{"response":{"docs":[{"id":"bcas_bcmss0837_682","title":"Little Rock Schools: McClellan Community Education (community classes held at McClellan)","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":["1992/1998"],"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","Advertising","Student assistance programs","McClellan Magnet High School (Little Rock, Ark.)"],"dcterms_title":["Little Rock Schools: McClellan Community Education (community classes held at McClellan)"],"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/682"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["58 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nTake a Peek at McClellan Community Education's Menu. COMPUTERS FOR BEGINNERS A - Sept. 27-Nov. 1 - Mondays, 6-8:30 p.m. - $40 - disk required B - Sept. 28-Oct. 14 - Tues. \u0026amp; Thurs., 6-8:30 p.m. - $40 - disk required C - Oct. 2-Oct. 23 - Saturdays, 9 a.m.-l p.m. - $40 - disk required INTRODUCTION TO MS-DOS A - Oct. 2-Oct. 23 - Saturdays, 9 a.m.-l p.m. - $40 - book \u0026amp; disk required B - Nov. Il-Dec. 7 - Tues. \u0026amp; Thurs., 6-8:30 p.m. - $40 - book \u0026amp; disk required INTRODUCTION TO WINDOWS Nov. 8-Dec. 6 - Mondays, 6-8:30 p.m. - $40 - disk required PAGEMAKER FOR THE PC Oct. 19-Nov. 23 - Tues. \u0026amp; Thurs., 6-8:30 p.m. - $70 - book and disk required WORDPERFECT A - Sept. 27-Dec. 6 - Mondays, 6-8:30 p.m. - $65 - book \u0026amp; disk required B - Oct. 19-Nov. 23 - Tues. \u0026amp; Thurs., 6-8:30 p.m. - $65 - book \u0026amp; disk required C - Oct. 30-Dec. 11 - Saturdays, 9 a.m.-l p.m. - $65 - book \u0026amp; disk required Advanced WordPerfect Oct. 9 \u0026amp; 16 - Saturdays, 9 a.m.-l p.m. $25 - book \u0026amp; disk required INTRODUCTION TO LOTUS 1 -2-3 A - Sept. 28-Oct. 14 - Tues. \u0026amp; Thurs., 6-8:30 p.m. - $40 - book \u0026amp; disk required B - Oct. 19-Nov. 4 - Tues. \u0026amp; Thurs., 6-8:30 p.m. - $40 - book \u0026amp; disk required Intermediate Lotus 1 -2-3 Oct, 30-Dec, 11 - Saturdays, 9 a.m.-l p.m. - $65 - book and disk required Microsoft works Sept. 27-Nov. 29 - Mondays, 6-8:30 p.m. - $65 - book and disk required We recommend some WordPerfect with a little Lotus on the side. For more information on these or one of our 36 other fall classes, call the McClellan Community Education office at 570-4149. To register for classes listed, see the registration form on the back of this page.McClellan Community Education Class Registration Form Name: Home #: Address: 1 Work #: City: State: Zip: ForOMic* U. Ontv CD: CD: CD: CD: Class Name: Class Name: Class Name: Class Name: Mail for with payment to: McClellan Community Education 9417 Geyer Springs Road Little Rock, AR 72209 For Office Use Only Date\nck#: RCPT#\nDate: Date: Date: Date: Cost: Cost: Cost: Cost: Cost of books not included in fee unless otherwise noted I Call 570-4149k 1 W J fy COMMUNITY EDUCATION 1992 Spring Classes SCHOLARSHIPS AVAILABLE FOR all CLASSES! THINGS TO KNOW ABOUT COMMUNITY EDUCATION CLASSES PRE-REGISTRATION/REGISTRATION Many classes have limited enrollment and fill rapidly. PRE-REGISTER TODAY! TO PRE-REGISTER 1. MAIL-IN the completed class registration form NO LATER THAN JANUARY 28 with your check to: McClellan Community Education 9417 Geyer Springs Road Little Rock, AR 72209. Checks are payable to McClellan Community Education. Registrations postmaiked later than January 28 will be returned to registrant asking you to register on-site before February 8. WALK-IN PRE-REGISTRATION January 6-February Monday-Friday, 9am-5:30pm, At Community Education Office, 9401 Geyer Springs.Corner of Southwick and Geyer Springs. Part of McClellan campus. OR EVENINGS January 21,23,28,30 Tues \u0026amp; Thurs\n5:30-8:30pm. At McClellan Community High School main campus. 