute teachers, a before- and afterschool CARE program, and a requirement for parent contracts which assure two-way active participation between school and parents. These schools also place an increased emphasis on thinking skills including decision making, problem solving and creative thinking, which aid a child in coping as well as in developing good social skills and acquiring an appreciation for the differences in others' backgrounds. I  R a oXJ CD 3 \u0026gt;  (fi 0) s hJ o 00 o a 03 oo Little Rock School District Incentive Schools For Elementary Students o O fl) 3 oz o00 O c o oj tf(To\u0026gt; coS QJ n 0) 6' z o3 o First Class Schools For World Class Kids INCENTIVE SCHOOL PROGRAMS LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS  Student Education Plan An individual learning plan is developed to meet each student's learning style, interests, and needs.  Exciting, Themed Focus Each school will have a theme that provides an exciting focus for solid basic skills results.  Computer-Assisted Instruction Children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for kindergarten and first grade.  Extended Day, Week, And Year Learning Opportunities Classes after school (homework center, special skills, clubs and leisure activities) and on Saturday, as well as field trips, enhance learning. ill / k- V.  Parent Center Parents may obtain materials on parenting skills and other information at each school.  Student Homework Hotline A telephone hotline is available for students to call for assistance Monday through Thursday from 6 to 8 p.m.  Best Pupil-to-Staff Ratio in the District This classroom ratio helps increase interaction between students and trained adults.  Special Skills Program Foreign language, free string program, band, choir, dance, gymnastics and aerobics are offered afterschool.  Parent Workshops Special training in working with their children to assist with homework, computer literacy, nutrition and child development.  Four-Year-Old Program The four-year-old program offers certified teachers, an instructional aide and an age appropriate curriculum that prepares for kindergarten level learning. FOR MORE INFORMATION AND SCHOOL TOURS, CALL 324-2286 1. Franklin Franklin Davis, Principal 1701 South Harrison 671-6380 2. Garland Robert Brown, Principal 3615 West 25th Street 671-6275 3. Ish Stan Strauss, Principal 3001 Pulaski Street 324-2410 4. Mitchell Donita Hudspeth, Principal 2410 Battery Street 324-2415 5. Rightsell Bobbie Goodwin. Principal 911 West 19th Street 324-2430 6. Rockefeller Anne Mangan, Principal 700 East 17th Street 324-2385 7. Stephens Lonnie Dean, Principal 3700 West 18th Street 671-6350 Theme-Focused, Multimedia Technology Adds Interest, Enhances Learning Students at Garland Multimedia Technology and Educational Research Elementary School leam reading, math, social studies and science via multimedia technology. Computer labs are available for students pre-K through sixth grade. Multimedia technology is available in classrooms with each grade level focused on a theme, such as:  Literacy Through Technology  Early Literacy Through Technology  Researching America Through Technology  Telecomputing Technology  Media Productions  Exploring the World Through Technology We at Garianc^re preparing students for a changing social and technological environment in a caring atmosphere. We have a low pupil- to-staff ratio which helps increase interaction between students and staff. SPECIAL ATTRACTIONS  Gifted/Talented Program  Extended Day and Extended Week Activities - Activities Include: Individualized Academic^\u0026amp;sistance, ^lubs^ield Trtps and a Homework Center  Before and After^hool Care Program  Parent Wottehops - Training parents to Workshops Traini^ (^sist their ^ildren with dO imework, (-^mputer'^eracy, ancT^trition  Four-Year-Old Program  Special Skills Program - Chess, Spanish, Choir, gance, ^Aerobics and Taekwondo  Multicultural Program t-jotensivejludy of^hrious Cultures  Achievement Recognition Special Programs Garland offers special programs that include a gifted and talented program, speech therapy, resource classes, community based instruction, an academic support program for reading and math, comprehensive counseling and nursing, a library media specialist, social worker and multimedia theme specialist. From health to resources - from academics to discipline - Garland is in the forefront. * Garland Multimedia Technology and Educational Research Elementary School 3615 W. 25th Street Little Rock, AR 72204 501/671-6380 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 4  Tutoring in the^lassroom Media Center - with aiT^lectronic .^cyclopedia  Parent Link - A parents ancfjeachers ^ice j^ail^ink^r :achers 1 Gariand Multimedia Technology and Educational Research Elementary School is a part of the LRSD Incentive School Programs tudents in kindergarten through the sixth grade benefit from Rightsell's career awareness and mass media activities which are integrated into the prescribed Little Rock School District's core curriculum. Rightsell's theme provides learning opportunities that foster social growth and produce responsible and productive citizens. The program promotes the development of a positive self-concept, and good problem solving and decision making skills required for independent learners. Students are given opportunities to develop emotional and social skills essential for life-long learning. Since this program permeates all subjects, career awareness is promoted early as students learn to identify responsible and successful work behaviors and acquire knowledge of economic and free enterprise principles. They learn of the diverse occupations available and how to apply basic skills to career decisions. Rightsell also offers a host of extracurricular activities, special incentive programs and strong community involvement. Student activities include Student Council, lust Say No Club, Ambassador Program, Conflict Managers, Student Mentor Program, Math Olympiad, Book Fair, Career Mentors Club, industry site visits and a school newspaper. Awards for performance and behavior include Honor Roll, Citizenship/Attendance Awards, Good Citizens Tea and Student of the Week. 50 8 \u0026gt; 50 tQ NJ o PTA, Vs Partnei inteers in Public Schools and many ja^ducation are Just three of the Righi the seei irnunity-based programs. !U is a place where students plant For a successful life. (V a 8 sr 00 s 2 I a 50 8 I D w* C o - - 11 I p o I \u0026lt;5 o ft 3 B Little Rock School District Rightsell Career Awareness/ Mass Media Technology Elementary School I. Ott'CS oi Desestesa^'' lJK\u0026gt;rev\u0026lt;K'O First Class Schools For World Class Kids i I ICareer Awareness And Mass Media Technology Promote Learning SPECIAL ATTRACTIONS Career Awareness and Mass Media Technology are infused throughout the curriculum at Rightsell. Special emphasis is placed on communication skills, technology and career clusters. The grade level career clusters are:  Theme - Career Awareness/Mass Media Awareness Faculty And Other Unique Assets The certified staff at Rightsell includes a counselor, gifted specialist, speech therapist, resource teacher, math specialist, theme specialist, social worker and permanent substitute teacher. In addition, there are two aides for every three classrooms.  Computer Lab/Writing To Read Lab Rightsell's after school CARE Kindergarten: First Grade: Second Grade: Third Grade: Fourth Grade: Fifth Grade: Sixth Grade: Community Helpers Occupations Around the World Human/Public Service Occupations Environmental, Science, and Agriculture Technology Career Occupation Exploration/Research Health Professionals/ Arkansas Employment Opportunities Communication and Media Technology/Employability Skills Education.  Closed Circuit Network System/ Channel 36  Industry Site Visits  Career/Mentoring Program  Counseling/Social Services Gifted/Talented Program Program (7 a.nt-5:30 p.m.) includes a nutritious breakfastai |-sni Rightsell Career Awareness/  Involvement of the business community provides students with practical experience, exposure and information.  Before ^d After School Care  4-Year-Old Program After School Phonics Program Mass Media Technology Elementary School 911 West 19th Street Little Rock, AR 72206 501/324-2430 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085  Fine Arts Instruction - Art, Music, Band Health Education - Comprehensive Nursing Physical Education Program  Low Student-Teacher Ratio  Extended Day Program Student Uniforms Rightsell Career Awareness/Mass Media Technology Elementary School is a part of the LRSD Incentive School Program Date Received 6-23-94 6-22-94 6-22-94 6-21-94 6-21-94 6-21-94 6-20-94 6-20-94 6-20-94 6-20-94 6-17-94 6-17-94 6-17-94 6-17-94 6-17-94 6-15-94 6-15-94 6-15-94 From: To: Date of Letter Nature of Contents Destination Mattie Ruth Tipton Beverly Nelson Joa Stafford Humphrey Connie Steve Jones Jeanette Wagner LRSD NLRSD LRSD Ed Hogan Sam Jones Freddie Pike LRSD LRSD Robert Glowers Dour Eaton Doug Eaton LRSD Ann Ann Dr. Williams Ann Ann Ann Melissa Bobby Lester Dr. Williams Melissa Melissa 6-18-94 6-19-94 6-20-94 6-17-94 6-21-94 6-15-94 6-13-94 5-8-94 6-2-94 Opposing the closing of Baseline or any southwest LR school Re: the closing of schools (from Meadowcliff) Urging not to close Baseline Resignation 1994-95 Budget and Notice of Filing * Overview of Recruitment Activities w/15 attachments * Flyer re incentive schools unique opportunities to learn * Registration Brochure * Copies of final proofs of incentive schools brochures * Memo from Mayo to Williams with the business case re the deseg facilitators position Notice of filing Jr. High Capacitites and projections 1994-95 tentative budget Notice of filing for budget hearing Map and letter re intradistrict transfers from north of river to Landmark Motion to approve certain program analyses submitted by the PCSSD and to amend the deseg plan Biracial committee concerned because Lester had not responded re their recommendations re an advisory committee Guidelines for News Media Job Postings: Spec Ed teacher Dir of Safety \u0026amp; Security 1st Semester Educational Equity Monitoring Report Copy of memo to Dr. Williams from Mayo re school closing in sothwest LRSD facility study Job announcements cc\nBill, Bob cc: Melissa, Bob cc: Bob cc: Bob, Bill Melissa cc: Horace, Margie cc: Horace circulated circulated Melissa Melissa circulatedo c Q\u0026gt; 'oA nSJ nS c\u0026lt;c 2- s w Q d ij 5  ?  oc (C , (X *\nz cc O Z) E X 5S X  \\ F .1 ^3 r'-^ # 38 h ** M ^1)1f/JI CJ\nz3 C P CZ! CM CZ3 C p C3 = JZ Ala-Id fi/t. ^f*y u c C3 Z2 \u0026lt; Ci S  ii' U O s 00 J Ha \u0026gt;1/!' iii i ! il i I 11 i! i| Help your child build a bright futurel ' \u0026gt;1 \u0026lt;fe '7,^'^i  ~ \" f. cww \u0026gt; tJr\u0026gt; 'ti.'* 5^' Little Rock School District 'fcs Incentij/e Sc[ioo[s Designed to Give Your Child a Unique Educa^nal Opportunity \"A  1^ aS : r\n'6 iMceMti'ue school program promotes and ensures academic excellence in scljools me are striving n^integrat^ iMcentiz^e schools not on[y offer excellent academic opportunities^ but computer literacy and programming^ parent support morksliopsj extended day and extended meek [earning opportnnities^fy-^ and a sma[[ pupil/teacker ratio. Cm Mi : \u0026lt;\nnvuXi^ 'IrvucflMTua Vctf . Sil iu. \u0026lt;Sa (mH b\u0026lt; UM. Incentive Softool Programs Student Education Plan An individual learnin'O plan is developed to meet each students learning style, interests, and needs. . . aJ^', . 7 Exciting. theme matprovidesati skills results. led Focus Each school has a specific focus for solid basic Four-Year-Old Program r/ze four-y.ear-old program ojfers cert^t^ teachers, an instructional aidCfUnd an age-appropriate curricuium that prepare students for kindergarten learning. Incentive Sc(^oo[s: / Computer-Assisted Instruction Children learn computer-based instruction in elementary school Franklin Communications t-j(- '* ''(u^ * SfeZrechnology reading and math. Writing to Read computer labs 1701 South Harrison  671-6380 are available for kindergarten and first grade. GarlanaSlultiAledjj Technology^ Educational Research Extended Day and Week Learning Opportunities 3615 West 25th Street  671-6275 Classes after school (special skills, clubSfUnd leisure activities) and on Saturday, as well as field trips, enhance learning. Parent Center Parents may obtain materials on parenting skills and other information at each school. Mitchell Creative Dramatics 2410 Battery Street  324-2415 Rightsell Career Awarenes^ Mass Media 19th Street  3214-2430..^ I Rockefeller Early Childhood^ Computer Science Magnet Low Pupil-to-Staff Ratio Small classroom ratios help increase interaction between students and teachers. (fbn^c)  ' \u0026lt;100 East 17th Street  324-2385 More/lnformation: StudM Assi^enrdffi^24-22 72 -(xtlr Lddi'/- (llu fetO 144461/ i I i1 / Franklin Focuses on Communications Franklin Communications Technology Incentive School Would you like to enroll your child in a  school that has a caring and nurturing staf^ wiiuw I \" 'y VJIIkJ IltUI UUI ' 1 I y * uses computers to help your child leari((pand customizes its teaching to meet each childs needs? Franklin Communications and Technology Incentive School does all of this and more. What can Franklin offer your child? Small classes for more teacher and student interaction Four-year-old program Before and after school CARE program, 7:00 a.m. - 6:00 p.m. S Full-time counselor and nurse d Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade i Parent Centec-which provides materials for improved parenting Full-time specialists in math, reading, PE, art, music, library, and school theme Trained, caring staff J c ommunications technology ie- which focuses on theme at- creative writing, public speaking, interpersonal skills, multicultural education^and conflict resolution. Students at Franklin get a head start as they learn to speak and write effectively. Special activities to help your child learn during Extended Day include: academic games\ncreative writing/bookmaking\nBoy Scouts\nGirl Scouts\nScience Club\nstudent newspaper\nand choir/glee club. Student teachers frofaJsiALRAssist fALP Assist in the classroom. A new joint effort with UALR and Share America will provide a homework center for students. Franklin is nestled among stately pines in ak Forest, one of Little Rock's well- established neighborhoods. Franklin is near 1-630 just east of UALR and convenient to downtown Little Rock. Experienced, dedicated, nurturing teachers and a focused, personal plan of instruction for your chil(\n^.^what more could you want? Enroll your child at Franklin-the 'rising star of the district! Franklin Communications Technology Incentive Elementary School 17D1 South Harrison Little Rock, AR 72204 (501)671-6380 For more information call our Student Assignment Office - (501) 324-2272 Franklin Communications Technology Incentive Elementary School 1701 South Harrison Little Rook, AR 72204 (501)671-6380GaHgnd(Multimedi^ Technology ^Educational Research Incentive School I* Stude^ Technology  at Garland ultimedi-iducational Research Incentive School learn by using visual tools such as magazines, newspapers, books, computers^ \u0026gt;-and television. This multimedia approach makes learning more interesting. What can Garland offer your child?  Small classes for more teacher and student interaction 0 Four-year43ld program ff Before and after school CARE program, 7:00 a.m. - 6:00 p.m. \u0026lt;5 Full-time counselor and nurse 0 Gifted/talented program Extended day and extended week activities 0 Writing to Read computer lab for kindergarten and first grade 0 Parent Centei) which provides materials for improved parenting Full-time specialists in math, reading, PE, art, music, library, and school theme 0 Trained, caring staff Garland Multimedia Technology Educational Research Incentive Elementary School 3615 West 25th St Little Rock, AR 72204 (501J 671-6275 For more information call our Student Assignment Office - (501 ] 324-2272 Garland Focuses on Technology M ultimedia technology and . educational research are utilized [-g help students learn reading, math, social studies,and science. Garland goes far beyond the chalkboard and book approach to teaching^..(\n^e make learning exciting at Garland! I Special research projects and field trips help students learn through real-world experiences. Parents benefit from workshops designed to help them with homework, computer literacy^and nutrition. After school fun in the extended day program includes choir, dance troupe. Girl Scouts, Boy Scouts, crafts, sports, chess, and sewing. Let your child succeed at Garland! MAP Garland Multimedia Technolog' iy(^i 'Educational Research Incentive Elementary School 3615 West 25th St Lttle Rock, AR 72204 (501) B71-S275 Mitchell Focuses on Creative Dramatics Mitchell Creative Dramatics Incentive School Creative dramatics encourages self Creative dramatics is expressive and transforms concepts into personal meanings for children of all ages. An awareness of self and others evolves through these programs. Mitchells multisensory approach to creative dramatics promotes student interest and participation. ' expression through writing, speaking, and performing plays and other student presentations. These activities enhance learning by personalizing the dramatic experiences. Students also learn to be sensitive toward all individuals and develop an appreciation for their uniqueness. Creative Dramatics instruction includes: C What can Mitchell offer your child? Small classes for more teacher and student interaction Four-year-old program S Before and after school CARE program, a.m. - 6:00 p.m. 0 Full-time counselor and nurse d Gifted/talented program Extended day and extended week activities \u0026lt;3 Writing to Read computer lab for kindergarten and first grade 0 Parent Centep which provides materials for improved parenting d Full-time specialists in math, reading, PE, art, music, library, and school theme Trained, caring staff \u0026lt; e e s s Puppetry, movement^and music Costuming and makeup Story adaptations Improvisations Creative scene work Oral reading and story telling Designing sets and backdrop painting To further enhance the dramatics theme, students attend performances such as The Nutcracker ballet and Arkansas Arts Center Children's Theatre performances. Creative expression by design at Mitchell Elementary! w Mitchell Creative Dramatics Incentive Elementary School 2410 Battery Street, Little Rock, AR 72206 (501)324-2415 For enrollment information call our Student Assignment Office - (501) 324-2272 Mitchell Creative Dramatics Incentive Elementary School 2410 Battery Street, Little Rock, AR 72206 (501) 324-2415Rightsell Focuses on Career Awareness c Rightsell Career Awareness and Mass Media Incentive School p lareer ' ^chnology rareness and ij^ass/^dia are emphasized Rightsell strives to provide educational experiences that will help each child reach his or her potential. The career education program will help todays student face the occupational choices and challenges of the future. throughout the curriculum at Rightsell. Special emphasis is placed on communication skills, technology.and career clusters. What can Rightsell offer your child? e Small classes for more teacher and student interaction Four-year-old program  Before and after school CARE program, 7:00 a.m. - 6:00 p.m. e Full-time counselor and nurse e Gifted/talented program Extended day and extended week activities d Writing to Read computer lab for kindergarten and first grade Parent Centep which provides materials for improved parenting Full-time specialists in math, reading, PE, art, music, library, and school theme d Trained, caring staff School uniforms Career Awareness topics include: Community helpers 0 Occupations around the world Human/public service occupations Environmental, scienc^and agricultural technology 0 Career occupation exploration/ research 0 Health professionals/Arkansas employment opportunities 0 Communication and media technology/ employability skills education / Student activities include Student Council, Just Say No Club, Ambassador Program, Conflict Managers, Mentor Program, Book Fair, Quiz Bowl, and Varsity and Junior Varsity Basketball Cheerleading. Your child can plan for the future at Rightsell! and w Rightsell Career Awareness and Mass Media Incentive Elementary School 911 West 19th Street Little Rock, AR 72206 (501)324-2430 Rightsell Career Awareness and Mass Media Incentive Elementary School 911 West 19th Street Little Rock, AR 72206 (501] 324-2430 For more information call our Student Assignment Office - (501) 324-2272/la j, \" Rockefeller Computer Science Incentive School Rockefeller Focuses on Computers ence ( ! I c J If you want your child to succeed in the world of computers, Rockefeller Computer Science Incentive School can give him/her lots of help. Rockefeller offers a computer laboratory and computers in classroom. every What can Rockefellec-offer^dur child? Scnattcjasses for more teacher and '^student interaction ^Four-year-old program e Before and after school CARE program, 7:00 a.m. - 6\n00 p.m. Full-time counselor and nurse Gifted/talented program Extended day and extended week activities Writing to Read computer lab for kindergarten and first grade Parent Center which provides materials for improved parenting 0 Full-time specialists in math, reading, PE, art, music, library, and school theme d Trained, caring staff School uniforms 'omputer science instruction is ' offered to all K-6 students. In-class computer instruction is provided each day tgl^ndJSni throug r^graders. ourtl sixtp grade students visit the computer'fab/ivery day /^ckefeller is the only school in the^ 6 le 'Rock School District with an early childhood magnet program for children as young as six weeks old. Parents should sign up ear)^ because of popular demands A well-equipped science lab provides exciting, hands-on instruction. Children also prepare science experiments for display at the school's annual science fair.  Finally, special activities such as the Show Choir give your child a chance to shine outside of the classroom. Rockefeller is an open space school conveniently located at 1-630 and 1-30 near downtown Little Rock. Your child will be happy at Rockefeller! w Rockefeller Computer Science Incentive Elementary School 700 E. 17th St. Little Rock, AR 72206 (501) 324-2385 For more information call our Student Assignment Office - (501 ] 324-2272 Rockefeller Computer Science Incentive Elementary School 700 E 17th St. Little Rock, AR 72206 (501] 324-2385 (D oc c  co \u0026lt; o.\n3 \u0026lt;S0  - \u0026lt;3 W Q ~ - \u0026lt;2 \u0026lt; g W . Q. .'^ I PW o co O 5 u Q a o \u0026lt;u o h 43 tZ3 u e 3 1 o o E    Q. -I Sfle i  { .'\n4 pj i\u0026amp;f / t Os \u0026lt;=0 Q 9 .s (oN \u0026lt;N (Z5 c3 in CJ 03 CSS S -78^. \u0026lt;u\nc^ iJ S J Fl o i f i f i s w ao I Help your child build a bright futurel 1 1 m ? B 1    s faes B  :\n.a SSsI s ^Little Rock School Di.st^ iMcentiT/e Sci)ools Desi Rifled to Give Your Child a Unique Educational Opportunity I incentive school program promotes and ensures academic excellence in schools that me are striving to integrate. Incentive schools not only offer excellent academic opportunities^ but computer literacy and programming^ parent support morhshops^ and extended day and extended n^eek learning opportunities and a small pupil/teacl^er class ratio. iMcentit/e Sc(too[ Programs Student Education Plan An individual learning plan is developed to meet each students learning style, interests, and needs. Exciting, Themed Focus Each school has a specific theme that provides an exciting focus for solid basic skills results. Four-Year-Old Program T/ze four-year-old program offers certified teachers, an instructional aide and an age appropriate curriculum that prepare students for kindergarten learning. iMceMtitze Sc^ioois: Computer-Assisted Instruction Children learn computer-based instruction in elementary school reading and math. Writing to Read computer labs are available for kindergarten and first grade. Extended Day and Week Learning Opportunities Classes after school (special skills, clubs and leisure activities) and on Saturday, as well as field trips, enhance learning. Parent Center Parents may obtain materials on parenting skills and other information at each school. Low Pupil-to-Staff Ratio Small classroom ratios help increase interaction between students and teachers. Franklin Communications \u0026amp; Technology 1701 South Harrison  671-6380 Garland Multi-Media Technology \u0026amp; Educational Research 3615 West 25th Street  671-6275 Mitchell Creative Dramatics 2410 Battery Street  324-2415 Rightsell Career Awareness \u0026amp; Mass Media 911 West 19th Street  324-2430 Rockefeller Early Childhood \u0026amp; Computer Science Magnet 700 East 17th Street  324-2385 More Information: Student Assigment Office S24-2272Franklin Communications Technology Incentive School Would you like to enroll your child in a school that has a caring and nurturing staff, uses computers to help your child learn\nand customizes its teaching to meet each childs needs? Franklin Communications and Technology Incentive School does all of this and more. What can Franklin offer your child? Small classes\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_500","title":"Incentive Schools: Monitoring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["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","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Monitoring"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/500"],"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":["22 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nIncludes memorandums and ''1993-1994 Incentive School Monitoring Guide,'' Office of Desegregation and Monitoring\nSchool Franklin Mitchell Rightsell Rockefeller Stephens Garland 1993-94 inceptive SCHOOL MONITORING SCHEDULE Date Tuesday, May 3rd Wednesday, May 4th Thursday, May Sth Friday, May 6th Monday, May 9th Tuesday, May 10th Team Leader Connie Tanner Horace Smith Margie Powell Connie Tanner Melissa Guldin Margie PowellOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501 \u0026gt;371-0100 Date: April 27, 1994 To: From: Subject: Incentive School Principals Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, Horace Smith, and Connie Hickman Tanner Monitoring the Incentive Schools Enclosed you will find a schedule of our upcoming monitoring visits and a draft copy of the incentive school guide. As you will note, it contains very few changes from last years guide. Please do not complete any of our monitoring forms\nODM monitors will use the school data to complete all charts. During our visit, we will interview you and your theme specialist and conduct some classroom site observations. We will need a workspace and a copy of the following 1993-94 records regarding: Class enrollment by race and gender Staff roster by name, race, gender, and position for the 1993-94 and 1991-92 school years School staffing goals Job descriptions for Instructional Aides and Supervision Aides Staff development activities held specifically for Instructional and Supervision Aides Teacher inservice sessions regarding the use of Instructional Aides Theme implementation plan Discipline, Suspension, and Expulsion by race and gender Building-level discipline plan Gifted and Talented enrollment by race and gender Field Trips Pre-professionals Individual student test profiles Building-level counseling plan Parent Center Committee by race, gender, and position Parent Center recommendations and an indication of the suggestions incorporated into the center The name, gender, and position of the parent trained to operate the centerMonthly communication packets distributed by the Parent Center List of parent meetings including topic, time, location, and sign-in sheets The total number of home visits conducted as of April 1994 A description of the mechanism designed to ensure that parents regularly sign homework A description of early indicators and early intervention programs including alert and success cards to update parents on their childs progress List of community meetings and activities by topic, time, location, and sign-in sheets List of three-key communicators by race, gender, and position The number of signed contracts for each school and a description of follow-up procedures Speakers Bureau roster by name, gender, race, and position, along with a list of speaking engagements including the time, location, and participant sign-in sheets Recruitment Team roster by race, gender, and position Recruitment Plan, including a list of all recruitment strategies implemented and planned Extended Day schedule Extended Week schedule The following documents should be available for review, but copies need not be provided: Teacher-made tests generated by Abacus Records of individual and classroom academic progress as measured by CMIT If you have any questions or concerns, please do not hesitate to call your team leader, as designated on the monitoring schedule. cc: Dr. Russ Mayo Sterling IngramSchool Franklin Mitchell Rightsell Rockefeller Stephens Garland 1993-94 INCENTIVE SCHOOL MONITORING SCHEDULE Date Tuesday, May 3rd Wednesday, May 4th Thursday, May 5 th Friday, May 6th Monday, May 9th Tuesday, May 10th Team Leader Connie Tanner Horace Smith Margie Powell Connie Tanner Melissa Guldin Margie PowellOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: April 27, 1994 To: From: Subject: Sterling Ingram, Associate to the Deputy Superintendent Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, Horace Smith, and Connie Hickman Tanner Incentive School Monitoring Visits - Schedule and Request for Documents ODM is planning to monitor the incentive schools on the dates indicated on the enclosed schedule. We will need the following information from the districts central administration. In order to expedite this process, please furnish the following information by May 16,1994:  1993-94 Incentive School Staffing Committee membership by school represented, race, and sex  Minutes of 1993-94 Incentive School Staffing Committee meetings  Documentation of hiring criteria and procedures established by the Incentive School Staffing Committee  Copy of the 1993-94 incentive schools staffing needs assessment guide  Documentation (e.g. agendas, handouts, guides, etc.) of inservice held during the 1993-94 school year regarding the staffing needs assessment process  Documentation of the LRSD Human Resources Departments involvement in the staffing assessment process  Copy of the Spanish curriculum currently in use in the incentive schools  Description of the incentive school parent program, including program goals, objectives, timelines, and person responsible for this program  Copy of community needs assessment and resultsIncentive School Monitoring Information (Cont)  List of adult education opportunities, description of how parents were notified, the type, location, and time of the educational opportunities, and number of participants by race and gender  Description of the parent internship program and a list of parent interns at each of the incentive schools by race and gender  Description of the parent/ teacher mentorships and a list of parent/ teacher mentorships at each incentive school by race and gender  Documentation of parent workshops including topic, time, location, number of participants by race, gender, and childs school, and evaluation results  Volunteer documentation including the number of volunteers by race, gender, and the number of hours at each school  Mentor documentation by race, gender, participation hours, and a brief description of the types of activities shared by students and their mentors.  Mentor training records  List of community meetings including time, location, and copies of sign-in sheets  Documentation of identified parent pick-up points for school functions  Parent Council membership lists by race, gender, and organization represented  Copies of Parent Council monitoring instrument, meeting minutes, and quarterly reports  Biracial Committee membership list by race, gender, and address  Copies of Biracial Committee meeting minutes, monitoring schedule, and monitoring guide  Copies of 1993-94 Planning Research and Evaluation quarterly reports of the Biracial Committee monitoring visitsIncentive School Monitoring Information (Cont)  A list of all incentive school recruitment strategies or activities planned and implemented for the 1993-94 school year Examples: A. If a strategy involves developing a brochure: identify the person(s) responsible for its development and distribution\nprovide a copy of the brochure it it has been completed\nidentify the audience targeted to receive the brochure\nstate the brochure distribution dates\nidentify the amount of money allotted for the brochures development and distribution, the amount actually spent to date, and the amount remaining: and explain how you will track the brochures results. B. If an activity involves a presentation: identify the person(s) responsible for developing and making the presentation: identify the audience targeted for the presentation\nbriefly describe the type of presentation, and its date and location\nprovide sample participant sign-in sheets\nand explain how you will track the results of the presentation. If you have any questions and/or concerns, please do not hesitate to contact us. cc: Dr. Russ MayoDate: May 11, 1994 From: To: Subject: MEMORANDUM Margie, Melissa, and Horace Ann Incentive School Report Schedule We met and discussed a timeline for writing the report on the incentive schools and believe we can meet the deadlines listed below. This schedule allows for one day of court preparation, but does not take into account attendance at the budget hearings. We would like to remain here, working on the report, rather than attend the May hearing. If any issues arise that are crucial to our areas of responsibility, we are only a phone call away. May 12- June 3 Complete gathering report information and write report June 6 Begin Team Edit June 10 Complete changes generated by team edit processreceived MAY 1 6 1994 Office of Desegregation .... ..,y LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 Date: May 16, 1994 To: Desegregation Monitoring Team Members: Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, Horace Smith, and Connie Hickman Tanner From: Sterling Ingram, Associate to the Deputy Superintendent Re: Response to Request for Documents Attached are responses to your April 27,1994 memorandum. If you have any questions, please contact me at 324-2124. bjgRECESVco MAY 1 6 1994 LIST OF ATTACHMENTS Office of Desegregation Monitoring 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Staffing Committee Membership Staffing Committee Meeting Minutes Staffing Committee Hiring Criteria/Procedures Staffing Needs Assessment Guide Staffing Process Inservice Documentation Staffing Process Human Resources Documentation Spanish Program Curriculum Parent Involvement Program Community Needs Assessment Adult Education Opportunities Parent Internship Program Parent/Teacher Mentorship Parent Workshops Volunteer Documentation Mentor Program Documentation Mentor Training Records Community Meetings Transportation for School Functions Parent Council Membership Parent Council Monitoring Biracial Committee Membership Biracial Committee Meetings Planning, Research and Evaluation Biracial Committee Monitoring Recruitment Strategies/Activitiesreceived MAY I 6 1994 LIST OF ATTACHMENTS Office of Desegregation Monitoring 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Staffing Committee Membership Staffing Committee Meeting Minutes Staffing Committee Hiring Criteria/Procedures Staffing Needs Assessment Guide .-'Staffing Process Inservice Documentation ^ Staffing Process Human Resources Documentation Spanish Program Curriculum 'Parent Involvement PrograriT^ ^Community Needs Assessment -' Adult Education Opportunities Parent Internship Program Parent/Teacher Mentorship -4*arent Workshops Volunteer Documentation Mentor Program Documentation \"IVlentor Training Records Yl. ^'Community Meetings 18. - Transportation for School Functions 19. Parent Council Membership 20. Parent Council Monitoring 21. 22. 23. 24. i/Biracial Committee Membership ^Biracial Committee Meetings Planning, Research and Evaluation Biracial Committee Monitoring ' Recruitment Strategies/ActivitiesINCENTIVE SCHOOL MONITORING GUIDE 1994 Introduction Five-Year Enrollment Staffing Discipline, Suspension, and Expulsion Facilities Program and Operations Parent and Community Involvement Parent Recruitment Comprehensive Planning Double Funding Rockefeller Early Childhood Magnet ProgramFIVE-YEAR ENROLLMENT COMPARISON 1. The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149)STAFFING 2. The district is making progress toward racially balancing both the certified and noncertified staff. (ODM 1992 Report, pg. 6) 3. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures. (LRSD Plan, pg. 190) 4. Full-time positions recommended in the desegregation plan include classroom teachers, counselor, media specialist, music, art, P.E., social worker, permanent substitute, remedial reading, remedial math, computer lab attendant, resource, speech, alternative classroom specialist, media clerk, instructional aides, non-certified supervision aides, program specialist, principal, and assistant principal. (LRSD Plan, pg. 191) 5. Each school has an appropriate number of instructional aides, based on a ratio of two aides to three classrooms if no kindergarten through sixth grade class has more than 20 students, or a one-to-one aide-to-classroom ratio if any classroom, K through six, has more than 20 students. (May 1992 Order, pg. 34) 6. A staffing needs assessment process determines which plan-recommended positions should be filled, based on the needs and interests of the student population. Factors considered include the number of students per grade level, their race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs. (LRSD Plan, pg. 190\nMay 1992 Order, pp. 41-42)TEST DATA 7. The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable schools than on others. (Interdis. Plan, pg. 6)DISCIPLINE, SUSPENSION, and EXPULSION 8. Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27) 9. Attendance and behavior guidelines include time-out rooms staffed with trained personnel. Students help develop school-based management rules and receive assistance with problem solving. (LRSD Plan, pp. 175, 184)FACILITIES 10. The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129)PROGRAMS AND OPERATIONS Themes 11. Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 20) 12. Each school has a program specialist to support the thematic emphasis. (May 1992 Order, pg. 41) Science Labs 13. Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15) Foreign Language 14. Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) 15. The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural material. (LRSD Plan, pg. 156) Computer Managed Instructional Technology (CMIT) 16. The district uses CMIT to track student progress. (LRSD Plan, pg. 153) 17. The district uses computer-generated criterion referenced tests for student assessment. (LRSD Plan, pg. 154) Extended Year and Extended Week (Saturday Program) 18. Extended year is a continuation of the regular school year which also includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180\nODM 1992 Report, pg.25) 19. Schools record attendance by grade level, race, and gender for extended programs . (ODM 1992 Report, pg. 25) 20. Cumulative records document host and guest schools participation in Saturday program. (ODM 1992 Report, pg. 25) Extended Day 21. Extended Day includes the homework center, special skills training, and leisure time activities. (LRSD Plan, pp. 173, 174, 181, 184) 22. The LRSD is required to survey parents and students to determine the most appealing extended day activities. School staff must use information gleaned from SEPs, school staff, parents, and students to develop the extended day program. (ODM 1992 Report, pg. 25)PARENT and COMMUNITY INVOLVEMENT 23. The district will establish a program to equip parents with the job skills needed to work in school settings. Program objectives and activities include: designing and administrating a needs assessment\nproviding adult community education opportunities, encouraging teachers to serve as mentors to parents, establishing an internship program to recruit and employee parents. (LRSD Plan, pp. 178,189, 206, 207) 24. A Parent Center in each school is staffed by a trained parent volunteer who oversees the loan of materials to parents. Schools solicit parent recommendations to help guide the purchase of materials, and document the degree to which parents use the centers. The centers are also a source of a monthly communications packet for parents. (LRSD pp. 206, 208\nODM Report, Pg 39) 25. The incentive schools offer workshop for parents that are designed to help them understand and respond to school expectations. The district documents participation in these workshops by topic, date, time, and location along with the number of participants by race, gender, and school affiliation. (LRSD Plan, pg. 209\nODM Report, pg. 39) 26. The district will encourage parent volunteerism, providing transportation at identified pick-up points in the community. (LRSD Plan, pg. 174) 27. 28. 29. The district will establish a mentoring program (LRSD Plan, pg. 157) Each school will require at least two home visits. (LRSD Plan, pp. 206, 211) Each school must name three key communicators and establish a speakers bureau to address education issues to community groups. (LRSD Plan, pp. 210, 213) 30. The Incentive School Parent Council is a districtwide body consisting of two parents from each incentive school and four members appointed by the Joshua Intervenors. The council monitors all aspects of the incentive school program, reporting quarterly to the LRSD Board and Joshua. (LRSD Plan, pg. 151) 31. The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) 32. The Biracial Committee will furnish copies of their monitoring reports to incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225)33. By July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of\nincentive school principals, the superintendents senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)PARENT RECRUITMENT 34. Recruitment will be an ongoing process with each school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan pg. 57) 35. Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222) 36. The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) 37. The districts recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PT A groups to encourage M-to- M transfers. (LRSD Plan, pp. 215-216, 220-222) 38. The LRSD will establish a speakers bureau to target parents of four-year-olds\nidentify a database of four-year-old white residents within Pulaski County by July 1991 for targeted marketing\nand develop a method of identifying and making systematic contact with parents of newborns and children up to three years of age. (Marketing Plan, pp. 8, 10, 11) 39. All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) 40. The LRSD will develop a strategic plan for recruitment that includes a timetable, and the district will develop a tracking system. (ODM 1992 Report, pp. 4, 5) 41. The district will increase the number and variety of recruitment activities. (ODM 1992 Report, pg. 5 ) 42. The LRSD Incentive School Marketing Plan includes the following strategies: implementing a tracking system\nprioritizing target audiences\nholding promotional training sessions at each incentive school\nand developing an open house program. Additional strategies include developing an annual communications program to highlight staff and student achievements\ncreating a communications process between each school and the district to encourage systematic input of newsworthy events\nand pre-testing communication materials prior to production. (Marketing Plan, pp. 5-7, 9, 12, 14, 15-17, 18)43. The Biracial Committees monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) 44. The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly, and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223)COMPREHENSIVE PLANNING 45. The school effectively utilizes the project manage tool to document activities and progress towards goals.INCENTIVE SCHOOL DOUBLE FUNDING 46. Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated setting are provided meaningful opportunities for desegregated experiences and activities. (Interdis. Plan, pg. 4) 47. The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg. 1)ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL 1. The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements. (LRSD Plan, pg.12) 2. The district uses the early childhood education program at Rockefeller as a desegregation tool and includes the early childhood program as an integral part of the whole school. (LRSD Plan, pp. 12, 13) 3. The early childhood program receives the same attention and support as the grades K through six. (LRSD Plan, pg.13) 4. Rockefeller is designated as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. (LRSD Plan, pg. 12) 5. Rockefeller develops, emphasizes, and pilots innovative early childhood education practices. (LRSD Plan, pg. 12) 6. College students, the countys teachers, and daycare workers use Rockefeller as a demonstration site. (LRSD Plan, pg. 12) 7. All aspects of planning and implementation for the early childhood program incorporates the advice of parents and educational professionals. (LRSD Plan, pg. 12) 8. The district has explored the development of a year-round, full day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) 9. The district evaluates the early childhood program to determine its impact on desegregation. In addition, the parent committee routinely evaluates matters related to child care policies and procedures. (LRSD Plan, pg. 13)OFFICE OF DESEGREGATION MONITORING Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 1993-94 INCENTIVE SCHOOL MONITORING GUIDE Monitors GuideSchool Franklin Etem Garland Elem Ish Elem SIX YEAR ENROLLMENT COMPARISON : Stack White Other Total % Blk Black White Other Total % BIk i Black 88-89 89-90 90-91 91-92 92-93 93-94 4^4 364 343 428 352 300 28 72 59 71 SO 40 12  -9 8 9 S 442 448 \u0026gt;411? 