9417 Geyer Springs. TO REGISTER Come on-site to complete forms and make payment. Saturday, February 8,10am-2{Mn. At Community Education Office, 9401 Geyer Springs. Comer of Southwick and Geyer Springs. Part of McClellan campus. NON-PROFIT ORGANIZATION U.S. POSTAGE PAID LfTTLE ROCK, AR Permit No. 2608 DESECRATION MONITORING 210 W MARKHAM STE 501 LITTLE ROCK, AR 72201 We want you \u0026amp; your children to join US this spring! Call 570-4149! APPRECIATION OF PARTNERS IN EDUCATION McClellan Community High School takes this opportunity to say thank you to our Partners in Education who support McClellan students in numerous ways! Pizza Hut Golds Gym Southwest Hospital The Willis Group, Inc. Freds Discount Store Smokey Hollow Foods Wal-Mart Arkla Partners in Education is a program of Volunteers in Public Schools, Little Rock School District. 324-2290 I Z SPRING PROGRAM'S DIRECTORY CLAS LISTINGS JOB SKILLS Business Matters FITNESS For Health and Fun HELP YOUR CHILDREN LEARN CRAFTING SKILLS LEARNING FOR LIFE r I Special Interests McClellan community REGISTRATIONS AFTER FEBRUARY 8 INCUR AN ADDED FEE OF 5.00. | CALL 570-4149. REGISTRATION FOR YOUTH ACTIVITIES/CLASSES All youth activities and classes require that you register as walk-in or on-site February 8 since health and field trip forms must be completed. SCHOLARSHIP APPLICATIONS Please complete the scholarship application form. Mail with: 1. A separate sheet on which you BRIEFLY describe need. 2. A copy or original of check stub, food stamps, or other authorization of your annual household income. 3. Completed class registration form. to: McClellan Community Education Scholarships DEADLINE - 9417 Geyer Springs Road Little Rock, AR 72209 JANUARY 28,1992. I EDUCATION CLASS REGISTRATION FORM I NAME:___________ I I ADDRESS:_______ I I CITY, STATE, ZIP:. II HOME#: WORK#: FEES The Little Rock School District supports education for all! Therefore, Community Education class fees are kept to a minimum. Take advantage of these quality, educational opportunities. FEES ARE PAYABLE IN FULL AT THE TIME OF REGISTRATION, REFUNDS OF REGISTRATION FEES CAN BE MADE BEFORE THE THIRD CLASS MEETING ONLY. A CANCELLATION FEE OF $5.00 WILL BE CHARGED. CLASS CANCELLATION A minimum of ten (10) paid registrations is required for the class to be held. If for some reason, such as bad weather or an ill instructor, a class does not meet, the class will be re-scheduled by the instructor. If class cancellation is anticipated due to inclement weather, call McClellan Community Education (570-4149)\nlisten to KLRE/KUAR FM\nor watch cable Channel 4. I I I I II I I I CLASS NAME:. CLASS NAME:. CLASS NAME:. CLASS NAME:. TOTAL DUE:. COST:. COST:. COST:. COST:. FREE CLASSES/ACTIVITIES Although some activities are free, you still must register. This is our only way of knowing whether or not the class will have ten participants, the minimum number required. CLASS LOCATION Unless otherwise noted in the class description, all classes will be held on the McClellan Community High School Campus at 9417 Geyer Springs Road. I MAIL WITH PAYMENT TO: I McClellan community education I I I 9417 Geyer Springs Road Little Rock, AR 72209 No later than JANUARY 28,1992. FOR OFFICE USE ONLY: DATE:___ -___ CK #: RCPT #: J NO CLASSES MARCH 30-APRIL 3 mggg------------- JOB SKILLS Business Matters MANAGING PEOPLE Tuesdays, 6-8pm February 18-March 24 $20 How you can go from laborer to leader. In a safe, nonthreatening environment, practice management techniques. Learn skills to interview. motivate, solve problems, resolve conflict and initiate change. Develop self-management tools while increasing individual, team[ MAKING A and organizational! DIFFERENCE [experience required. performance. TYPING/ KEYBOARDING Mondays \u0026amp; Tuesdays, 6-8:30pm Lab available Thursdays. February lO-April 20 $50 Want to learn word processing but cant type? Or, just need to improve your speed and letter formatting? Come away with proper keyboarding techniques and knowledge of punctuation and letter writing. Personal instruction geared to individual students need WORD PROCESSING/ WORD PERFECT 5.0 Tuesdays, 6-9pm February ll-April 21 $50 OR Mondays, 5\n45-8:45pm February 10-April 20 $50 For those with beginner or intermediate word processing skills. Gain entry level skills that can be McClellan Community High School! Where Teachers Care! applied to any word processing program while learning WordPerfect 5.0. on IBM and Tandy equipment. Each student is assigned a computer and leaves with extensive hands-on experience in the production of business documents. LOTUS 1-2-3 Mondays, 6-9pm February 10-April 20 $50 You will learn the fundamentals of spreadsheet modeling, graphing, data management, calculations, and techniques specific to Lotus 1-2-3. You will leave searching and sorting, justifying and commanding, graphing and formatting like pros. |No previous computer J INTRODUCTION TO MS-DOS Thursdays, 6-9pm April 9-April 23 $25 Become acquainted with the heart of computer operations, the disk operating system (DOS). Computer terminology will become familiar to you while you learn to use root directories, subdirectories, trees\nformat and copy disks\nload software onto the hard disk and proper subdirectory\nand other general file and disk management techniques. TAME A COMPUTER TODAY! COMPUTER PROGRAMMING WITH BASIC Tuesdays \u0026amp; Thursdays, 6-7:3()pm February Il-March 19 $40 McClellan community education spring classes 1992 Beginners All-purpose Symbolic Instruction Code (BASIC). BASIC is a fun way to become familiar with computers and the universal program language for IBM computers. Hands-on computer experience in program development enables you to write your own computer program after completion of this course. Previous knowledge of computers is not necessary. MICROSOFT WORKS Thursdays, 6-9pm February 13-March 26 $40 Microsoft Works software gives you all the home and office tools you may ever need, in one package. Its easy. Learn to utilize the word processor, spreadsheet and database\nto transfer your work to and from other programs such as Lotus 1-2-3 and dBase III. No previous computer experience is required. FUNDAMENTALS OF COMPUTERIZED ACCOUNTING Thursdays, 6-9pm February 13-April 23 $50 Is it a debit or a credit? Basic accounting skills and use of computers in accounting will become familiar to you. Learn terminology and procedures for use in home or small businesses such as proprietorships and partnerships. Each student will be assigned a computer for classroom use. COMPUTERIZED ACCOUNTINGINTERMEDIATE Mondays, 6-9pm February 10-April 20 $50 With fundamentals of accounting as your base, concentrate on computerized entries and problem solving. Emphasis is on accounting used in merchandising businesses. SUPPORT YOUR CHILDS EDUCATION JOIN PTA! SUPERWRITE FOR BEGINNERS Mondays, 5\n45-8:45pm February 10-April 20 $40 Increase your earning and learning power! l^arn to take dictation or simply have more accurate notes. For secretaries, reporters, business executives, or students to use in personal or business matters. SuperWrite is an abbreviated writing system based on long-hand and phonetics, using only the alphabet and standard symbols. SUPERWRITEINTERMEDIATE Tuesdays \u0026amp; Thursdays, 4:45- 7:15pm February 11-March 19 $40 Held at Adtansas Highway Dept.. 1-30 This course is offered to students who have successfully completed SuperWrite 1. You will review SuperWrite theory: reinforce and increase your