507 345 \u0026lt;\u0026lt;'94: - ^181: \u0026lt;.83 84 86 87 276 23 299 92 ' 178 268 211 262 233 181 15 18 15 17 3 2 11 2 6 21 285 240 279 256 205 94 88 94 91 88 157 142 188 182 Closed after 1992-93 school year. White 19 7 4 9 5 Mitchell Elem Rigfttsell Elem Rockefeller Elem Stephens Elem Grand Total Other Total 197 \u0026lt;,% ak\nBlack White Other Total % BIk Btai^\nWhite Other Total w,ak Black White Other Total % BIk Slack White Other Total %\u0026lt;ak: Black White Other Total % BIk 220 41 261 84 196 45 241 81 255 45 300 85 227 :6 233 1,766 207 0 1,973 90 0 0 . .\u0026lt; 3 0 164 146 200 187 96: S7 94 97 220 183 285 232 215 19 24 27 28 12 0 0 0 4 3 239 207 312 264 230 92 88 91 88 93 194 is 92 215 33 2 250 86 225 :6i '1 226 100 1,643 162 18 1,823 90 191 282 239 184 1 1 193 99 195 71 5 271 72 190 T2\n0: 202 94 1,455 189 26 1,670 87 8 9 4 I 1 1 289 249- 189 96 98 97 282 250 240 116 104 93 5 7 7 403 361 340 70 69 71 236: 202 141 7 3 1 9 i 245 20 145 86 97 97 1,962 1,690 1,261 253 220 155 20 27 38 2,235 1,937 1,454 88 87 87 The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg, 149)f  Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated.  Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools.STAFFING The selection and support of quality staff members will be critical factors in the success of incentive schools. Carefully plarmed staff-selection criteria and procedures will provide the quality persoimel capable of successfully attaining the goals and implementing the programs and curriculum of these schools. (LRSD Plan, pg. 190) Progress is being made toward racially balancing both the certified and non-certified staff. (ODM 1992 Report, pg. 6) Position Black 1992-93 White Total % Black M F M F Stall\nCertified Non-certified Total Percent CJsssroom Teachers: Early Childhood Primary Intermediate Total Percent  Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features. In order to focus on racially balanced staffing, the district must have distinct goals, explicitly defined objectives, coordinated strategies, timetables, and benchmarks against which to measure progress. Without a comprehensive but specific plan for hitting its targets, the district will achieve racially balanced staffs only by happenstance. Although many aspects of staffing are beyond the control of administrators and then- best laid plans, they can nevertheless make many useful assumptions and forecasts based on such factors as past staff turnover patterns and anticipated retirements.  Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the schools staffing committee. Although the LRSD must hire new staff and relocate some employees each year, the districts current practice of personnel assignments to the incentive schools is counterproductive to establishing a high quality school staff through a rigorous screening process. No employee should be assigned to an incentive school without first having been informed of the strong commitment and specific responsibilities required of staff at that school. Nor should staff be assigned to an incentive school unless they have been screened and recommended by the building staffing committee and principal. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures. (LRSD Plan, pg. 190) A staffing needs assessment process determines staff selection based upon the needs and interests of the student population. Factors to be considered include the number of students per grade level, their race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs. (LRSD Plan, pg. 190) The district must staff the schools in accordance with equitably meeting the identified needs of the staff and students in a particular school, making decisions regarding plan-recommended staff positions based on criteria linked to a current needs assessment of the individual school. The district is required to determine the need for alternative classrooms and establish them where necessary. (May 1992 Order, pp. 41-42)  Institute staffing needs assessment as an annual process in the incentive schools. The assessment process for determining staffing needs in the incentive schools should be more than a perfunctory exercise in complying with the letter of the desegregation plan. A well designed and conducted needs assessment is an excellent means of determining how best to serve incentive school students while meeting the districts need for fiscal responsibility. Annually assessing the staffing needs in each incentive school will allow the district to stay abreast of the changing needs of each incentive schools population, help indicate the progress made on a comprehensive long-range strategic plan, and support general budgeting processes.  Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data. Whatever specific form it takes, the assessment should be a user-friendly document that guides the staffing committee to certain logical conclusions based on the evidence generated by the assessment document. Data alone does not automatically show a certain need. The key is whether the needs assessors can translate \"data\" into \"information\" that suggests the level of need for certain specific positions.  Train principals and staffing committees in procedures for effectively assessing staffing needs. Training before initiating the staffing needs assessment can mean the difference between task success and failure. Training should include at least the purpose of the assessment process, types of data to be gathered, an orientation to the assessment instrument itself, introducing materials and people available to help in the process, and a \"walk-through\" of the process that includes how to analyze, correlate, and report the results. Involve the LRSD Human Resources Department as an integral part of the assessment process. Given the experience and expertise that should be resident in the districts Human Resources Department (HR), that staff should be involved in the needs assessment process. Ultimately, it is Human Resources that will develop job descriptions and coordinate recruitment and hiring for positions identified by the needs assessment process. Involving HR on the \"front end\" should help ensure smooth continuity of the entire staffing process. Full-time positions recommended in the desegregation plan 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, and assistant principal. (LRSD Plan, pg. 191) The district uses a current needs assessment of each school to determine the plan-recommended positions that should be filled, whether additional or different positions may be needed, and the need for alternative classrooms. (May 1992 Order, pp. 4M2) Each school has an appropriate number of instructional aides, based on a ratio of two aides to three classrooms if no kindergarten through sixth grade class has more than 20 students, or a one- to-one aide-to-classroom ratio if any classroom, K though six, has more than 20 students. (May 1992 Order, pg. 34)  Develop specific, comprehensive job descriptions for instructional and supervision aides. Each incentive school is unique in its expectations of the aides who serve in the building. Written job descriptions will help delineate specific job responsibilities. A clear understanding of job responsibilities will enhance the working relationships between teachers and aides, as well as provide the basis for performance evaluations and developing growth plans.  Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. The training should be pre-service, so aides begin the year well-prepared and confident, as well as ongoing throughout the school year so aides knowledge can expand along with the awareness they gain from their day-to-day experiences. Tailor the training to the district needs of the instructional aides and supervision aides so that both their common and individual job responsibilities and challenges are addressed.  Provide teacher inservice training in the effective use of instructional aides that includes team-building activities for teacher and aide teams. The district must not assume that the act of pairing teachers and aides automatically produces an effective instructional team. Guided team-building activities give teachers and aides an opportunity to discover more about each other, identify and workout areas of potential conflict, and develop mutual understandings. Furthermore, training will familiarize teachers with the appropriate role of the instructional aide so teachers can determine the most effective ways in which their classroom assistants can foster a positive learning environment.TEST DATA The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others. (Interdis. Plan, pg.DISCIPLINE, SUSPENSION, and EXPULSION School Short-term Suspensions Black White Long-term Suspensions Black White Expulsions Sent-Homes Black White Black White M F U F M F U F M F M F M F U F Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative as well as summative information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23) Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23) Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23)  Make an effort to pair aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team.  Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides effectiveness. Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32)GIFTED AND TALENTED ENROLLMENT The district devotes special attention to identifying and placing in gifted and talented programs black students and students from low and middle socio-economic levels. (LRSD Plan, pg. 58) Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes. (ODM 1992 Report, pg. 18) Black White School Total % Black M F M F Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens  Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program.FACILITIES The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129)  Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet.  Repaint the interior of Ish, if the school remains open. The spot-painting completed during the summer of 1992 improved the appearance of the building, but the walls need a complete paint job.  Repair or replace the leaky roof in Mitchells reading room.  Replace the loose floor tiles in Mitchells hallway.  Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell.  Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet.  Take steps to correct the remaining drainage problems at Rightsell, including relocation of any downspout draining toward the foundation.  Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings. All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering. (ODM 1992 Report, pg. 43)Each school as a program specialist to support the thematic emphasis. (May 1992 Order, pg. 41) Fresh imaginative themes are established based upon each schools unique strengths. (ODM 1992 Report, pg. 20)  Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.  Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily or permanently deviate from a particular plan provision.  Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences.  Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the districts programs. Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15) The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom.  Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures. Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  Capitalize on the districts resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program. For some years, the LRSD has maintained a very popular and successful elementary international studies program at Gibbs Magnet School. At every grade level, foreign language instruction is an integral part of this schools program. Administrators and program developers should tap the cumulative expertise of the Gibbs staff to assist the incentive schools.PROGRAMS AND OPERATIONS The incentive school program promotes and ensures academic excellence in schools that have been difficult to desegregate. The incentive school program compensates the victims of segregation and serves as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. (LRSD Plan, pg. 149) A comprehensive long-range strategic plan has been developed for implementation of the incentive school program. (ODM 1992 Report, pg. 20) Each district will make a quarterly report to the Office of Desegregation Monitoring. (Interdis. Plan, pg. 6) The four-year-old program uses High Scope or a comparable curriculum model and a parent component is incorporated into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program.  Increase the involvement of area colleges and universities by naming active higher education representatives to the task force. Reading and oral expression are infused throughout all curriculum areas. (LRSD Plan, pg. 152) Reading comprehension and reading for meaning are stressed at every grade level. (ODM 1992 Report, pg. 32)  Base staff development activities on areas of demonstrated need. Some teachers may need more training than others in a given area in order to succeed. Now that the new curriculum has been in place for a full school year, principals should be able to determine which teachers need additional assistance.  Utilize Teacher Assistance Plans (TAP) for those teachers who need the help available through the TAP approach. Teachers who are unable to effectively deliver instruction in any curricular area should get immediate help\nassistance should not be reserved for those in imminent danger of dismissal.  Encourage principals and assistant principals to attend subject area inservice meetings so they, too, are well informed and understand the new curriculum. Parents and staff at each school develop school themes which are integrated into the curriculum, (LRSD Plan, pg. 153) Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program.  Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. The Spanish teachers can develop daily 10 minute lessons to help classroom teachers reinforce the Spanish instruction provided by the foreign language teacher. The minilessons could also include activities centered on cultural materials.  Increase the amount and improve the quality of Spanish language materials available in each school. Once foreign language teachers are employed, they should be able to work with the districts Foreign Language Supervisor and the IRC Incentive School Specialist to acquire a variety of Spanish language materials, including computer software. The quality and quantity of foreign language materials available to schools has increased dramatically in recent years, so the district should have little difficulty locating many fine resources to enhance Spanish instruction. Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) The district uses Computer Managed Instructional Technology (CMIT) to track student progress. (LRSD Plan, pg. 153) The district uses computer-generated criterion referenced tests for student assessment. (LRSD Plan, pg. 154)  Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993-94 school year. The district has had a year to pilot the program and work out some of the bugs. Administrators should be able to design an effective training program and support system that can help each school use the new technology for the purpose intended in the desegregation plan. The school emphasizes a classics reading program and uses the basal reader to augment the classics. (LRSD Plan, pg. 154) Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg. 156)  Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum.Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourager can be so important to a childs development that every student who needs or wants a mentor should have one.  Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. New school volunteer recruits are usually highly motivated to help children and want to get \"on the job\" right away without having to wait a lengthy period for a formal group training. Volunteers should not have to delay their service any longer than is absolutely necessary in order to receive training and orientation. Having on-site training available can expedite the period between volunteer sign-up and getting to work. However, because adequate training is so vitally important to the quality of a program and school volunteers success in meaningfully helping children and teachers, under no circiunstances should the scope and quality of volunteer training be compromised or circumvented for the sake of expediency. Any job worth doing for kids is worth doing well, and volunteer jobs are no exception. The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  Abandon the practice of limiting three- and four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school busses. The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180)  Treat and teach career skills development as an integral part of school life. School personnel should consistently point out relationships between all school activities and the world of work. They must also stay informed of changing job markets and have up-to-date labor market information so they can give their students the best possible instruction. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180)Extended year is a continuation of the regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest schools participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179)  Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it.  Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend.  Seek broad-based input from incentive school staff, parents, and students to leam what course offerings or other program features make summer school most appealing to prospective participants.  Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and then act decisively upon what the evaluation reveals.  Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit.  Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed.  Consider implementing the recommendations made by the extended year administrative staff in the districts summary report.  Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could help increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects. Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety. The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) The extended day program, which is based on information gleaned from SEPs, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play.  Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. Its developmentally and emotionally healthy for students to participate in wholesome activities just for fun. Compacts provide students access to community support programs, such as volunteers and preprofessionals from colleges and universities, and assistance from social agencies. (LRSD Plan, pp. 175, 183) Students have access to a wide spectrum of community-based programs. (ODM 1992 Report, pg- 39)  Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training.  Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesnt make sense for a good opportunity to get lost in bureaucratic wastelands.  Expand contacts with and widen access to the variety of community-based programs designed to support children and families. Study skills training enhances skills in test taking, listening, and studying. Test taking skills are being taught and students practice test taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32)  Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there.  Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each students learning path and to help determine the effect of the variables these profiles record. Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) The school collaborates with the Arkansas Department of Human Services (DHS) and Department of Health. (ODM 1992 Report, pg. 27)  Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year.  Decide each incentive schools need for a social worker, then staff accordingly.  Require incentive school counselors to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers.PARENT AND COMMUNITY INVOLVEMENT The district will establish an incentive school parent program 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 interests and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and mentorships between parents and teachers. (LRSD Plan, pp. 178, 189, 206, 207)  Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria.  Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED.  Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents. A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the 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 1992 Report, pg. 39)  Evaluate the parent workshops offered to determine if they are meeting the plans goal of helping incentive school parents understand and carry out school expectations.  Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly. Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PT A meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38) Home and school communication is evident at each incentive school. Parents attend school activities and monthly school meetings and serve as volunteers. The staff formulates early indicators and early intervention programs using alert and success cards to update parents on their childs needs and achievements. Parents have access to the school through identified transportation pick-up points within the school community. (LRSD Plan, pp. 174, 176, 183, 184, 188, 206, 210-211) Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends. (ODM 1992 Report, pg. 38)School 1993-94 Volunteers Hours BM BF WM WF Unidentified Total Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens TOTAL Parents are asked to sign all homework assignments on a daily basis. (LRSD Plan, pp. 174, 183, 210) Mechanisms are established at each school to ensure that parents regularly sign homework. (ODM 1992 Report, pg. 38) Require at least two or more home visits. (LRSD Plan, pp. 206, 211) The staff documents the number and date of visits to each students home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) School 1993-94 Home Visits Franklin Garland Ish Mitchell Right sell Rockefeller Stephens TOTAL Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of dociunentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, guardian, or other), and a brief description of the results of the contact or any other pertinent information.  Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.  Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents transportation needs, and understand how to arrange for it to support parent participation where needed. Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211) The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg, 38)  Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that the either the school, the district, or both dont place much value on the contracts or parent commitments. A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator cant be expected to carry out their responsibilities effectively.  Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made.  Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job. The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151) Create job descriptions for council members that clearly identify the districts expectations of the council, membership responsibilities, and the amount of service time involved.  Outline the councils organizational structure and its working and reporting relationship to the school board, district administrators, the incentive schools, and other monitoring entities.  Provide a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies and procedures, communication channels, and what district resources and support are available.  Develop and carry out a specific plan for meeting council obligations that includes goals and objectives, tasks, timelines, persons responsible, and evaluation criteria that address the councils desegregation plan obligations.  Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its legal obligations.  Help the council develop monitoring and reporting procedures, guidelines, and schedules that provide members clear direction for their monitoring tasks.  Coordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources. The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225) The Biracial Committee will furnish copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) will prepare quarterly reports that summarize all monitoring visits. The superintendent will share the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225) Before July 1 of each year, the district will convene a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee shall consist of: incentive school principals, the superintendents senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)PARENT RECRUITMENT The district will inform the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies will include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district will distribute highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219) Recruitment will be an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assigiunents that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57) The districts recruitment strategies will include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school will establish a speakers bureau and help the district develop a brochure highlighting their school. Meetings will be held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222) The LRSD will establish a speakers bureau to target parents of four-year-olds\nidentify a database of four-year-old white residents within Pulaski County by July 1991 for targeted marketing\nand develop a method of identifying and making systematic contact with parents of newborns and children up to three years of age. (Marketing Plan, pp. 8, 10, 11) Parent recruiters will focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222) All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29) The LRSD will: establish a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well thought-out, interrelated process\npresent a firm timetable in its recruitment plan and strictly adhere to it\ndevelop a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincrease the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) The LRSD Incentive School Marketing Plan includes the following strategies: implementing a tracking system\nprioritizing target audiences\nholding promotional training sessions at each incentive school\nand developing an open house program. Additional strategies include developing an annual communications program to highlight staff and student achievements\ncreating a communications process between each school and the district to encourage systematic input of newsworthy events\nand pre-testing communication materials prior to production. (Marketing Plan, pp. 5-7, 9, 12, 14, 15-17, 18) The Biracial Advisory Committee, with the advice of marketing and advertising experts, will serve as the steering committee for incentive school recruitment. The committee will review bimonthly recruitment reports from the desegregation office, evaluate the program quarterly and recommend needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223) The Biracial Committees monitoring instrument will include a recruitment assessment. (ODM 1992 Report, pg. 5) Evaluate the means parent recruiters are using to inform the community about the incentive schools hotline, then analyze the findings to determine more effective ways to heighten awareness of this service. For example, district recruiters could distribute the hotline number to patrons as part of presentations about the incentive schools. The number could be featured in television and radio public service announcements\nit could also be placed in brochures or other printed materials to inform parents of the hotline service.  Ensure that prospective parents receive information about the incentive schools by expanding the target audience. Parents and their children are the primary customers of the districts services, so the LRSD must ensure that its message about the incentive schools is reaching the potential consumers. One way recruiters could expand their targeting efforts is by making presentations about the incentive schools to groups that include parents, such as neighborhood associations, churches, civic and social organizations, and the districts Partners in Education.  Assign specific district employees the responsibility and accountability for fully developing and implementing all the districts recruitment obligations identified in the desegregation plans, marketing plan, and court orders. The district must demonstrate its commitment to the incentive schools by identifying specific individuals who are responsible for incentive school recruitment, and adjusting job descriptions as necessary to reflect the duties required of these employees. Further, the district should hold these employees strictly accountable for implementing recruitment strategies for the incentive schools.  Develop a system to ensure that employees responsible for incentive school recruitment receive all monitoring reports and court orders that deal with the incentive schools. Before employees can be held accountable for the districts legal obligations, workers must know what they are. Employees working with incomplete or outdated information will not be able to do the thorough job that is necessary for successfully desegregating the schools.  Establish parent recruitment teams in each incentive school, staffing the teams according to qualifications and job descriptions that clearly state the team charge, the districts expectations, qualifications (such as skills, experience, or school affiliation), the amount of time involved, and the precise duties anticipated.  Implement an orientation and training schedule for the recruitment teams that utilizes the skills and expertise of parents and district personnel who have a track record of successfully promoting desegregation. The district will be wise to capitalize on the inhouse expertise that abounds in the experiences of parents and employees who have learned what works. These veterans can give suggestions, guidance, and support to others.  Utilize up-to-date enrollment and school capacity data to develop a plan to target specific schools and neighborhoods for recruitment to the incentive schools.The voluntary transfer aspect of the desegregation plan is a strong ally in promoting school racial balance if the district will capitalize on this feature of their plan. For example, parent recruiters and school recruitment teams can target westside schools with high white enrollment, acquainting parents with the features of the incentive schools that offer special advantages and conveniences for downtown workers who commute from the western areas. Schools having a high percentage of white enrollment, like Otter Creek or Teny for example, could be the focus of a neighborhood blitz.  Survey white parents in LRSD and PCSSD to find out what features they consider when selecting a school and what would prompt them to request a desegregation transfer to an incentive school for their children.  Develop a comprehensive and detailed annual recruitment plan for each incentive school. This plan should reflect each schools individual needs while also capitalizing on the schools strengths. It should take into account districtwide enrollment distribution and survey feedback from parents on what prompts them to choose a certain school for their children. It should include all the districts legal recruitment obligations\nspecify goals, objectives, and timelines\nidentify persons responsible for each step of implementation\nand delineate evaluation criteria. For example, because the best salesperson for any school is a satisfied parent, the district could focus its recruitment strategy on the parent recruitment teams in each building. Then, each team could work with the district to develop a plan that includes the districts legal obligations along with areas of interdistrict collaboration. These teams, along with the biracial committee, could regularly evaluate the effectiveness of the recruitment.  Annually identify specific recruitment goals for each incentive school and regularly track the headway made toward each goal. Each year recruiters need to calculate exactly how many white students they need to sign up in order to achieve a specified racial balance goal at individual schools. They need to target recruitment toward that end, and keep a regular tally so they have an accurate accounting of progress and know how much farther they have to go. A clear and current recruitment picture will enable the district to fine tune recruitment objectives and activities as needed.ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL The Rockefeller Early Childhood Magnet Program will be available to children from six weeks to four years of age. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12) The early childhood program is an integral part of the whole school, not a separate or \"add-on\" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan pg 13) The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12) At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12) The countys teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12) Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12) The district allows students who attend the Rockefeller three-year-old program to continue on into the four-year-old program and the grades beyond. Siblings of early childhood students may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13) Explore developing Rockefeller as a year-round, full-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) Evaluate Rockefellers early childhood education policies in terms of their impact on desegregation and educational goals. The parent committee on early childhood education is to evaluate policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood programs viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  Seriously consider placing at Rockefeller an early childhood program specialist who has the credentials and experience that clearly illustrate adequate training and interest in the education of very young children. Such a specialist could work to enhance the early childhood program by coordinating all educational activities, including working with area agencies and universities to form the cooperative parmerships envisioned in the plan. If the magnet program is to achieve its full potential, the district must concentrate on more than just a solid basic child care program. The plan promises that the magnet will be a site for excellence and innovation.  Re-establish the Rockefeller advisory group. A local biracial advisory committee, that is comprised of representatives from area colleges and universities and the schools parents, teachers, aides, administrators, and other staff members, can help Rockefeller live up to the many expectations outlined for the magnet program in the desegregation plan.  Regularly evaluate Rockefellers early childhood education policies as specified in the plan and then publish the results in an informational handbook for parents. The schools program for young children is a key to the schools ability to successfully meet desegregation goals. The policies which govern that program must reflect the current needs and input of the parents the program is expected to attract and serve.  Make sure that the early childhood students receive the services of the schools counselor. Very young children can need the specialized insights and services of a counseling professional just as much as older children.  Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Magnet Program that the district lavishes on other magnet schools and programs. The Rockefeller Early Childhood Magnet Program is a desegregation success story. More attention must be given to perpetuating the current success as well as improving the program.  Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district should capitalize on its success.  Refrain from placing any uncertified teacher in an early childhood classroom. In order to work effectively with young children a teacher needs special training and skills. The State has recognized this need by creating special early childhood certification requirements. The district should never assign an unqualified teacher to an early childhood classroom, nor should certificated teachers be placed involuntarily in an early childhood position. The job of an early childhood teacher is too important and demanding to be filled by the unqualified or unwilling.  Provide regular, quality staff development opportunities for the early childhood education staff. Both the aides and teachers of young children require and deserve inservice that is specifically geared to their daily experiences, their need for professional growth, and their role in helping Rockefeller fulfill its mandate for developing and piloting innovative approaches to educating young children. Ensure that Rockefeller serves as an early childhood education model, demonstration site, and training center by initiating the innovative practices described in the desegregation plan, utilizing advice and expertise from parents, teachers, and college and university staff.INCENTIVE SCHOOL DOUBLE FUNDING Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdis. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg. 1)^7 'fon. Ou, 'ci '3 OFFICE OF DESEGREGATION MONITORING Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 1993-94 INCENTIVE SCHOOL MONITORING GUIDE Monitors GuideSIX YEAR ENROLLMENT COMPARISON School 88-89 89-90 90-91 91-92 92-93 93-94 FranWin Etem Slack 414 364 343 423 352 300 Garland Elem Ish Elam White Other Total %Blk Black White Other Total % BIk Black 28 442 94 276 23 299 92 178 72 12 448 81 268 15 2 285 94 157 59 71 50 40 O' 8 9 0\n4ST^ 507 w 345 83 84 86 87 211 262 233 181 18 15 17 3 11 2 6 21 240 279 256 205 88 94 91 88 142 188 182 Closed 3110114992*93 school year. White / 40^ 7 4 9 5 Other 0 0 3 0 Total 197 164 146 200 187 %JB!k 90 96 97 94 97 Mitchell Elem Black 220 220 183 285 232 215 White 41 19 24 27 28 12 Other 0 0 0 4 3 Total 261 239 207 312 264 230 % BIk 84 92 88 91 88 93 Righlsell Elem Black 196 194 191 282 239 184 White 45 Ta 6 9 4 Rockefeller Elem Other Total Black White Other Total % BIk 241 193 289 249 189 81 92 99 98 96 97 255 215 195 282 250 240 45 33 71 116 104 93 2 5 5 7 7 300 250 271 403 361 340 85 86 72 70 69 71 Staptteft^Bero Slack 227 225 190 235 202 White 6 12 9 7 3 Other 0 Total 233 226 202 245 209 145 97 100 94 96 97 97 Grand Total Black 1,766 1,643 1,455 1,962 1,690 1,261 White 207 162 189 253 220 155 Other 0 18 26 20 27 38 Total 1,973 1,823 1,670 2,235 1,937 1,454 % BIk 90 90 87 88 87 87 The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated.  Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools.STAFFING The selection and support of quality staff members will be critical factors in the success of incentive schools. Carefully planned staff-selection criteria and procedures will provide the quality personnel capable of successfully attaining the goals and implementing the programs and curriculum of these schools. (LRSD Plan, pg. 190) Progress is being made toward racially balancing both the certified and non-certified staff. (ODM 1992 Report, pg. 6) Position Black 1992-93 White Total % Black M F M F Sttlt Certified Non-certified Total Percent tStsssroom Teachers\nEarly Childhood Primary Intermediate Total Percent  Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features. In order to focus on racially balanced staffing, the district must have distinct goals, explicitly defined objectives, coordinated strategies, timetables, and benchmarks against which to measure progress. Without a comprehensive but specific plan for hitting its targets, the district will achieve racially balanced staffs only by happenstance. Although many aspects of staffing are beyond the control of administrators and their best laid plans, they can nevertheless make many useful assumptions and forecasts based on such factors as past staff turnover patterns and anticipated retirements.  Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the schools staffing committee. Although the LRSD must hire new staff and relocate some employees each year, the districts current practice of personnel assignments to the incentive schools is counterproductive to establishing a high quality school staff through a rigorous screening process. No employee should be assigned to an incentive school without first having been informed of the strong commitment and specific responsibilities required of staff at that school. Nor should staff be assigned to an incentive school unless they have been screened and recommended by the building staffing committee and principal. The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua Intervenors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures. (LRSD Plan, pg. 190) A staffing needs assessment process determines staff selection based upon the needs and interests of the student population. Factors to be considered include the number of students per grade level, their race and gender, academic achievement needs and interests, disciplinary needs, social interaction needs, and health needs. (LRSD Plan, pg. 190) The district must staff the schools in accordance with equitably meeting the identified needs of the staff and students in a particular school, making decisions regarding plan-recommended staff positions based on criteria linked to a current needs assessment of the individual school. The district is required to determine the need for alternative classrooms and establish them where necessary. (May 1992 Order, pp. 41-42)  Institute staffing needs assessment as an annual process in the incentive schools. The assessment process for determining staffing needs in the incentive schools should be more than a perfunctory exercise in complying with the letter of the desegregation plan. A well designed and conducted needs assessment is an excellent means of determining how best to serve incentive school students while meeting the districts need for fiscal responsibility. Annually assessing the staffing needs in each incentive school will allow the district to stay abreast of the changing needs of each incentive schools population, help indicate the progress made on a comprehensive long-range strategic plan, and support general budgeting processes.  Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data. Whatever specific form it takes, the assessment should be a user-friendly document that guides the staffing committee to certain logical conclusions based on the evidence generated by the assessment document. Data alone does not automatically show a certain need. . The key is whether the needs assessors can translate \"data\" into information\" that suggests the level of need for certain specific positions.  Train principals and staffing committees in procedures for effectively assessing staffing needs. Training before initiating the staffing needs assessment can mean the difference between task success and failure. Training should include at least the purpose of the assessment process, types of data to be gathered, an orientation to the assessment instrument itself, introducing materials and people available to help in the process, and a \"walk-through\" of the process that includes how to analyze, correlate, and report the results. Involve the LRSD Human Resources Department as an integral part of the assessment process. Given the experience and expertise that should be resident in the districts Human Resources Department (HR), that staff should be involved in the needs assessment process. Ultimately, it is Human Resources that will develop job descriptions and coordinate recruitment and hiring for positions identified by the needs assessment process. Involving HR on the \"front end\" should help ensure smooth continuity of the entire staffing process. Full-time positions recommended in the desegregation plan 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, and assistant principal. (LRSD Plan, pg. 191) The district uses a current needs assessment of each school to determine the plan-recommended positions that should be filled, whether additional or different positions may be needed, and the need for alternative classrooms. (May 1992 Order, pp. 41-42) Each school has an appropriate number of instructional aides, based on a ratio of two aides to three classrooms if no kindergarten through sixth grade class has more than 20 students, or a one- to-one aide-to-classroom ratio if any classroom, K though six, has more than 20 students. (May 1992 Order, pg. 34)  Develop specific, comprehensive job descriptions for instructional and supervision aides. Each incentive school is unique in its expectations of the aides who serve in the building. Written job descriptions will help delineate specific job responsibilities. A clear understanding of job responsibilities will enhance the working relationships between teachers and aides, as well as provide the basis for performance evaluations and developing growth plans.  Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. The training should be pre-service, so aides begin the year well-prepared and confident, as well as ongoing throughout the school year so aides knowledge can expand along with the awareness they gain from their day-to-day experiences. Tailor the training to the district needs of the instructional aides and supervision aides so that both their common and individual job responsibilities and challenges are addressed.  Provide teacher inservice training in the effective use of instructional aides that includes team-building activities for teacher and aide teams. The district must not assume that the act of pairing teachers and aides automatically produces an effective instructional team. Guided team-building activities give teachers and aides an opportunity to discover more about each other, identify and workout areas of potential conflict, and develop mutual understandings. Furthermore, training will familiarize teachers with the appropriate role of the instructional aide so teachers can determine the most effective ways in which their classroom assistants can foster a positive learning environment.TEST DATA The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others. (Interdis. Plan, pg. 6)DISCIPLINE, SUSPENSION, and EXPULSION School Short-term Suspensions Black White Long-term Suspensions Black White Expulsions Sent-Homes Black White Black White M F M F M F M F M F M F M F M F Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens Disaggregate data related to student discipline and review student data to address issues of racial disparity. (Interdis. Plan, pg. 27) Carefully collect discipline data and closely monitor the discipline program to make modifications that are indicated by formative as well as summative information. The district would be wise to analyze the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. Identifying and emulating these factors and closely scrutinizing progress should result in interventions that reduce the number of students suspended or expelled as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23) Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184) Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23) Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23) Policy enforcement is fair and consistent. (ODM 1992 Report, pg. 23)  Make an effort to pair aides and teachers who are compatible with each other, and provide training that will enable instructional aides and classroom teachers to work together as an effective team.  Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics that include behavior management techniques and other subjects that will contribute to the aides effectiveness. Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32)GIFTED AND TALENTED ENROLLMENT The district devotes special attention to identifying and placing in gifted and talented programs black students and students from low and middle socio-economic levels. (LRSD Plan, pg, 58) Gifted and talented education is tailored to challenge, exercise, and enlarge students individual talents and intellectual aptitudes. (ODM 1992 Report, pg. 18) Black White School Total % Black M F M F Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens  Increase the amount of time the gifted and talented program specialists spend in the incentive schools so they can fully implement the G/T program and spend more time identifying the children whose needs can be met through the program.FACILITIES The district will provide clean and safe facilities and make all repairs fundamental to maintain the incentive schools. (LRSD Plan, pg. 129)  Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace water damaged ceiling tiles and carpet.  Repaint the interior of Ish, if the school remains open. The spot-painting completed during the summer of 1992 improved the appearance of the building, but the walls need a complete paint job.  Repair or replace the leaky roof in Mitchells reading room.  Replace the loose floor tiles in Mitchells hallway.  Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell.  Repair the floor and wall in Rightsell classroom 3-B, and then replace any damaged carpet.  Take steps to conect the remaining drainage problems at Rightsell, including relocation of any downspout draining toward the foundation.  Make sure all incentive school principals are aware that district funds are available to improve landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings. All seven incentive schools would benefit aesthetically from the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering. (ODM 1992 Report, pg. 43)PROGRAMS AND OPERATIONS The incentive school program promotes and ensures academic excellence in schools that have been difficult to desegregate. The incentive school program compensates the victims of segregation and serves as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. (LRSD Plan, pg. 149) A comprehensive long-range strategic plan has been developed for implementation of the incentive school program. (ODM 1992 Report, pg. 20) Each district will make a quarterly report to the Office of Desegregation Monitoring. (Interdis. Plan, pg. 6) The four-year-old program uses High Scope or a comparable curriculum model and a parent component is incorporated into the program. (LRSD Plan, pg. 152) Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10) The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program.  Increase the involvement of area colleges and universities by naming active higher education representatives to the task force. Reading and oral expression are infused throughout all curriculum areas. (LRSD Plan, pg. 152) Reading comprehension and reading for meaning are stressed at every grade level. (ODM 1992 Report, pg. 32)  Base staff development activities on areas of demonstrated need. Some teachers may need more training than others in a given area in order to succeed. Now that the new curriculum has been in place for a full school year, principals should be able to determine which teachers need additional assistance.  Utilize Teacher Assistance Plans (TAP) for those teachers who need the help available through the TAP approach. Teachers who are unable to effectively deliver instruction in any curricular area should get immediate help\nassistance should not be reserved for those in imminent danger of dismissal.  Encourage principals and assistant principals to attend subject area inservice meetings so they, too, are well informed and understand the new curriculum. Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153)Each school as a program specialist to support the thematic emphasis. (May 1992 Order, pg. 41) Fresh imaginative themes are established based upon each schools unique strengths. (ODM 1992 Report, pg. 20)  Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year.  Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily or permanently deviate from a particular plan provision.  Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences.  Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the districts programs. Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15) The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom.  Ensure that the materials needed for all science experiments are available to school staff and make sure teachers are aware of procurement procedures. Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  Capitalize on the districts resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program. For some years, the LRSD has maintained a very popular and successful elementary international studies program at Gibbs Magnet School. At every grade level, foreign language instruction is an integral part of this schools program. Administrators and program developers should tap the cumulative expertise of the Gibbs staff to assist the incentive schools. Place as many qualified foreign language teachers as needed to provide Spanish instruction to incentive school students as part of the regular school day instructional program.  Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to help the regular classroom teachers reinforce foreign language instruction across the curriculum. The Spanish teachers can develop daily 10 minute lessons to help classroom teachers reinforce the Spanish instruction provided by the foreign language teacher. The minilessons could also include activities centered on cultural materials.  Increase the amount and improve the quality of Spanish language materials available in each school. Once foreign language teachers are employed, they should be able to work with the districts Foreign Language Supervisor and the IRC Incentive School Specialist to acquire a variety of Spanish language materials, including computer software. The quality and quantity of foreign language materials available to schools has increased dramatically in recent years, so the district should have little difficulty locating many fine resources to enhance Spanish instruction. Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) The district uses Computer Managed Instructional Technology (CMIT) to track student progress. (LRSD Plan, pg. 153) The district uses computer-generated criterion referenced tests for student assessment. (LRSD Plan, pg. 154)  Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993-94 school year. The district has had a year to pilot the program and work out some of the bugs. Administrators should be able to design an effective training program and support system that can help each school use the new technology for the purpose intended in the desegregation plan. The school emphasizes a classics reading program and uses the basal reader to augment the classics. (LRSD Plan, pg. 154) Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg. 156)  Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the physical education curriculum.Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and encourager can be so important to a childs development that every student who needs or wants a mentor should have one.  Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors. New school volunteer recruits are usually highly motivated to help children and want to get \"on the job\" right away without having to wait a lengthy period for a formal group training. Volunteers should not have to delay their service any longer than is absolutely necessary in order to receive training and orientation. Having on-site training available can expedite the period between volunteer sign-up and getting to work. However, because adequate training is so vitally important to the quality of a program and school volunteers success in meaningfully helping children and teachers, under no circumstances should the scope and quality of volunteer training be compromised or circumvented for the sake of expediency. Any job worth doing for kids is worth doing well, and volunteer jobs are no exception. The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp, 158, 173, 181\nInterdis. Plan, pg. 4)  Abandon the practice of limiting three- and four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school busses. The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180)  Treat and teach career skills development as an integral part of school life. School personnel should consistently point out relationships between all school activities and the world of work. They must also stay informed of changing job markets and have up-to-date labor market information so they can give their students the best possible instruction. Extended year school includes summer remediation and enrichment options at all incentive schools at no cost to students. Summer courses are prescribed for students. (LRSD Plan, pp. 172, 180)Extended year is a continuation of the regular school year. (ODM 1992 Report, pg. 25) Academic enhancements are evident in extended programs. (ODM 1992 Report, pg. 25) Attendance at extended programs is recorded by grade level, race, and gender. (ODM 1992 Report, pg. 25) Cumulative records document both host and guest schools participation in Saturday programs. (ODM 1992 Report, pg. 25) Saturday programs will be developed to enhance learning. These programs will include but shall not be limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179)  Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it.  Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend.  Seek broad-based input from incentive school staff, parents, and students to leam what course offerings or other program features make summer school most appealing to prospective participants.  Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and then act decisively upon what the evaluation reveals.  Mount an aggressive marketing campaign for summer school recmitment, getting ideas from staff, students, and parents and also encouraging them to help recmit.  Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed.  Consider implementing the recommendations made by the extended year administrative staff in the districts summary report.  Encourage partnered schools to develop some joint projects and co-activities so students will leam how to plan, organize, and cooperate on activities that they develop. Shared ventures could help increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects. Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety. The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184) The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) The extended day program, which is based on information gleaned from SEPs, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play.  Make sure all extended day students have an opportunity for some fun activities, such as jump rope, board games, or making up and reciting rhymes. Its developmentally and emotionally healthy for students to participate in wholesome activities just for fun. Compacts provide students access to community support programs, such as volunteers and preprofessionals from colleges and universities, and assistance from social agencies. (LRSD Plan, pp. 175, 183) Students have access to a wide spectrum of community-based programs. (ODM 1992 Report, pg- 39)  Consider having VIPS train incentive school principals to serve as instructors for new mentors so these building leaders can conduct their own streamlined, on-site mentor training.  Allow principals to contact and select pre-professionals from institutions of higher education when the opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesnt make sense for a good opportunity to get lost in bureaucratic wastelands.  Expand contacts with and widen access to the variety of community-based programs designed to support children and families. Study skills training enhances skills in test taking, listening, and studying. Test taking skills are being taught and students practice test taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32) Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) Disaggregate test results to enable an assessment of the short- and long-term correlation between test performance and such variables as how long a student has been enrolled at a particular school, behavior and attendance records, and participation in such programs as early childhood and extended day, week, and year. (ODM 1992 Report, pg. 32)  Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there.  Comply with the requirement to develop complete student performance profiles for each child and then use the information to define and guide each students learning path and to help determine the effect of the variables these profiles record. Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184) The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) The school collaborates with the Arkansas Department of Human Services (DHS) and Department of Health. (ODM 1992 Report, pg. 27)  Make sure that each incentive school has a full-time certified guidance counselor on staff throughout the school year.  Decide each incentive schools need for a social worker, then staff accordingly.  Require incentive school counselors to meet as a group on a regular basis. Such meetings will provide an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers.PARENT AND COMMUNITY INVOLVEMENT The district will establish an incentive school parent program 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 interests and needs, adult education opportunities, a parent internship program to recruit and employ neighborhood parents as teacher aides and other positions, and mentorships between parents and teachers. (LRSD Plan, pp. 178, 189, 206, 207)  Assign a district employee the responsibility for fully developing and implementing the plan requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria.  Follow up to provide appropriate assistance to survey respondents who have expressed interest in receiving specialized help from the district, such as obtaining their GED.  Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Center, as a means for providing education opportunities for parents. A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39) The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209) Document parent training activities by topic, time, and location along with the number of participants by race, gender, and the 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 1992 Report, pg. 39)  Evaluate the parent workshops offered to determine if they are meeting the plans goal of helping incentive school parents understand and carry out school expectations.  Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly. Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PT A meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210) The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38) Home and school communication is evident at each incentive school. Parents attend school activities and monthly school meetings and serve as volunteers. The staff formulates early indicators and early intervention programs using alert and success cards to update parents on their childs needs and achievements. Parents have access to the school through identified transportation pick-up points within the school community. (LRSD Plan, pp. 174, 176, 183, 184, 188, 206, 210-211) Complete documentation of all parent meetings and activities is maintained including sign-in sheets that reflect parents race, gender, and the school their child attends. (ODM 1992 Report, pg- 38)School 1993-94 Volunteers Hours BM BF WM WF Unidentified Total Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens TOTAL Parents are asked to sign all homework assignments on a daily basis. (LRSD Plan, pp. 174, 183, 210) Mechanisms are established at each school to ensure that parents regularly sign homework. (ODM 1992 Report, pg. 38) Require at least two or more home visits. (LRSD Plan, pp. 206, 211) The staff documents the number and date of visits to each students home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38) School 1993-94 Home Visits Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens TOTAL Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157) The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29) Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e, student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Standardize the method staff uses to document and report home and school communication to promote data consistency and accuracy. In order to standardize reporting and minimize the burden of dociunentation, schools could use a simple form identifying the contact date, type of contact (such as parent/teacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, guardian, or other), and a brief description of the results of the contact or any other pertinent information.  Train incentive school principals and staff to serve as trainers for new mentors so they can conduct their own mentor training, if needed, and thereby expedite mentor placement.  Develop transportation policies and procedures, ensuring that principals are aware of this service, know how to identify parents transportation needs, and understand how to arrange for it to support parent participation where needed. Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211) The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  Provide parents with current school year contracts to sign when they register their children in the incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that the either the school, the district, or both dont place much value on the contracts or parent commitments. A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the key communicators. Without consistent direction and support, those who volunteer as a speaker or key communicator cant be expected to carry out their responsibilities effectively.  Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and key communicators that includes specific goals, objectives, the persons responsible, and evaluation criteria to determine success and where changes need to be made.  Develop job descriptions for the speakers bureau and key communicators that clearly identify the job goal, qualifications, performance expectations, the participant and district responsibilities, and the amount of time that will likely be required to successfully perform each job. The Incentive School\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_506","title":"Incentive Schools: Parent council monitoring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Parents' and teachers' associations","Education--Evaluation","School improvement programs"],"dcterms_title":["Incentive Schools: Parent council monitoring"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/506"],"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":["119 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\nINCENTIVE SCHOOLS PARENT COUNCIL BYLAWS ARTICLE I FORMATION The incentive school program parent council was formed as required by the Little Rock School District Desegregation Plan. The role of the Parent Council includes monitoring all activities related to the incentive school program. ARTICLE II MEMBERSHIP Parent Council membership consists of representatives from each incentive school. /two parents Those schools are Franklin, Garland, Mitchell, Rightsell, Rockefeller and Stephens. When the possibility exist, one (1) black and one (1) white parent representatives will be given the opportunity to serve. Parent membership is voluntary. Four members at large are to be appointed by Joshua Intervenors. ARTICLE III TERM OF MEMBERSHIP Each member shall be asked to serve for a period of three (3) years and shall be eligible for reappointment. The term of membership shall begin on July 1 and end on June 30 of the three-year period. Applications for vacancies will be accepted during April and May of each year. ARTICLE IV RESIGNATION Whenever a member is unable to complete his/her term of appointment, the member shall submit a letter of resignation which shall be binding. If a verbal resignation is given. then a majority vote of the membership is needed to confirm the resignation and the member shall be notified by a letter from the Secretary and Chairperson of the Committee's action. 7VRTICLE V - REMOVAL OF MEMBERSHIPATICLE VI OFFICERS OF THE PARENT COUNCIL Section 1. The officers of the parent council shall consist of a President, Vice-President, and a Secretary. Section 2. The duties of the officers shall be those set out in VI except that other duties may be assigned and documented by the council at any meeting. Officers shall be elected by the council at J^t' annual June meeting. ? Section 3. The term of office shall be for ? years. election. The officers shall take office immediately upon s Section 4. Vacancies in the office shall be filled for the remainder of the term by the council when such occur for any reason. ARTICLE VII DUTIES OF OFFICER OF PARENT COUNCIL Section 1. President. The President shall be the principal presiding officer of the council and shall in general coordinate meetings of the council. all meetings of the council. He/she shall preside at He/she shall perform all duties applicable to the office of president and such other duties as may be prescribed by the parent council from time to time. Vice-President. Section 2. In the absence of the President or in the event of his/her death, inability, or refusal to act, the Vice-President shall perform the duties of president and when so action, shall have all the powers of and be subject to all the restrictions upon the President. The Vice-President to time may be assigned to him/her by the President or by the Council. Section 3. Secretary. The Secretary shall: (a) keep the minutes of the parent council meetings in one or more books provided for that purpose (b) in general\nperform all duties applicable to the office of Secretary and such other duties as from time to time may be assigned to him/her by the President or by the Parent Council.Election of the Committee. VIII ELECTION OF OFFICERS officers shall be held at the June meeting of is sufficient for the election. A simple majority of the voting membership In the event an officer resigns, or leaves the Committee, the office shall be filled at the following meeting. ARTICLE IX COMMITTEES Section 1. There shall be the following committees: membership (2) Bylaws/Policy, (3) monitoring committee. (1) Section 2. Standing committees may be created by the majority vote of the council, provided a quorum is present. Section 3. All standing committees shall be governed by the following rules (1) a council member shall act as chairperson to each committee. Section 4. Ad Hoc-Committee chairpersons shall be appointed by the President, with council approval\nAd Hoc-committees are governed by the preceding rules, with exceptions noted. DUTIES OF COMMITEES XI MEETING X The committee shall meet at least once a month. The time, date, and place to be the consensus of the membership. Special meetings can be called by the chairperson of the council or the Superintendent, or his/her designee of the Little Rock School District. XII - QUORUM X Iff IZ 4- A quorum shall consist of four (4) or more member of the total membership. However, for the purposes of changes in the bylaws, revocation of membership and election of officers, the quorum shall be two-thirds of the current council membership. A majority shall be fifty-one (51) percent of the quorum as defined above.INCENTIVE SCHOOLS PARENT COUNCIL JOB DESCRIPTION TITLE: Council Member SUPPORT PERSONS: District-wide Council of Incentive School Parents Job Description: Monitoring\nto oversee, to be involved, to study policy, to account for, to observe, to interview (onsite and via other avenues) and to report findings. Major Responsibilities: Attend a comprehensive orientation for the council at the beginning of each school year so all members will understand their role, district policies, and procedures, communication channels, and what district resources and support are available. Experience/Qualifications Desired: Good communication skills, nonjudgemental attitude toward others, a desire and commitment to support public education, incentive schools and help students. Length of Commitment: three (3) years. Each member is to serve a period of For more information: contact your principal at the school in which your child/children are enrolled. INCENTIVE SCHOOL PARENT COUNCIL INFORMATION FLOW OHART Desegregation Incentive School Parent Council Facilitator Assoc. Superintendent of Desegregation t I Office of Planning Res. 3 Development r Joshua Intervenors LR, School Board March 14. 1994 ORGANIZATIONAL STRUCTURE OF PARENT COUNCIL Monitoring of the Parent Council includes the following: to oversee, to be involved, to study policy, to account for, to observe, to interview (on-site and via other avenues) and to report findings. Members' work and family schedules make it difficult to carry out the monitoring function as a team, members have agreed: Therefore, the A. to carefully study the programs of the incentive schools\nB. to prioritize the programs for monitoring purposes\nC. to develop a monitoring instrument with indicators to monitor individual programs\nD. to develop a comprehensive monitoring instrument\nE. to have individual members gather program information from their home schools and provide this information to other council members during their regular monthly meetings\nF. to engage in team monitoring (The team will monitor the selected programs, develop report Schedules will and report to the full council. This is an ongoing be set by the team members, process.)\nG. to notify principals of pending visits verbally and in writing\nH. to develop a set of recommendations following each monitoring visit and submit to principal\nI. to develop quarterly reports by compiling information from individual reports, paired monthly reports, regular and special council meetings\nJ. to review the quarterly reports with the principal prior to submission to the School Board, Joshua and ODM\nK. to submit quarterly reports to the School Board, Joshua and ODM.INCENTIVE SCHOOLS PARENT COUNCIL MONITORING STANDARD OPERATING PROCEDURES (SOP) Monitoring activities will be coordinated by Parent Council Monitoring (PCM) members with the assistance of the building principal. During the site visits team members will wear identification badges. 1.0 Pre-Conference (led by (PCM) team leader) When the monitoring team arrives at a school, a preconference will be held with the principal. The following points usually will be discussed during the pre-conference visit. 1.1 1.2 1.3 1.4 1.5 1.6 UNUSUAL EVENTS - The principal should share with team any unusual events that might be occurring at school during the time of the monitoring visit. LIST OF TEACHERS - The principal should provide the monitoring team with a list of teachers by name, room number, and grade level. SUBSTITUTE TEACHERS - The monitors will need to know in which rooms substitute teachers are assigned on that day. PROGRAM HIGHLIGHTS - The pre-conference will provide the principal an opportunity to share with the team any highlights or outstanding activities which may be occurring during the site visit. PRIVATE MEETING AREA - The principal will need to provide a room with privacy for the team so that a random sample of teachers can be selected to be monitored. 1.5.1 This room might also be used by the team to reach and write the team consensus at the conclusion of the monitoring visit. SCHOOL PROFILE - A completed School Profile should be available for the team to review.PARENT COUNCIL MONITORING STANDARD OPERATING PROCEDURES PAGE -2- 2.0 PARENT COUNCIL MONITORING The Parent Council monitoring will be done on a quarterly basis. This will include two site visits during the year and monitoring of other school reports developed by Office of Desegregation Monitoring, District Bi-Racial Committee, Joshua Intervenors and any other previous reports the Council deems necessary. The Parent Council Monitoring will not include personnel evaluation. 2.1 2.2 2.3 ANONYMITY - The staff members who will be visited will not be identified. MONITORING IN CLASSROOMS - The monitoring team members will enter the classrooms and monitor the programs with as little disruption of the educational process as possible. TEACHER ORIENTATION - The principal should discuss the monitoring process with the teachers. The following should be included in the discussion and meeting. 2.3.1 2.3.2 2.3.3 2.3.4 CHECKLIST - The principal should provided the teachers with a copy of the monitoring checklist(s). TEACHER TIME - Teachers should allow a few minutes to respond verbally to the monitors about some items on the monitoring checklist(s). The monitors will probably not have time to wait until the teacher's break time. INSTRUCTION - Teachers should not stop the teaching process when the monitor enters the room, but at the first convenient stopping point, they should take time to answer the monitor's questions. SAMPLE OF STUDENTS - The monitors may ask a sample of students a few questions during the monitoring visit.PARENT COUNCIL MONITORING STANDARD OPERATING PROCEDURES PAGE -3- 2.3.5 RECORDS If the student records are dis- played in a prominent place in the classroom, the monitor will be able to assess the records with minimum disruption to instruction. 3.0 2.3.6 2.3.7 SITE VISITS - Two monitoring visits will be conducted during the school year. PROGRAM PROGRESS - Previous school reports will be reviewed by the monitoring team before subsequent visits so that progress in the program can be noted. TEAM CONSENSUS After making an appropriate number of classroom visits, monitors will meet and compile the team consensus. 4.0 EXIT CONFERENCE (Led by team leader) The team consensus will be shared with the principal during an exit conference at the school. If the prin- cipal is unavailable, the principal can telephone the team leader for a phone conference as soon as possible. 4.1 PRINCIPAL COMMENTS - At this time the principal will be provided the opportunity to make comments about the findings to clarify issues and make the report more accurate. 5.0 WRITTEN REPORTS The PCM members will summarize the monitoring results in an outline format. This will be submitted along with raw data to the Planning, Research, and Evaluation Department for compilation of the results. 5.1 SHARE REPORTS Copies of the reports will be made available to the Little Rock School District Board of Directors, Office of Desegregation Monitoring and Joshua Intervenors.COMPILED TEAM COPY LITTLE ROCK SCHOOL DISTRICT S c I E N C E. H z s T o R Y El A R PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1993-1994 TABLE OF CONTENTS page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Academic Programs 3.0 Special Activities 4.0 Support Programs 1 4 4 5.0 Monitoring and Evaluation 5 6.0 Curriculum 6 7.0 Student Achievement/Assessment 7 8.0 Special Education 9.0 Student Discipline 8 8 Key: 1 \" 0 = Observation I Interview SP = School Profile D = Other Document(s)LITTLE ROCK SCHOOL DISTRICT PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1993 - 1994 Hevised 2716/94 SCHOOL Grade Level (s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR (S) CRITERIA CIRCLE ONE 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: __________________________ YES NO 2.0 ACADEMIC PROGRAMS 0 The schools academic programs provide a means of expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. The content of the programs are true, appropriate, and relevant. 2.1 Writing-to-Read, an instructional technology program has been implemented at the school for K-2 students. EVIDENCE: _____________________ YES NCIncentive Schools Monitoring (Patent Council) Page 2 0/1 2.2 Learning Styles Inventories are used to assist teachers in diversifying their teaching styles to match the learning styles of the students. EVIDENCE: _____________________ YES NO O 2.3 In grades 4-6 Semi-departmentalization structure is being used to facilitate the development of specialized objectives for \"subject area\" by teachers in the respective grade levels. EVIDENCE: ____________________________________________ YES NO i I / 0/1 2.4 The Schools theme has been developed by parents and staff and is integrated into into the total curriculum. EVIDENCE: _______________________________________ YES NO 0/1 2.5 The Schools Science Laboratory has adequate equipment, material and supplies. EVIDENCE: ____________________________ YES NOIncentive Sctiools Monitoiing (Patent Council) Page 3 I 0/1 O/l 2.6 The Schools Computer Laboratory is equipped with a minimum of 25 stations for remediation and enrichment of students. EVIDENCE: _____________________ YES NO 2.7 The Foreign Language Instruction Laboratory has appropriate equipment and materials and is being utilized in the school. EVIDENCE: __________________________________________ YES NO 2.8 A sequential program has been established to include the study of African- American history and culture. EVIDENCE: _____________________________________ YES NO 2.8.1 2.9 Reading across the curriculum is utilized for developing reading proficiency and critical reading skills. Each subject area also utilizes strategies to increase students pleasure of and appreciation for reading (Pre-Kindergarten-6). EVIDENCE: _____________________________ YES NO The school has established an incentive program for recognizing academic excellence and academic improvement. EVIDENCE: ________________________ YES NC O O IIncentive Schools Monitoiing (Paiont Council) Page 4 3.0 SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organization. SP 3.1 A variety of academic reinforcement activities is provided through programs such as peer tutoring, academic reinforcement clubs, special interest clubs and field trips. EVIDENCE\n________________________________________ YES NO 4.0 SUPPORT PROGRAMS I 4.1 Parental involvement is clearly a part of the learning process. Parents are asked to sign all homework assignments on a daily basis. Regular communication takes place, both through written and oral means. EVIDENCE: ________________________________________ YES NO O 4.2 There is an instructional aide in every classroom to assist teachers with monitoring students progress and communication with parents and preparation of supplemental instructional materials. EVIDENCE\n____________________________ YES NO I 4.3 Home/Neighborhood meeting with parents are held at locations other than school. Meetings for small groups of parents are held in community locations such as churches, community centers and some homes if invited by parents. EVIDENCE: ________________________________ YES NOIncontivo Schools Monitoring (Patent Council) Page 5 I 4.4 Ongoing training is being provided to staff in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, are involved in training. EVIDENCE: ________________________ YES NO 5.0 MONITORING AND EVALUATION 0/1 5.1 Student evaluators (Grades 4-5-6) are asked to complete evaluations relative to the school, its climate and their educational experience twice a year. EVIDENCE: ____________________________________ YES NO O/l 5.2 Regular monitoring of student attendance, discipline/behavior and achievement is accomplished through the development and use of individual and class profiles by classroom teachers and the building administrator. This assessment is done at a minimum on a quarterly basis. EVIDENCE: _______________________________________ YES NOIncentive Schools Monitoring (Patent Council) Pago 6 6.0 CURRICULUM The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. Q/l 6.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the prescribed curriculum. EVIDENCE\n__________________________________ YES NO 6.2 All students are actively involved in classroom instruction. EVIDENCE\n________________________ YES NO 6.3 There is evidence that the multicultural curriculum is being implemented. Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE:_____________________________________ YES NO 6.4 Display of student work reflects varying teaching strategies. EVIDENCE: _________________ YES NO 0 0 0Incentive Schools Monitoring (Parent Council) Page 7 O/l 6.5 \"Writing Across the Curriculum\" is used to enhance the writing skills of students (K-6). EVIDENCE: ______________ YES NO 7.0 SP SP 6.6 Penmanship is emphasized at each level, with approprite recognition of the developmental level of the individual student (k-6). EVIDENCE: _________________________________ STUDENT ACHIEVEMENT/ASSESSMENT The school staff implements non-discriminatory procedures for administration, analysis, and the use of standardized tests. 7.1 7.2 YES NO When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: ____________________________________ YES NO Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: _____________________________ YES NO OliiGentive Schools Monitoring (Parent Council) Page 8 8.0 SPECIAL EDUCATION T The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 8.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: ___________________________________ YES NO O/l 8.2 Facilities for special education are desigined to meet the needs of the students served. EVIDENCE: _____________________________ YES NO 9.0 STUDENT DISCIPLINE The school ensures that student disciplinary policies and practices are non- discriminatory. I 9.1 Information, including the schools expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: ________________________________ YES NC i I IIncentive Schools Monitoiing (Parent Council) Page 9 SP 9.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE\n_________________ YES NO 0 9.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: _________________ YES NO SP/I 9.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: ______________________ YES NO 1LITTLE ROCK SCHOOL DISTRICT atlllll sc BENC ,E. H X S T o R Y PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1993-1994 LITTLE ROCK SCHOOL DISTRICT PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1993-1994 Revised 2/16/94 SCHOOL Grade Level (s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR (S) CRITERIA CIRCLE ONE 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1,1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: YES NO 2.0 ACADEMIC PROGRAMS The schools academic programs provide a means of expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. The content of the programs are true, appropriate, and relevant. O 2.1 Writing-to-Read, an instructional technology program has been implemented at the school for K-2 students. EVIDENCE: YES NOIncentive Schools Monitoring (Parent Council) Page 2 O/l 2.2 Learning Styles Inventories are used to assist teachers in diversifying their teaching styles to match the learning styles of the students. EVIDENCE: YES NO O 2.3 In grades 4-6 Semi-departmentalization structure is being used to facilitate the development of specialized objectives for \"subject area\" by teachers in the respective grade levels. EVIDENCE: YES NO O/l 2.4 The Schools theme has been developed by parents and staff and is integrated into into the total curriculum. EVIDENCE: YES NO O/l 2.5 The Schools Science Laboratory has adequate equipment, material and supplies. EVIDENCE: YES NOIncentive Schools Monitoring (Parent Council) Page 3 o 2.6 The Schools Computer Laboratory is equipped with a minimum of 25 stations for remediation and enrichment of students. EVIDENCE: YES NO O 2.7 The Foreign Language Instruction Laboratory has appropriate equipment and materials and is being utilized in the school. EVIDENCE: YES NO I 2.8 A sequential program has been established to include the study of African- American history and culture. EVIDENCE: YES NO O/l 2.8.1 Reading across the curriculum is utilized for developing reading proficiency and critical reading skills. Each subject area also utilizes strategies to increase student's pleasure of and appreciation for reading (Pre-Kindergarten-6). EVIDENCE: YES NO O/l 2.9 The school has established an incentive program for recognizing academic excellence and academic improvement. EVIDENCE: YES NOIncentive-Schools Monitoring (Parent Council) Page 4 3.0 SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organization. SP 3.1 A variety of academic reinforcement activities is provided through programs such as peer tutoring, academic reinforcement clubs, special interest clubs and field trips. EVIDENCE: YES NO 4.0 SUPPORT PROGRAMS I 4.1 Parental involvement is clearly a part of the learning process. Parents are asked to sign all homework assignments on a daily basis. Regular communication takes place, both through written and oral means. EVIDENCE: YES NO 0 4.2 There is an instructional aide in every classroom to assist teachers with monitoring students progress and communication with parents and preparation of supplemental instructional materials. EVIDENCE: YES NO I 4.3 Home/Neighborhood meeting with parents are held at locations other than school. Meetings for small groups of parents are held in community locations such as churches, community centers and some homes if invited by parents. EVIDENCE: YES NOIncentive Schools Monitoring (Parent Council) Page 5 I 4.4 Ongoing training is being provided to staff in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, are involved in training. EVIDENCE: YES NO 5.0 MONITORING AND EVALUATION O/l 5.1 Student evaluators (Grades 4-5-6) are asked to complete evaluations relative to the school, its climate and their educational experience twice a year. EVIDENCE: YES NO O/l 5.2 Regular monitoring of student attendance, discipline/behavior and achievement is accomplished through the development and use of individual and class profiles by classroom teachers and the building administrator. This assessment is done at a minimum on a quarterly basis. EVIDENCE: YES NOiDcentive Schools Monitoring (Parent Council) Page 6 6.0 CURRICULUM The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. Q/l 6.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the prescribed curriculum. EVIDENCE: YES NO 6.2 All students are actively involved in classroom instruction. EVIDENCE: YES NO 6.3 There is evidence that the multicultural curriculum is being implemented. Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: YES NO 6.4 Display of student work reflects varying teaching strategies. EVIDENCE: YES NO O 0 0Incentive Schools Monitoring (Parent Council) Page 7 o/l 6.5 \"Writing Across the Curriculum\" is used to enhance the writing skills of students (K-6). EVIDENCE: YES NO 6.6 Penmanship is emphasized at each level, with approprite recognition of the developmental level of the individual student (k-6). EVIDENCE: YES NO 7.0 STUDENT ACHIEVEMENT/ASSESSMENT The school staff implements non-discriminatory procedures for administration, analysis, and the use of standardized tests. SP 7.1 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: YES NO SP 7.2 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NO OIncentive Schools Monitoring (Parent Council) Page 8 8.0 SPECIAL EDUCATION The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 8.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NO O/l 8.2 Facilities for special education are desigined to meet the needs of the students served. EVIDENCE: YES NO 9.0 STUDENT DISCIPLINE The school ensures that student disciplinary policies and practices are non- discriminatory. I 9.1 Information, including the schools expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to ail students and parents. EVIDENCE: YES NOIncentive Schools Monitoring (Parent Council) Page 9 SP 9.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE: YES NO 0 9.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NO SP/I 9.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NOQA//k:CRECEIVED MAY 1 6 1994 Office of Desegregation hsonitoring INCENTIVE SCHOOL PARENT COUNCIL MONITORING 1994  No quarterly report for the Parent Council has been developed at this time. A draft has been completed and will be forwarded immediately after review.LITTLE ROCK SCHOOL DISTRICT HIM* A H mill  C I E N C E M Z S T o R Y PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1993-1994 TABLE OF CONTENTS page - 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Academic Programs 3.0 Special Activities 4.0 Support Programs 1 4 4 5.0 Monitoring and Evaluation 5 6.0 Curriculum 6 7.0 Student Achievement/Assessment 7 8.0 Special Education 9.0 Student Discipline 8 8 Key\nO = Observation I Interview SP = School Profile D = Other Document(s) fLITTLE ROCK SCHOOL DISTRICT PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1993 - 1994 Revised 2/14/94 SCHOOL Grade Level (s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR (S) CRITERIA CIRCLE ONE 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: _________ YES NO  f i* 2.0 ACADEMIC PROGRAMS O The schools academic programs provide a means of expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. The content of the programs are true, appropriate, and relevant. 2.1 Writing-to-Read, an instructional technology program has been implemented at the school for K-2 students. EVIDENCE: YES NOInceatii Schools Monitoring (Parent Council) Page 2 O/l 2.2 Learning Styles Inventories are used to assist teachers in diversifying their teaching styles to match the learning styles of the students. EVIDENCE: YES NO O 2.3 In grades 4-6 Semi-departmentalization structure is being used to facilitate the development of specialized objectives for \"subject area\" by teachers in the respective grade levels. EVIDENCE: YES NO O/l 2.4 The Schools theme has been developed by parents and staff and is integrated into into the total curriculum. EVIDENCE: YES NO O/l 2.5 The Schools Science Laboratory has adequate equipment, material and supplies. EVIDENCE\nYES NO^'inqentiye Schools Monitoring (Parent Council) Page 3 0 2.6 The School's Computer Laboratory is equipped with a minimum of 25 stations for remediation and enrichment of students. EVIDENCE: YES NO O 2.7 The Foreign Language Instruction Laboratory has appropriate equipment and materials and is being utilized in the school. EVIDENCE: YES NO I 2.8 A sequential program has been established to include the study of African- American history and culture. EVIDENCE: YES NO O/l 2.8.1 Reading across the curriculum is utilized for developing reading proficiency and critical reading skills. Each subject area also utilizes strategies to increase student's pleasure of and appreciation for reading (Pre-Kindergarten-6). EVIDENCE: YES NO O/l 2.9 The school has established an incentive program for recognizing academic excellence and academic improvement. EVIDENCE\nYES NO,Incentive Schools Monitoring (Parent Council) Page 4 3.0 SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organization. SP 3.1 A variety of academic reinforcement activities is provided through programs such as peer tutoring, academic reinforcement clubs, special interest clubs and field trips. EVIDENCE: YES NO 4.0 SUPPORT PROGRAMS 4.1 Parental involvement is clearly a part of the learning process. Parents are asked to sign all homework assignments on a daily basis. Regular communication takes place, both through written and oral means. EVIDENCE: YES NO 4.2 There is an instructional aide in every classroom to assist teachers with monitoring students progress and communication with parents and preparation of supplemental instructional materials. EVIDENCE: YES NO 4.3 Home/Neighborhood meeting with parents are held at locations other than school. Meetings for small groups of parents are held in community locations such as churches, community centers and some homes if invited by parents. EVIDENCE: YES NO I 0 I, aiilivi' I.lijil 5\nclniiil'\u0026gt; MmlUtmiHj (I'liiiinl \u0026lt;.mim il) Oii()Oiii(i liaining is boiii() piovidod to stall m aiua s like luimaii lelalioits skills. Iiiamiiuj YLS 5.0 O/l 5.1 and interactive stylos\n1 ESA\nPET. woiking with youth at risk, working in an inban setting and analysis and uso ol data lor enhancing student achievement. All Stall, including support stall, are involved in training. EVIDENCE\n__________________________________ MONITORING AND EVALUATION_________ Student evaluators (Grades 4-5-6) are asked to complete evaluations relative to the school, its climate and their educational experience twice a year. YES N 1 a.4 I I EVIDENCE: I I I^Incent^e Schools Monitoring (Parent Council) Page 6 o/l 5.2 Regular monitoring of student attendance, discipline/behavior and achievement is accomplished through the development and use of individual and class profiles by classroom teachers and the building administrator. This assessment is done at a minimum on a quarterly basis. EVIDENCE: YES NO 6.0 CURRICULUM The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. Q/l 6.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the prescribed curriculum. EVIDENCE: YES NO 0 6.2 All students are actively involved in classroom instruction. EVIDENCE: YES NO 0 6.3 There is evidence that the multicultural curriculum is being implemented. Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE\nYES NO1nc$nti'^*e Schools Monitoring (Parent Council) Page 7 0 6.4 Display of student work reflects varying teaching strategies. EVIDENCE: YES NO O/l 6.5 \"Writing Across the Curriculum\" is used to enhance the writing skills of students (K-6). EVIDENCE: YES NO O 6.6 Penmanship is emphasized at each level, with approprite recognition of the developmental level of the individual student (k-6). EVIDENCE: YES NO 7.0 STUDENT ACHiEVEMENT/ASSESSMENT The school staff implements non-discriminatory procedures for administration, analysis, and the use of standardized tests. SP 7.1 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: YES NOJncgntiye Schools Monitoring (Parent Council) Page 8 SP 7.2 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: YES NO 8.0 SPECIAL EDUCATION SP/I 8.1 The school ensures that student placement and services provided in the special education program are non-discriminatory. Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: YES NO\n-f O/l 8.2 Facilities for special education are desigined to meet the needs of the students served. EVIDENCE: YES NO 9.0 STUDENT DISCIPLINE The school ensures that student disciplinary policies and practices are non- discriminatory., Incentive Schools Monitoring (Parent Council) Page 9 9.1 I Information, including the schools expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: YES NO SP 9.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). EVIDENCE: YES NO 0 9.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: YES NO SP/I 9.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: YES NOINCENTIVE SCHOOLS PARENT COUNCIL MEETING APRIL 11, 1994 5:30 P.M. AGENDA Minutes of last neetlng WORK SESSION Old Business: A. Developnent of Parent Council Bi-Laws B. Results of Monitoring visits C. Development of a calendar containing target dates for monitoring visits and reporting dates. New Business: Iteas to Cover 1. Election of Officers for 1994 - 1995 School Year. 2. Appointment of Committee Members 3. Development of Parent Council Finial Report for 1993 1994 School Year. Next Meeting (Date , 1994) Adj ournPARENT COUNCIL MINUTES - APRIL 11, 1994 The meeting of the Parent Council was called to order at approximately 5:45 p.m. by Mr. Roy Albert. There were seven committee members present. Among the seven members was on new member (Mrs. Deloris Sikes). She joins the committee as a representative of the Joshua Intervenors. Mr. Albert state that Mrs. Dazzle Mattison was no longer with us. The committee meeting was opened with discussion concerning the teams monitoring visits. Team number one was given copies of comments sent to Arma Hart about their monitoring visit. These comments came from 1) Franklin Davis, Franklin and 2) Mrs. Mangan, Rockefeller. Team one (1) was very upset about the comments from both schools but particularly with Rockefeller. As a result, Ms. Hart told the committee and team one that they could write a follow-up to the schools' complaints if they believed the account was not totally representative of what actually occurred. After much conversation on this matter the committee moved on. We discussed very briefly the laws and by-laws of the Parent Council members. We also discussed the election of officers. No officers, however, were elected at this time. The committee then focused its attention on its second monitoring visits. Tentative dates were set. as follows: May They were as follows: Team 1: Franklin Rockefeller Lindsey Dodson Young (4th) Kelly (11th) Team 3: Johnson Sykes Stephens Garland (4th-5th) *Team 2 (4th) Mitchell (Sth) Rightsell Albert Facen Brown Monitoring only half day (12:00 - 4:30) After much discussion on the dates and schools, each team would monitor, Mr. Albert decided to close the meeting and adjourned. The meeting was dismissed at approximately 9:10 p.m.INCENTIVE SCHOOLS PARENT COUNCIL MEETING FEBRUARY 14, 1994 5:30 P.M. AGENDA Minutes of last meeting WORK SESSION Old Business: A. Training session on how to conduct monitoring visits 1. Question and answer session on specific questions and areas included in the Parent Council monitoring Instrument 2. Development of a calendar containing target dates for monitoring visits and reporting dates New Business: p:' Items to Cover 1. Parent Council Monitoring, Standard Operating Procedures (SOP) 2. \"Identifiers\", Parent Council Monitoring 3. Development of Parent Council Bi-Laws Next Meeting (Date , 1994) Adj ournMINUTES OF MEETING OF PARENT COUNCIL January 31, 1994 The meeting was called to order at 5:35 p.m. by Roy The meeting was held at the Little Rock S_ School Albert. District Student Assignment office. There were nine representatives present. representatives were new to our committee . Two of They the were Roszell Brown and Balencia Lindsey. hours' finalizing The entire committee spent the next three its monitoring instrument. The committee was also They are as follows\nseparated into monitoring teams. Team I - Tommy Dodson Teresa Young Balencia Lindsey Team II - oy Albert Mary Mayeaux Sarah Facen I earn III Barbara Johnson Roszell Brown Dazzle Mattison Each team was assigned a secretary. Team I T earn Tearn III Teresa Young Mary Mayeux - Barbara Johnsen i i i Each team was assigned the schools it was to monitor. Tearn I Franklin Rockefeller Team II ell Stephens Team III Mitchell Gar land Mrs. Hart gave the monitor!ng: committee ome tips on effective A . Arrive at your 8:00 a.m . appo i nted school earl\n-, aroundlH B . Get together to plan (review) strate$3ie -ft C . D . E . F . G . Hold the pre-conference with the principal. When going to the classroom look for facts. Write only what i observed. Do not interrupt the teacher during a lesson . Write down positives you observe. At the end of the day be sure to hold an exit interview with the principal. The meeting was adjourned at 9=10 p.m. The next meeting was scheduled for Monday, February 7, 1994 at 5=30 p.m. in the Little Rock School District Student Assignment office.MINUTES OF MEETING OF PARENT COUNCIL January 26, 1994 Four members of the Parent Council met at the Little Rock This was a School Districts Student Assignment office. called meeting to complete the monitoring instrument. four committee mjsmbers worked for over two hours but were Th unable to complete each item, were added: The following \"'identifiers\" 2.9 Do you have an established program for recognizing academic excellence and improvement? Classroom incentives? Note 4.2 on the tentative instrument was deleted, committee members inserted this item as 4.2. The 4 .2 Thee is an instructional aide in every classfoom to assist teachers with monitoring students progress and communication with parents and preparation of supplemental instructional materials. Evidence . 5.1 Review result of student evaluations and how Ask to see evaluation changes they are used. made in response to tudent issues. The following people were responsible fo ompletin the remaining Mattison 5.2 6.0 7 .0 Mrs . 6.4 Mrs. Mattison 8.2 Mr. Dodson MINUTES OF MEETING OF PARENT COUNCIL January 24, 1994 The meeting of the Parent Council was called to order by Roy Albert at 5:45 p.m. with seven committee members in attendance. Arma Hart gave each committee member present,a copy of the 1992-1993 Incentive Schools Monitoring Report. At that time the committee reviewed the findings concerning the Parent Council on pages 40-41 of the Plan. After reviewing the recommendations of the report the committee decided to continue its focus on completing the monitoring . instrument. The committee decided that it should give serious consideration to setting by-laws for the Parent Council . The duration of the meeting was spent on \"Identifiers\" for monitor i ng. (See attached page for \"Identifiers\". ) The next work session time for work time was set for Wednesday, January 26, 1994 from 4:00 6:00 p.m. The meeting was adjourned at 8:05 p.m.I INCENTIVE SCHOOLS PARENT COUNCIL MEETING JANUARY 24, 1994 5:30 P.M. AGENDA Minutes of last meeting WORK SESSION Old Business: A. Training session on how to conduct monitoring visits 1. Question and answer session on specific questions and areas included in the Parent Council monitoring Instrument 2. Development of a calendar containing target dates for monitoring visits and reporting dates New Business: Items to Cover 1. 2. V\" c\u0026gt;n oixV' aid d3i-i2:r\u0026gt; 3 . Next Meeting (date 1-31 , 1994) n'^oc\\ lA'gst I . qAo r\\ I Adj ournD I. MEMORANDUM 1 6 (994 .Cl TO\nLittle Rock School District Board of Directors, Joshua Intervenors, Office of Desegregation Monitoring, Russ Mayo, Associate Superintendent for Desegregation, and Karen Buchanan, Desegregation Facilitator FROM Roy E. Albert, Chairman, Parent Council, Little Rock Incentive Schools DATE\nDecember 12, 1994 SUB J\nParent Council Summary Report 1993-1994 The Incentive School's Parent Council was formed as required by the Little Rock School District Desegregation Plan (Incentive School Program, page 151) . The role of the Parent Council includes monitoring all activities related to the Incentive School Program. Membership Parent Council Committee membership consists of representatives from each incentive school. two parent Those schools are Franklin, Garland, Mitchell, Rightsell, Rockefeller and Stephens. Four members at large are appointed by the Joshua Intervenors. The meetings were held on the second Monday of each month in the Student Assignment Office. The Parent Council Committee met at other times when it was deemed necessary. Listing of Parent Concerns During the Parent Council meeting held in November, the primary focus was on outlining concerns the committee felt needed to be monitored. This meeting also provided an opportunity for members to learn more about each representative's school. Time was allotted for detailed discussion on issues of concern at each school. From the December 13, 1993, meeting the Committee listed the following areas monitoring process: as major concerns to focus on during the 1. School Themes 2. Science Labs 3 . Computer labs 4 . Foreign Language Mrs. that foreign language labs were Hart informed the committee in non-compliance. However, she did mention that someone had been hired to oversee this portion of the plan.5 . Incentive Programs 6 . African/African-American History 7. Homework 8 . Specialized Programs 9. Semi-Departmentalization placed on Science and Social Studies. special emphasis was to be 10. Learning Styles Inventories - Individualized styles The Parent Council Committee would like to note that Mrs. Arma Hart, Desegregation Facilitator, has been a tremendous help to the Committee in its attempts to meet its obligations. The Parent Council Committee would like to thank and commend Mrs. Hart for her efforts and commitment to the betterment of the Little Rock Public Schools. Monitoring Instrument One of the primary functions assigned to the Incentive School Parent Council in the Incentive Schools. desegregation plan is to monitor the other monitoring With this task in mind, the Committee solicited instruments previously used by different committees or organizations to perform this task. After studying the instruments, it was decided the Parent Council would develop its own monitoring tool to evaluate the areas of the Incentive School Plan the Committee identified as concerns. The Parent Council members worked very diligently on the development of its monitoring tool. \"Identifiers II were also developed by the Committee to aid its members while utilizing the monitoring tool. A copy of the Monitoring Instrument and \"Identifiers\" are attached. In-Service Training Target dates were tentatively established. However, due to the fact the Parent Council Committee members' experience in monitoring ranged from no experience to some members who had monitored two or three times. it was felt the committee needed some in-service training. The training should be on how to monitor, with special emphasis placed on the \"do's II and \"don'ts\" process. An In-Service Training Session in the monitoring was scheduled and conducted on January 18, 1994 in the Board Room of the Little Rock School District's Administration Building. Mr. Dennis Glasgow and Mr. Sterling Ingram provided information and answered questions about the Parent Council's monitoring tool and what to expect when the committee starts the process. A copy of a letter addressed to Mr. Ingram in relationship to this meeting is attached.The Monitorincf Process A monitoring schedule was developed by the Committee and the month of February was targeted as the month in which the committee would make its first monitoring visits. The Desegregation Facilitator contacted each Incentive School principal and made arrangements for the on-site visits. The committee members divided into three teams and were assigned two schools to monitor. During the period of February 21-28, Schools were monitored. 1994, all the Incentive The results of the visits were turned over to the school district's Planning, Research and Evaluation section for development of a compiled report. After completion of the monitoring process, the Parent Council members decided to request a Desegregation Plan modification for monitoring the Incentive Schools. This was due mainly to the difficulty members were having in scheduling visits around their jobs. A copy of the letter is attached. Monitoring Results From the monitoring teams' reports, the Incentive Schools were closely following and were in compliance with the areas of the Plan observed on the dates visited, exceptions found at Franklin. However, there were notable involvement. There was very little parental Teachers interviewed did not require students to have homework signed on a daily basis. areas of concern observed on the day monitored. These are only a few examples of Numerous areas are detailed in the teams' reports. It should be noted the teams' reports reflect the observed behavior and conditions on the date monitored. Office of Desegregation Monitoring Recommendations In addition to monitoring, the Parent Council Committee was able to complete five of the seven recommendations made by the Office of Desegregation Monitoring in its December 9, 1993, Page 41). Incentive Schools report on Recommendation #7 was attempted. However, due to scheduling problems and limited time lines, we were not successful, early next year. attempt is attached. We are in hopes of fulfilling this recommendation A copy of the letter written in relation to this beginning of the next school year. Recommendation #3 will be performed at the REPORT OF THE INCENTIVE SCHOOLS PARENT COUNCIL SITE VISITS FOR 1994-95 AND 1995-96 0 ^f'ice of JU/v 2 1996 Sstion Monitaiii LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 HENRY P. WILLIAMS, SUPERINTENDENT JUNE 1996 PURPOSE The Little Rock School District Desegregation Plan authorizes the establishment of the Incentive School Parent Council to occur on August 1, 1989. The Council will have two parent representatives from each incentive school and four members at-large to be appointed by the Joshua Intervenors. The Council is responsible for monitoring all activities related to the incentive school program. In addition, the Parent Council is required to report to the Little Rock School District Board of Directors and the Joshua Intervenors on a quarterly basis. SCOPE OF WORK Using an objective monitoring form, the Parent Council conducts monitoring visits each school year. The monitoring form is reviewed and revised annually, as needed (see attachment). The Council collects data in the following major areas: Equitable Placement by Race/Gender in School Programs (Staffing) Academic Programs Special Activities Support Programs Monitoring and Evaluation Curriculum Student Achievement/Assessment Special Education Student Discipline Physical Facilities Extended Day Program (1995-96) Monitoring visits were conducted January 16-18, 1996, April 30, 1996, and May 1, 1996. Visits during the 1995-96 school year included a review of the extended day program This report is a summary of all team visits. Detailed information is available for review in the office of the staff person assigned to the Council by the District administration.FINDINGS 1. Certified staff tends to be reasonably balanced, except at Rockefeller where there continues to exist a disproportionately number of white certified staff members. Franklin demonstrated improvement since the 1994-95 visits. Non certified staffs at all schools tend to be disproportionate black, which is a continuing situation. 2. Academic programs were substantially implemented as identified in the Plan. Exceptions are as follows:  Use of the science labs (permanent or portable) is uneven among the incentive schools In a few schools, computers were in need of repair  Semi-departmentalization was implemented to some degree in all schools except Franklin 0. All schools except Mitchell reported implementation of academic reinforcement activities. 4. Support Programs were substantially implemented except in the area of Home/Neighborhood meetings. Only Franklin and Rightsell presented evidence of Home/Neighborhood meetings. Most schools indicated a need for improved parental involvement. 5. Although surveys related to school climate and program satisfaction were conducted by the Planning, Research and Evaluation Department, there was little evidence that the results were utilized to improve programs at the local school level. 6. Except at Garland and Mitchell, the monitoring team indicated that sufficient resources were available to implement the curriculum. Students were actively involved in learning activities at all schools. 7. Academic Achievement results as measured by the Stanford Eight Achievement Test were mixed. Some isolated examples of improvement were evident. Retention rates reflected the school populations, except at Rockefeller.8. 9. 10. 11. Special Education placements did not appear discriminatory. Student Discipline sanctions were reflective of the school populations. Except for Rockefeller, and to some degree Franklin, the buildings housing the incentive school students are very old. Therefore, maintenance of the buildings is a continuing concern. Rightsell continues to have some flooding problems in the lower levels of the building. Extended Day was operative at .all schools. However, a few inconsistencies existed. All schools were not operating the Homework Center each day as required by the Plan. Some activities were overstaffed, according to the monitors observations. Because of the schedule, some activities were not observed on the day of visits. RECO Iglgj ENPATIONS 1. 2. Curriculum supervisors should strengthen the monitoring process for curriculum implementation at the incentive schools. Consider relocating the Parent Center at Mitchell. CONCLUSION The team recognizes that the monitoring visit is a snap-shot in time and some of the situations could be viewed differently on another visit. Some good things are happening at the incentive schools\nhowever, the purpose of this report was to identify areas for improvement. The Council hopes to continue to provide assistance in order to improve the educational experience for students attending the incentive schools.JLS ? -1996 REQUIREMENTS Office of Cesegrega.ion Monnoring The Incentive School Program Parent Council functions as a districtwide council of incentive _ school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school programs and reports quarterly to the LRSD Board of Directors and the Joshua Inteiwenors. (LRSD Plan pg. 151) Findings Although individual schools may have selected parents to represent that school on the Parents Council, it appears from the minutes of the meetings held in 1995-96 few attended. Five schools and the number of members from Joshua would equal fourteen total members. The following lists the meeting dates and the attendance: October 17, 1995 November 6, 1995 November 27, 1995 December 11, 1995 January 9, 1996 February 12, 1996 March 4, 1996 April 1, 1996 six attended. four attended. six attended of which five represented Joshua. nine attended. minutes did not indicated the number of members attending, six attended. four attended. 5 attended of which four represented Joshua. The minutes did not reflect that any council reports had been submitted to the LRSD Board of Directors or to the Joshua Intervenors. V- LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 April 8, 1996 TO: FROM: Horace Smith, Associate Monitor Sterling IngrarmHDirector of Staff Development SUBJECT: Minutes of Incentive School Parent Council Meetings Attached are the minutes of the Incentive School Parent Council. Theresa Young, the Council secretary, requested that my office type the minutes. However, we did not receive the information until April 1, 1996. The minutes reflect a true and accurate account of the councils work. We have retained Mrs. Youngs handwritten notes, if you wish to conduct a review. If you have questions, please contact me. Sl/adg AttachmentsMINUTES OF PARENT COUNCIL MEETING OCTOBER 17,1995 The meeting of the Parent Council met at 5:30 p.m. on Tuesday, October 17, 1995 in the office of Mr. Sterling Ingram (Room 215). There were six (6) members present and one ex-officio. Albert. The meeting was called to order at 5:40 p.m. by Mr. Roy Mr. Ingram opened by informing the council that Mitchell and Garland had not named members to the committee at this point. He also told the committee that he had spoken with Mrs. Sarah Facen about completing the monitoring instrument from the 94-95 monitoring visit and turning it in so the results can be compiled. Mrs. committee she felt the monitoring instrument needed to be revised to include some area that the Sykes told the council feels should be covered. The majority of the meeting was spent discussing a complaint brought to the council by a council member, Mrs. Davis, concerning problems with her two children, faculty, and administration at Franklin Incentive School. Mr. Ingram told the committee he was aware of some of the problems at Franklin, but would take another look into the problems at Franklin and particularly with Mrs. Davis' complaints. Mr. Albert set the agenda for the next meeting which is scheduled for November 6, 1995. The agenda items are as follows: Also, 1) . 2) . 3) . Mr. Short orientation for new council members Revise monitoring instrument Election of council officers Albert asked Mr. Ingram if he would send each committee member a new copy of the monitoring instrument. Mr. Ingram said he would mail the instruments with the notification letter of the next scheduled meeting. The meeting adjourned at 7:15 p.m..MINUTES OF PARENT COUNCIL MEETING NOVEMBER 6, 1995 The meeting was called to order at 6:00 p.m. by Mr. Roy Albert. The minutes were He asked for the reading of the minutes. read by the secretary, it was moved by Sarah Facen that the minutes be approved as read, minutes were approved. Mr. Albert seconded the motion and the School. Mr. Ingram submitted three names to the council from Garland They were: 1) . 2) . 3) . Monica Brown Arthur Watada Brenda Conley There were four council members present and one ex-officio, member present was new to the committee and represents Joshua, name is Alice Rowe. One Her The committee turned its attention to reviewing the monitoring umcnt for rcvicicnc. The following were suggested revisions: instrument for revisions. 1) . 2) . Eliminate the yes/no on the instrument Add a #10.0 to the instrument which will be called other concerns. (This could include conditions of the buildings, etc.) Ms. Facen told the committee that Rightsell had a theme on paper\nhowever, it was not developed. Teacher absenteeism was discussed. It was a particular concern of a few members on the number of substitute teachers in a building per week. Mr. Ingram said this could be monitored under item 1.1 or the instrument Staffing. 1) . 2) . 3) . Experience of administration Experience in the building Attendance Mr. Ingram also suggested to the committee that instead of reviewing the monitoring instrument, that we revise our identifiers list. The members present agreed. Mr. Ingram will start the revisions of the identifiers and send each member a copy. Other agenda items were tabled because most of the committee members were absent, next meeting. Election of officers was tabled until the Our next meeting was set for November 27, 1995. The meeting adjourned at 7:40 p.m..MINUTES OF PARENT COUNCIL MEETING NOVEMBER 27, 1995 The meeting of the Parent Council met November 27, 1995 at 5:30 p.m. in the office of Sterling Ingram. members present and one ex-officio. There were six (6) Five of the six members present represent Joshua. Mr. Albert asked Mr. Ingram if any other measures had been taken to encourage school parental participation. The meeting was officially called to order at 5:40 Albert asked for the reading of minutes. p.m. . Mr. The minutes were read by It was moved by Ms. Sykes and seconded by Ms. Rowe that the minutes be accepted as read. the secretary. Minutes accepted. Orientation for new members was tabled again because only new member was present. one The committee the monitoring the monitoring instrument item by item and listed identifiers for each. reviewed In response to Albert's question concerning parental involvement on this committee, Mr. Ingram gave each committee member an update list of all school representatives on the committee. Mr. Albert said he would contact each member by phone. Mr. school p.m. The next meeting date was set for December 11, 1995 at 5:30MINUTES OF PARENT COUNCIL MEETING DECEMBER 11, 1995 Roy Albert, Chairperson Sterling Ingram, Facilitator Teresa Young, Secretary The minutes stand approved as read. *' Two new members: Sharon Toombs - Mitchell School Alice Rowe - Joshua Intervenors * Mr. Ingram gave an orientation for the new members. Mr. Ingram gave each committee member a copy of the Parent Council job description. * *Table election of officers until next meeting. 1) Revision of by-laws 2) Revision of job descriptions *** Monitoring Instrument 9 members present **** Mr. Ingram will compile a policy statement for monitoring Expedite time for compiling data on the reports.MINUTES OF PARENT COUNCIL MEETING JANUARY 9, 1996 Meeting was called to order at 5:44 p.m. on Tuesday, January 9, 1996. First item discussed was scheduling person for the two monitoring dates. Garland January 16, 1996 Ms. Toombs Ms. Sykes Mr. Albert January 16, 1996 Mitchell Mr. Dodson Mrs. Young Ms. Rowe Franklin January 18, 1996 Ms. Facen Forrester Ms. Rowe January 18, 1996 Rockefeller Mr. Dodson Mrs. Young Mrs. Davis Designated time to meet at each school 7\n45 a.m. It was suggest that one of the Incentive Schools not be monitored. Garland/Mitchell was suggested. The suggestion was revoked on not monitoring Garland/Mitchell. Whether or not we monitor extended-day was discussed, decided that we would not monitor extended day. It was Agenda item for extended day for our next meeting. Next meeting date is February 12, 1996.MINUTES OF PARENT COUNCIL MEETING FEBRUARY 12, 1996 The Incentive School Parent Council met at 5:30 p.m. on Monday, February 12, 1996 in the office of Sterling Ingram (Administration Building Room 215). There were six (6) members present and our ex-officio. The meeting was called to order at 5:40 p.m. by Mr. Roy Albert. The secretary was were not read. absent\ntherefore, the minutes from the January meeting General comments concerning the monitoring visits were exchanged. It was agreed that Extended Day would be monitored during the second visit. Mr. Ingram agreed to draft monitoring items for the Councils consideration. the next meeting. The items would be distributed to the members prior to The next meeting date was scheduled for March 4, 1996.MINUTES OF PARENT COUNCIL MEETING MARCH 4, 1996 The Incentive School Parent Council met at 5:30 p.m. on Monday, March 4, 1996 in the office of Sterling Ingram (Administration Building Room 215). There were four (4) members present and one ex-officio. The meeting was called to order at 5:40 p.m. by Mr. Roy Albert. The secretary was not present\ntherefore, the minutes of the previous meeting were not read. The Extended Day Monitoring Form was reviewed, distribute the revised form to all council members. Mr. Ingram agreed to The meeting adjourned at 6:45 p.m. April 1, 1996. The next meeting date was set forMINUTES OF PARENT COUNCIL MEETING APRIL 1, 1996 The meeting opened with a general conversation of the Incentive Plan. There were 5 members present - 4 were Joshua Court Dates 1st and 2nd week in May. Miliken II Schools Monitoring visits: Rightsell- April 30, 1996 4 people will monitor Rightsell 1. Sarah monitor Mitchell's extended day. 2. Ms. Sykes monitor Rightsell 3. Alice Rowe monitor Franklin 4. Mr. Albert monitor Rockefeller 5. Mr. Dodson monitor Garland Meeting time at the school - 8:00 a.m. 4 persons monitoring Ricrhtsell 1). Mr. Dodson 2). Alice Rowe 3). Ms. Sykes 4). Mr. Albert Meeting for compiling the summation reports monitoring results at all five Incentive Schools. to include the done on May 6, 1996. This will beREPORT OF THE INCENTIVE SCHOOLS PARENT COUNCIL SITE VISITS FOR 1994-95 AND 1995-96 /59c Office 0! Alep.-,, . LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 HENRY P. WILLIAMS, SUPERINTENDENT JUNE 1996 PURPOSE The Little Rock School District Desegregation Plan authorizes the establishment of the Incentive School Parent Council to occur on August 1, 1989. The Council will have two parent representatives from each incentive school and four members at-large to be appointed by the Joshua Intervenors. The Council is responsible for monitoring all activities related to the incentive school program. In addition, the Parent Council is required to report to the Little Rock School District Board of Directors and the Joshua Intervenors on a quarterly basis. SCOPE OF WORK Using an objective monitoring form, the Parent Council conducts monitoring visits each school year. The monitoring form is reviewed and revised annually, as needed (see attachment). The Council collects data in the following major areas: Equitable Placement by Race/Gender in School Programs (Staffing) Academic Programs Special Activities Support Programs Monitoring and Evaluation Curriculum Student Achievement/Assessment Special Education Student Discipline Physical Facilities Extended Day Program (1995-96) Monitoring visits were conducted January 16-18, 1996, April 30, 1996, and May 1, 1996. Visits during the 1995-96 school year included a review of the extended day program This report is a summary of all team visits. Detailed information is available for review in the office of the staff person assigned to the Council by the District adminisn-AtinnFINDINGS 1. Certified staff tends to be reasonably balanced, except at Rockefeller where there continues to exist a disproportionately number of white certified staff members. Franklin demonstrated improvement since the 1994-95 visits. Non certified staffs at all schools tend to be disproportionate black, which is a continuing situation. 2. Academic programs were substantially implemented as identified in the Plan. Exceptions are as follows:  Use of the science labs (permanent or portable) is uneven among the incentive schools  In a few schools, computers were in need of repair  Semi-departmentalization was implemented to some degree in all schools except Franklin 0. All schools except Mitchell reported implementation of academic reinforcement activities. 4. Support Programs were substantially implemented except in the area of Home/Neighborhood meetings. Only Franklin and Rightsell presented evidence of Home/Neighborhood meetings. Most schools indicated a need for improved parental involvement. 5. Although surveys related to school climate and program satisfaction were conducted by the Planning, Research and Evaluation Department, there was little evidence that the results were utilized to improve programs at the local school level. 6. Except at Garland and Mitchell, the monitoring team indicated that sufficient resources were available to implement the curriculum. Students were actively involved in learning activities at all schools. 1. Academic Achievement results as measured by the Stanford Eight Achievement Test were mixed. Some isolated examples of improvement were evident. Retention rates reflected the school populations, except at Rockefeller.8. 9. 10. 11. Special Education placements did not appear discriminatory. Student Discipline sanctions were reflective of the school populations. Except for Rockefeller, and to some degree Franklin, the buildings housing the incentive school students are very old. Therefore, maintenance of the buildings is a continuing concern. Rightsell continues to have some flooding problems in the lower levels of the building. Extended Day was operative at .all schools. However, a few inconsistencies existed. All schools were not operating the Homework Center each day as required by the Plan. Some activities were overstaffed, according to the monitors observations. Because of the schedule, some activities were not observed on the day of visits. igjgT RECO ENDATIONS 1. 2. Curriculum supervisors should strengthen the monitoring process for curriculum implementation at the incentive schools. Consider relocating the Parent Center at Mitchell. CONCLUSION The team recognizes that the monitoring visit is a snap-shot in time and some of the situations could be viewed differently on another visit. Some good things are happening at the incentive schools\nhowever, the purpose of this report was to identify areas for improvement. The Council hopes to continue to provide assistance in order to improve the educational experience for students attending the incentive schools.PARENT COUNCIL MEMBERS 1995-1996 franklin school Audrey Davis - B/F 5114 W. 14th St. Little Rock, AR 72204 RIGHTSELL SCHOOL Tommy Dodson - B/M #1 Dodson Dr. Menifee, AR 72107 Margie Haney - B/F 4216 W. 17th St. Little Rock, AR 72204 Pamela Tims - B/F 912 S. Oak St. Little Rock, AR 72204 r*- GARLAND SCHOOL MITCHELL SCHOOL Monica Brown - B/F 2318 S. Cedar St. Little Rock, AR 72204 Sharon Toombs - B/F 1920 Howard St. Little Rock, AR 72204 2 - 199,^ 1 F' 'SB f Arthur Watada - o/M 10620 Legion Hut Road Mabelvale, AR 72103 Brenda Conley 3509 W. 25th St. Little Rock, AR 72204 Offce Erie Holmes, Sr. - B/M 1904 Broken Arrow Dr. No. Little Rock, AR 72118 ROCKEFELLER SCHOOL Roy Albert - B/M 1217 College Little Rock, AR 72202 Sharon Forrester - W/F 10710 Sharon Road Mabelvale, AR 72103 JOSHUA INTERVENORS Sarah Facen - B/F 3003 Cross St. Little Rock, AR 72206 Barbara Johnson - B/F 1919 Dennison Little Rock, AR 72202 Delois Sykes - B/F 704 East 15th North Little Rock, AR 72114 Teresa Young - B/F 1813 South Martin Little Rock, AR 72204 Alice Rowe - B/F 1760 Barrow #107 Little Rock, AR 72204INCENTIVE SCHOOL PARENT COUNCIL MEMBERS FRANKLIN SCHOOL ROCKEFELLER SCHOQL Audrey Davis 5114 W. 14th St. Little Rock, AR 72204 Roy Albert 1217 College St. Little Rock, AR 72202 D Margie Haney 4216 W. 17th St. Little Rock, AR 72204 Sharon Forrester 10710 Sharon Road Mabel vale, AR 72103 Office De\n' 6 /996 GARLAm SCHOOL JOSHUA INTERVENORS Monica Brown 2318 S. Cedar St. Little Rock, AR 72204 Sarah Facen 3003 Cross St. Little Rock, AR 72206 Arthur Watada 10620 Legion Hut Road Mabelvale, AR 72103 Delois Sykes 704 E. 15th Little Rock, AR 72114 Brenda Conley 3509 W. 25th St. Little Rock, AR 72204 Alice Rowe 1760 Barrow #107 Little Rock, AR 72204 MITCHELL SCHOOL Barbara Johnson 1919 Dennison Little Rock, AR 72202 Sharon Toombs 1920 Howard St. Little Rock, AR 72204 Teresa Young 1813 South Martin Little Rock, AR 72204 Eric Holmes, Sr. 1904 Broken Arrow Dr. No. Little Rock, AR 72118 RIGHTSELL SCHOOL Tommy Dodson #1 Dodson Dr. Menifee, AR 72107 Pamela Tims 912 S. Oak St. Little Rock, AR 72204Ll'lTLE ROCK SCHOOL DISTRICT PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1995-1996 Revised 11/95 SCHOOL Grade Lx2vel(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) CRITERIA 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS SP The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. 'O' 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: ______________________________________________________ 2.0 ACADEMIC PROGRAMS O The schools academic programs provide a means of expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. The content of the programs are true, appropriate, and relevant. 2.1 Writing-to-Read, an instructional technology program has been implemented at the school for K-2 students. EVIDENCE\n_____________________________________________ SP - School Profile O - Observe I - InterviewIncentive Schools Monitoring (Parent Council) Page 2 O/I 2.2 Learning Style.s inventories are used to assist teachers in diversifying their teaching styles to match the learning styles of the students. EVIDENCE: ______________ O 2.3 In grades 4-6 Semi-departmentalization structure is being used to facilitate the development of specialized objectives for \"subject area\" by teachers in the respective grade levels EVIDENCE: ___________________ O/I 2.4 The Schools theme has been developed by parents and staff and is integrated into the total curriculum. EVIDENCE: _______________ O/I 2.5 The Schools Science Laboratory has adequate equipment, material and supplies EVIDENCE: __________Incentive Schools Monitoring (Parent Council) Page 3 o 2.6 The Schools Computer Laboratory is equipped with a minimum of 25 stations for remediation and enrichment of students. EVIDENCE: ________________________________________________ O 2.7 The Foreign Language Instruction Laboratory has appropriate equipment and materials and is being utilized in the school. EVIDENCE: ________________________________________ I 2.8 A sequential program has been established to include the study of African-American history and culture. EVIDENCE\n_________________________________ O/I 2.8.1 Reading across the curriculum is utilized for developing reading proficiency and critical reading skills. Each subject area also utilizes strategies to increase students pleasure of and appreciation for reading (Pre-Kindergarten-6). EVIDENCE: _____________________________Incentive Schools Monitoring (Parent Council) Page 4 O/I 2.9 The school has established an incentive program for recognizing academic excellence and academic improvement. EVIDENCE\n_______________ 3.0 SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organization. SP 3.1 A variety of academic reinforcement activities is provided through programs such as peer tutoring, academic reinforcement clubs, special interest clubs and field trips EVIDENCE\n__________ 4.0 SUPPORT PROGRAMS I 4.1 Parental involvement is clearly a part of the learning process. Parents are asked to sign all homework assignments on a daily basis. Regular communication takes place, both through written and oral means. EVIDENCE:Incentive Schools Monitoring (Parent Council) Page 5 o 4.2 There is an instructional aide in every classroom to assist teachers with monitoring students progress and communication with parents and preparation of supplemental instructional materials. EVIDENCE\n_______________________________________ I 4.3 Home/Neighborhood meeting with parents are held at locations other than school. Meetings for small groups of parents are held in community locations such as churches, communitv centers and some homes if invited by parents. EVIDENCE: _________________________ I 4.4 Ongoing training is being provided to staff in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, are involved in training. EVIDENCE: ._________________________Incentive Schools Monitoring (Parent Council) Page 6 5.0 MONITORING AND EVALUATION O/I 5.1 Student evaluators (Grades 4, 5, \u0026amp; 6) are asked to complete evaluations relative to the school, its climate and their educational experience twice a year. EVIDENCE: O/I 5.2 Regular monitoring of student attendance, discipline/behavior and achievement is accomplished through the development and use of individual and class profiles by classroom teachers and the building administrator, quarterly basis. EVIDENCE: __________________ This assessment is done at a minimum on a 6.0 CURRICULUM The school provides a curriculum that is reflective of cultural differences. Local and/or state- developed course content guides enhance multicultural content in all curriculum areas. O/I 6.