speed. Emphasis is on keyboarding style, punctuation, spelling and vocabulary. COMPUTERS FOR BEGINNERS Saturdays, 9-noon February I5-April 18 $45 This class is designed for people who desire but lack computer experience. From plug-in to programming, learn with others in the same situation. Work at your own pace through hands-on experience. Typing skills are not necessary. GET ON THE FAST-TRACK TO LEARNING McClellan community education spring classes 1992 HARVARD GRAPHICS Tuesdays, 6-9pm February 11-April 21 $50 Step up to a graphics program that gives you everything you need to produce high quality and unique visuals on paper. Make the ordinary look extraordinary with visuals, charts, and text professionally designed. It interfaces with Lotus 1-2-3\nASCII files, PFS:Graph\nPFS\nProfessional Plan Charts. BUSINESS LAW Mondays, 6-9pm February lO-April 20 $40 A consumer oriented/friendly course designed to take you step by step through contracts, wills, Arkansas business laws and emphasis on participants special concerns. Discover your Rights and Obligations in todays market place. OFFICE MANAGEMENT SKILLS FOR OLDER ADULTS Mondays, 6-8pm February 17-May 23 No fee.* Sponsored by Arkansas ABLE. Call David at 374-1318 for infonnaiion and registration. For those 50 and over to develop advanced office skills for employment. General clerical and interpersonal skills such as office human relations\nrecords management\nbusiness machines\nbusiness math\nbanking, payroll and tax procedures: business communications and introduction to word processing. FITNESS for Health and Fun! TAEKWONDO Grades 1-6 Mondays \u0026amp; Thursdays, 6-7pm February 10-March 26 $15 Learn the basic moves of the Korean form of karate. This is an excellent opportunity to combine a fitness program with self-discipline and self-defense. This class will prepare you for testing. An additional fee would be charged. No special costume/clothing is necessary. UOH POWEH! \\ Attend all 'vqj, McClellan Athletic Events! For schedule, call 570-4100 o TAEKWONDO Teens-Adults Mondays \u0026amp; Thursdays, 7-8pm February 1 O-March 26 $15 Same as above. CHEERLEADING See Southwest YMCA activities. Call 562-5932. Limited scholarships provided by McClellan Community Education. TENNIS FOR BEGINNERS Saturdays, 10-noon April 11-May 23 $20 Oriented to your level of playing, instruction includes development of the backhand stroke, forehand stroke, the serve and net play. You will leave with a comprehension of scoring and rules related to singles and doubles games. VOLUNTEER NOW! There is a child waiting for you in the Little Rock School District Call 324-2290 AEROBICS See Southwest YMCA activities. Call 562-5932. BASKETBALL-FREE PLAY Saturdays, 9-noon March 14-May 23 $5, one-time fee. Supervisors of free play determine maximum number of ' players, enforce discipline and rules. Participants play halfcourt. Only two games going on at one time. Balls are furnished. McClellan SPRING TRACK CLINIC Grades 5-9 Saturday, 9am-lpm March 7 $10 Learn the basics of starts, sprinting, hurdling, relay races, long jumps and shot/discus throwing. Track shoes not necessary. Help Your Children LEARN ACT PREP Saturdays, 9-noon February 15-March 28 $160 Build your confidence and knowledge. Improve your ACT scores! Designed and delivered by Stanley H. Kaplan Educational Center, this course better prepares students for the ACT college entrance exam through mock ACT exams and teaching study methods, test-taking skills and strategies particular to this test. LEARN WITH US PARENTING TEENS Tuesdays, 6:30-8:30pm February 18-March 24 $10 When youre not getting through...what can you do? Using STEP (Systematic Training for Effective Parenting), you will discuss ways to build positive relationships