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the prescribed curriculum. EVIDENCE: ___________________Incentive Schools Monitoring (Parent Council) Page 7 o 6.2 All students are actively involved in classroom instruction. EVIDENCE: O 6.3 There is evidence that the multicultural curriculum is being implemented. Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum EVIDENCE: O 6.4 Display of student work reflects varying teaching strategies. EVIDENCE: ___________ O/I 6.5 \"Writing Acros.s the Curriculum\" is used to enhance the writing skills of students (K-61 EVIDENCE:Incentive Schools Monitoring (Parent Council) Page 8 o 6.6 Penmanship is emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6). EVIDENCE: ___________________________ 7.0 STUDENT ACHIEVEMENT/ASSESSMENT The school staff implements non-discriminatory procedures for administration, analysis, and the use of standardized tests. SP 7.1 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE\n_________________ SP 7.2 Promotion/retention rates reflect the school population (gender/grade level) EVIDENCE: _____________Incentive Schools Monitoring (Parent Council) Page 9 8.0 SPECIAL EDUCATION The school ensures that student placement and service.s provided in the special education are non-discriminatory. program SP/I 8.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to soecial education are evident. EVIDENCE: O/I 8.2 special education are designed to meet the needs of the students served nVlDblNCE: 9.0 STUDENT DISCIPLINE The school ensures that student disciplinary policies and practices are non-discriminatory. I 9.1 Information, including the schools e.xpectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and EVIDENCE\nparents.Incentive Schools Monitoring (Parent Council) Page 10 10.0 PHYSICAL FACILITIES O Physical environment which supports the goals of quality teaching and learning, (i.e., clean buildings, no debris, orderly halls, no graffiti) is evident. EVIDENCE\n________________ 11.0 ADDITIONAL OBSERVATIONS 0/SP/I Areas of concern that cannot be listed under the ten identified categories EVIDENCE: ______LITTLE ROCK SCHOOL DISTRICT PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1995-1996 Addendum- Extended Day Program SCHOOL Grade Level(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) CRITERIA 1.0 THE EXTENDED DAY PROGRAM INCLUDES A HOMEWORK CENTER (page 171) EVIDENCE: 1.1 The homework center is supervised by a certified teacher, (page 171) EVIDENCE: ____________________________ 1.2 An instructional aide is provided to assist the certified teacher when the enrollment exceeds 25 students (page 171) EVIDENCE: ______________________________Incentive School Extended Day Monitoring (Parent Council) Page Two 1.3 Peer Tutoring occurs during the extended day program (page 173) EVIDENCE: _________________ 1.4 Students have the opportunity to participate in special skills programs (choir, instrumental music and dance), (page 173-174) EVIDENCE: ________________ 1.5 Students have the opportunity to participate in leisure activities...based on student interest and access to appropriate playing fields etc. (page 174) EVIDENCE: ______________ 1.6 Students have the opportunity to participate in clubs and other extra-curricular programs (page 174-175) EVIDENCE: ______________Incentive School Extended Day Monitoring (Parent Council) Page Three 1.7 Selection of extended day activities was conducted in a fair manner. EVIDENCE: ________________________________________ 1.8 There is equitable access to the extended day program. EVIDENCE: 1.9 Sufficient staff is available to implement the extended day program. EVIDENCE: ________________ 1.10 Sufficient materials and supplies are available to implement the extended day program EVIDENCE: ____________________1.0 2.0 LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS PARENT COUNCIL MONITORING 1995-1996 MONITORING INDICATORS EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS 1.1 EVIDENCE: How many specialists do you have? (race/gender) How many support staff members do you have? (race/gender) Experience level: in building - in District - Teachers - Administrators - ACADEMIC PROGRAMS 2.1 EVIDENCE: Schedule of class time for students. 2.2 EVIDENCE: Student products/projects Student demonstration Observation/Inventories 1. Demonstrations/manipulatives 2. Different types of lessons going on (remediation etc.) 2.3 EVIDENCE: A schedule of when students change classes and subjects being taught. 2.4 EVIDENCE: School displays that relate to theme Student products that relate to theme Classroom work related to the theme Review plan for theme 2.5 EVIDENCE: Student science projects/products Science experiments Materials for conducting experiments 3.0 2.6 2.7 2.8 2.8.1 2.9 EVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE: SPECIAL ACTIVITIES 3.1 EVIDENCE: Computer Lab schedule (at least two class periods per week) Not evident at schools Lesson plans Reading occurs at times other than the scheduled reading time and in other subject areas. Review of librarians schedule Awards documents (i.e. Honor Roll, Good Citizen) Evidence of incentives for students not on Honor Roll to succeed Awards for improvement List of identified activities (School Profile)4.0 SUPPORT PROGRAMS 4.1 EVIDENCE: Signed homework that has been returned Home/school documentation form Parent Participation in Title 1 activities 5.0 6.0 7.0 8.0 4.2 4.3 4.4 EVIDENCE: EVIDENCE: EVIDENCE: Schedule for instructional aides List of assigned duties Agendas or minutes of meetings Quarterly report of staff development activities Staff Development plan for current year Number of persons completing required staff development (PET, TESA, classroom management) see School Profile MONITORING AND EVALUATION 5.1 5.2 EVIDENCE: EVIDENCE: CURRICULUM 6.2 6.3 6.4 6.5 EVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE: Review results of 1995 student survey Review results of school climate survey Review quarterly discipline report Classroom rules School record of short-term discipline sanctions Students are on task Displays - Student products Interview students Science experiment Writing projects Written work in all areas (science, math, art \u0026amp; music) STUDENT ACHIEVEMENT/ASSESSMENT 7.1 7.2 EVIDENCE: EVIDENCE: SPECIAL EDUCATION 8.1 EVIDENCE: Review test information Review most current test data Review School Profile Review Student Education Plan (SEP) for plans to address under achievement See School Plan to address disproportionate student assignments, if necessary9.0 STUDENT DISCIPLINE 9.1 EVIDENCE: Sec Parent Sign-Off Sheet * - Ask for schedule of special/support classes: WRITING TO READ SOCIAL WORKER TITLE 1 COUNSELOR ART THEME SPECIALIST MUSIC LIBRARIAN PHYSICAL EDUCATION SUPERVISION AIDES INSTRUCTIONAL AIDESreceived JLN ? - 1996 REQUIREMENTS Office of Desegregation Monitoring The Incentive School Program Parent Council functions as a districtwide council of incentive, school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school programs and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan pg. 151) Findings Although individual schools may have selected parents to represent that school on the Parents Council, it appears from the minutes of the meetings held in 1995-96 few attended. Five schools and the number of members from Joshua would equal fourteen total members. The following lists the meeting dates and the attendance: October 17, 1995 November 6, 1995 November 27, 1995 December 11,1995 January 9, 1996 Febmary 12, 1996 March 4, 1996 April 1, 1996 six attended. four attended. six attended of which five represented Joshua. nine attended. minutes did not indicated the number of members attending. six attended. four attended. 5 attended of which four represented Joshua. The minutes did not reflect that any council reports had been submitted to the LRSD Board of Directors or to the Joshua Intervenors. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 April 8, 1996 TO: FROM: Horace Smith, Associate Monitor Sterling lngran% Director of Staff Development SUBJECT: Minutes of Incentive School Parent Council Meetings Attached are the minutes of the Incentive School Parent Council. Theresa Young, the Council secretary, requested that my office type the minutes. However, we did not receive the information until April 1, 1996. The minutes reflect a true and accurate account of the councils work. We have retained Mrs. Youngs handwritten notes, if you wish to conduct a review. If you have questions, please contact me. Sl/adg AttachmentsMINUTES OF PARENT COUNCIL MEETING OCTOBER 17,1995 The meeting of the Parent Council met at 5:30 p.m. on Tuesday, October 17, 1995 in the office of Mr. Sterling Ingram (Room 215). There were six (6) members present and one ex-officio. Albert. The meeting was called to order at 5:40 p.m. by Mr. Roy Mr. Ingram opened by informing the council that Mitchell and Garland had not named members to the committee at this point. He also told the committee that he had spoken with Mrs. Sarah Facen about completing the monitoring instrument from the 94-95 monitoring visit and turning it in so the results can be compiled. Mrs. Sykes told the committee she felt the monitoring instrument needed to be revised to include some area that the council feels should be covered. The majority of the meeting was spent discussing a complaint brought to the council by a council member, Mrs. Davis, concerning problems with her two children, faculty, and administration at Franklin Incentive School. Mr. Ingram told the committee he was aware of some of the problems at Franklin, but would take another look into the problems at Franklin and particularly with Mrs. Davis' complaints. Mr. Albert set the agenda for the next meeting which is scheduled for November 6, 1995. The agenda items are as follows: 1) . 2) . 3) . Short orientation for new council members Revise monitoring instrument Election of council officers Also, Mr. Albert asked Mr. Ingram if he would send each committee member a new copy of the monitoring instrument. Mr. Ingram said he would mail the instruments with the notification letter of the next scheduled meeting. The meeting adjourned at 7:15 p.m..MINUTES OF PARENT COUNCIL MEETING NOVEMBER 6, 1995 Albert. The meeting was called to order at 6:00 p.m. by Mr. Roy He asked for the reading of the minutes. The minutes were read by the secretary, it was moved by Sarah Facen that the minutes be approved as read, minutes were approved. Mr. Albert seconded the motion and the School. Mr. Ingram submitted three names to the council from Garland They were: 1) . 2) . 3) . Monica Brown Arthur Watada Brenda Conley There were four council members present and one ex-officio, member present was new to the committee and represents Joshua, name is Alice Rowe. One Her The committee turned its attention to reviewing the monitoring instrument for revisions. The following were suggested revisions: 1) . 2) . Eliminate the yes/no on the instrument Add a #10.0 to the instrument which will be called other concerns. (This could include conditions of the buildings, etc.) Ms. Facen told the committee that Rightsell had a theme on paper\nhowever, it was not developed. Teacher absenteeism was discussed. It was a particular concern of a few members on the number of substitute teachers in a building per week. item 1.1 or the instrument Staffing. Mr. Ingram said this could be monitored under 1) . 2) . 3) . Experience of administration Experience in the building Attendance Mr. Ingram also suggested to the committee that instead of reviewing the monitoring instrument, that we revise our identifiers list. The members present agreed. Mr. Ingram will start the revisions of the identifiers and send each member a copy. Other agenda items were tabled because most of the committee members were absent, next meeting. Election of officers was tabled until the Our next meeting was set for November 27, 1995. The meeting adjourned at 7:40 p.m..MINUTES OF PARENT COUNCIL MEETING NOVEMBER 27, 1995 The meeting of the Parent Council met November 27, 1995 at 5:30 p.m. in the office of Sterling Ingram. members present and one ex-officio. There were six (6) Five of the six members present represent Joshua. Mr. Albert asked Mr. Ingram if any other measures had been taken to encourage school parental participation. The meeting was officially called to order at 5:40 p.m.. Mr. Albert asked for the reading of minutes. the secretary. The minutes were read by It was moved by Ms. Sykes and seconded by Ms. Rowe that the minutes be accepted as read. Minutes accepted. Orientation for new members was tabled again because only one new member was present. The committee reviewed the monitoring the instrument item by item and listed identifiers for each. monitoring In response to Mr. parental involvement on this committee. Albert's question concerning school Mr. Ingram gave each committee member an update list of all school representatives on the committee. Mr. Albert said he would contact each member by phone. The next meeting date was set for December 11, 1995 at 5:30 p.m.MINUTES OF PARENT COUNCIL MEETING DECEMBER 11, 1995 Roy Albert, Chairperson Sterling Ingram, Facilitator Teresa Young, Secretary The minutes stand approved as read. *Two new members: Sharon Toombs - Mitchell School Alice Rowe - Joshua Intervenors *Mr. Ingram gave an orientation for the new members. Mr. Ingram gave each committee member a copy of the Parent Council job description. **Table election of officers until next meeting. 1) Revision of by-laws 2) Revision of job descriptions * * * Monitoring Instrument 9 members present ****Mr. Ingram will compile a policy statement for monitoring *****Expedite time for compiling data on the reports.MINUTES OF PARENT COUNCIL MEETING JANUARY 9, 1996 Meeting was called to order at 5:44 p.m. on Tuesday, January 9, 1996. First item discussed was scheduling person for the two monitoring dates. Garland January 16, 1996 Ms. Toombs Ms. Sykes Mr. Albert January 16, 1996 Mitchell Mr. Dodson Mrs. Young Ms. Rowe Franklin January 18, 1996 Ms. Facen Forrester Ms. Rowe January 18, 1996 Rockefeller Mr. Dodson Mrs. Young Mrs. Davis Designated time to meet at each school 7\n45 a.m. It was suggest that one of the Incentive Schools not be monitored. Garland/Mitchell was suggested. The suggestion was revoked on not monitoring Garland/Mitchell. Whether or not we monitor extended-day was discussed, decided that we would not monitor extended day. It was Agenda item for extended day for our next meeting. Next meeting date is February 12, 1996.MINUTES OF PARENT COUNCIL MEETING FEBRUARY 12, 1996 The Incentive School Parent Council met at 5:30 p.m. on Monday, February 12, 1996 in the office of Sterling Ingram (Administration Building Room 215). There were six (6) members present and our ex-officio. The meeting was called to order at 5:40 p.m. by Mr. Roy Albert. The secretary was were not read. absent\ntherefore, the minutes from the January meeting General comments concerning the monitoring visits were exchanged. It was agreed that Extended Day would be monitored during the second visit. Mr. Ingram agreed to draft monitoring items for the Councils consideration. the next meeting. The items would be distributed to the members prior to The next meeting date was scheduled for March 4, 1996.MINUTES OF PARENT COUNCIL MEETING MARCH 4, 1996 The Incentive School Parent Council met at 5:30 p.m. on Monday, March 4, 1996 in the office of Sterling Ingram (Administration Building Room 215). There were four (4) members present and one ex-officio. The meeting was called to order at 5:40 p.m. by Mr. Roy Albert. The secretary was not present\ntherefore, the minutes of the previous meeting were not read. The Extended Day Monitoring Form was reviewed, distribute the revised form to all council members. Mr. Ingram agreed to The meeting adjourned at 6:45 p.m. April 1, 1996. The next meeting date was set forMINUTES OF PARENT COUNCIL MEETING APRIL 1, 1996 The meeting opened with a general conversation of the Incentive Plan. There were 5 members present - 4 were Joshua Court Dates 1st and 2nd week in May. Miliken II Schools Monitoring visits: Rightsell- April 30, 1996 4 people will monitor Rightsell 1. Sarah monitor Mitchell's extended day. 2. Ms. Sykes monitor Rightsell 3. Alice Rowe monitor Franklin 4. Mr. Albert monitor Rockefeller 5. Mr. Dodson monitor Garland Meeting time at the school - 8:00 a.m. 4 persons monitoring Rightsell 1). Mr. Dodson 2). Alice Rowe 3). Ms. Sykes 4). Mr. Albert Meeting for compiling the summation reports to monitoring results at all five Incentive Schools, done on May 6, 1996. include the This will beLITTLE ROCK SCHOOL DISTRICT PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1995-1996 Addendum- Extended Day Program SCHOOL Grade Level(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) CRITERIA 1.0 THE EXTENDED DAY PROGRAM INCLUDES A HOMEWORK CENTER (page 171) EVIDENCE: 1.1 The homework center is supervised by a certified teacher, (page 171) EVIDENCE: _____________________________ 1.2 An instructional aide is provided to assist the certified teacher when the enrollment exceeds 25 students (page 171) EVIDENCE: .__________________________Incentive School Extended Day Monitoring (Parent Council) ' Page Two 1.3 Peer Tutoring occurs during the extended day program (page 173) EVIDENCE: __________________________ 1.4 Students have the opportunity to participate in special skills programs (choir, instrumental music and dance), (page 173-174) EVIDENCE: ._________________ 1.5 Students have the opportunity to participate in leisure activities...based on student interest and access to appropriate playing fields etc. (page 174) EVIDENCE: ___________________________ 1.6 Students have the opportunity to participate in clubs and other extra-curricular programs (page 174-175) EVIDENCE: Incentive School Extended Day Monitoring (Parent Council)  ' Page Three 1.7 Selection of extended day activities was conducted in a fair manner. EVIDENCE: ____________________________________________ 1.8 There is equitable access to the extended day program. EVIDENCE: ________________________________ 1.9 Sufficient staff is available to implement the extended day program. EVIDENCE: ____________________________________________ 1.10 Sufficient materials and supplies are available to implement the extended day program. EVIDENCE: ______________________________________________________________LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS PARENT COUNCIL MONITORING 1995-1996 MONITORING INDICATORS 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS 1.1 EVIDENCE\nHow many specialists do you have? (race/gender) How many support staff members do you have? (race/gender) Experience level: in building - in District - Teachers - Administrators - 2.0 ACADEMIC PROGRAMS 2.1 EVIDENCE: Schedule of class time for students. 2.2 EVIDENCE\nStudent products/projects Student demonstration Observation/Inventories 1. Demonstrations/manipulatives 2. Different types of lessons going on (remediation etc.) 3.0 2.3 2.4 2.5 2.6 2.7 2.8 2.8.1 2.9 EVIDENCE: EVIDENCE\nEVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE\nEVIDENCE\nSPECIAL ACTIVITIES 3.1 EVIDENCE: A schedule of when students change classes and subjects being taught. School displays that relate to theme Student products that relate to theme Classroom work related to the theme Review plan for theme Student science projects/products Science experiments Materials for conducting experiments Computer Lab schedule (at least two class periods per week) Not evident at schools Lesson plans Reading occurs at times other than the scheduled reading time and in other subject areas. Review of librarians schedule Awards documents (i.e. Honor Roll, Good Citizen) Evidence of incentives for students not on Honor Roll to succeed Awards for improvement List of identified activities (School Profile)4.0 SUPPORT PROGRAMS 4.1 EVIDENCE: Signed homework that has been returned Home/school documentation form Parent Participation in Title 1 activities 5.0 6.0 7.0 8.0 4.2 4.3 4.4 EVIDENCE: EVIDENCE: EVIDENCE: Schedule for instructional aides List of assigned duties Agendas or minutes of meetings Quarterly report of staff development activities Staff Development plan for current year Number of persons completing required staff development (PET, TESA, classroom management) see School Profile MONITORING AND EVALUATION 5.1 5.2 EVIDENCE: EVIDENCE: CURRICULUM 6.2 6.3 6.4 6.5 EVIDENCE: EVIDENCE: EVIDENCE: EVIDENCE: Review results of 1995 student survey Review results of school climate survey Review quarterly discipline report Classroom rules School record of short-term discipline sanctions Students are on task Displays - Student products Interview students Science experiment Writing projects Written work in all areas (science, math, art \u0026amp; music) STUDENT ACHIEVEMENT/ASSESSMENT 7.1 7.2 EVIDENCE: EVIDENCE: SPECIAL EDUCATION 8.1 EVIDENCE: Review test information Review most current test data Review School Profile Review Student Education Plan (SEP) for plans to address under achievement See School Plan to address disproportionate student assignments, if necessary9.0 STUDENT DISCIPLINE 9.1 EVIDENCE\nSec Parent Sign-Off Sheet * - Ask for schedule of special/support classes: WRITING TO READ SOCIAL WORKER TITLE 1 COUNSELOR ART THEME SPECIALIST MUSIC LIBRARIAN PHYSICAL EDUCATION SUPERVISION AIDES INSTRUCTIONAL AIDESLOTLE ROCK SCHOOL DISTRICT PARENT COUNCIL MONITORING INCENTIVE SCHOOLS 1995-1996 Revised 11/95 SCHOOL Grade Level(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) CRITERIA 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS SP The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: ______________________________________________________ 2.0 ACADEMIC PROGRAMS O The schools academic programs provide a means of expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. The content of the programs are true, appropriate, and relevant. 2.1 Writing-to-Read, an instructional technology program has been implemented at the school for K-2 students. EVIDENCE: __________________________________________________ SP - School Profile O - Observe I - InterviewIncentive Schools Monitoring (Parent Council) Page 2 O/I 2.2 Learning Styles inventorie.s are used to assist teachers in diversifying their teaching styles to match the learning styles of the students. EVIDENCE: ___________________________________________ O 2.3 In grades 4-6 Semi-departmentalization structure is being used to facilitate the development of specialized objectives for \"subject area\" by teachers in the respective grade levels. EVIDENCE: ___________________________________________ O/I 2.4 The Schools theme has been developed by parents and staff and is integrated into the total curriculum. EVIDENCE: ____________________________________________ O/I 2.5 The Schools Science Laboratory has adequate equipment, material and supplies. EVIDENCE: -______________________________Incentive Schools Monitoring (Parent Council) Page 3 O 2.6 The Schools Computer Laboratory is equipped with a minimum of 25 stations for remediation and enrichment of students. EVIDENCE: ________________________________________________________ O 2.7 The Foreign Language Instruction Laboratory has appropriate equipment and materials and is being utilized in the school. EVIDENCE: I 2.8 A sequential program has been established to include the study of African-American history and culture. EVIDENCE: _______________________________________________________________ O/I 2.8.1 Reading across the curriculum is utilized for developing reading proficiency and critical reading skills. Each subject area also utilizes strategies to increase students pleasure of and appreciation for reading (Pre-Kindergarten-6). EVIDENCE: ________________________________________________Incentive Schools Monitoring (Parent Council) Page 4 O/I 2.9 The school has established an incentive program for recognizing academic excellence and academic improvement. EVIDENCE\n____________________________________________________________ 3.0 SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organization. SP 3.1 A variety of academic reinforcement activities is provided through programs such as peer tutoring, academic reinforcement clubs, special interest clubs and field trips. EVIDENCE: ________________________________________________________________ 4.0 SUPPORT PROGRAMS I 4.1 Parental involvement is clearly a part of the learning process. Parents are asked to sign all homework assignments on a daily basis. Regular communication takes place, both through written and oral means. EVIDENCE\n__________________________________________________Incentive Schools Monitoring (Parent Council) Page 5 o 4.2 There is an instructional aide in every classroom to assist teachers with monitoring students progress and communication with parents and preparation of supplemental instructional materials. EVIDENCE: ________________________________________________________________ I 4.3 Home/Neighborhood meeting with parents are held at locations other than school. Meetings for small groups of parents are held in community locations such as churches, community centers and some homes if invited by parents. EVIDENCE: ________________________________________________________________ I 4.4 Ongoing training is being provided to staff in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, are involved in training. EVIDENCE: __________________________________________________________lacentive Schools Monitoring (Parent Council) Page 6 5.0 MONITORING AND EVALUATION O/I 5.1 Student evaluators (Grades 4, 5, \u0026amp; 6) are asked to complete evaluations relative to the school, its climate and their educational experience twice a year. EVIDENCE: ________________________________________________________________ O/I 5.2 Regular monitoring of student attendance, discipline/behavior and achievement is accomplished through the development and use of individual and class profiles by classroom teachers and the building administrator, quarterly basis. EVIDENCE: __________________ This assessment is done at a minimum on a 6.0 CURRICULUM The school provides a curriculum that is reflective of cultural differences. Local and/or state- developed course content guides enhance multicultural content in all curriculum areas. O/I 6.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the prescribed curriculum. EVIDENCE: ________________________________________________________________Incentive Schools Monitoring (Parent Council) Page 7 o 6.2 All students are actively involved in classroom instruction. EVIDENCE: ____________ O 6.3 There is evidence that the multicultural curriculum is being implemented. Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum EVIDENCE: ____________ O 6.4 Display of student work reflects varying teaching strategies. EVIDENCE: O/I 6.5 \"Writing Acros.s the Curriculum\" is used to enhance the writing skills of students (K-6) EVIDENCE:Incentive Schools Monitoring (Parent Council) Page 8 o 6.6 Penmanship is emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6). EVIDENCE\n__________________________________________ 7.0 STUDENT ACHIEVEMENT/ASSESSMENT The school staff implements non-discriminatory procedures for administration, analysis, and the use of standardized tests. SP 7.1 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: SP 7.2 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: ______________________________Incentive Schools Monitoring (Parent Council) Page 9 8.0 SPECIAL EDUCATION The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 8.1 O/I 8.2 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. EVIDENCE: Facilities for special education are designed to meet the needs of the students served EVIDENCE: 9.0 STUDENT DISCIPLINE The school ensures that student disciplinary policies and practices are non-discriminatory. I 9.1 Information, including the schools expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE:Incentive Schools Monitoring (Parent Council) Page 10 10.0 PHYSICAL FACILITIES O Physical environment which supports the goals of quality teaching and learning, (i.e., clean buildings, no debris, orderly halls, no graffiti) is evident. EVIDENCE: _______________________________ 11.0 ADDITIONAL OBSERVATIONS 0/SP/I Areas of concern that cannot be listed under the ten identified categories. EVIDENCE:INCENTIVE SCHOOL PARENT COUNCIL MEMBERS FRANKLIN SCHOOL ROCKEFELLER SCHOOL Audrey Davis 5114 W. 14th St. Little Rock, AR 72204 Roy Albert 1217 College St. Little Rock, AR 72202 Margie Haney 4216 W. 17th St. Little Rock, AR 72204 Sharon Forrester 10710 Sharon Road Mabelvale, AR 72103 2 6 1996 Office of Oesegregatfon Monitoring GARLAND SCHOOL JOSHUA INTERVENORS Monica Brown 2318 S. Cedar St. Little Rock, AR 72204 Sarah Facen 3003 Cross St. Little Rock, AR 72206 Arthur Watada 10620 Legion Hut Road Mabelvale, AR 72103 Brenda Conley 3509 W. 25th St. Little Rock, AR 72204 Delois Sykes 704 E. 15th Little Rock, AR 72114 Alice Rowe 1760 Barrow #107 Little Rock, AR 72204 MITCHELL SCHOOL Barbara Johnson 1919 Dennison Little Rock, AR 72202 Sharon Toombs 1920 Howard St. Little Rock, AR 72204 Teresa Young 1813 South Martin Little Rock, AR 72204 Eric Holmes, Sr. 1904 Broken Arrow Dr. No. Little Rock, AR 72118 RIGHTSELL SCHOOL Tommy Dodson #1 Dodson Dr. Menifee, AR 72107 Pamela Tims 912 S. Oak St. Little Rock, AR 72204(Li*- HRAFT REPORT OF THE INCENTIVE SCHOOLS PARENT COUNCIL SITE VISITS FOR 1994-95 AND 1995-96 Office JU/v 2 0 /996 ^seflrega(,'on Monitoring LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 HENRY P. WILLIAMS, SUPERINTENDENT JUNE 1996PURPOSE The Little Rock School District Desegregation Plan authorizes the establishment of the Incentive School Parent Coimcil to occur on August 1, 1989. The Council will have two parent representatives from each incentive school and four members at-large to be appointed by the Joshua Intervenors. The Council is responsible for monitoring all activities related to the incentive school program. In addition, the Parent Council is required to report to the Little Rock School District Board of Directors and the Joshua Intervenors on a quarterly basis. SCOPE OF WORK Using an objective monitoring form, the Parent Council conducts monitoring visits each school year. The monitoring form is reviewed and revised annually, as needed (see attachment). The Council collects data in the following major areas: Equitable Placement by Race/Gender in School Programs (Staffing) Academic Programs Special Activities Support Programs Monitoring and Evaluation Curriculum Student Achievement/Assessment Special Education Student Discipline Physical Facilities Extended Day Program (1995-96) Monitoring visits were conducted January 16-18, 1996, April 30, 1996, and May 1, 1996. Visits during the 1995-96 school year included a review of the extended day program. This report is a summary of all team visits. Detailed information is available for review in the office of the staff person assigned to the Council by the District administration.FINDINGS 1. Certified staff tends to be reasonably balanced, except at Rockefeller where there continues to exist a disproportionately number of white certified staff members. Franklin demonstrated improvement since the 1994-95 visits. Non certified staffs at all schools tend to be disproportionate black, which is a continuing situation. 2. Academic programs were substantially implemented as identified in the Plan. Exceptions are as follows: Use of the science labs (permanent or portable) is uneven among the incentive schools In a few schools, computers were in need of repair Semi-departmentalization was implemented to some degree in all schools except Franklin 3. All schools except Mitchell reported implementation of academic reinforcement activities. 4. Support Programs were substantially implemented except in the area of Home/Neighborhood meetings. Only Franklin and Rightsell presented evidence of Home/Neighborhood meetings. Most schools indicated a need for improved parental involvement. 5. Although surveys related to school climate and program satisfaction were conducted by the Planning, Research and Evaluation Department, there was little evidence that the results were utilized to improve programs at the local school level. 6. Except at Garland and Mitchell, the monitoring team indicated that sufficient resources were available to implement the curriculum. Students were actively involved in learning activities at all schools. 7. Academic Achievement results as measured by the Stanford Eight Achievement Test were mixed. Some isolated examples of improvement were evident. Retention rates reflected the school populations, except at Rockefeller.8. Special Education placements did not appear discriminatory. 9. Student Discipline sanctions were reflective of the school populations. 10. Except for Rockefeller, and to some degree Franklin, the buildings housing the incentive school students are very old. Therefore, maintenance of the buildings is a continuing concern. Rightsell continues to have some flooding problems in the lower levels of the building. 11. Extended Day was operative at .all schools. However, a few inconsistencies existed. All schools were not operating the Homework Center each day as required by the Plan. Some activities were overstaffed, according to the monitors observations. Because of the schedule, some activities were not observed on the day of visits. RECOMMENDATIONS 1. Curriculum supervisors should strengthen the monitoring process for curriculum implementation at the incentive schools. 2. Consider relocating the Parent Center at Mitchell. CONCLUSION The team recognizes that the monitoring visit is a snap-shot in time and some of the situations could be viewed differently on another visit. Some good things are happening at the incentive schools\nhowever, the purpose of this report was to identify areas for improvement. The Council hopes to continue to provide assistance in order to improve the educational experience for students attending the incentive schools.PARENT COUNCIL MEMBERS 1995-1996 FRANKLIN SCHOOL RIGHTSELL SCHOOL Audrey Davis - B/F 5114 W. 14th St. Little Rock, AR 72204 Tommy Dodson - B/M #1 Dodson Dr. Menifee, AR 72107 Margie Haney - B/F 4216 W. 17th St. Little Rock, AR 72204 Pamela Tims - B/F 912 S. Oak St. Little Rock, AR 72204 GARLAND SCHOOL MITCHELL SCHOOL pat Monica Brown - B/F 2318 S. Cedar St. Little Rock, AR 72204 Sharon Toombs - B/F 1920 Howard St. Little Rock, AR 72204 ? 6 19% Arthur Watada - o/M 10620 Legion Hut Road Mabelvale, AR 72103 Eric Holmes, Sr. - B/M 1904 Broken Arrow Dr. No. Little Rock, AR 72118 Qfr'ice oi inilofing Brenda Conley 3509 W. 25th St. Little Rock, AR 72204 ROCKEFELLER SCHOOL Roy Albert - B/M 1217 College Little Rock, AR 72202 Sharon Forrester - W/F 10710 Sharon Road Mabelvale, AR 72103 JOSHUA INTERVENORS Sarah Facen - B/F 3003 Cross St. Little Rock, AR 72206 Barbara Johnson - B/F 1919 Dennison Little Rock, AR 72202 Delois Sykes - B/F 704 East 15th North Little Rock, AR 72114 Teresa Young - B/F 1813 South Martin Little Rock, AR 72204 Alice Rowe - B/F 1760 Barrow #107 Little Rock, AR 72204\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_529","title":"Little Rock Schools: Carver Magnet Elementary","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":["1993/2002"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Carver Magnet Elementary School (Little Rock, Ark.)"],"dcterms_title":["Little Rock Schools: Carver Magnet Elementary"],"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/529"],"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":["44 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'A C~^A VAL AND ELAINE HENRY Tommy and Chelsie, too P.O. Box 9485 North Little Rock.AR 72119 Telephone 501-374-5115 Fax 501-374-6678 4^ Lil April 6, 1995 APR 1 0 1995 o: Cc: b' 'a' Dr. Henry Williams Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72203 Dr. Williams: , Seems like only yesterday I was talking with you concerning our search for a Principal at Carver Magnet. The vacancy left by Mary Guinn seemed as if it left a chasm that could not be filled. As we interviewed, struggled, listened, weighed each candidate the job seem to grow in intensity and magnitude. Our common goal of the best for the best seemed out of touch for reality. Thank you for ending our plight with the temporary appointment of Diane Barksdale. Our year is quickly drawing to a close. It has been a productive year at Carver and a most enjoyable one. Mrs. Barksdale has worked to be there for us, there with us, and there in a capacity of encouragement and guidance. She has been fair in all her dealings with the PTA as well as with both our children that attend Carver. We have looked to her for wisdom and I can say she has not failed my family. No, she is not Mary Guinn, nor is anyone else. The greats just get greater and in their absence when all seems to be in the shadow of their departure one steps in and picks up the pieces. So Mrs. Barksdale has done. I appreciate your time and consideration now as it comes time to appoint a permanent Principal. I feel Ms. Barksdale has shown us and Administration that she is the one we need to carry us on in the manner in which we were accustomed. The children respect her as do the parents. Thank you for taking time out of your busy schedule to be aware of Carver and its needs. Thank you for watching and waiting to see if indeed she was the one. Thank you in advance for appointing her as our permanent replacement. Please, sir, in a time when schools seem in the forefront of diversity....when all is going so well for us....leave our leader as she is. We need stability and we fed we have it. Hoping to hear affirmatively, I remain esti id Willing to Help, CC\nMembers of L.R. School BoardPC: GERALD AND ALICE CLARK a 100 SUNSET LANE  NLR AR 72118  Telephon* 501-771.4304 REC April?, 1995 APR 1 1 1995 Dr. Henry Williams, Superintendent Little Rock Public Schools 810 West Markham Little Rock, AR 72203 Office of Desegregaton Moi Bl iijnng REF: George Washington Carver Magnet Principal Position Dear Dr..Williams. i After having Mrs. Diane Barksdale as our interim Principal this year and working with her on PTA and personal issues I would like to ask you to consider her as our permanently appointed Principal. I know you have closely monitored this situation and I can only hope you have seen her act and react with the kind of authority needed to run our school in a proficient manner as we have. Thank you for your consideration of her. We remain, Sincerely, Gerald and Alice ClarkC\u0026amp; : Crou/t/e. d April 24, 1995 RECESVsO MAY 1 1995 Dr. Henry Williams, Superintendent Little Rode Public Schools 810 West Maridiam Little Rock, AR 72201 0Jfice of Desegregation Monitoring REF\nNfrs. Diane Baricsdale Dear Dr. Williams\nThank you for allowing us to address you with our recommendation of Mrs. Diane Barksdale, the interim Principal, at Carver Magnet School. We began this year with mixed emotions as we had on board all new office staff. We appreciated your letting Mrs. Barksdale have the internship and this year to show all of us and yourselves that her qualifications were not mete words cm paper but words in action. We have found her easy to work with, attuned to ail situations and always ready with solutions to problems that have worked. She has always made herself available to us and is more than willing to meet with different committees during school or afterwards. We have not had any instances that we have called upon her that she made us feel she didn't have the time to consult with us. We fed our school in its excellence has progressed under her leadership. That we have not only survived die change of leadership we have made excellent progress in the same direction in which we had previously been led. We, as the Parent Teacher Association Executive Board, give her a standing ovation as wdl as a hardy well done. We further solicit your approval to appoint her our pormanent replacement this coming year. Mrs. Barksdale has a heart for Carver and for it's students andfiKulty. We feel that we are the Best in the State and are led by the best...Thank you for approving her as our new Principal, we remain Sincerdy, PTA Executive Board George Washington Carver Magnet School CC\nL.R. School Board Magnet Review Assistant Supaintendents OflBcc of Desegregation MonitoringC./Z May 10, 1995 M^X 2 6 W5 Dr. Henry Williams Superintendent Little Rock School District 810 West Markham Little Rock, Arkansas 72201 D Dear Dr. Williams: I feel compelled to write you at this time to express my opinion on the principal position at Carver Magnet School. As co-president of Carver's PTA this year and a very involved parent I approached this year with apprehension. The unknowns associated with a new principal, and an \"acting principal\" at that, made for some doubt. I must tell you, however, that those doubts were soon replaced with relief as I watched Diane Barksdale at work. Her concern for the students and staff at Carver was exemplary. She has taken a very active role in teaching children the value of learning to take care of themselves, both physically and mentally, through education and good old-fashioned tender loving care. Mrs. Barksdale took an active role in involving teachers in the decision making process at Carver, giving them the well deserved credit for being such a strong and professional staff. Additionally, she formed \"Youth Action Committees\" made up of students and allowed them to interact with her on a regular basis, thus giving them pride in having a say in their school. I believe that with the authority that comes with being named the principal of Carver, Mrs. Barksdale will continue to prove to all of us that she is truly the best possible person for the job. She has made such an impression on me this year, and I believe that as she grows in this position she will see to it that Carver continues to be known as a premiere school in the Little Rock School District. 1 sin^ely appreciate your time. Co-President, Carver PTA CC: LRSD Board members Magnet Review Committee Margaret Gremillion Ann Brown Sadie Mitchell Dick HurleyAnita Murrell 4504 Bunker Hill Drive North Little Rock, AR 72116 PM -J* 5?\u0026gt; ! Ann Brown Office of Desegregation Monitoring 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 lllit Illi...I May 10, 1995 rl \u0026lt; 'V 0  Dr. Henry Williams Superintendent Little Rock School District 810 West Markham Little Rock, Arkansas 72201 OiSice o: Dear Dr. Williams: I feel compelled to write you at this time to express my opinion on the principal position at Carver Magnet School. As co-president of Carver's PTA this year and a very involved parent I approached this year with apprehension. The unknowns associated with a new principal, and an \"acting principal\" at that, made for some doubt. 1 must tell you, however, that those doubts were soon replaced with relief as I watched Diane Barksdale at work. Her concern for the students and staff at Carver was exemplary. She has taken a very active role in teaching children the value of learning to take care of themselves, both physically and mentally, through education and good old-fashioned tender loving care. Mrs. Barksdale took an active role in involving teachers in the decision making process at Carver, giving them the well deserved credit for being such a strong and professional staff. Additionally, she formed \"Youth Action Committees\" made up of students and allowed them to interact with her on a regular basis, thus giving them pride in having a say in their school. I believe that with the authority that comes with being named the principal of Carver, Mrs. Barksdale will continue to prove to all of us that she is truly the best possible person for the job. She has made such an impression on me this year, and I believe that as she grows in this position she will see to it that Carver continues to be known as a premiere school in the Little Rock School District. I sin^ely appreciate your time. Co-President, Carver PTA CC\nLRSD Board members Magnet Review Committee Margaret Gremillion Ann Brown Sadie Mitchell Dick Hurleycc: 51995 Office of Ossegrsgdiiai Mcnavuius May 30, 1995 Dr. Henry Williams, Superintendent LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 REFERENCE: SELECTION OF PRINCIPAL CARVER MAGNET ELEMENTARY Dear Dr. Williams: As PTA Co-Presidents of Carver Magnet Elementary School for the 1995-1996 School Year, Dewey Fitzhugh and myself, on behalf of the entire Carver Magnet Elementary PTA Board, would like to give our unanimous support for Mrs. Diane Barksdale to be selected as the permanent principal for Carver Magnet Elementary School. Carver is a unique school, and it has tremendous support from the PTA. We are a very close knit family, and we want to be firm in both our direction and commitment for the coming school year. Therefore, it is very important that as we set our goals and establish our mission statement for the coming year, we would like to know that the staff at Carver can also be experienced and firm on its goals and objectives. We have just experienced the past year with Mrs. Barksdale as acting principal. We believe that Mrs. Barksdale has a proven record of success as both an Assistant Principal and Acting Principal over the past several years. This year at Carver has been an outstanding, exciting and active year for all of the students, teachers, staff and the PTA. We would like to continue this success with the energized momentum that it presently has. We believe that we can do that better with Mrs. Barksdale as principal than we could with anyone else new coming in. We make this request with respect for the LRSD's authority and leadership. We believe that your knowing our commitment and desire to work with the LRSD is important. For the first time in years, this school as well as many others in the District are beginning to feel more as one family under the leadership of the District. We think that this is a great opportunity to get parents, teachers and students working together to achieve the educational goals set by the District. We are doing our part as a PTA. However, we need a little help from the leadership of the LRSD. Dr. Henry Williams, Superintendent LITTLE ROCK SCHOOL DISTRICT 5/30/95 Page 2 Thank you for this opportunity to express our opinion, and we hope and trust that we can all work together to continue the successes we now enjoy as a part of the \"District's family\". Sincerely, Wali Caradine, Co-President Dewey cc: Magnet Review Committee Arm Brown OFFICE OF DESEGREGATION MONITORING Margaret Gremillion ASSISTANT SUPERINTENDENT - ELEMENTARY Sadie Mitchell ASSISTANT SUPERINTENDENT - ELEMENTARY Dick Hurley LRSD HUMAN RESOURCES LRSD Board Members Ci^ JUN 51995 Office of Desegregation Monitoring May 30, 1995 Dr. Henry Williams, Superintendent LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 REFERENCE: SELECTION OF PRINCIPAL CARVER MAGNET ELEMENTARY Dear Dr. Williams: As PTA Co-Presidents of Carver Magnet Elementary School for the 1995-1996 School Year, Dewey Fitzhugh and myself, on behalf of the entire Carver Magnet Elementary PTA Board, would like to give our unanimous support for Mrs. Diane Barksdale to be selected as the permanent principal for Carver Magnet Elementary School. Carver is a unique school, and it has tremendous support from the PTA. We are a very close knit family, and we want to be firm in both our direction and conunitment for the coming school year. Therefore, it is very important that as we set our goals and establish our mission statement for the coming year, we would like to know that the staff at Carver can also be experienced and firm on its goals and objectives. We have just experienced the past year with Mrs. Barksdale as acting principal. We believe that Mrs. Barksdale has a proven record of success as both an Assistant Principal and Acting Principal over the past several years. This year at Carver has been an outstanding, exciting and active year for all of the students, teachers, staff and the PTA. We would like to continue this success with the energized momentum that it presently has. We believe that we can do that better with Mrs. Barksdale as principal than we could with anyone else new coming in. We make this request with respect for the LRSD's authority and leadership. We believe that your knowing our commitment and desire to work with the LRSD is important. For the first time in years, this school as well as many others in the District are beginning to feel more as one family under the leadership of the District. We think that this is a great opportunity to get parents, teachers and students working together to achieve the educational goals set by the District. We are doing our part as a PTA. However, we need a little help from the leadership of the LRSD.Dr. Henry Williams, Superintendent LITTLE ROCK SCHOOL DISTRICT 5/30/95 Page 2 Thank you for this opportunity to express our opinion, and we hope and trust that we can all work together to continue the successes we now enjoy as a part of the \"District's family\". Sincerely, Wali Caradine, Co-President Dewey Fitzhugh, Co-Resident cc: Magnet Review Committee Ann Brown OFFICE OF DESEGREGATION MONITORING Margaret Gremillion ASSISTANT SUPERINTENDENT - ELEMENTARY Sadie Mitchell ASSISTANT SUPERINTENDENT - ELEMENTARY Dick Hurley LRSD HUMAN RESOURCES LRSD Board Members WALI CARADINE P. 0. BOX 190 LITTLE ROCK, AR 72203-0190 JUK-1'9S ^rnyposTAG.\nP7 Si RQ.MCTER 1403341 MS. ANN BROWN OFFICE OF DESEGREGATION MONITORING 201 E. MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72201 Hill ll...l,.l.)l.lll....,.ll.ll,ll.l..l.fl..ll..u..llll,..lRECEIVED June 29, 1995 Dr. Henry Williams, Superintendent LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 JUL 5 1995 Office of Desegregation Monitoring REFERENCE: SELECTION OF PRINCIPAL CARVER MAGNET ELEMENTARY SCHOOL Dear Dr. Williams: As PTA Co-Presidents of Carver Magnet Elementary School for the 1995-1996 School Year, Dewey Fitzhugh and myself, on behalf of the Carver Magnet Elementary PTA, would like to thank you for your support and selection of Mrs. Diane Barksdale as the permanent principal at Carver Magnet Elementary School. We believe that, with Mrs. Barksdale's proven record of success and the energized momentum, the upcoming school year at Carver will be great! We are looking ahead to another exciting and fun filled year of working together with the teachers and students, as well as with the Little Rock School District to achieve the objectives and goals that we have set for the 1995-1996 year. Again, thank you for believing in Mrs. Barksdale, the Carver Magnet Teachers and Staff, PTA, Students and Supporters. Sincerely, Dewey Fitzhugh, Co-President cc: Magnet Review Committee Ann Brown OFFICE OF DESEGREGATION MONITORING Margaret Gremillion ASSISTANT SUPERINTENDENT - ELEMENTARY Sadie Mitchell ASSISTANT SUPERINTENDENT - ELEMENTARY Dick Hurley LRSD HUMAN RESOURCES LRSD Board Membersi LRSD ADMIN. BULDING Fax:1-501-324-2032 Jan 30 97 16:33 P.02/03 ' r '  i D\nst ridLRSD ADMIN, BULDIMS Fax:1-501-324-2032 Jan 30 97 16:34 P. 03/03W HO? PAHENl S/INTL A t ST U Jiiat Parents and l eaehers Think of This Program Ilf to bnqu**s k^nx-J iff SECOND ANNUAL PARENT NIGHT OUT Lh vrty pexi UJI thx--. iHtX 1 * oin pwnr.v - riter .v,y Ak# Ik-fi-nx. \"iih giadv n fu ltT\u0026lt;eioi With ' ht'i 8n\u0026gt;pl.- r .aji .ui4K n htJjXd Pic- lx\nrwjrf elh-cjivv tn YJeaSing wHh fot 10 a T.v.tri: pLssiovt wav K-jwd/.'J Sitjsu-, aih^-jno- \n,, ni X\"' WHF N-? THURSDAY. APH!L 3, 199? 6:3OP V  7\n3.TP.M. I .'l-prCiaic ki[K . hs? xbf h.t*ioc 2 r\u0026lt;fut:invJ stKiTi f? I cjii H-iid at-iiJifiu w!.. fTicr,-!y tQ-j.-jg j s-^v- -JI hc.k KafJlfif, fhey^ h^vr '? nr.{ me: -I hetc-- n. tcdrr.ing how to g.-r aJong f fte-.4JC5 Atft.-w in my 'Ijssp-on .ijjij .nitiOAu aH, Mx...v4Sfij \" V:t-so\ni, Car\nn,-n, CHj gfj ' . tX.k p te  ItAc! ilKKC Cid UX'flv Mjry tPib S,\ni-fi srx. $!l\u0026gt; gruje\n\u0026gt;, j, Ivt '1 , Jhij jnd dont KfT M' tJV \u0026gt;.'. !\u0026gt; ifxJ I T.tn gei jfx.uf jh,.. bc,j n WHtnt? CARVER MAGNET ?100 E. STH STREET Little rock, ar 72202 rtx-  f h-A- l,ing '/ isii 'e'.v inn. :y \u0026gt; Mr Ld Ford, ^lUthor ot p^scfpsine ai Horne and Schoo: -vill w-istt wt!h PARENTS and preseni esfecitve nosjhve discipilne sirateyies. Come hs^en and ask evoryUiing you've aiwaye *ftfan'ed to Know and didnt know who lo ask* Mr. Fofd comes highly reoornmended and brings w'jth him national rn?\nearcher. Torn Bourbcf' Please come. and idknvs iJtnws,s Mv 'Jinfppis schtHTj Cr9y '.'tSi.) ax muje of tO Xllflewhr..  tlirf-y h\njVf- !,,. f.- i {'fSijfW KIf.'l '.nif.in 3'fa,jfi\\. 4th fja.lr i-'-oip.vrv.  pru-}k-gr llifie .jpfx\\ rebn?, 'iji-.i.'ijl f,i jt auiff I- -I y.?(' f,-, ** cenajfi \u0026lt;.j ,jf tk\u0026lt;n, 'irti ibe\nwintf gr'.if 'll.},.,, J likr- !hc vInKJU'f fT he tkiJent' feain to |x- .x-Jf 4jf\\ifd .n,i seif-lixL- phneJ ti g\nves j,,,  ticn tr-ry .in'i (TiaKt K Hk ific bssr.xur. ' jtillc k i T-viH. -it}, grade fcArhi\n: Hus fiiei'iixi fia.s J,.uirr^! ftm r.n-fijly 3j, ruv u'ltfr k-2'nf} ti. r.ft-n and i'.Uiii*.- f.iiht J i5juk- siuf {\nKk anc? '.iHy R,iiv ! .*51 vOntlOIlt Jml (HJiBsli ff--5\ndenLs, t lafendi)\ni PL*. i dWjid i'.ibt jtJX iUlhofcd nine kuighi .u .Afiziiivi Marc I itnv\u0026lt;'r.si\ny.s Sili'Kil '*1 s.- laj Wij-iK. and vizrisuhcU  ' 'jIIClikipjI ''Mdrtiaal ,tr-.K,rivrii TK-ni:d hp.ihh tjcrhnes. ti'ijte'/s. itisiiKi-. thiiwghif.if ihf US jnvJ Jox.l 4n\u0026lt;5 (..in.i.'j \u0026lt;\u0026gt;AEr-r/. a Ihoc.no\nPis stauon, p.-oeJme.j 3 ptogjjrli . -1: .K-iKig n'bucn.sltJV' dt r on L'nikJing .Mror.g, AKisix with UiareniJon and SnU-to Ck'Hifutarv SUi\u0026lt;*is lU 1hrenix. he 'A,tk\u0026lt; with xf, mJ H. tbikli. i. pt\n: 'ot'Hb \"ati'tix iJe. ' . ]\"i ig. 111). Hi i.iWp.p h.A- -5gh. k-fhiig i-' u-ach-js .:*! h indjn m*- Jo stiy fitm \\X-'r- . . r-Kgram '  akmi\n:h .5 h!!. :' b.\nn Jh 'OC'e ave faulty.. b-yany \u0026lt;,\nh nudeJeithf.\nI-'- ol)j,vrv\u0026lt; \u0026lt;1 J-K,. iiJi ft* Me wHl-ng \u0026lt;11 UM epi i ti,-. '.hdfjng and ,Jt rjf J ai.l-.i spv\n*J ed te\njrJi U-S}Xlffs.it4|,iy Th ^y\u0026gt; \\ iTorii Bofbon's Schcbuse Thursday, Ap?il Std Parent Night Out 6:30 - 7 30 Media Cei iter Garve\nStaft. Pt vwrek. ^,pf di.wn your questions and icncei f Ofd's irequssiiid these i hanks s bsiow. rit? f nday. April 4lii - SpeaaiieVGrade Level Meetings Gonferencs Room ilMy questions for Eq Fordo, Tom Burbon: m m 8.-'5 - S.46 - B: S 40 - W:0G - t0:55 - 11 -fJS i 1:5S - !1 55 - 1?\n35 - 12'35 - 1\n?5 - ) 40 - 2:30 - 2'40 - 3:20 - Specsaiisls tree 3\u0026gt;d grade S Specialists free Sth grade \u0026amp; Specialists tiee 4tM grade S Specialists free Lunch 2rid grade \u0026amp; Specialists Wes 6th grade \u0026amp; SpecialistE tree \u0026amp; 1 st grade- \u0026amp; Specialists tree I Satijt lisy, April 5th  Saturctey Si'pet in-Service 3:00 - 8:30 onuts/Juice/Coftee intorma! visiting 0:30 - 12:00 - Ed Ford \u0026amp; Tom Burbon Revelations \u0026amp; Resolutions 8 11 :| I! I i\u0026gt; ii\ni k Bring this with you when [(Friday, and Saturday! you come i hursaay, m!AG-'7 7i' Hl ! . ?:il2421 Apr : '97 i2:3 P.C6'-j5 f .yxISAy yp\n| r -1 aJ? I 324-2460 yr TT\"^^ HI J.v^''ll 1 \\clLinu'? T, Issue 4 Apti' ' May ]49- I i The PrincipaVs Prospect ' rh: qi. ji'.A' time th..:i parents 'iperJ ..itE. their children is tn-' fiios\ncr- 'ic\n-.! f .i.-toi when .t comes tci children building ronfictence m rhen'rt'ives and bener'ing that someone has copfinerice in their abmtv to succeed. Ott'^i' schnnl.s ,'an do iittle bec3u.ie tfiev are over.i helmed L.v - er. :p .'nt t. ''.iJi'i\nespecislh' 't oartpts tic* litHe to coop-a. T?in-p(-i.'':aiil I j pers^inn, Sl-'jder,: class dtscussicHS Ed }'rTd trnm for Home otia TP ,s no .substii-.ite to ' qi. ''ity time.'' bt' ia vnts please lom u? at b'.dh om on A.) n\n'. at'ver Mpgi-i t'en\nto hear authrr, cyunselor eif.hl, Ed Ford Eit.i ont for Oi: 3rd in the Idthar if\ne'f ivhat qualitv time 'eadv IS. Mav.v of vc'V heart him last vear Come again. It ..ill ba a nigbl in remember C ARVER PTA SHINES Febran' llt.h marked the cay t.hal .'crvi-T M.ag-e: catried ot* all the .Membership Av Dzt7Hi Barksdale LiNrn I dreamed 1 stood in a studio .And vif.tched tv.o sculptiors there Tile dav tiiey used teas a yoim.B child's mino And tiiey tasluoncd it with care Cite was a teacher, t'ne tools he used 'Acre bocks and mu.sic and art. One a parent with a guiding hand a gently, loving heart. Pay after dav. the teacher toiled With a touch. th.i' vi'as deft ano sure. While the pa'-ent labcre.d bv his side And polished and smoothed it c're. .And n her. at last their task was done 1 h.?v nere protid or what thev ivrori^ht. f nr the tltirgs t.bev had tnolded mto the du! d C.nuid neither be sold rot bought. And each agreed he would have railed i.t h.t Tull,\nivorked ftione For bel'ind the parent stood the srtiQoi ?Jld hind the teadwr, the home .AMfi, '' dfld.O'i'.' , MUiimiiia .rd. ' This is the high-i. st hc-nor that one oai\nget- uom flA. ! \\ \u0026gt; jv.aids a' the [.ittie Rock I'TA Council roiindc' si.)\n! ' .\nnc.''icori. v\\e received several a-Aarc's tor our fantastic irern- 'Ae are luekt/ to have va! serve on otir PI A board arid thank .m.'n tor the ipTship drive 2!' ^..-b.ci'o! *0 n^rn .t and,-i tf- t iniduided the first infi'A niembersiiip ' .'l.ih'.e P.td ncbool EL,!ise f'lr iou'.:. staff i'nernh'?.rs,''Up Thanks T e -eryone tor helping ns VW.?Td s..'.n\neve -arc, Ch.air X ebi tor cu: school Helen and Va! H'.'i'rv .served ar '.o- 1 tor this. Thank.s to them. .1 recognition it' made to honor OOI TTaa po' mees h.'r Ecbcntor ot toe Year Soeliv C'ih'l.sssimc a:'d otp' Admin: E-.i ksci..h: tor of the r Plane 11 ,' -art' both ru-h hard \\M'it'kis .iiid v-'C die' A'jn\ntliprn tei knoi  T JIA ITU. :-:h pa:n'rp'.\n,.'itf .i!l .'.J ter Car ver. Ch.r \\'.Ti 'ri'- db? I ded t.ile many hours o! service tlvat he iias r.'en to Carver through tus years I tiere He is so mv'Oived in the commu-nitv and in trying to make tlimas better for all. April 2'2nJ ivi'.l be our annual Spaghetti Sltppe and onr fourth graders wi'd pcrirm. The nragram will begin at 6:00 p.m. and sivpper will be served at 6: pm. MiiA.e piaiv noiv to extend and see a! onr Carver tandiy frend.-. again. Field Dav at Carver A .iiway.s a tur DiTi'? t :\u0026gt;r everx one and we want vr.u to CCITIC .-hi!.-' end seme cirrt \\'T-_b yo'j'' I''.ease put May 23rd I your Calenda  nov'/ s..' ~rcj's. cap come icm us! Oo' kominatiii^ (..,?pv'v,v(..e get ting orc, iTv.zed t.o s'fnd Hfirit stioets ! y' S\no.^kiiiv how VO yeni Oil out PT.' er being schoc.! It d '.kc t.i h.ebp ne.'d h..iard. Titase consul irr.'oiVfcd al VOLr c.'iild's s such a.n im\n.' irfaat jOb ioui child v.i.l love hjvins\n.'i.Jt. what's giune or. at h.s h/r s:hc are so i'jcky to h ui \\ olurteers a' ?acf arc I knew' 'O\nWv i va .so many v .inde.-- Car-.er and wi' iv.?.-?. ICC! to Kl'iOA' how much .appircbsted bv the Cai ' Hid ci.ildren. 1 Roz !\\v wtoi- I' d \\ad..'T. l-.iyy,I.'-, i 11'. '-f'rt =iid(. Arkansas Democrat (gazette MONDAY, MARCH 29, 1993 Copynght O 1993. Little Rock Newspapers. Inc. 3 schools named as best in Redbook Three Arkansas elementary schools are among the 177 recognized this year in the Americas Best Schools Project featured in the April edition of Redbook magazine. The three schools are Carver Magnet Elementary School in the Little Rock School District, Vilonia Elementary School in Faulkner County and Westside Elementary School in Springdale. More than 550 schools were nominated for the project by state and national education leaders, members of the U.S. House of Representatives and education reporters. The schools competed in six areas: classroom innovation, parent and community involvement, extracurricular activities, special-needs programs, significant improvement and overall excellence. Carver was cited for its math and science curriculum that includes an astronomy class. The school was listed of the Best of the States. One school from each state was selected in the category. Westside was among the 77 schools recognized for overall excellence. Vilonia Elementary was among 10 schools honored for their efforts to meet the needs of those with physical, emotional or behavioral learning disabilities. The school faculty includes teachers who are certified in special and elementary education. Learning disabled children are assigned to regular classrooms where all students learn together. Elementary school pupils also are paired with high school students who serve as role models.Aritansas Democrat 1razctte  FRIDAY, MAY 26, 1995 Piling on the laughter I V 'Hi/. ft' h l/ i I Arkansas Democrat-Gazette/RICK McFARLAND CLASS CLOWNS  Kierra Watson forms the top of a clown pyramid Thursday during the Carver Magnet School kindergarten classes' Carver Big Top Circus, The other clowns are (from left) Luke Angelo, Lake- sha Whitley, Thaddeus Higgins, Corey Bradford (atxjve Thaddeus), Aukosh Jagannath, Brian Henderson and (at rear) Mae Faulkner, a substitute teacher. The circus also featured seals, horses, lions and their trainers as well as dancing bears, tightrope walkers, elephants, strongmen and, of course, ringmasters. ''6B  FRIDAY, OCTOBER 9, 1992 Principal to help school integrate, copy LR success The Associated Press MONROE, La.  J.S. Clark Magnet Schools 600 students all are black, but the schools superintendent hopes to make it as big an integration attraction as a Little Rock. .Ark., school became when he was superintendent there. Monroe Schools Superintendent George Cannon has brought Mary Guinn, principal at Little Rocks Carver Elementary School, to study Clark and see what changes might attract white students. When you look at the program description and all the written material... there is no reason the school should not be operating effectively, Guinn said. So Im curious myself to see where the areas of weakness might lie. Little Rock School District policy does not prohibit a principal from doing consulting work on personal or vacation days off. Guinn told the Arkansas Democrat-Gazette that she is using two vacation days to do the work. She and Cannon, a former Little Rock superintendent, said the school district in Monroe has not established a set fee to pay her, but it will be between the customary S300-$500 each day. Guinn said that she has done some consulting work in the past, including work for the Rockford, Ill,, school district. This year, in addition to the Monroe job, Guinn said she plans to do some consulting work with Pine Bluff School District. Carvers magnet program was set up in 1986, two years before Clarks. Carver was in a high-crime, industrial, all-black neighborhood that busing failed to integrate. Cannon was among the white parents who sent their children there after the program was set up. So many whites enrolled that courts eventually ordered the school to reserve at least half of its desks for minority students, Guinn said. The environment was safe. There was wonderful learning going on and all kids that went there were challenged, and you sensed that from day one, Cannon said. Guinn arrived in Monroe on Wednesday and planned to spend two days evaluating the schools program. She will submit written recommendations. Clark teachers met with Guinn on Wednesday and said theyre eager to hear her suggestions. A lot of the stuff she said, were already doing, but theres a missing link, fourth-grade teacher Beverly Turner said. Im hoping shes going to be the bridge. In a July court ruling, a federal judge cited the Monroe school system for not fully developing Clark as a magnet school. A1988 court order called for creation of a magnet school at Clark in e.xchange for returning to neighborhood zones for the system's other elementary schools. Before then, Clark had been a fifth- and si.xth-grade center, drawing some 150 white students a year. Lack of money kept the enhanced programs planned for Clark from being fully implemented. The system was turned down for at least two federal grants that would have provided hundreds of thousands of dollars for the school. \"Theres a lot that could be done at Clark right now, but because theres not any money, its not going to be done, said 'Vernon Foy, whose son is a Clark student. Besides paying for about 11 additional teaching positions, the school system spends little e.xtra money at Clark, Principal John Smith said. Cannon said additional money for Clark could be freed up after the board re-examines its budget and determines whether the system is overstaffed. He also said Clarks program can probably be revamped without spending a lot of money. \"What well have to do is dismantle the whole school program and start over, and in doing so, I think its affordable, he said. Staff writer Danny Shameer contributed to this article.Arkan,sas Democrat i1^ (Onzc lie  WEDNESDAY, NOVEMBER 18, 1992 Arkansas Detiiocral Gaznlls/Nyma Bennet Smith celebrated the 1992 Milken Family Foundation National Educator Awards they received Tuesday in Little Rock. The awards included $25,000 for each recipient. AWARD-WINNING EDUCATORSArkansas educators (from left) Yoriko \" Lola\" Perritt. S. Irving Granderson, Brenda Sivils Ball. David Rainey, Linda Childers and Lynn Educators recall inspirations as six get $25,000 awards BY CYNTHIA HOWELL Democtat-Gazelte Education Wiilet The Arkansas recipients of the $25,000 Milken Painily Foun (inLion Nalional Educator Awards were praised Tuesday in Little Rock for the positive influence they have had on the lives of thousands of children. But many of (he award-winning educators, who were honored at a luncheon al the Excelsior Hotel, told of the people, including the children, who served as their personal inspirations. David Rainey, principal of Dumas High School (Desha County), described the indelible impression his lltli-grade social studies teacher, Richard Smith, made on him. Smith, now a member of the stale Board of Education, challenged his students to be the bc.sl that they could be, Rainey said. He warned his sludeiiU that without an education, the world would go loo fast and pass them by. What keeps me going is seeing the kids' faces light up when we work on experiments, and science changes from being a student's worst class to his favorite. said S. Irving Granderson, a seventh-grade science teacher at Elmwood Junior High in Rogers. The best days I have arc when I have a neat activity for (he students. Like most of the educators honored. Gi ander.son. a former chemist, has more than 20 years of teaching experience. He said he stresses hands-on science projects for his students, adding (hat be got interested in the subject when he ami his wife served in Africa as part of the Peace Corps. Yoriko Lola\" Ierrilt. a Caddo Gap (Clark County) native and elemenlary science teacher at Carver Magnet Elementary in Tattle Rock, called Granderson one of her personal role models because of his use of hands-on nclivilies and the workshops he has conducted for other science teachers. Territt described her parents and how they always told her that she could do anything she wanted to do. While her parents did not have prestigious jobs, they did have books in their home, she said. Of teaching science. Perritt said. 1 try to leach more about science than the students think they want to know. As wonderful as the Milken award is, it pales in comparison to the light I sec in children when they see a tuning fork vibrate and realize that sound comes from vibrations, or when they place a piece of cardboard over a glass of water and turn it over and it doesn't spill,\" she said. I/ynn Smith, a Fort Smith Northside High School art teacher, told of one of his students. who is from Laos. The student, who has a limited knowledge of English, recently won an award in the National Wood Duck Stamp Competition and was able to go to Washington, Smith said. Success stories are possible when we initiate the learning process, he said. Smiths classes have produced about 300 winners in art competitions in the last five years. If students produce quality work, then my responsibility is to get them recognition. he said. Brenda Sivils Ball, an English and literature teacher at Pine Bluff High, thanked her husband when she accepted the award, noting that he had to work three jobs a day so she could get her leaching degree. Ball, a former Arkansas Teacher of the Year, called the $25.()()() cash award an impossible dream. The money is five limes the salary she received a.s a beginning teacher 21 years earlier, she said. How fortunate I have been to have been able to learn at the feet of children.\" Ball said. Linda Childers, principal of Thurman G. Smith Elemenlary in Springdale, also cited her husband a.s an influence. He convinced her that she could have greater impact on students by giving up teaching and becoming a principal, Childers said. Childers also praised her superintendent, the staff at her school and the strong coinmu nily support for Springdale.s schools. She said 100 percent of the parents participate in the annual parent-lcacher conferences. The Milken award winners were only representatives of all the outstanding educators in Arkansas, Childers said. This is the second year the Milken Family Foundation of Los Angeles ha.s provided the awards to six Arkansas teachers. Besides the cash awards, the teachers will attend a three-day symposium in the spring with the other Milken winners, past and present, from other states. The first awards were presented in California in 1987. The program honors outstanding educators in 20 slates. The awards recognize, celebrate and reward educators who have made and continue to make significant contributions to the education of children, and heighten public recognition and appreciation of the leaching profession. Carver Magnet losing principal who took it to top BY CYNTHIA HOWELL Democrat-Gazette Education Writer Mary Guinn is leaving the magnet school she helped make so popular that parents camped out last February in near freezing temperatures to enroll their children. Guinn is giving up her job as principal of Little Rocks Carver Ma^et Elementary School in June to take an administrative job in Monroe, La. She was hired 'Thursday night by the Monroe City School Board as the districts new associate superintendent for educational quality. Her annual salary will increase from $59,524 to $70,000. When she assumes the job July 1, she will be the No. 2 person in a district headed by former Little Rock Superintendent George Cannon. A new principal at Carver next year will be just one of at least 14 changes in principals in the districts 52 schools. Dr. Henry Williams, Little Rocks new superintendent, is making several changes in principal positions, and Friday the proposed transfer of Dr. Samuel Branch from Mitchell Incentive Elementary School to Fair Park Elementary became the latest en- SATURDAY, MAY 7. 1994 Copynght  Little Rock Newspapers, Inc. JTj try on the list Guinn has been principal for nine years at Carver,\nan east Little Rock school she attended as a child.\nShe I also I worked'.' 'has at Steph e'its, Guinn . - ,, WoodrufC^d Pulaski Heights elementanes. All but three years of her career were served in Little RocKSht also worked for a Head Stjrt program in Russellville.  -  Carver has a 'Basic skills/math-science magnet theme that has been popular with parents in all three Pulaski County districts. As an example of its popularity, NortliLit- tle Rock parents last Februcry began camping out five days' be- fure the opening uay of registration so they could ensure their children seats at the school. Carver has won numerous honors in recent years. Redbook magazine in 1993 named Carver the best school in the state. The school also has won honors and See GUINN, Page 7B Guinn  Continued from Page 1B thousands of dollars in grants from Business Week magazine, the Winthrop Rockefeller Foundation and the Arkansas Department of Education. Staff members at the school have won prestigious presidential awards for the teaching of mathematics and science. The school also is the recipient of numerous district honors for parent volunteerism, PTA membership and student awards. Guinn said Friday she had hoped to tell parents about her new job before it became public knowledge. She still plans to send letters to parents early next week and meet with parents at a Parent-Teacher Association meeting Thursday. The students, teachers and parents at Carver made the decision to take the job particularly difficult, Guinn said Friday. Whatever I have been able to accomplish here was the result of my working with them. She said she hopes her successor will be selected by a committee that will include parents of Carver pupils. I love being a principal and could be a principal forever, Guinn said. But her new job will , allow her to have an impact on a larger group of students.  If I am ever going to do it, this is the time, she said. Guinn will be in charge of curriculum, instruction and principals in Monroes 18 schools. The district has an en- rollment of about 11,000. She already is familiar with the Monroe district. She served as a consultant there for the past year and has a strong working relationship with Cannon. When the Little Rock district was torn by a teacher strike in 1987 and was without a superintendent, it was Guinn who recommended Cannon as an interim administrator. Cannon was a new faculty member at the University of Arkansas at Little Rock and was one of Guinns instructors at the university. He was later hired to fill the superintendents position full time. Guinn served as a special assistant to him during his tenure. I feel were losing a good principal, John Riley, the parent of four Carver students, said Friday afternoon. Its a loss for Carver and for the school district. Riley said he was very much concerned about who Guinns successor will be and would like to serve on any selection committee that is established. Guinns whole family is involved in education. Her husband is a teacher at Gibbs International Studies Magnet School. One son is an instructional aide at Mitchell Incentive Elementary and her other son is a student at Parkview Arts and Sciences Magnet High School.I Arkansas Democrat (Ojtzcllc THURSDAY. FEBRUARY 4. 1999 ' J [/ Pupil devises shopping aid for the blind I f( )i Arkansas Democrat-Gazette/STATON 8RE1DENTHAL _ Rebecca Ruth Stanley, 11, won the fourth-grade national award in the Invent America Contest for her talking Product Reader. Stanley Is a student at Carver Magnet Elementary School in Little Rock. -Ji. LR girls invention  wins national award BY SHAREESE KONDO  ARKANSAS DEMOCRAT-GAZETTE A Carver Magnet Elementary School fifth-graders invention could make finding a  can of pop or a package of doughnuts at a store possible for an imguided blind shop- ' per. Rebecca Ruth Stanley de-' veloped the concept of a ' hand-held Product Reader' that would blurt out details - about an item from the price to the ingredients. The device is activated by . bar code labels already em- ' blazoned on most products. Itll be the size of a re- ' mote control, and it will have a button a person can push to read the bar codes, and a voice will tell them what the product is. how much it costs and whats in  it, said the petite ll-year-old, whose invention won the ' fourth-grade level national . Invent America Contest. It also won Carvers Science Fair last year. Invent America is sponsored Dr. Raymond Damadi-an, inventor of magnetic resonance imaging technology. Students from kindergarten to eighth grade can submit entries to be judged by a See INVENTION, Page SB ' service for blind patrons. ' IllVdIUUn Wal-Mart Kroger, J.C. Penney,  . _  Best Buy, Circuit City, Radio Shack  Continued from Page 1B 3jid gears, and K-Mart said Urey team of inventors, scientists and would sell the device, Rebecca said, authors. Her logbook also utcluded I think judges on the national sketches and crayon-colored draw-level realized Uie depth of her research and had to be impressed with her thoroughness, said Leticia 'White, science specialist at ings of her products prototype, market research data, bar' code concepts and details of bar code usage. She discovered that on most Carver. She said Rebecca spent products the last two lines of bar three months creating the Product codes are blank and that it would Reader. be feasible to encode tliem witli in- Rebecca logged research for her gi-edient details and product deinvention from surveys she took of scriptions. Arkansas School for the Blind Stu- ' dents and faculty, as well as students at Lions World Services for My invention would work just like the hand scanners people use now at stores, Rebecca said. It tlie Blind. She also relied on a fam- would be battery operated though ily friend who is blind to test-mar- ..........  ' ket her device. This is something my friend Barbara Bolin said she could use, and talk to people through a small speaker. In a letter Rebecca submitted -  with her entry, Jim Hill, superinten- Rebecca said. The people I sur- dentofthe Arkansas School for the veyed at the School for the Blind Blind, called her product one that and Lions World [Seivices for the would facilitate independent liv- Blind] said they would use it too. ing on the part of blind and visually They also said theyd be willing to impaired individuals. pay up to $20 for it Along with a $1,000 savings bond In the logbook detailing the and a patent of her device, the selfproducts concept, Rebecca in- described math and science nut eludes snapshots of herself and said the invention gives her a feelstore managers who said theyd sell ing of making life a little easier for her product or offer it as e'lstomer other people. . //  TUESDAY, JULY 18, 2000  LR teacher placed on leave after arrest on sex charges ARKANSAS DEMOCRATCAZETTE A Carver Magnet Elementary the 1998-99 school year. Murray was arrested on charges music teacher who was arrested of rape, first-degree sexual abuse Saturday on rape and sexual and engaging children in se.xually abuse charges is being placed on explicit conduct for use in visual administrative leave pending an or print medium after Pulasld investigation, a Little Rock School County investigators received a District spokesman said Monday. i.......................................... videotape showing him in sexual Suellen Vann said Jimmy A. acts with a 13-year-old boy. John Murray, 52, of 6712 Verbena Drive, Rehrauer, the Pulaski County Little Rock, was not working for sheriffs office spokesman, said a the district during the summer va- minister gave the tape to investiga- cation and that he will be on ad- tors, but he would not say how the ministrative leave until the minister got it charges are resolved. The boy is not a student at Carv- Murray has been employed by er. Rehrauer described Murrays the district since 1995, and worked relationship with the boy as that of as a substitute in some district a family acquaintance. as d auvduiuic ill buiue ui\nschools during 1992 and 1993. Murray, who pleaded innocent Vann said Murray was selected in Pulaski County Municipal as a teacher of the year at Carver Court, is being held in the Pulaski by his peers at the school during County jail on $25,000 bond.Novembe r 15. 2 0 0 1 o Q  C i l.i p ' I ir is a s  iPs I P  5 o 3= CD I e c  \u0026lt;D Re  el I S^ c \u0026gt;0-5 . . C/1 IT- * isb- * V 55 s (D  J n b: . (0 B c C Is Letters  Continued from Page IE the day of the attacks. Parents had rushed to take their children home. \"We were still shaky, Mariconti in. j says. When she opened the big en- velope and saw the letters inside, I started crying. I assumed peo- a pie were writing to the police and the firemen, but not to us  not m to another school. I took them to u my kids and said, Look at thisl   It was her kids idea for the g whole class to write back, she says. H She mailed their letters to Little  Rock along with her own that I read, We are not close to the J World Trade Center, but our hearts are there. Maricontis third-grade class answered with 28 letters about *0 Write back soon reads this decorated letter from New Yorks P.S. 189. vdiere they were and how they felt Bb the day terrorists destroyed the centers twin towers. These are 1- and 8-year-old 1^^ childrens responses, from letters written the week of Sept 24 to kids DH at Carver. Hit oS Ml  u o o Q 3 Th .5 T3 s: o 2.frUrt,gu J. j3's.s p S y \u0026gt; \" 0.73 y. u i2 m ' 2  -2 O \u0026amp; ^*285^ z u 2 Ji S u 2 Ui O w. Dear Johnny, I like to ride my bicycle down myhill What is your favorite color? I bate what happened to the twin towers. Dont you? I hate those guys that did this.  Elvis Abren I ill'.i.s s 1sFl u I _!o4a B'S!(J'S g I _ * e-s-~-S Pin st K \u0026gt; n Ti Sg?.a h r P n 5.28 u u u 2 It* 4\u0026gt; V) '^U'W V- ?? c flj .s-fl-a ua U t. z iSSii a \u0026lt;u \u0026lt;u Dear Madison, Why would such dumb jerks do this to New York? Do you know? I would like to be your friend, third-grader Cindy writes from New York.  Melissa Delos Angeles Dear Adrian, When the plane crashed I started to cry because my aunt worked two blocks away from the twin towers and I thought she died horn the smoke. - W^en she came home, I went running to hug her.  Yshua Peguaro Dear Nathan, Almost my mother and father died because my dad is one block away from (he twin towers and my mom is three blocks away. . I hope nothing happens in Little Rock, Arkansas, or in Carver Magnet Elementary.  David Rosado Penn didnt tell her class the news from New York on Sept. U, deciding it would be Vetter if they heard it from their parents. I did not know why..: Bu* th*  Brieitte Aponte about it for a very long time, she  says. Thats Dear Matt, My mom picked me up early when my class was going to lunch. Dear Kelsea,  Myfcrofhers Wc should Catch school was in  r -t back of the twin OsaHia Din Laden towers. My brothers school and chain him in a when we decided to write to the children in New York. Now, the two classes have s/ room and put My brother is m . high school. My Barney in there mom was really arranged to become pen pals. The kids will worried about him. Josmalyn Aybar  t 1  rm 1 J trade letters the with him. Then bed rest of this year. be sorry. Mariconti says few of the Dear Gary, It will never be the same. A lot of people lost there love ones. Im sad about Che - Matt Sherman, children in her ... J J class knew much third grade, about Arkansas Carver Magnet School learned __________ a lot about geography. And a bigger lesson, she says war because my brother is a Ma- that kids like them in far-off Arkansas not only know what hap- rine and he might go to war. _____________ ^Shyanne pened in New York, but also care , Dear Dominique, I know it was very sad when about what happened to New Yorks children. This is a big thing to them, the twins exploded and I know she says. I think they see it as i it was very sad for you, too.... I sign of hope. hope you have a great life. Carver, third-grader Drev Jobanny Mateo Richardson says, Ive learned * can be helpfid just writing a let ter. Classmate Kelsea Washingtoi says, \"After we got the letters back I felt like the lads are safe.August 1 3, 2 0 0 2 State board revokes licenses of 3 teachers Provisional status granted to another ARKANSAS DEMOCRAT-GAZETTE The Arkansas Board of Education revoked the licenses of three people Monday and granted another a one-year provisional license. After a lengthy hearing, the board voted 4-1, with one abstention, to revoke the license of Michael Ball, who pleaded guilty to three felony counts of theft of property in Cleburne County Circuit Com-t in March 2001. Ball, who taught at Quitman High School for almost 20 years before he resigned last year, told the board he had admitted to taking up to $14,000 from the senior class activity fund over three years. He said he had paid back all he knew he had taken from the fund  money earned from a limch concession stand operated by students  and then some. Board Lewis member Thompson of Texarkana voted against revoking Balls license. Calvin King of Marianna abstained. Robert Hackler of Mountain Home, JoNell Caldwell of Little Rock, Luke Gordy of Van Buren and Peggy Jeffries of Fort Smith voted for revocation. The board was unanimous in its decision to revoke the licenses of Sharon Diaz and Jimmy Murray. Diaz, who was teaching in Texarkana, was arrested in December 2001 on charges stemming from a sexual relationship with a student. She pleaded guilty to seven counts of sexual assault in the first degree. Murray, a former Carver Magnet Elementary School music teacher, was convicted on charges of rape and possession of child pornography after a videotape showing him molesting a 13-year-old boy was turned over to Pulaski County sheriffs deputies. The board was also unanimous in its decision to issue a provisional license to Pamela Dickson, giving her the option of returning to full licensure after a one-year probationary period. Dickson was convicted in 1986 on charges of making false statements to the Federal Housing Authority regarding a home loan. Kenneth Williams, staff attorney for the Arkansas Department of Education, told the board he was recommending a probationary period over revo-\ncation because the charge was 16 years old and because it was unrelated to her teaching duties.\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_541","title":"Little Rock Schools: Forest Heights Junior High","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":["1993/2005"],"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","Forest Heights Junior High School (Little Rock, Ark.)","School facilities","Educational planning"],"dcterms_title":["Little Rock Schools: Forest Heights Junior High"],"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/541"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["111 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n08^03/9.\u0026gt; 13:32 501 324 2032 L R School Dlst 0D5I @002/002 Little Rock School District NEWS RELEASE August 3, 1993 For more information: Jeanette Wagner, 324-2020 LRSD SHOWS OFF THE NEW FOREST HEIGHTS RJNIOR HIGH SCHOOL Tours of the new facility at Forest Heights Junior High School will be given at the school located at 5901 Evergreen Street, Ifaursdav, August 5 at IQ a.m. Richard Maple, principal, will lead tours and give additional information about the new 63,000 square foot, 4.5 million dollar project. Other special features of this new school are: New 13,000 volume hbrary/media center with a complete television production room Six state-of-the-art science laboratories Two computer programming rooms A new health clinic facility Two newly designed rooms to meet the needs of Community Based (disabled) students ### 810 West Markham Street  Little Rock, ArCnsas 72201  (501)324-2000LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS JUL 1 9 1994 May 26, 1994 Office of DesfeSfejaSion Mor^toftng TO: FROM: Forest Height Jr. High School Principal Interview Committee Members Estelle Matthis, Deputy Superintendent SUBJECT: Principal Interviews Thank you for accepting our invitation to participate in the selection process for the principal of Forest Heights Jr. High School for the 1994-95 school year. The interviews will be held in the Little Rock School District Board Room, 810 West Markham Street, on June 8, 1994, from 1 to 4 p.m. Your assistance and cooperation are appreciated.FOREST HEIGHTS JUNIOR HIGH SCHOOL Date: January 28, 1995 We were please to find: 1. 2. 3. 4. 5. 6. 1. 8. 9. 10. 11. The grounds in front of the building were clean, well-maintained, and litter-free, giving the school a well-groomed and inviting appearance. The reception area was amply staffed and the people serving the desk were friendly and helpful. The cafeteria was spacious and clean, designed to promote a smooth flow of traffic. The girls restrooms in the new building were very clean and well-supplied with paper products and soap. The girls restroom next to the entrance of the main building was spotless. Even in the older part of the building (including the girls locker room), we saw no graffiti or litter in the girls restrooms. The boys restroom on the main floor was clean, had paper towels, and hot and cold water. The boys restroom on the lower level was clean and had paper towels. .Ml of the lockers were free of graffiti and the areas around the lockers were clean and free of litter. Although it was a cold day. all of the areas we visited, including classrooms and bathrooms in the old buildings, were adequately heated. As a Parmer in Education with the school, the Department of Health pays half the salary for the services of a full-time nurse. The pupil services area was spacious, well-equipped, and had its own entry from the outside, which facilitates privacy. During class changes, the students were exuberant, friendly, and orderly. 12. Students and faculty exhibited a lot of school spirit by wearing items with the school name or logo, or by wearing clothing representing the school colors. Areas needing attention: 1. 2. 3. 4. 5. The old buildings not used for classrooms are being used as dumping grounds for surplus or discarded items from other LRSD schools. The old materials and equipment are strewn about the rooms in a haphazard and dangerous manner. Due to leaks in the roofs, some of the stored items had gotten wet and damaged. Also, some chairs and a large storage shelf were lying on the walkways between the old buildings. The old, unused buildings are still supplied with electricity and gas. Apparently, vandals can get in and out of these buildings at will. According to the principal, several break-ins had already occurred. On the day of our visit, we noted a lot of graffiti, including gang signs, on many of the bulletin boards in those buildings. The principal assured us that, as of the week before the visit, the boards were clean. If the district is not going to use these buildings productively for community outreach and services, the principal would like them razed for a parking area. The area between the old and new parts of the campus receives a lot of runoff from the roofs of the old buildings. When the water freezes, the walkways between the buildings become concrete-and-ice slides. In the music wing, we saw several mounds of paper and some boxed materials stacked against the walls. Perhaps the wing needs more storage space or some additional storage units. Although the cafeteria was clean, the windows were stained and marked by old masking tape residue. (The same was true for all of the windows in the old buildings, such as the tech wing.) Replacing the windows would make the facility a lot more attractive. Page 86. 7. 8. 9. 10. 11. The floor in the gymnasium had some water damage, which the principal said had occurred during the remodeling. One of the sinks in the girls locker room was inoperable, and the sinks needed a good scrubbing. The personal hygiene product dispenser was empty, but the principal explained that the nurse dispensed such items free of charge. Although the showers appeared to be unused, the principal assured us that they were operable. The boys locker room was dirty and none of the showers worked. The facility had an odor that was foul, even for a locker room. Many of the classrooms had no significant displays of student-generated work or displays relating to a particular subject, making it difficult or impossible to determine the subject taught in the room. The media center had some computers, but the technology was outdated and the system lacked automatic cataloging and check-out. The magazine shelves and some of the resource book shelves either had only a few or no materials on them. 12. Infusion of multicultural materials Ln the classrooms was spotty at best. The few displays we noted were skimpy. 13. Several teachers stayed in their classrooms during the class change, significantly reducing the number of adults in the halls to supervise students. Girls restrooms 14. The restrooms lacked receptacles for the disposal of personal hygiene products. Boys Restrooms 15. The restroom by room 703 had just one commode, and a foul odor permeated the room. It had toilet paper, but no paper towels. 16. Even the boys restrooms that were clean had unpleasant odors, as did the staffs bathroom. 11. The floor in the restroom by the gym was dirty and two bare wires were exposed. Page 9LRS - Littte Rock School District School: Term: Teacher \u0026lt; BAER M F T Teacher BAILEY M e J8 i i 009 FOREST HEIGHTS JR HIGH SCHOOL Period 1 T03Q7t-113 Period 2 T03071-101 Period 3 LEARN FOUND? LEARN FOUND? B U 0 T 8 1 10 4 18 5 14 23 Period 1 080920-105 HEALTH - BM B U 8 3 g 2 0 B U 6 3 8 4 14 7 0 _2. 12 21 B U 0 T T 13 5 T 11 _L 18 Period 2 080225-111 HEALTH/PE 8 B U 8 3 6 5 14 8 0 T 11 IL 22 Period 3 080920-101 HEALTH - BM B U 11 2 8 2 19 4 0 T 13 ___10 23 Suaaary Master/Teacher Schedule/Race \u0026amp; S\u0026lt;x Period 4A Period 4B Period S T03071-111 SUHMAS Per i od 6 T03071-10S Paqe: i B U 0 T 6 U 0 T Per i od 4A 6 U 0 T Period 4B 080920-103 HEALTH - SH B 3 U It 5 20 6 0 T 10 ___16 26 Period ? T03071-il4 LEARN FOUND? LEARN FOUND? LEARN FOUND? B W 0 T IQ i li 5 21 6 11, 16 2? B U 0 T 11...2 12 3 23 5 13. 15 28 B U 0 T 9 2 1 12 ii iO 2i 20 12 i 33 Per i od 8 B W 0 T B U 0 T Teacher Period 1 BEGGS M F T Teacher BIRGE_ JL F Teacher BOBO M T Tcher BRADSH M F B M 0 T Period 1 KQ4001-1Q1 Period 5 080920-109 HEALTH - SM Period 6 Period 7 Period 8 B 7 U 8 5 4 12 12 D T IS ____9 24 B U 0 T B U 0 B U 0 T B U 0 T Period 2 E03021-105 ENGLISH R 9 B U 9 5 8 17 5 _T 14 8 __22. Period 2 K950U-1Q5. PR-ALGEBRA 9 ALGEBRA I R B U 0 T 5 3 5 10 3 _a- 5 13 B U 0 T 4 4 16 5 20 9 21 29 Period 1 Per i od 2 B U 0 T B U 0 T Per Iod 1 Periad-g B M Q T B H 0 T Teacher Period 1 Period 2 Period 3____ E03021-106 ENGLISH R 9 B U 0 T Period 4A 8 3 10 3 18 6 11 13 B W 0 Period 4B___ E03041-102 ENGLISH GT 9 B U 0 T Period 5 5 7 1 13 3 7 1 11 B 14 2 24 B M 0 T Ee.r.i.fliL.6. 03021-10? ENGLISH R 9 B 11 10 21 0__T 11 10 21 Period 3 Period 4A Per i od 4B Period S K04001-t02 Period 6 KQ30tl-110 B U 0 T B U 0 T B U 0 T PR-ALGEBRA 9 ALGEBRA 1 R B U 0 T B 2 9 1 15 3 -fi. 10 IB B U 0 T 7 3 4 10 11 13 IB. 14 24 Period 3 Period 4A Period 4B U 0 T B U 0 T B U 0 T Period 5 342351-101 R/LEISURE BC Period 6 Period 7 E0304i-103 ENGLISH GT 9 Period 8 B__M 0__T 3 6 1 10 11 ? 1 19 14 13 2 29 Period ? K04001-107 PR-ALGEBRA 9 B U 0 T 12 5 4 1 16 b XL 5 22 B U 0 T B H 0 Period B B W 0 T B U 0 T 2\u0026gt; SI SI ss. ss ss Sfi. 37 Period 7 Period 8 B U 0 4 1 1 5 5 6 T 5 6 11 B U 0 T B U 0 T B U 0 B U 0 T Period 3 030050-107 KEYBOARD 7-8 8 W Q T Per tad 4A B H Q- -I- Period 4S 030200-106 COMPUTER INT B U Q T PerJoil S Period 6 030200-10? Perind 7 _ 030200-108 Period a 6 3 10 3 9 13. 11 5 7 la 5 16 1 XL B -H fl-I. COMPUTER INT COMPUTER INT B  0 T 3 3 5 2 1 6 8 a s 1 14 Period 3 Period 4A Period 4B Per i od 5 Per i od 6 B W Q -1 6 3 6 4 12 7 9 10 12. B W 0 T B W 0 T Period 7 Per i od 82 10 20 so 9 School'- Term: T. Li11Ie Rock School DistricA- CLAYTO M -E- QQ? FOREST HEIGHTS JR HIGH SCHOOL 001001-109 SQC-SIUDIES. B 10 44 21 U 2 -4- b 0 T 12 45- 27 Teacher Period t COBBS H F -L Teacher -G0U.C -M- F T Teacher COLE M -R- COURTU M F Teacher CRQMED 3ujry Master/Teacher Sch\u0026gt;du Iff/Race \u0026amp; Sen BUMMA5 Pa^e\n001001-111 SQC STUDIES B U IS 1 -L7- S 22 6 0 T 16 12- 28 B WOT B W 0 B U 0 T 001001-108 SOC STUDIES 001041-101 001001-110 B U S 1 .14 S 19 6 0 T i, __iS- 25 8C STBIES GT SOC STUDIES B U 4 3 -HI__a. 14 12 0 T 7 48- 26 B U 12 2 1? 24 4 0 T 14 __Idas B U 0 T SHOT R02101-103 READING/ENC -BU0I- Period 2 7 3 -10- 7 4 41- B M 0 T Pec Lad X R0210i-i02 READING/ENG .B N n T Period 4A farjfld 4B 4 4 B .. M JI T  B...-M-...O-.-I. Per Iod 5____ R0210i-i04 READING/ENG B U 0 T 10 1 3 13 1 11 3 -14- Per i nd A R02101-1O5 READINC/ENG BHAT 8 3 8 3 .Xl_ Period 7____ R02i0i-10l READING/ENG B H n T Period B Period 1 B U 0 T Period 1 B U 0 T 8 H 0 T Period 1 170300-101 CAREER ORIEN B -BIX U -7- 0 F 10 2 T 21 3 48- 12 30 Teacher CROSS PerIod 1 E01041-104 ENGLISH GT 7 Period 2 E0a041-i03 Period 3 Eoaoai-io? ENGLISH GT 8 ENGLISH R B B U X__X 0 T 6 X -2. 12 B U 0 T Per i od 4A Eoaoai-104 ENGLISH R 8 Period 4B Period 5 9 9 1 19 8 4 ? 1? B U 1 9 17 3 21 5 2 28 7 24 4 0 T __20l 8 28 B U 0 T B U 0 T Perlod 6 602031^105 ENGLISH R 8 B U 0 12 4____ 12 1 24 5 T -U- 13 29 Period 2 K02251-101 Per i od 3 K0202i-10i PB-AI GFBRA R__MATH R 8 B U 0 T 8 4 1 13 14 ai_i7- 22 2 30 B 14 -8- U 4 2- 0 23 6 T 18 44 29 Period 4A K0202i-102 MATH R a__ B U 0 T 10 4 1 15 424 22 8 14 i 31 Per i od 4B Period S Period 6 K02041-102 B U 0 T B W 0 T Period 2 M03501-105 Period 3__ M0304i-102 Period 4A PHYS SCIENCE P SCIENCE CT B H 0 T 10 2 10 2 20 4 12 12 X4. -BH0r S 8 2 15 8 2 1 11 13 10__3-26- B M....0- T. Period 4B____ M0304i-i07 P SCIENCE CT B M 0 T Period S 3 6 9 6 12 12 9 15 -24- B U 0 T M X T B U 0 T 3 4 2 9 10 9 1 20 13 13 3 29 Teacher Period. 1 Period 2 470300-44J CAREER ORIEN Period 3 Per i od 4A Period 4B Period 5 170200-105 B WOT XO -3114- B U 0 T 6 WOT B U 0 T 6 10 16 7 1 24 Per i od 2 Period 3 01041-106 Period 4A 01021-107 Period 4B B U 0 Per iod 2 ENGLISH GT 7 ENGI ISH R 7 B 5 4 7 2 12 6 U 0 9 -fils B U 12 2 .12__X 24 5 0 14 -15- 29 6 U 0 T Period 3 XerJod \u0026lt;A Per I nd 4B 3 1 3 -4__L 3 -X Period 7 EQa041\u0026gt;^106 ENGLISH GT 8 B U 3 6 7 10 0 T ____2- 1 18 10 16 1 27 Per Iod 7 K02021-i03 Al GFBRA I GT HATH R 8 B 2 U 8 -6-U- 0 T 1 11 18- B U 21 1 0 T 8 20 1 29 Period A M03501-109 B M n T B M n T Period 8 B U 0 T B U 0 T Period 8 -7- 28 1 23 6 U 0 T SWOT 1 1 30 Pgr I ad 7 M03501-106 Per i od 8 PHYS SCIENCE PHYS SCIENCE -Bu0r 9 7 9 1 IR R 16 10 SHOT 7 2 11 1 la 3 9 12 Xl_ B M JJ__I. J__U__0__I- Period 6 170200-107 Period 7 Period 8 CAREER DRIEN CAREER ORIEN B U 0 T 10 2i-tl 8 7 18 9 15 1 28 Period 5 E01021-106 ENGI, ISH R 7 B U 1 2 10 .3. 17 5 0 T 1 10 __IX 1 23 Eer lod 5 B U 10 4 13 2 0 T 1 15 15 B U 0 T B U 0 B U 0 T 23 6 1 30 Per i od 6 01021-105 ENGLISH R 7 B W 0 T Period 7 Per Iod 8 15 41. 26 2 X 3 17 -iX 29 B MOT B W 0 T B U 0 T Period 6 Period 7 Period a 27 u. 29 31 B. 33 38 21. 37: er-^ School! I Tern:  DAVISL T tittU -Roct School -D4struct---------- 00? FOREST HEIGHTS JR HIGH SCHOOL ________.J DAVISL B0700i-i02 0300S0-105 BUB/TYPMRITE KEYBOARD M -E- T B W 1 2 7 2 8 4 0 3 S- i2 B U 3 3 ....8....3. 11 6 0 T b -----11- 17 B U 0 S U 0 Q07001-103 BUa/TYPNRIlE- B W 0 T 4 2 6 12 5 t tS 16 7 1 24 030050-101 KEYBOARD 7-8 B U 5 3 X 3 0 T 8 -------4- 12 030050-102 KEYBflABD 1-B B U 8 2 -41 12 5 0 T 10 -------7- 17 B U 0 T B U 0 T B U 0 T n\u0026lt; Teacher DAVISM .Pe.c-i.od 1 MolOOi-iOl Per i nd 2 MOlOOi-102 Period 3 Period 4A Period 4B LIFE SCIENCE LIFE SCIENCE Period 5__ M0i041-l0i Period 6 MOlOOl-104 Period 7 HOiOOi-ili Pariod 8 H F B U 0 T 9 12 T 21 Teacher DODSON 1 3 10 15 .25- B B 0 T 7 15 5 1 9 20 B M 0 1- -Bu0r B M 0 T L SCIENCE GT LIFE SCIENCE LIFE SCIENCE B M 0T- 8 3 -22__6__122- 10 7 IB ID 11 17 -28- -BU0I- 14 2 10 3 24- -5. 16 13 -2S. B 4* 0 T 9 1 8 9 17 10 10 17 22- B M 0 T B U -0I- -M. F T Teacher I DOUCET M X T 1 32 M Period 1 003001-104 CIVICS 9 B U 0 T S 4___2. Period 2 003041-103 Gives 9 GT/E Period 3 Per i od 4A Period 4B B U 4 2 9 6 b 15 6 1 0 T 4 B U 0 T B U 0 B U 0 T Period 5 003001-105 CIVICS 9 B U 10 10 13 20 0 Period 6 -003001106 CIVICS 9 B W 0 T 1 16 2 -8- 10 18 10 3 11 2 21 5 -11 13 26 Period 7 003001-107 CIVICS 9 B H 0 T Period 8 9 1 8 2 17 3 11 10 20 B U 0 B U 0 T Period 1 834751-103 D DOMAIN SC 6 W 0 T Period 2 842251-104 Period 3 542301-103 Period 4A S42301-104 Per i od 4B Period 5 1 1 1 2 Teacher Period 1 DREW J M03501-101 D DOMAIN RC9__V DOMAIN SC9__V DOMAIN RC9 B U 0 T 2 -12- 3 3 3 X 6 B W 2 X 3 0 T 2 ------3- 5 6 2 1 -13- 3 3 WOT 3 X 6 B U 0 T B U 0 T firjLAil_-2__ MO3501-102 Period 3 Period 4A Parlnd 4R H F PHYS SCIENCE PHYS SCIENCE _B__U__0 T____B N__0I Per i od S__ M03041-i01 T 11 5 4 6 1 i 9 7 14 3 5 3 16 ia--6- 17 8 .25. B H 0 T B N 0 T B N 0 T Teacher Period i -DUNCAN. t------L17001-101 ADV BAND 9 B U 0 T -B__IQ 7 1 18. Period 2 LOI001-101 BG BAND 7-8 B U 0 T F T 12 9 22 16 21 1 39 .10__4- 12 3 22 7 -16. 15 29 Per i od 3 LOlOOi-102 BG BAND 7-8 B U 0 T Period 4A Period 4B -U- 2^ 12 5 23 7 -11 17 30 B U 0 T B U 0 T Per i od 6 342201-103 Period 7 S42201-104 Per i od 8 C DOHAIN SC9C DOHAXM 8C9- B  0 T 2 1 -12- 3 3 3 X 6 B 2 NOT 1 1-3- 3 3 3 X b B U 0 T B U 0 T 30 S3 33 2S. 7 Period 6__ M0350i-i03 Period 7 M0350i-i04 Period a P SCIENCE GT PHYS SCIENCE PHYS SCIENCE B W 0 T 3 1 2 9 4 1 12 B N 0 10 2 X 5 10 X-U- Per i od 5 L0iS01\u0026gt;T10i INT BAND 7-8 B U 0 6.-2------- 14 20 2 -8- 14 22 Teacher FRIES Period 1 K01021-106 NATH R 7 Period 2 Period 3 K0i04i-105 Period 4A K0102i-10B Period 4B M B U 11 3 0 F 13 3 T 24 6 T 14 JU- SO B U 0 T MATH CT/EN 7 NATH ft 1 6 U 0 T 3 4 S -t 0 J. 8 B W 0 T Teacher Per I nd 2 5 2 15 Per iod 3- 10 1 ?0 3 12 11 -21 B U P T 4 10 -16. 3 3 X 7 13 -20- BOOT B M a-o. Period 6 Per i od 7 Per i od 8 B U 0 T B U 0 T B U 0 T B U 0 T 12 2 11 S 23 7 14 .16- 30 Period 4A B W 0 T Period 4B Period 5 K0i021-i02 MATH B 7____ B U 0 T Period 6 K0i041-107 MATH r.T/FM 1 Period 7 Period 8 16 1 121- 28 2 Period a 17 dX 30 B W 0 2 3 1 8 .6____ 10 9 6 -U- 1 20 Period, B U 0 T B W 0 T B U 0 T Period 7 Period 8LRS - Little Rock School District School: Term: 1 009 FOREST HEIGHTS JR HIGH SCHOOL Sueaary Master/Teacher Schedule/Race 8, Sex SUMMAS Pase: GRAHAM M F 102101-103 HOME EC 9 B W 0 T 10 11 3 3 13 1 15 B U 0 T B U 0 T B U 0 T B WOT B U 0 6 U 0 T B U 0 T 6 U 0 T B U 0 T T 2i 6 i 28 Teacher Period i  e 4- JO 92 9 94 |o GRANDO M 11 F Teacher GREEN 001001-102 SOC STUDIES B B 0 T Period 2 2 7 2 18 4 13 9 22 B W 0 T Period 3 001001-101 SOC STUDIES B B 0 T 10 10 20 1 2 3 11 12 23 Per Iod 4A 001001-112 SOC STUDIES B B 0 T Per IQd 4B Period 5 001041-103 Period 6 001001-104 Period 7 Period B 10 11 6 1 17 12 B U Q T SC STDIES GT SOC STUDIES B B 0 T 6 2 12 B HOT 21 7 1 29 10 8 1 19 14 14 3 31 14 1 13 2 27 3 15 15 30 B W 0 T B B 0 T B B 0 T Period 1 QBQ22S-109 HEALTH/PE 8 B W 0 T M 12 6 IB Per i od 2 080225-103 HEALTH/PE 8 B W 0 T Period 3 HOIQOI-IQB Period 4A Per Iod 4B F 15 3 1 19 T 27 9 Teacher GUY M 1 37 9 5 7 6 16 11 14 13 27 PE 7 B U 11 3 0 8 3 19 6 14 11 25 B U 0 T B U 0 T Period 5 080225-105 HEALTH/PE 8 B H 0 T 13 2 2 17 10 5 23 15 7 2 32 Period 6 0B022S-107 KEALTK/PE 8 Period 7 Period 8 B 11 7 13 4 24 11 HOT 18 17 35 B U 0 T B U 0 T B H 0 T Per Iod 1 01041-105 ENGLISH CT 7 B H 6 2 F 10 7 T 16 ? 0 T 8 ___12. 25 Period 2 01021-101 ENGLISH R 7 B U 13 3 7 4 20 7 0 T 16 ___1 27 Period 3 Period 4A Period 4B B H 0 T B U 0 T B U 0 Period 5 01021-102 ENGLISH R 7 B U 11 1 0 Teacher Period 1 HANSBE M F T0308t-101 LEARN FOUNDS B- -B _O -T Period 2 Period 3 T030Bi-102 Period 4A 703081-103 Period 4B 6 5 T 17 9 Teacher HFMRY Period 1 7 3 IB 4 T 12 XQ. 22 Period 6 01021-103 ENGLISH R 7 B W 0 8 1 12 3 20 4 T 9 Ji 24 Period 7 E01021-104 ENGLISH R 7 B H 8 1 -1\u0026amp;-5 24 6 0 T 9 -21 30 Period 8 SHOT SHOT 22. as. 97 10 16 B B Q T LEARN FOUNDS LEARN FOUNDS B B 0 T 5 6 10 3 1 12 13 B B Q T 15 9 1 25 15 2 7 1 22 3 17 8 B B Q T Period 5 T0308i-i04 LEARN FOUNDS B B D T Period 6 13 2 10 4 1 16 14 B B Q T Period 7 T03O81-110 LEARN FOUNDS B B Q T 5 6 Per i od 9 23 6 1 30 14 6 19 12 11 20 B B D T B B 0 T 2L F T B H 0 T Period 2 170200-109 CAREER ORIEN B W 0 T 6 118 10 3 16 4 13 1 21 Period 3 17Q175-1Q1 INDUS TECH B U 0 T 7 119 Period 4A B U 0 T Period 4B 170175-103 INDUS TECH B H 0 T Period 5 806751-101 IND TECH II Period 6 8 1 1 10 8 6 1 12. B 14 5 1 19 n 1 WOT 4 21 1 Ifi. 4 22 B U 0 T Period 7 170175-108 INDUS TECH SHOT Period 8 Teacher HOLLOW Per Iod 1 K0102i-109 HATH R 7 M F B U 12 2 10 3 T 22 5 0 14 13 27 Teacher Period 1 21 9 2 23 8 29 2 31 B H 0 T B U 0 T Period 2 K01041-10i HATH ST/EN 7 Period 3 Per Iod 4A Period 4B B W 6 1  T 15 21 8 7 22 29 B HOT B U 0 T B WOT Period 5 K01021-103 HATH R 7 B U 10 3 e 5 18 8 0 T 13 13 26 Period 6 K0102i-i04 HATH R 7 B W 0 9 9 8 18 8 T 9 xt 26 Period 7 K0102i-110 HATH R 7 Period 8 Pt led 2 Period 3 Period 4A Period 4B Period 3 Per i od 6 B 11 w 3 0 T 11 3 22 6 1 15  14 1 29 B W 0 T B WOT Period 7 Per i od 8School: Term: ^Littl-Rocfc School -SiAlc-lct____ HUNTER M S- T 1 009 FOREST HEIGHTS JR HIGH SCHOOL F0908i-i0i FliOOl-102 Suaaar: MaatfiryTejcher Sch*dale/Ragg \u0026amp; San WiHAS. -Pagei i BUG Teacher Period 1 JOHNSO M F X B. M O T FRENCH 1 BNF FRENCH I 9 B U 0 T 2 3 2 7 7 5 1 13 9 8 3 20 Period 2 L063O1-101 CHOIR 7-a B B N n T 12 4 Irt 4 4 16 -20. S U i, 4 4 9 10 13  T 10 43- 23 B U 0 SHOT B U 0 T S U 0 T B  0 T B W  T B U 0 T  '* Teacher IB IB -JONC8- 20 M F Period 1 002001-105 AMER HISTORY B U 0 T Per i od 2 B W 0 T 1 I* 90 M E* Teacher JONESJ H 10 4 20 9 14 1 30 Period 1 Period 2 T03081-i06 B U 0 T iRAchT__Period 1 KIDO M F -B- -H0I- Teacher -KORNCC Ji- F Period 1 08021103 ENGLISH R 8 B W 0 T T 21 -13\u0026amp;- 8 6 -IB- 8 27 Teacher Period I KRUGER 030200-101 H -EL leacher Pex.iod 3. __ 120575-101 XPR MUSIC OT B N n T Period 4A 7 4 2 11 8 4__1 13 Period 3 002001.T106 B M 0 T Period 4A 002001-107 AMER HISTORY AHER HISTORY B U 9 5 10 5 19 10 0 T -14. 15 29 B -2- 12 21 W X 0 T 2 1 11 13 1 24 Period 3 T0308i-107 Period 4A T03081-i08 I EARN FOIIMPR LFARMFnilNPR I FARM FOUMPfi 6 12 3 -114- 23 7 U 0 1 16 15- 1 31 B W 0 12 1 10 5 T 2 15 iS- B U 0 12 2 1 15 22 6 2 30 40- 21 3 1 25 Period ?__ 806001-102 Pftr.i.qd.J...- S04001-101 Period 4A SC STUDY RR8 L SCIENCE RR B U 0 T 2 1 JS- 2 J. BMP T 1 1 .2- 1 1 .2- B U 0 T Period 2 B U 0 T Period 2 030200-102 nOHPitTER INT rnHPHTFR TNT B 2 5 S 7 7 1 WOT 7 B U 14 5 6 _a____ 13 6 0 T 11 ____8- 19 Period 1 Pari nd ? Period 3 EOBOAUIOB Period 4A E02021-.lQi ENGLISH CT 8 ENGLISH R 8 B U 0 T _24- 13 1 15 11 B U 0 T Period 3 B U 0 Period 3 20 26 T 6 7 2 10 14 20 6 20 8 2 30 Period 4A 6 W 0 T Period 4A Period 4B 120575-105 XPR MUSIC 8T KNOT iO 3 8 3 la 4 13 11 -24. Period 4B B U 0 T Period 4B B  0 T Per I od 4B . SilOOl-iOe MATH RR 9 B M 0 T 2 2 2 2 4- .Per iod 5 Period A Period 4B B U 0 T Period 4B B WOT P-BT ind 4B B M n T a. M 0 T Per i Qd 7.___ 120575-109 XPR MUSIC QT B M n T Period 8 iO 4 11 .21_ 3 1 15 14 7 1 29 -B ,M fl a HOT Period 5 002051-,101 AM HISTRY CT B W 0 T Period 6 2 1 12 6 14 13 _2- 18 27 B U 0 Period 7 007001-108__ AMER HISTORY B U 10 2 12 2 22 4 0 T ___12- 14 26 Period 5 B W 0 Period 5 S02001-105 Period S B U 0 6 U 0 T Period 6 T03081-109 Period 7 T03081-til Period S LEARN FflUNDa LEARM F0UHP8 6 9 A U 0 T 15 B 7 A 1 16 16 14 1 31 10 6 8 4 18 10 HOT 16 -12- 28 B U 0 T e W 0 T 27 SA. 28 31 u. 35 SA. 37 Period 4 312001-106 -Per iod 7 510001-107 Peri ad B SC STUDY RR7 P SCIENCE RR CIVICS RR 9 B H__0__I. 1 4 Period 5 02021-110 ENGLISH R 8 B W 0 T _S- 11 X 6 20 8 -U- 17 28 Period 5 030200-103 B H__ll_l- 11 2 41 11 2 li -B__U__0__I- 5 3 1 a 1 6 3 A JB__u__0__r. B N. n T Period 6 B U 0 T Per i od 6 030200-104 Period 7 02021-111 ENGLISH R 8 B U 0 T Period 8 44. 9 A- 1 18 B U 0 T B U 0 T 3 20 9 12 1 30 Per Iod 7 030200-105 Per i od 8 COMPUTER TNT COMPUTFR TNT COMPHTFR TNT B W 0 4 4 5 ?___ 3 (, Period a 8 __2. 15 B 6 U 1 0 -5 -4 11 5 T 7 16 6 W 0 13 15 B U 0 T B U 0 T Period 4 6 4 7 1 __10- 1 15 Period 7 Period 8 zySchool: Tern: LIPKIN - LittlB Rock.School-JHxirJc i 009 FOREST HEIGHTS JR HIGH SCHOOL -Ssx -SUHMAS- -6- M X. 507001-111 MATH RR 8__ B U Q T SllOOi-109 MATH RR 9 5 5 6 B 4 .2. 6 U 0 T 2- 6 B U 0 T B U 0 T B U 0 T S03001-1O5 HATH RB.2_ 6 2 X. 3 U 0 T 2 3 Teacher Period t MAPLE Period-2- Period 3 Period 4A Period 4B Period 5  - H F B M 0 T B U 0 T B H 0 T B H Q I B H \u0026amp; -1. B u Teacher MCFADD JI F Period 1 080520-101 PE 9-12 SM B U 0 T Period 2 HOI API-101 7 2 1 2 PE 1 B I U 0 T Period 3 080210-103 PE7-8SM CLFH B U 0 T Period 4A T 14 4 Teacher MUELLE M -E. T 9 18 9 3 2 29 5 XZ. 11 34 14 4 14 6 28 10 __18. 1 21 1 39 B U 0 T Period 4B 080520-104 PE 9-12 SM B U 0 T Period 5 Q8Q210-105 Period 1 842251-101 Period 2 S42251-102 Period 3 842301-101 Per i od 4A 542301-102 P nOMATM SC9 D DQMATM SC9 V nnwOTM SCO__V DOHAIH 3C9 B H 2 ____X 2 3 0 T 2 J. 5 B U 2 ____3- 2 3 0 T 2 B 2 U 5 -------X 2 3 0 T 2 B U 2 0 5 -------3. 2 3 T 2 J- 5 Teacher Period 1 NUNIS Period 2 002001-101 Period 3 002001-102 M F R H Q X AMER HISTORY AMER HISTORY -B_H_0_X 17 4 6 1 23 5. 21 .2\u0026amp;. R H n T Period 4A____ 002051-102 AM HISTRY GT R M n T Teacher PIERCE M. Period 1 102101-101 HOME EC 9 B U 0 ' B__L T F 10 3 T xxo. 13 18 4 1 23 Period 2 3 HOT  Teacher * PIKE Period 1 T03071-i07 LFARM FOUND? Period 2 M X. M B U 7 4 XI__2. 18 6 0 T 11 ___11 24 B H 0 T Teacher Period 1 Period 2 10 8 XB- 3 3 X. 13 11 .24. 6 \u0026amp; 8 il 1 13 1 20 14 17 2 33 19 J. 12 4 31 11 1 27 16 1 43 Period 4B B U 0 T Period 4B. B M n T 303001-106 HATH RR 7__ B U 0 T 3 2 4 4- 3 5 -5- 10 S07001-110 HATH RR a__ B U 0 T 5 1 4------- 6 1 6 -X 7 B U 0 T B U 0 T Period A Period 7 B H 0 T B H 0-4L Period 8____ ADMIN -001 ADM CONDUCT B H 0 T 19 2 10 79 ?- 21 10 Xi- SHOT 14 Period 6 4)80210=402- Period 7 Per i od 8 PE7-8SH CLFH PE7-8BM CLFH B U xa__X 10 3 0 T 1 21 1 14 B U 0 23 iO 2 35 3 3 b 2 JZ- 8 B U 0 T B U 0 T B U 0 T Per i od S B M 0 T Eer.l.od 5 B U 0-I- 9 5 i 15 Per i od 6 842201-101 Period 7 842201-102 Period 8 r nnwATN rc9 c nnwATN sc? B 2 U 0 T -------2- 2 2 2 .2. 4 B W 0 2 -X 2 3 T 2 .X 5 B U 0 T 8 U 0 T .Eftr iod 6__ 002001-104 Period 7__ 002001-103 Period B AMER HISTORY AMER HISTORY -BU0I- 8 10 5 6 IS tl 3 16 16 3 32. B U 0 T 12 2 10 2 ?2 4 14 12 .26. B H a -T B M .0....T- Period 3 170150-102- PAR HOME EC Period 4A 6 U JZ____ 4 3 11 3 0 T ____X 1 14 B U 0 T Period 4B 170150-101 PAR HOME EC B W 0 T Period 5 I02101-lft2 HOME EC 9 Period 6 Per i od 3 T0307i-106 Period 4A T03071-110 LPARM FflUMP? IFARW FOUND? B 12 4 to 4 22 8 U 0 T 16 X4. 30 B 11 JJL 21 H 1 2- 0 T 1 13 1 13 3 2 26 Period 3 Per tod 4A 7 15 8 22 8 J- 23 30 B _a. 13 21 U 4 5 0 T ____2. 17 26 B U 0 T Period 7 170150-103 PAR HOME EC B U 0 T Period 8 Period 4B Period 5 T03071-112 Per i od 6 T03071-i09 B U 0 Period 48 iFABHFniiNn? IFARNFmiWn? B U 6 2 XO__2. 16 4 0 T 8 ___12. 20 B U 0 T 11 5 1 17 XJ__4. 22 9 __la. 1 32 J?er,iQd 5 Period 6 -_2____ 23 5 25 5 Period 7 B U -2- 28 30 B W 0 T B U 0 T 0 T Period 7 Period 8 B H 0 T B H 0 T Period a 30 , 22.LR8 - Litt Le Rock School District School: Term: 009 FOREST HEIGHTS JR HIGH SCHOOL Suaaary Master/Teacher Sehedule/Race \u0026amp; Sex SUMMAS PQ: 7 POOLE M0i001-i06 LIFE SCIENCE B M 15 3 F- 10 2- T 25 5 U 0 IB 12. 30 B U 0 T to ts MOlOOi-105 M01041-i0S LIFE SCIENCE L SCIENCE CT MOlOOl-107 M0i041-102 B 10 2 17 3 27 5 U 0 12 20. 32 B 4 U 4 0 T Teacher Period 1 SHELMA H T Teacher STALEY M 6 Jl i 9 A2. B 0 T LIFE SCIENCE L SCIENCE GT 10 10 1 21 B U 15 4 9 1 2A 5  T 19 10 29 B 2 U 3 0 T i 6 B U 0 T B U 0 T B U 0 T -\u0026lt; 7 119 9 2 15 DOlOOl-101 MONITOR B M 0 T 3 4 2 i 4 6 7 2 1 10 Period 1 BOlOOl-llQ ART I 7-8 B U f 3 T 13 Teacher TATE M J. T 0 T 12 5 17 Period 1 B U 0 Teacher__Ftrlotf t TAYLOR M Teacher TERftY__ M F T Teacher THESSI M T Per i od 2 D0100i-i02 MONITOR B U 0 T 1 4 2 5 3 2 6 8 Per i od 3 DOlOOl-103 MONITOR B N 0 T Per i od 4A B M 0 T Period 4B D0l00i-i04 MONITOR B N D T Period 5 DOlOOl-105 MONITOR B N Q J Per i od 6 DOlOOi-106 MONITOR B U 0 T Period 2 B U 0 T Period 2 K0400l-il0 4 4 4 5 1 2 2 3 1 2 1__2 3 3 1 11 2 11__3 13 14 Period 3 BQlOQl-102 ART I 7-B Period 4A Period 4B BQ30Q1-103 6 7 6 U 13 5 0 T ____8 10 18 Period 3 K04001-104 PR-ALCEBRA 9 PR-ALCEBRA 9 B U 0 T 7 2 11 2 18 4 9 13. 22 B U 0 T 11 3 10 1 21 4 14 11 25 B U 0 T Period 4A B W 0 T R0ll0i-i03 READING/ENG B U _D JL 1 12 1 3 Period 1 EQ3O4i-lQl Per i od 2 ROllOl-102 READINC/ENC B U 0 T 8 5 1 13 1 8 6 14. Period 2 EO3O21-1O1 ENGLISH CT 9 ENGLISH R 9 B U A 2 5 7 9 9 0 T ____A. 12 18 B U 0 7 3 7 2 14 5 Ifi. 9 19 Per Iod 1 305001-110 Per i od 2 801001-110 Period 3 R0110i-i04 READING/ENC B U P T Period 4A 4 2 6 10 2 6 6 _12. Period 3 B U 0 T Period 3 S09001-102 B U 0 T Period 4A U 0 Period 4A 506001-111 Period 1 D01001-i07 MONITOR SHOT 1 1 2 2 1 2 3 Per i od 8 S..M....0. - T. SHOT ART I 9 B W I 9 2 4 3 13 5 Period 5 B03Qll-il3 ART II 9 Period 6 Period 7 Period 8 0 T __li_ 1 18 B U to 12 9 1 0 T __22. i 11 B U 0 T B U 0 T B U 0 T 8 U 0 T 19 13 1 33 Period 4B K04001-i03 PR-ALCEBRA 9 B U 0 T Period 5 Period 6 K09041-101 Period 7 KOSOll-106 Period 8 8 2 7-1- 15 3 10 _fl. 18 Period 4B B U -Q-TL Period 4B B WOT Period 4B 305001-102 B U 0 T Period 5 ROi101-101 READING/ENC B M 0 T 4 2 J. 4 2 1. Period 5 E03Q21-102 ENGLISH R 9 BUG 5 3__ 6 2 11 5 T _a. 8 16 Period 5 S09001-111 ENGLISH RR B ENGLISH RR 7 ENGLISH RR 9 SC STUDY RR8 ENGLISH RR 8 ENGLISH RR 9 B W 0 T 3 5 3 i 5 B U 0 T 5 1 6 i 8 B U 3 2___ 5 0 3 B 1 U 0 T 1 B U 0 5 2 5 2 7 7 B U 0 T 1 X 8 1 X 8 Teacher Period 1 Period 2 Period 3 Period 4A Period 4B FgriOd 5 ALGEBRA IIGT ALGEBRA I R B U 0 T 6 2 8 4 5 1 10 B U 9 1 D T 16 SHOT 8 U 0 T ao ai 30 U. 33 4 11 3 18 8 3 1 12 17 10 1 28 Period 6 R0210i-106 READING/ENG B N 0 T Period 7 Period 8 2 1 3 1 1 3 4 B M 0 T B U 0 T BMP T Period  E03Q21-103 ENGLISH R 9 Period 7 E03021-1Q4 ENGLISH R 9 Per i od 8 B U 9 5 9 18 5 0 T 14- 9 23 B U 6 2 10 1 16 3 0 T ___8. 11 19 B U 0 T B U 0 T Period 6 Period 7 Per i od 8 B W 0 T B U 0 T B W 0 T 6 U 0 T Period 6 Period 7 Per Iod 8 S'Scho( Term: School: Litt Le Rock Schooi Dietrict 009 FOREST HEIGHTS JR HIGH SCHOOL -Sw try Hater/Teacher Sehgdutg/Racg - SUHMAS -8- 2  THOMAK BOlOOl-104 ART 1 7-B H X T B U 6 2 -A4 12 3 0 T 8 -------2- 15 Teacher Period 1 THOMAS M F X Teacher TOM------ M T Teacher TUCK K B M 0 T Period 1 -05001-404 BOlOOl-lOi ART I 7-8 B W 0 ' 4 7 -.83 13 10 T 1 12 12- 1 24 Period 2 003041-101 120550-101 XPR ART 7 QT B U 0 T 5 6 X 4 6 10 Period 3 003001-102 Gives 9 GT/E CIVICS 9 B H 0 T 4 11 3 6 2 17 2 11 SHOT B U 0 Period 4A 7 17 4 28. Period 2 02081-101 SPANISH II 9 SPANISH I8NF B U 0 T .2 5 3 10 B U 0 T 4 10 1 15 6 15 4 25 14 5 2 20 7 44 16 27 10 4 13 2 -23- 14 15 .22- B U 0 T 120550-105 XPR ART 7 ST B W 0 T 7 1 -16\u0026amp;. 23 7 8 -22. 30 B U 0 T B U 0 T 120550-109 XPR ART 7 QT B W 0 T 10 2 -14 21 12 B WOT B U 0 T 4__t 16 6 1 28 Per i od 1 H02001-i01 ERTH 8CIFWCF B 13 2 MOT -Fto 3 T 23 5 15 43 28 Per i od 2 6 W 0 T TeacherPeriod 1 WASHAM Per 1od 2 M02001-i05 M F Teacher WILLIA -M- B N -Q -T- Per i od 1 Koaast-104 PR-ALCEBRA 8 B W 0 -52- F 14 6 T 19 8 4 T -8- 20 1 28 Teacher WILLIN M X- Period 1 R0310i-101 RFADING/EHG- B U 0 T 7 1 11 11 Period 3 04001-103 SPANISH I 9 B U 0 T Period 4A 9 5 13 14 13 14 27 B U 0 T Per i od 3 M02001-102 Period 4A M02041-101 ERTH sniEMCF F SCIENCE CT. B W 0 T 10 3 1 14 14 -3 24 6 12- 1 31 Period 3 M0204i-106 B W 2 7 13-8- 15 15 0 T 9 24 30 Period 4A M02001-108 ERTH SCIENCE E SCIENCE CT ERTH SCIENCE B W 0 T 14 3 10 24 3 17 10 -23 B N 0 T 4 5 9 9 15- 10 1 15 1 75 B W 0 T 12 4 8 4 20 - 8. 16 12 .28- Per i od 2 W 0 T Period 2 B W 0 T Perind 4B___ 003001-101 CIVICS 9 B...80I- Per 1od 5 Period 6 003041-102 Period 7 003001-103 Period 8 9 4 14 .23__4. 13 14 .22- B W 0 T Gives 9 GT/E CIVICS 9 B M 0 T 2 4 9 44 6 13 42. B M 0 I- 9 3 3 1 12 4 12 46. B ...M 0 -I. B M 0 T. Per Iod 4B -02021=103 Period 5 FOaoOl-104 Per i od 6 Period 7 Per i od 8 SPANISH I7NF SPANISH I 9 B U 0 T -2. 8 4 9 6 _1 12 15 Period 4B B U 0 T Period 4B JB_U0I- B W 0 T 5 4-1 B. B U 0 T B U 0 T B U 0 T B U 0 T 10 3 13 7 13 1 21 Period 5 M0200i-103 FRTH SrTFNCF Period 6 B W 0 T 7 7 2 16 403- 43- 17 10 2 29 Period 5 R W n T B WOT Period 6__ M02001-107 Period 7 H02001-104 FRTH SniFMCF SHOT Per i od 8 10 3 ...8...3 19 9 13 -13 28 B U 0 T B W 0 T iO 21 29 M S2. 39 U. 37 .Period 7__ M02041-i07 Period 8 ERTH SCIENCE  SCIENCE GT B N n T 21 9 -30- 4 22 9 -34 B M 0 T 4 9 5 4 3 11 B M n T B N 0 T 14 13 9 3 25 Per i od 3 -K030a4=i04- MATH R 8 B W 0 T Period 4A KQ3O31-tO6 MATH R 8 B W 0 T Period 4B 12 3 10 1 22 4 -13 11 26 -13 10 2 23 8 -13 12 31 B W 0 T Period S -K02351=lO5 PR-ALGE6RA 8 B W 0 T Period 6 Period 3 R03i01-i02 BFADTNG/FNC B U 0 -9------ 13 1 T 5 -8- 14 Period 4A Period 4B B W 0 T B W 0 T _3__4- 8 7 11 11 -J2- 15 22 6 U 0 T Per i od 7 1102251-106 PR-ALGEBRA 8 Period 8 B W 0 T 4 3. 1B- 6 W 0 B W 0 T 8 12 2 10 1 18 Period 5 R03101-i03 RFADTNC/FNC B 2 4- 8 WOT Period 6 R03101-104 BFAnTNrt/FHG 1 3 -6- 9 B W 5 2 .4. 9 2 0 T 1 ____4- 11 Period 7 R03i01-i05 BFABTNG/FNG Period 8 B 7 10 U 0 T 7 -3- 10 B U 0 T 6 W 0 T I 00OB Records selected Records written X Records selected Rarnrri* sorted----- Records written : 6351 : ATtSt : 264 MFM aprwilwl \u0026lt;ita attrihiitaa 12 la Records selected Li nai pr1nted Pages printed 262 40? 9  9 M 2a. is ai S. SB 21  7 71 ' n lyAikansas Democrat (gazette SATURDAY, MAY 8, 1993 Copyright 0 1993. Little Rock Newspapers. Inc. j- 13-year-old LR girl quoted in upcoming Parade magazine BY RON WOLFE Demoorat-Gazette Feature Writer The prospect of Mothers Day is a bit edgy at 13-year-old Julie Swanns house in Little Rock, awaiting delivery of Sundays Parade magazine as part of the Arkansas Democrat-Gazette. Julie, an eighth-grader at Forest Heights Junior High in Little Rock, will be among teenagers quoted in Parades Fresh Voices column. Each week, Fresh Voices invites teenagers nationwide to write in response to a question posed by columnist Lynn Minton. Sundays Fresh Voices will be a collection of unfavorite lines said by parents, as nominated by the columns teen readers. Julies mother, Kim Perkins, said she has been trying to find out the answer ahead of time. But her daughter wont tell. I have no idea, Julie said. She said she wrote her letter to the national magazine about six months ago, and I really dont know. It was so long ago, I dont remember. Apparently, she said a lot, Perkins said, looking forward to her Mothers Day reading of Parade. Julie said, even though she cant remember what she wrote to Parade, she knows what would be the most unfavorite line she could hear right now: Youre grounded.Arkansas Democrat (gazette SATURDAY, JUNE 5, 1993 Copyright \u0026lt;0 1993. Little Rock Newspapers, Inc. Suspended students to get second chance Trial program lets 4 from Forest Heights complete work missed during year ........................... in the morning and spend the BY DANNY SHAMEER Democrat-Gazette Education Writer Officials are planning a trial students at a time could be accommodated. I think it will be better next instruction will help the stu- program that will allow suspended Forest Heights Junior High School students to make up work they miss. The Little Rock School Board, in an unusual move in January, agreed to waive a policy that prevents suspended students from making up missed work. Only Forest Heights students in the program are affected.. The Community Study Center had a dress rehearsal of sorts for about four weeks this spring, with four students who had been removed from Forest Heights, 5901 Evergreen St., for fighting earlier in the school year participating in the program. But the trial program will re- ally get under way next fall, when up to 10 Forest Heights fall because we have had some experience with it already, said Jim Brown, Little Rock Boys Club director, who coordinates the project. It took a tittle while this year to try and get it started working, but now were in the swing of things. Instead of wasting time during the school day, the suspended students spend the day in a structured setting at the Little Rock Boys Club. They have the chance to get credit for work completed according to tile practice of their regular teacher. The credit is conditioned on the students consistent attendance and performance in the program. Andrette Killion, the centers teacher, thinks the one-on-one dents get ready to return to their regular school and achieve academic success. The schedule can be flexible, Killion said. We cover the core subjects, and we let the students express themselves through writing, drawing and thinking. Tile goals of the program, which is voluntary, are:  Give students chance to continue their normal classroom work while suspended.  Motivate suspended students to achieve academically.  Connect suspended students with adult mentors, positive educational programs and activities that will further their academic growth.  Accelerate the suspended students return to school. The students are brought to the Little Rock Penick Boys Club, 1201 Leisure Lane, by van day in programs similar to those in place at Forest Heights. The program is now financed by a $9,000 grant from New Futures for Little Rock Youth, Next fall, the program will be financed by a $20,000 state Office of Alcohol and Drug Abuse Prevention grant. New Futures developed the  program with the school district, i Forest Heights, members of the Hoover Neighborhood Collabo- | rative, the Little Rock Housing ' Authority and others. Forest Heights students who have long-term suspensions  those barred from school for a semester or the remainder of a school year  and live in an area bounded by Fair Park Boulevard on the west, Howard Street on the east. East Capitol Avenue on the north and Asher Avenue on the south are eligible for participation.Arkansas Democrat (gazette WEDNESDAY, AUGUST 4,1993 Copyngnt fl 1993. Little Aocx Newspapers, tnc. Principal to lead . tours of school, give information Tours of the new facility at Forest Heights Junior High  School at 5901 Evergreen SL will be given at 10 a.m. Thursday. Richard Maple, the principal, will lead tours and give additional information about the  new 63,000-square-foot, $4.5 mil- - lion project. Other features include:\n A new 13.000-volume li- - brary/media center, with a com- 1 plete television production\nroom.  Six state-of-the-art science - laboratories.  Two computer program- \nming rooms. 1 A new health clinic. :  Two newly designed rooms\nto meet the needs of disabled - students.Arkansas Democrar (gazette FRIDAY, AUGUST 6, 1993 Cooyright 9 1993, Littte Rock Newspapers. Inc. 4-, Arkansas OdrriocratGazette/Rick McFarland west Little Rock. The new school structure will have the only junior high health clinic, in the state when completed. ii Ji V i J? NEW FACILITY  Forest Heights Junior High Principal Richard Maple leads parents and the media on a tour Thursday of the schools new $4.5 million facility in Forest Heights gets final touches Just in time for first day of school, parents told on tour BY LINDA BATTER Oemocrat-Gazette Staff Writer Just in time for the first day of school xA.ug. 23. the finishing touches are being placed on renovations and additions to Forest Heights Junior High School, 5901 Evergreen Road. On Thursday morning. Principal Richard Maple led a news conference-turned-tour-for-par-ents through a new, bright and airy 63,000-square-foot building that was designed with learning incentives, security and orderliness in mind. Teal-accented floors, bright yellow steps and lots of windows with a forest view all were designed to enhance the learning environment. Maple said. He said ninth-grade cla.ss-rooms would occupy the first floor, while the seventh and eighth grades would be confined to opposite ends of the lower floor. The classes would be separated for security reasons, but all students will be allowed to lunchtime. converse at A specially equipped \"community- based instruction room exists for disabled students. and Maple said Braille signs would acconfpany regular signs in hallways. The new school also includes a 13.000-volume li-brary/ media center  the former library held a little more than 9.000 books  with a television production room\nsix state-of-the-art science labs\ntwo innovative computer rooms\nthe only junior high health clinic in the state, to be visited by a doctor, dentist, social worker and nutritionist, but which won't give out contraceptives\nimproved counseling and conference facilities\nband and choral rooms\nlarge parking areas and safe, accessible bus loading and drop-off areas. Maple said part of the $4.5 million project, started two years ago, was the landscaping, which will include junipers, pine trees and, right in front of the school, a granite marker with the schools mascot, an eagle. The student council raised $1,800 for the granite marker, he said. Arkansas Democrat \"gg (gazette e TUESDAY, MARCH 8, 1994 Junior high offers guidance to students Forest Heights Junior High School students and their parents can make plans for high school course work and graduation at a BPlanning Night from 6\n30 to 8 p.m. March 15 at the school, 5901 Evergreen Road. High school counselors and representatives of the state Department of Education, the Metropolitan Technical Skills Center and Pulaski Technical Col- ege will talk with families about the different paths to graduation.Aikansas Democrat ^C^azcttc [ TUESDAY, JANUARY 31,1995 A I IHt* DaaO J,,-- -i__ iHt* e\u0026gt;w\u0026gt;(r MawansMT* Inr Schoolmate aimed gun at them, 3 say A Forest Heights Junior High School student pointed a gun Monday morning at three other students waiting for a school Bus, police said. No one was hurt, and no shots were fired. A 14-year-old boy said he and two friends were waiting at a bus stop at Montclair Road and Princeton Drive at 8 a.ni. when several fellow students rode past in a. gray Ford Festiva. The driver made a U-turn and droVe near the students, they said. The boy told police that when one of the cars passengers got out and pointed a gun at them, he atld his friends ran toward a house in the 4700 block of Princeton. .Arkansas Democrat ^(gazette  FRIDAY, MAY 12. 1995 Oemocrat-Gazeite Police Reporter Jeep reports shots tired during fight a 13-year- old Forest Heights Junior School student after Wednesday afternoon police said. - ^^year-old told High a fight at a school lo-year-old told police ho twice before running away. Police said - * ~ - a fourth youth none of the teenagers u y? injured. Officers search^ed the area for the youth with the gun but didnt find him. 'Arkansas Democrat \"gp (gazette  FRIDAY, MARCH 17, 1995 LR girl, 9, reports rape at Forest Heights A 9-year-oid Little Rock girl told police a man raped her Wednesday afternoon on the grounds of Forest Heights Junior High School. The girl said a man in his 20s attacked her behind some garbage cans beside a teacher parking lot at the school, at 5901 Evergreen Drive. The man ran up to the girl and struck her in the chest, knocking the breath out of her, then raped her, detective Sgt. Clyde Steelman said. The altacker ran away when a school janitor walked into the area. Police made no arrests in the attack Thursday. The girl, who attends Forest Park Elementary School at 626 N. Harrison St., had left school early because she was sick. Steelman said Thursday. She had walked to Forest Heights Junior High to meet her mother, he said. Police described the assailant as a black male about 5 feet 7 inches tall and weighing 140 pounds, with black hair and brown eyes, and wearing a black leather jacket and pants of black leather.Arkansas Democrat -----/SAWRDAY, MARCH 18, 1995 CoovitBit O UKte foe'' Newspap*. * Police arrest man in rape of 9-year-old Suspect enrolled in program near girls school w BY OLIVIER UYTTEBROUCK Democrat-Gazette Police Reporter 2:53 p.m. Wednesday behind garbage cans at Forest Heights Little Rock police arrested an Junior High School, 5901 Ever- 18-year-old man Friday in the green Drive. She said the man rape of a 9-year-old girl on the ran up to her and struck her in grounds of Forest Heights Ju- the chest, knocking the breath nior High Sc ho ol.  out of her, then raped her po- Mark Ledale Phillips was arrested on charges of rape and terroristic threatening in the Wednesday afternoon attack. Police said Phillips told the girl he would kill her if she told anyone about the attack. Phillips lives at 1206 N. University Ave., a home administered by Centers for Youth Ser- arrested Phillips vices, a private, nonprofit orga- based on tips generated by me-lice said. The attacker ran away when a school janitor walked into the area. Phillips residence is at University Avenue and Evergreen Drive about a quarter mile west of the school. IM a Police V' 7, e I Ik  1 rIE a a nization under contract with the dia reports of the attack that instate Department of Human eluded descriptions of the at- Services. Phillips is enrolled in tacker, police spokesman Lt. the community integration pro- John Hutchinson said Friday. gram administered by Centers for Youth Services. Phillips was held in the Pu-  , , laski County jail without bond Richard Hill, president and Friday after his 10:30 a.m. arrest. chief executive officer of Centers for Youth Services, said the The 9-year-old girl, a student community integration program at Forest Park Elementa ray is intended to help young adults School at 1600 N. Tyler St., left who have lived in foster homes to make the transition to independent living. The program leases a house at 1206 N. University Ave. cur-school after classes let out about 2:30 p.m. Wednesday, Little Rock School District spokesman Suellen Vann said Friday. Vann said the girl had been rently occupied by four resi- warned in the past to wait at her dents, Hill said Friday. Police said Phillips has no adult criminal record. The 9-year-old told police a Forest Heights Junior High man in his 20s raped her about School to meet her mother. IS It school for her mother to pick Arkansas Democrat-Gazette/STEVE KEESEE her up. Instead, the girl decid- SUSPECTS ESCORT  Officer Philip Staggs escorts Mark Ledale ed to walk about half a mile to Phillips, 18, arrested in the rape Wednesday of a 9-year-old girl at Forest Heights Junior High School, from the Little Rock Police Department on Friday. Arkansas Democrat  THURSDAY, APRIL 18, 1996 Police beat 3 youths attack girl leaving junior high A Forest Heights Junior High School student told police Tuesday that three teen-agers beat her Monday afternoon near the school. The girl, 14. told police she was walking alone at the school at 5510 Evergreen St. about 2 p.m. when the three youths stopped her. One hit her in the mouth with a beer bottle and knocked her to the ground, she said. They then stepped on her back and hit her on the neck with the bottle, police said. The girl told officers there were no witnesses to the attack and she left campus immediately after the incident. Police said they interviewed the girl Tuesday night at .Arkansas Childrens Hospital, where she was treated and released.Arkansas Democrat SP (6az^ I  TUESDAY, JUNE 4, 1996 High School Athletes of the Year Arkansas Democrat-Gazstta/DAVID GOTTSCHALK Steve Reed of Arkadelphia High School displays some of his most recent medals won in track and field and weight lifting. Arkansas Oemocrat-Gazette/BENJAMIN KRAIN Of ail DeeDee Browns endeavors, the Little Rock Hall athlete likes basketball most. But she realizes track may be her best shot at a college scholarship. Destined for glory LR Hall junior loves basketball, but track may open most doors Tough challenges on or off field dont scare off Arkadelphia junior BY PETE PERKINS Democrat-GazettB Staff Writer Four years ago, when Little Rock Hall junior DeeDee Brown was a Forest Heights seventhgrader, she showed her first hint of stardom. The track season was about to start, and I had all the girts line up for the long jump, Forest Heights Coach Thomas Poole said. \"I didnt have any idea what she could do. Then someone measured her jump and said, 'She went 16 feet, 4 inches.' I just said, 'Gosh dog.  Browns practice jump as a 13-year-old would have ranked in the top 10 among Arkansas long jumpers this season. And shes taken off from there, Poole said. At the Class AAAA State Meet last month. Brown, the Arkansas Democrat-Gazette Athlete of the Giris Year, became the second U.S. high school girl to clear 20 feet in the long jump, and the first to do it in championship competition. Her jump of 20-1 is second to New York's Lynette Wigington on the 1996 U.S. high school list From the standpoint of natural ability, she's probably the best athlete Ive ever coached, Hall Coach Bruce Miller said. How she does in the long run depends on a lot of different variables, but I think over the next four or five years, DeeDee could become one of the best in the country. Browns ability in track and field extends beyond the long jump. At the Meet of Champs, Brown won the 100-meter hurdles and the high jump in addition to See BROWN, Page 6C BY TODD TRAUB Democrat-Gazette Staff Writer His best work is done between white lines, but Arkansas Democrat-Gazette Athlete of the Year Steve Reed likes to exceed margins. As a junior fullback for Arkadelphia High School, Reed gained more than 1,000 yards and helped the Badgers to the Class AAA playoffs. During track season, Reed trimmed more than 2 seconds off his time in the 110 hurdles, winning the event at the Class AAA State Meet the Meet of Champs and, with a personal-best 14.1 seconds, had the fastest time in the Decathlon. Hes not your ordinaqf kid, track coach Joe Baker said. Off the field, Reed, 5 feet 11, 180 pounds, is a country musicloving cowboy who rides and Boys trains horses on his stepfathers farm. He and I have a good time when we go to track meets, because Im a fan of country music myself, Baker said, I think he can sing every one of them. Reeds way of life may not fit the image some have of most high school athletes, but, as Baker said, people dont think of Reed as typical. Hes self-disciplined. He has a lot of pride, former Arkadel- phia football coach Ken Wheaton said. I dont think its the coaches that motivate him. Hes not satisfied with mediocrity. Personable and popular in school, Reed is obsessively com- See REED, Page 6C Brown  Continued from Page 1C the long jump. And her ability as an athlete extends beyond track and field. Brown was a AAAA-Central All-Conference selection in volleyball and basketball. She helped lead Halls basketball team to a 26-4 record and the quarterfinals of the state championships, where she was named to the all-toumament team. She says basketball is her favorite sport, but she realizes track most likely will pay the college bills. I may get a scholarship in basketball, Brown said. At least I hope I get a chance to DeeOee Brown led Halls basketball team into the state quarterfinals and was play. But probably if I get schol- named to the all-tournament team. arship, it will be in track. After winning the Pentathlon for the second consecutive year, college preferences. held a week aft er the -M- eet of He lowered the camera. Champs, Brown sat in the Cabot High stands with friends and Alaska, said Darrell, an attor-family. As he had throughout the ney who worked in the defense meet, her father, Darrell, record- of Gov. Jim Guy Tucker during ed DeeDees every move with his the Whitewater hearings. Wher-video camera. From behind the view finder, he overheard her mention Ten- I It Arkansas Democrat-GazettaZBENJAMlN KRAIN I nessee when asked about her Or Arkansas, or Alabama, or ever she gets an offer. Brown will have many choic-es. t She just has to continue working, and working harder, Miller said. She will learn that as you become better, the gains become smaller but they require more work. But when it gets down to that one-half foot, or those tenths of a second, thats where you see the difference between the best and the middle of the pack. v Arkansas Democrat (Jazcttc WEDNESDAY, SEPTEMBER 6, 1995 Cnnvrtffht O Little Rock Newspaoers. Inc. I Police grab boy at junior high book him in death of woman y- BY OLIVIER UYTTEBROUCK Democrat-Gazette Police Reporter Police arrested a 15-year-old boy at a Little Rock school Tuesday and booked him on first-degree murder charges in the death of a 37-year-old woman. A school resource officer saw Peter D. Owens in a hallway at Forest Heights Junior High School and pulled him into a counselors office until detectives arrived with a warrant for the boys arrest. Owens, of 112 S. Monroe St, is accused of fatally shooting Becky Jean Dennis, 37, with a small-caliber handgun about 3:10 p.m, Monday as they spoke on Highland Circle in the Highland Park public-housing project, police said Tuesday. Police, however, said they had determined no motive. Nor did they know why Dennis drove her 1987 Buick Electra to the housing project Monday afternoon. Dennis lived at 517 Chickadee Drive, about a mile west of the project. A Highland Park resident told police she saw Owens walk away from the driver's window of the car saying something about playing with me. a detective wrote in an affidavit filed in Little Rock Court. Municipal Dennis was found slumped ovei' in the Becky Jean Dennis front seat of her car. which was in the front yard of 27 Highland Circle. Her car rolled backward into the yard after the fatal round struck her, police spokesman Terry Hastings said. She died less than an hour later at University Hospital in Little Rock. In a taped statement to police, a Highland Park resident said she heard two gunshots and looked outside to see Owens walking-away from the-drivers window toward the front end of the car. The youth then walked south,, the witness told police. : The witness didn't, see Owens holding a: gun. police wrote in the affidavit. Owens, was the only person, the witness saw near Dennis car, police' wrote. Police had an active warrant for Dennis arrest at the time of-her death for failure to appear in court on traffic violations. Little, Rock police arrested her five times from 1979 to 1987 for a vari-. ety of charges including possession of drugs, public intoxication and theft by receiving. Arkansas Democrat .^(Oazelle J  THURSDAY, OCTOBER 10, 1996 LR pupil stabs girl with fork Deiiiocfat Gazette Slat! A forest lleighls Junior High School seventh grader slabbed another girl with a fork during a fight Wednesday, police said. Suellen Vann. Little Kock School District communications director, said the stabbing occurred after a ninth-grade girl allegedly hit a seventh-grade girl in the back of the head shortly before noon Wednesday in a school hallway. On the way to the cafeteria, the two girls exchanged a series of blows before the seventh-grader used a small black dinner fork brought from home to stab the older girl above her upper lip. police said. The fork tines punctured the girl's lip and went into her gum. police said. A security officer and an assistant principal took the girl to Hniversily Hospilal for treatment. The two had quarreled earlier al their bus stop at Princeton Drive and Monroe Street, police said. The girls will be disciplined for fighting. Vann said. The seventh-grader also faces discipline for using a weapon on school which the student property. Kights and Responsibilities Handbook says is punishable by expulsion from school for at least 12 inonths. Vann said. The seventh-grader is being held on a charge with second degree batteiy. police said.Arkansas Democrat (Oazede |  THURSDAY, OCTOBER 10. 1996 LR pupil stabs girl with fork DotiKx:rat Gazelle Staff forest Heighl.s ,)unior High .School seventh grader stabbed another girl with a fork during a fight Wednesday, police said, Snellen Vann, Little Rock School District communications director, said the stabbing occurred after a ninth-grade girl allegedly hit a seventh-grade girl in the back of the hear! shortly before noon Wednesday in a school hallway. ()n the way to the cafeteria, the two girls exchanged a series of blows before the seventh-grader used a small black dinner fork brought from home to stab the older girl above her upper lip, police said. The fork tines punctured the girl's lip and went into her gum, police said. A security officer and an assistant principal took the girl to University Hospital for treatment. The two had quarreled earlier at their bus stop at Princeton Drive and Monroe Street, police said. The girls will be disciplined for fighting, Vann said. The seventh-grader also faces discipline for using a weapon on school stiuient which the propeity. Rigilts Responsibilities and Handbook says is punishable by expulsion from school for at least 12 months, Vann said. The seventh-grader is being held on a charge with second-degree batten-, police said.Arkansas Democrat \"^(gazette  WEDNESDAY, OCTOBER 1?, 1995 Junior high arrest follows ouster of 3 in alleged extortion BY OUVIER UYTTEBROUCK DomocratXaazstte Potica Raportar robbed of small amounts of money  from Sept 15 to Thursday, police Police arrested a 16-year-old reports said. The attackers typically Forest Heights Junior High School used intimidating tactics like encit- student accused of fighting with a cling the victim and threatening school secunty guard Tuesday. physical violence, the reports said. The guard told police the fight A number of students told police began when he intervened as the they feared for their safety. , Police said prosecutors were re- viewing the case Tuesday and will The arrest came a day after decide whether criminal charges school officials suspended three Stu- apply to the incidents. dents pending a disciplinary hear- teen-ager tried to rob another stu- physical violence, the reports said. TTiis is the kind of thing that ing for allegedly extorting money starts out frivolous and quickly gets and candy from other students. more serious, Little Rock School Little Rock police charged the District Assistant Superintendent 16-year-old as a juvenile with sec- Russell Mayo said Friday. We ond-degree battery for allegedly would like to have seen a more striking the Little Rock School Dis- thorough investigation before now. trict security guard who confronted the student in the bathroom. Police said the incident appears to be linked with a series of rob- District officials refused to let Forest Heights Principal Duane Be- nage talk to a reporter. Four security guards worked at benes at the school in which stu- Forest Heights on Tuesday, district dents routinely robbed and intimi- spokesman Suellen Vann said. T^ dated other students since mid-Sep- ically the school has two guards.  tember, usually outside the school she said. cafeteria during lunch. Bobby Jones, the districts Hirpe- District officials have said For- tor of safety and secunty, said he est Heights administrators didnt first learned of the problems last act quickly or aggressively enough week when a parent called him. to investigate complaints from par- Jones said he called police Thurs- day morning after interviewing Stu- Little Rock police took 10 re- dents. ports Thursday and another Fritiay based on interviews with students sees the departments school re- and parents. Students reported that source officers, said the officer as- as many as four 12- and 13-year-old signed to Forest Heights was first boys cornered students outside the told about the problem on Sept 28, school cafeteria during lunch, typi- about two weeks after robberies be- cally demanding money or candy. gan. But school adminish-arnrs gave A number of students said they the officers no names of victims or , had been repeatedly harassed and suspects, he said. Police Sgt Al Dawson, who over-Arkansas Democrat ^(i^azcttc )  WEDNESDAY, SEPTEMBER 24, 1997 \"\u0026lt;\"\u0026gt;4Aa( Inr Butter-knife stabbing leads to 2 girls arrest Police arrested two 14-year-old Forest Heights Junior High students Monday, one charged with aggravated assault and both charged with carrying weapons. An argument started in the schools ninth-grade hall just after sixth period between three girls who had argued last week and earlier Monday, police said. -1 One of toe girls arrested stabbed a 15-year-old with a butter knife as she walked away from the altercation, police said. The 15-year-old toen turned and started fighting both 14-year-olds. SchMi employee Phyliss Tartt told police she was in the hall when toe fight took place and saw the stabbing. Police searched the two 14- year-old students and found one car- lyuig an 8-inch silver butter knife and toe other carrying an 8-inch steak knife with a wooden handle. None of the three students quired medical treatment re-LRs Forest Heights gets new principal ARKANSAS [iEMOCR.AT-GAz.ETTE Deborah Price, director of the magnet schools assistance program in the Little Rock School District, will become principal at Forest Heights Middle School, effective Monday. Price, who has a doctorate in educational leadership from the University of Arkansas at Little Rock and is a former principal at Dunbar Magnet Middle School in Little Rock, is replacing Elouise Dodson at Forest Heights. Dodson has retired from the district Before working at Dunbar from 1998 to 2001, Price was an assistant principal at Pulaski Heights Middle School and a teacher at Maim Magnet Middle School. Previously, she worked for 18 years as a teacher and director of special programs at Pulaski Academy, a private school in Little Rock.\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_593","title":"Little Rock Schools: Mabelvale Elementary","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":["1993/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Mabelvale Elementary School (Little Rock, Ark.)","School employees","School discipline","School management and organization"],"dcterms_title":["Little Rock Schools: Mabelvale Elementary"],"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/593"],"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":["161 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\nUle, School, the undersigned members of the staff of urge the Little Rock School Board to reject the districts proposal to eliminate the c pOS i t i on f r om our '^Ojd)CJL-a school. jmputer lab attendant RECElVED MAY 1 7 1593 Office of Desegregation monitoringArkansas Democrat CBazefije  TUESDAY, NOVEMBER 8, 1994 Teachers Absent teachers sick of principal at Mabelvale BY CYNTHIA HOVyEU. ' Democrat-Gazette Education Writer More than half of the faculty at Elementary School called in sick Monday to protest their principals handling of student discipline rules and his treatment of the staff. Teachers and parents interviewed Monday said they want Principal Lionel Ward Mabelvale re- moved. Deputy Superintendent Estelle Matthis said 19 teachers called in sick to the districts personnel office early Monday. Another teacher is on extended sick leave, bringing the absen- tees to 20. Eight teachers re- ported to work. Matthis said. But teachers reported that 21 were out and only six were at work. The sick-out followed a public forum Nov. 1 in which Ma- See TEACHERS, ^?age 10*-  Continued from Page 1A belvaie parents and teachers appeared as a group to complain to the superintendent and to school board members about Ward. Ward, an employee of the district for more than a dozen years, is new to Mabelvale this year. He previously worked at Romine Interdistrict Elementary School, where a group of parents also had complained to the superintendent about him. The district filled each vacancy with substitute teachers and backed them up with staff from the districts Instructional Resource Center, Matthis said. Three top-level administrators, including Matthis, spent all or part of the day at the school. Parents who visited the school at midday reported that classrooms were fairly orderly with few problems. Substitute teachers are on standby for today in case the absenteeism continues. However, Mabelvale teachers who asked not to be identified said Monday afternoon they plan to return to work today.  We re not doing this for ourselves, said one teacher about the sick-out. Were doing it for the safety of our kids, she said, adding that teachers under stress who are not supported by administrators cannot do a good job teaching. The only solution is to get him out of the building, she said. Attempts to contact Ward at the school and at his home Monday were unsuccessful. If the teachers are sick, there is little we can do about IL said Dr. Henry Williams, district superintendent. If this is a job action, its against the law and some action will need to be taken. Well see if the illnesses are legitimate. He said that his staff has been working the past week to investigate teacher complaints and that he hoped the school staff would give him an oppor- tuniW to complete the review. Williams said he was unaware of the problems at the school until last weeks public forum. i! Teachers, however, said their union representatives sent two letters to Williams in late S^- tember and early October ing for a meeting. Williams will meet with ffie teachers at 3 p.m. today at the Southwest Little Rock school and with the Mabelvale PTA at 6 p.m. Wednesday at the district administration building. Absentee teachers, who met together to in groups throughout the day Monday, plan present Williams today with an eightpage list of complaints and concerns. Teachers allege that Ward allows pupils who commit serious rules violations to return to class without being punished as the districts Students Rights and Responsibilities Handbook requires. 'Teachers said one pupil who allegedly threatened others with a pocketknife was returned to class that day. Another pupil was involved in as many as five attacks on other pupils and staff before the child was moved to another school. Both offenses can lead to e.xpulsion. according to the handbook. More than one teacher told of an incident in which a child was flipping desksi and chairs in a classroom and hitting the teacher on the head. Ward later lectured the teacher for several hours in a closed meeting, they said. ,, Ward also has threatened a teachers job for reporting to police an incident in which a student hit a staff member, some teachers said in separate interviews. Another staff member was told repeatedly to turn in her keys for wearing Halloween-decorated canvas shoes and refusing to meet with the principal without a witness, they said. He has issued numerous reprimands to selected teachers and yelled at employees who complained or questioned him about problems at the school, teachers said. After the public forum last week. Ward used a staff training session to show a videotape of news coverage that night, again threatening the staff, they said.^ursday. gazette 1994 Mabelvale teacher-principal rift sapping education, parents say BY SUSAN ROTH Oemoent-Gazene Education Writer Troubled parents of pupils at Mabelvale Elementary School told school district officials Wednesday that conflicts between teachers and the schools principal are interfering with their children s education. More than 120 parents and teachers packed the board room at the Little Rock School District's administration building Wednesday night to air their concerns. Battles between teachers and Principal Lionel Ward culminated in a sick-out by at least 19 of Mabelvales 27 teachers Monday. Teachers met with the districts superintendent. Dr. Henry Williams, on Tuesday. Many of the teachers have complained that Ward has veered from district policies in disciplining children and has improperly threatened teachers. Some teachers say they want Ward removed from the school. On Wednesday, it was the parents' turn to air their views. comments she had heard Ward make about how teachers couldnt handle discipline problems on their own. the stories until they went to the school. Some parents said they enrolled their children in private I wont allow an attack on - schools, but others dont have The meeting began con-tentiously, with Williams threatening to walk out when PTA President Monica Ellis related anyones character. Williams said. But he stayed, and after a couple of hours, the mood mellowed. There was no resolution, but some teachers said afterward they felt Williams was listening to the parents pleas for better communication and administrative support at Mabelvale. Ward did not attend the meeting and could not be reached at home aftenvard. He has yet to discuss the issue publicly. Williams said he would meet with both the teachers and Ward on Monday, then schedule another meeting with the PTA and Ward. He repeated that he .would not remove Ward from the school. The PTA presented Williams with a petition demanding that the school board address the issue. Parents told stories of discipline and safety lapses they had heard from their children. Some said they didnt believe that choice. Several said they kept their children at home Wednesday after officials found a knife on a child, yet allowed him to remain at school. I was amazed to walk into my childs sixth-grade classroom. said Patrick .Mahaffey, who teaches junior high school in Jacksonville. The children would not sit down. This is a first-year teacher who needs some help with management skills. But once youve tried everything you can, these children must be put out of the room. While some parents who spoke blamed Ward for the problems, other blamed the teachers for failing to discipline children. If you teach, you must have control over your classroom, said parent Fay Young. You can't let these kids run over you.  Vance Kentner said he helped his wife. Linda, a physical education teacher, file a po- See SCHOOL, Page 3B i .ir-, 0emocrat-Gaien8nan PMios PARENTS VIEW  Faye Young (left), whose child attends Mabelvale Ele-menlary School, speaks during a meeting Wednesday night between the Mabelvale Parent Teacher Association and School Supenntendent Henry Williams regarding Principal Lionel Ward. School  Continued from Page IB lice report when the school did nothing after a child hit her in class. Since then, he said. Ward has sent his wife multiple harassing letters. Some teachers from Romaine Elementary School. where Ward was principal for seven years before coming to Mabelvale this year, testified that he has a history of creating an atmosphere of intimidation. They said that of the 27 teachers at Romaine. 24 filed grievances and asked to be transferred to other schools before Ward left. But two teachers who got along with Ward at Romaine followed him to Mabelvale. They said many of the Mabelvale teachers just wont give him a chance. A lot of people had their minds made up when he walked in the door. said Cindy Mason, who teaches third grade. \"They are not willing to listen to anyone else's opinion. THURSDA,Y , NOVEMBER 10 COOWTO O Unis 1994 Mabelvale teacher-principal rift sapping education, parents say BY SUSAN ROTH OemocratGazena Education Writer Troubled parents of pupils at couldnt comments she had heard Ward make about how teachers Mabelvale Elementary School told school district officials Wednesday that conflicts between teachers and the schools principal are interfering with their children's education. More than 120 parents and teachers packed the board room at the Little Rock School Districts administration building Wednesday night to air their concerns. Battles between teachers and Principal Lionel Ward culminated in a sick-out by at least 19 of Mabelvales 27 teachers Monday. Teachers met with the districts superintendent. Dr. Henry Williams, on Tuesday. Many handle discipline problems on their own. the stories until they went to the school. Some parents said they enrolled their children in private I wont allow an attack on - schools, but others dont have of the teachers have com-plained that Ward has veered from district policies in disciplining children and has improperly threatened teachers. Some teachers say they want Ward removed from the school. On Wednesday, it was the parents turn to air their views. The meeting began con-tentiously, with Williams threatening to walk out when PTA President Monica Ellis related anyones character. Williams said. But he stayed, and after a couple of hours, the mood mellowed. There was no resolution, but some teachers said afterward they felt Williams was listening to the parents pleas for better communication and administrative support at Mabelvale. Ward did not attend the meeting and could not be reached at home afterward. He has yet to discuss the issue publicly. Williams said he would meet with both the teachers and Ward on Monday, then schedule another meeting with the PT.A and Ward. He repeated that he would not remove Ward from the school. The PTA presented Williams with a petition demanding that the school board address the issue. Parents told stories of discipline and safety lapses they had heard from their children. Some said they didn't believe that choice. Several said they kept their children at home Wednesday after officials found a knife on a child, yet allowed him to remain at school. I was amazed to walk into my childs sixth-grade classroom, said Patrick .Mahaffey, who teaches junior high school in Jacksonville. The children would not sit down. This is a first-year teacher who needs some help with management skills. But once youve tried everything you can, these children must be put out of the room. While some parents who spoke blamed Ward for the problems, other blamed the teachers for failing to discipline children. If you teach, you must have control over your classroom, said parent Fay Young. You can t let these kids run over you.\" Vance Kentner said he helped his wife. Linda, a physical education teacher, file a po- See SCHOOL. Page 3B i PARENT S VIEW  Faye Young (left), whose child attends Mabelvale Elementary School, speaks during a meeting Wednesday night between the Mabelvale Parent Teacher Association and \u0026amp;hool Supenniendent Henry Williams regarding Principal Lionel Ward. School  Continued from Page t B lice report when the school did nothing after a child hit her in class. Since then, he said. Ward has sent his wife multiple harassing letters. Some teachers from Elementary School. d^main^ vvirere Ward was principal for seven years before coming to Mabelvale this year, testified that he has a history of creating an atmosphere of intimidation. They said that of the 27 teachers at Romaine. 24 filed grievances and asked to be transferred to other schools before Ward left. But two teachers who got along with Ward at Romaine followed him to Mabelvale. They said many of the Mabelvale teachers just won't give him a chance. A lot of people had their minds made up when he walked in the door.  said Cindy Mason, who teaches third grade. They are not willing to listen to anyone elses opinion.  Arkansas Democrat W (Gazette   SATURDAY NOVEMBER 14, 1992 B nEarth-smart students t w: IS-- . l\u0026gt; -A:  /f i \u0026gt;-p? fi- J*- 'A A , Give the earth a hand. t t. X: ' \".^ I , I LENDING HANDS  Three Mabelvale Elementary students (from left) sixth-grader Scott Kirksey, 13. third-grader Michaela Thomas. 8, and second-grader Aman-j da Woodall. 7  work on construction paper hands for Arkansas Oemocrat-Gazene/Jonn Sykes Jr. a tree made of the hands at the school Friday afternoon. The school has been celebrating Earth Smart Week with a poster contest and displays. The hands bear signed pledges from the students to be Earth smart. Arkansas Democrat (gazette I I Arkansas Democrat FRIDAY, DECEMBER.9.J^?A Mabelvale principals critics make last stand BY CYNTHIA HOWELL Democrat-Gazette Education Writer Parents and teachers at Mabelvale Elementary School on Nov. 1 to draw public attention to a school that can provide the Ward. Cindy Mason, a third- grade teacher, called him a strong administrator. A lot of teachers are not trying to solve their complaints. proper learning environment, The problems at Mabelvale Mahaffey said. did not start this year, but they have escalated with the change in Thursday took their ongoing complaints about the schools ----------- . principal to the Little Rock Mahaffey told the school board. School Board in what one moth-  administration, parent Patrick about, the children who are be- .ing hurt and losing out on valuable instruction time, or a prin- The question comes down to ---------- . _ this: Who are we more concerned the problems at the school as much as they are trying to get rid It did not use to be this way. ---------- er caiied'our last stand. Mahaffey said school officials cipal_ who has been given The majority of those speaking handled student behavior prob- t\n...-L-\" at the meeting criticized Princi- dim nmcesq pal Lionel Ward for failing to maintain student discipline at the of the principal, Mason said. The problem is not with the viuc W..V ........... man, its with the attitudes, said than his fair share of chances and Linda Carter, parent of a Mabelvale pupil. About 75 people attended the more lenis inconsistently. As a result, due process? Parent Lon Colgrove said pupils believe they have no lim- teachers are under stress, chil- its and face no consequences. ---------- Teacher morale is low, the dren are suffering and taxpayers school and for harassing and in- suiiering ana laxpayers timidating the staff. Ward, in his schools atmosphere is hostile aren t getting their money s fi,.,.* ..Qo,. Mahoivalp nrevinii.qlv and uncomfortable and the learn- worth out of the school. She special board meeting at the Mabelvale cafeteria. Parents had llllUUaviiig jiuu. ..wiv*, .* -------------- i J 4.U 1 first year at Mabelvale, previously and uncomfortable and the leam- was a principal at Romine and Rightsell elementary schools. , .. Thursdays special board quickly change for the better, meeting, called by the parents, the latest of several held other parents, will need to take ing process is hampered, he said. If the situation does not then my wife and I, like several was called for Wards resignation. called the session by using a state law that enables citizens to petition a board to meet. The board took no action Teacher Donna Hudgens cited times when Ward allegedly dis- Thursday, but President Linda Pondexter said she would ask her matters into our hands and move belvale A majority of the our children from the Little Rock ulty meetings, schools teachers called in sick School District and place them in I------------ since early November over Ma- A majority of the regarded the terms of the teachers contract concerning ------ work hours and the length of fac- vale situation during the personcolleagues to discuss the Mabel- Not all the speakers criticized ing. nei session at their Dec. 15 meet-/ Arkansas Democrat (gazette WEDNESDAY, DECEMBER 14, 1994^ BY JIM KORDSMEIER Oernocrat-Gazette Polios Rsporier Mabelvale student, 14, held on gun count A 14-year-old Mabelvale Junior High School student was arrested Tuesday afternoon on charges of carrying a handgun on school property and theft by receiving, police said. Police resource officer Alice Fulk said she and a school security guard stopped a fight between two students in a classroom about 1:10 p.m. and took the youths to the assistant principals office. The guard returned to the classroom to get the teen-ager s coat and noticed its unusual weight, police said. He looked in the coat and found a loaded .38- caliber revolver, police said. Police said the handgun was stolen. 1. Arkansas Democrat (gazette ( FRIDAY, DECEMBER 16, 1^ Copyngnt  utile Rock NewspaoengH Besieged principal out at Mabelvale Mabelvale Elementary School Principal Lionel Ward, under attack for weeks from his staff and parents for allegedly failing to enforce discipline policies, has been reassigned to an unspecified position in the district. Wards last day at Mabelvale will be next Wednesday, the last day of school before the holiday break. -A. source who didnt wish to be identified told the Arkansas Democrat-Gazette Thursday that Ward would be replaced by Dr. Ed Jackson, former principal at Magnet Elementary Williams School. Jackson has been working in the districts administrative offices this year after being moved out of Williams School. Superintendent Henry Williams announced Wards reassignment to district administrators Thursday afternoon. Unaware of the change, parents and teachers from Mabelvale appeared at 'Thursdays school board meeting to repeat their e^- lier complaints about lack of discipline at the school.Arkansas Democrat1 FRIDAY, DECEMBER 16, Copyngnt O Little Rock Newsoat Besieged principal out at Mabelvale Mabelvale Elementary School Principal Lionel Ward, under attack for weeks from his staff and parents for allegedly failing to enforce discipline policies, has been reassi^ed to an unspecified position in the district. Wards last day at Mabelvale will be next Wednesday, the last day of school before the holiday break. A source who didnt wish to be identified told the Arfcansos Democrat-Gazette Thursday that Ward would be replaced by Dr. Ed Jackson, former principal at Williams Magnet Elementary School. Jackson has been working in the districts administrative offices this year after being moved out of Williams School. Superintendent Henry Williams announced Wards reassignment to district administrators Thursday afternoon. Unaware of the change, parents and teachers from Mabelvale appeared at Thursdays school board meeting to repeat their earlier complaints about lack of discipline at the school._Arkansas Democrat   THURSDAY, DECEMBER 22, 1994^ 2 principals wont be back at LR schools after break BY CHRIS REINOLDS Democrat-GazBtte Staff Wnter Two Little Rock elementary school principals criticized for their discipline policies wont return to their schools after the Christmas break. Robert Brown, principal of Garland Elementary, left his position Friday because of med- ical problems. .And Lionel Ward, the Mabelvale Elemen- 1988 district policy against cor-  poral punishment. ' Brown took pupils off campus ' to be paddled by the parent or by him with parental permis- : sion. He started spanking stu- i dents this year instead of sus- ' pending them from school. Brown then protested  the district order to stop paddling students by going on a 10-day tary principal, has been reas- hunger strike. He also set up a I signed to the Little Rock School Saturday detention program Districts central office, said included religious lectures, Richard Hurley, the districts campus cleanup and mathemat- human resources director. 'cs drills. Ward, under attack for weeks Brown has been criticized by ______________________ district officials for paddling from parents and his staff for al- students at Garland, and Ma- legedly failing to enforce disci- belvale parents and teachers pline policies, was reassigned have complained that Ward did Friday. not enforce discipline. Complaints about Ward re- Brown s replacement has not suited in repeated meetings be- been named. tween parents, teachers and district officials beginning in November. Mabelvale parents called a special Little Rock School Board meeting Dec. 15 to ask for Wards removal. And last month, most of the teachers at the school called in sick to protest Wards alleged lack of discipline enforcement But District Deputy Superintendent Estelle Matthis said Levana Wilson will fill in as principal until a permanent replacement is found. Brown said Wednesday that he requested a medical leave for the rest of the school year. ' He said he has a peptic ulcer and gastrointestinal bleeding as well as other ailments. said. I just need to rest, Brown harassment of staff. Ward has not commented on The unconventional principal the allegations. has already experienced a A district official has said stressful year. that Dr. Ed Jackson, former In November, Little Rock principal at Williams Magnet El- School District administrators ementary, will replace Ward af- chastised Brown for violating a ter Christmas break. 1J -i said she had initial concerns about more weeks. wVilUUl bdw \"She really didnt want to go to-vinced last year that it would be day. Moore said. She was kind of  Continued from Page 1A worthwhile after hearing speakers sad Woodruff and Stephens elementaries from other e.xtended-year schools in  .... the new schedule but became con-  WEDNESDAY, AUGUST 9, 2000  I Pupils already back in class at 3 schools Long year, more breaks a LR district novelty BY CYNTHIA HOWELL .ARKANSAS DEMOCRAT-GAZETTE Fresh uniforms, new backpacks and gleaming hallways filled with dazed kindergartners and noncha- l ant fifth- CTA RATIFIES pact graders  all that wii pay the rtxist tn \"h.. n seniof teachers in LR more than $50,t)00. PagelB. in seemed like a typical first day of school Tuesday at Little Rocks Mabelvale Elementary. Thats right. First day of school. On Aug. 8. While most Arkansas parents are just now venturing to the stores for that elusive writing tablet and Chicken Run lunch box for the traditional start of the school year later this month, parents of children at Mabelvale, See SCHOOL, Page 8A Arkansas Democrat Gazette/STEVE KEESEE Winona Garrison (left) and her daughter, Jennifer, 3, and Sandy Roberts and her daughter, Carty, 4, walk past a school crossing sign that had yet to be erected Tuesday. Carty Roberts was attending her first day of school in a pre-kinder-garten program at Mabelvale Elementary, which began school Tuesday on an extended-year calendar. . ________ The new schedule also compli-have already been there and done that the state endorse it cates Moores child-care arrange- The employees and the parents of The main benefit we saw was ments for the year because the older children in those three Little Rock that the children wont lose what children wont always be able to care schools voted overwhelmingly during theyVe learned prior to the stan of fortheirlittlesisterduringMabel-the previous school year to tiy out the the following year, tVilson said.The vales e.xtended breaks. extended-year calendar. school system wont have to spend so ___ All of Little Rocks schools  the much time reteaching what the kids idea but I would prefer that it would rest open Aug 21will offer 173 in- learned before. be used throughout the district\" structional d^ this school year. But ................................................ \"I still think the schedule is a good Wilson said her family wont have Moore said. children in the extended-year schools a problem providing child care for Mabelvale doesnt offer a child-are starting earlier. They will also Zachaiy during the school breaks, but care program after school or on school end the school year later in June, she said the longer school year, which holidays, but Principal Phillips said And they will have longer, more fre- will stretch to June 15 for some and that private child-care provideis in the quent breaks, starting with two weeks June 29 for others, will likely overlap area have adapted their services to ac-in October. with her sons summer baseball pre- commodate the revised schedule. Parts of some of those breaks  gram. Stephens and Woodruff do have after-about a week each in October, Janu-aiy, April and Junewill be used to Wilson said. WeU just see how that works\" school programs for children. help children to hone their academic Mabelvale, Stephens and Jodi Rainey, the mother of a Ma- Woodruff teacheisbe^ work Aug 1 skills with a handson, activity-based belvale kindergartner, is a teacher at i' n preparation f\"o r Tuesd.ay.'s s.ta.rting program. Those programs are not Mitchell Elementary in Little Rock date. Part of the preparation includ-mandatory for children. I wish we could do this at ed hvo days of training in a supple- The bottom-line reason for the Mitchell, she said about the sched- mentary curriculum published by extended-year calendar is to increase ule.'T think its great The shorter the Voyager Expanded Learning of Dal-student achievement, Mabelvale breaks, the more the children will re- las that will be used during the Principal Tabitha Phillips said. We tain. breaks in the year to help students believe the schedule can keep kids _ Others were not quite as happ.v improve their skills. The handson. fresh and excited about school. Others were not quite as happ.v - _____ Tiesday with the br^ from tradi- creative activities for kindergartners Philhps also said that children don. through fifth-graders are based on a having academic prob_lem_s can get Tiffa^ Avery, mother of a second- dinosaur theme, help during the breaks from familiar and a third-grader at the school, said teachers at their own school They do she voted against the schedule last Phillips said children wont be re- - ___ --- _____ ____________________ quired to attend classes between ses not have to wait until summer school winter. sion but will be encouraged to do so. Early'Ihesday, as parents and chil- I dont like it Avep\" said.Tm a espwially those children who are dren streamed into Mabelvales divorced parent My childrens father achieving below grade level. Teach-bright yellow corridors, most seemed is supposed to get six weete with the ers also have the choice of working happy to be there despite the early children in the summer. Hes angry during the between-session periods. August date. that he doesnt get the six weeks. ' \" ' .......................... Zachaiy Wilson, a freckled fifth- ~  grader in a uniform of khaki shorts ers also have the choice of working Those who work will be paid just as Constance Moore voted for the teachers are paid for summer school new schedule last year in the beUef it worit md a white knit shirt, said he thou^t wouldwasgoodforeducation.Butby ___________________ ______ it was pretty neat to be starting Thesday, after delivering her reluc- feature the extended-year calendar school this week Asked what he tant second-grader to class, Moores are among fewer than a dozen ex-thou^ t would be good about the enthusiasm had waned tended-year schools in the state. 0th-coming year, he cited the longer  ................... \" ' school breaks. The three Little Rock schools that Moore said her daughter wanted ers, all elementaries, are in the Fay-to stay at home with two siblings who etteville. Fort Smith, Rogers, Texar- Melinda Wilson, Zacharys mother, dont start middle school for two kana and Hamburg school districts. July 2. 2 0 0 1 Intersessions fuse learning, fun I 3 LR schools discover breaks are ideal tune for creative teaching BY KIMBERLY DISHONGH ARKANSAS DEMOCRAT-GAZETTE What is your name? Cheryl Riley asked her 10-year-old pupil in American Sign Language. I play basketball, Anthony Logan signed back. Then the two laughed. I messed up. he said. You thought I asked you what you did, didnt you? Riley asked. He did. and he had correctly signed the answer to that question. ' Riley, a third-grade teacher at Woodruff Elementary in Lit-i tie Rock, teaches sign language ' to pupils who are interested in learning it during the extended-year schools intersessions. Pupils and staff at Woodruff and two other Little Rock School District schools. Stephens and Mabelvale ele-mentaries, attend intersessions for extra instruction during the breaks. Little Rock was the first of Pulaski Countys three public school districts  and only the sixth district in the state  to try an innovative extended-year calendar geared toward improving academic achievement. Five other Arkansas school districts have implemented the extended-year calendar: Texarkana, Bentonville, Fayetteville, Fort Smith and Hamburg. According to the National Association for Year Round Education, there are more than 3,000 public and private year-round See SCHOOLS, Page 2A i 7 4 1*1 to tr r}| Arkansas Democrat-Gazette/RICK McFARLAND Pupils at Mabetvaie Elementary School in Little Rock work in their computer lab. Mabelvale, Stephens and Woodruff elementaries are the only Little Rock schools with an extended-year schedule. The extended calendar calls for more short breaks instead of the traditional three-month summer vacation. I i I I I I I Schools  Continued from Page 1A schools in 45 states, enrolling about 2.1 million students. The extended calendar requires children to go back to school earlier in the fall and be in school later in the summer than children in schools with traditional calendars. Extended-year pupils have several short breaks during the year and a shorter than traditional summer break between grades, theoretically to increase the amount of information they retain from one grade level to the next. Classes at Woodruff. Stephens and Mabelvale started Aug. 8,2000, and their last regular day was June 15. Intersessions were held Oct. 9-20, Jan. 2-5, April 2-0 and June 21-29. Attendance at intersessions is not mandatory. All children in the three Little Rock schools are eligible to participate in the four intersessions, but the ones whose test scores show they would benefit most from the extra instruction take priority. Teachers sign up to work the extra days, and are compensated for their time. Frances Cawthon-Jones, the Little Rock School Districts assistant superintendent for elementary schools, said officials are analyzing the results of the first year under the new calendar, as well as the costs associated with it. The achievement data that weve gotten... I wouldnt say weve had extraordinary gains or losses in those schools in one year, said Cawthon-Jones. They pretty much compare with oiu other schools. Marilyn Stenvall, executive director of the National Association for Year Round Education, said it lakes roughly three years to see the results of a new calendar. Janice Wilson, principal at Woodruff, said she thinks the extra- time in school has helped her pupils. I can tell that its an improvement over last year, she said. A lot of times when children come back to us in the fall theyve lost a lot of their learning. Wilson remembers spending more than a month at the beginning of each school year reviewing the last years lessons when she taught fourth grade at Woodruff. With children on summer break for just over a month rather than for three months, they retain more and can move on to new information more quickly. Wilson said children can choose from several topics  chess, computer instruction, keyboarding, poetry, gardening, double Dutch jump rope  to study on intersession afternoons. What extended-year schooling Arkansas Democrat-Gazette/BENJAMIN KRA IN Thinl-grade pupils at Stephens Elementary School In Little Rock display dinosaur footprints they made during a break in their extended school year. Stephens, Mabelvale, and Woodruff eiementaries have extended-year schedules.  is, is a battle against time, she said. It gives you time to do those things you dont usually have time to do during the regular school year when youre busy teaching the curriculum. Teachers use a supplementary curriculum published by Voyager Expanded Learning of Dallas in the mornings during intersessions at Woodruff and at Stephens\nthe theme of this years Voyager program was dinosaurs. On the next to last day of the last intersession of the year a woman in a red T-shirt growled, her arms bent ht the elbows with her hands dangling in front of her, stomping around the Stephens Elementary cafeteria in pursuit of several small children scrambling across the floor. A typically stern Sharon Brooks, principal at Stephens, smiled from the cafeteria doorway at the giggling group. The woman in red, Brenda Scalici, was teaching a group of second- and third-graders about carnivores and herbivores and how the two kind.s interact. She was pretending to be a tyrannosaurus rex, chasing children who were pretending to be at risk of becoming dinner. Brooks said intersessions help prevent bum-out by giving teachers and pupils who elect to take part a chance to have fun while they learn. And everyone returns to school refreshed after the frequent breaks. Intersession is supposed to be different from the regular school year, she said. This is good because I get my work, drill, rote learning in and they get to have their fun, too. Voyager adds bal tahnoc e J1 \"u\" 'I' /^Y- '  \"2 q'oping a' the same dme. jfou ao me dril and skill work, but hook em! De some fun stuff and get em inter ested in learning. In earlier intersessions, there have been math exercises involv ing weighing and measuring di nosaurs\nchildren were to keep journals from the first intersessior to the last, entering such things as the names of three kinds of di nosaurs and three things they re membered about each kind. Cindy Dees, director of intersessions at Mabelvale Elementary said the staff at that school chose not to use Voyager but to focus more directly on basic skills in stead. Pupils at Mabelvales last inter session completed ocean-related exercises, writing and illustrating stories using an animated computer program and graphing theii peers preferences. Oiu- test scores are so low here that we thought they would benefif more from this than from arts and crafts and athletic activities, Dees said. Intersession lessons at Mabelvale still have an element of fun not as present during the regular school year. Dees said. The main goal in the computer lab is to reinforce what they learn in the classroom, Dees said. This is a great motivator. The kids just love it, and we love having the flexibility to do it. Test data showed that Mabelvale children needed more work on graphing, so in the afternoons they go back to the computer lab where they poll their classmates on favorite breakfast foods, for example, and do graphing exercises using the information they have gathered. Cawthon-Jones said parents, children and school staff responded favorably in a survey about the first extended year. Martha Armstead, who has two sons at Woodruff, said she was pleased with the new schedule. It was convenient, she said. With the younger ones you dont have to pay for day care when theyre here. And academically, they slack off and it takes them a while to pick back up. This way, hopefully they wont be as likely to lag behind when they come back to school next year. But there were some complaints. Sort of. Meagan Fenton, 10, said she loved the intersessions but she didnt like being in school so much later than her siblings. I didnt like being in school after my brothers got out of school because now they bug me. But sometimes they have to go to school when Im out and I get to bug them.\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":48,"next_page":49,"prev_page":47,"total_pages":362,"limit_value":12,"offset_value":564,"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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