with children\nbuild your and your childs confidence\napply natural and logical consequences to typical challenges posed by children\nguide behavior without using rewards and punishment\nand more. PARENTING - EARLY CHILDHOOD Mondays, 6:30-8:30pm February 17-March 23 $10 STEP (Systematic Training for Effective Parenting) for parents and individuals who work with children 6 and under. Learn why children misbehave and how to deal with misbehavior. Find new ways to encourage children and build self-esteem while letting them experience the consequences of their decisions. Discover methods of dealing with shyness, tantrums, messiness, and other challenges posed by children. GRASP YOUR FUTURE THROUGH EDUCATION! McClellan Community High School The Place to Grow Together! ---------------------------------- GANG VIOLENCE-WHAT YOU SHOULD KNOW, DO AND TELL Tuesday \u0026amp; Thursday, 6:30- 8:30pm February 25 \u0026amp; 27 No fee. Be an informed citizen! Trained experts in this field presents, information about gang activity\nprevention\nprotection for your family and neighborhood. Use this information to educate others. STUDY SKILLS BEGIN AT HOME Tuesday, 6:30-8pm March 24 No fee. Co-sponsored by VIPS. Help your child improve his/her academic performance. Discover that learning is an active process and how to provide a positive learning environment. You can use these tools^to motivate learning in any age child. CRAFTING SKILLS SOUTHWEST LITTLE ROCK COMMUNITY THEATER Tuesday, February 11,7pm OR Saturday, February 15,10:30am No fee. Be a star! How about a community theater in Southwest Little Rock? Join us in starting our own theater by attending a short informationgathering session. Any interested person please come by. No experience necessary! SEW WHAT! Tuesdays \u0026amp; Thursdays, 6-8pm February Il-March 26 $45 Want to know which thread is appropriate for which fabric and how to avoid the bias? How about hems and alterations? Why do they always pucker? You will construct one or more garments during these class hours. For beginners and those with intermediate sewing skills. T-SHIRT DESIGN Saturday, 9-noon March 14 $15 Bring a pre-washed t-shirt and leave with your own unique creation, Leam techniques in painting and embellishing clothing. Assistance in art form will be provided. INTERIOR DECORATING Tuesdays, 6:30-8:30pm February 11-March 24 $15 Basics of interior decorating. Discover your eye for color, shape, and style. Leam what decorating techniques will complement your home, apartment, or office. CERAMICS Tuesdays, 6-9pm February 18-March 24 $40 A beginners course which introduces ceramics from start to finish - slip to mold. Leam how to clean and fire a kiln and the fundamentals of glazing, underglazing and stain. Leave with your own finished product. BASIC 35MM PHOTOGRAPHY Mondays, 6-7:30pm February 10-March 16 $15 A practical, how-to class for the beginner which includes a 3-hour McClellan community education spring classes 1992 McClellan community education spring classes 1992 weekend field trip. Learn camera operation, accessories, close-up and telephoto lenses, artificial and outdoor lighting and composition. Bring your 35mm, a notepad and a roll of your favorite film. ADVANCED 35MM PHOTOGRAPHY Thursdays, 6-9pm April 9-23 $15 Designed for the serious yet non-professional photographer. Emphasis will be on theory, composition, and quality of your photographs. THINGS HAPPEN WHEN YOU LEARN! DRAWING FOR BEGINNERS Tuesdays, 7-9pm February II-April 21 $20 plus materials Untapped talent? Bring it to the surface this spring. Learn the fundamentals of drawing using pencil, crayon, and charcoal. For adults and teens. CALLIGRAPHY I Saturdays, 10-noon February 15March 7 $20 Some call it artwork, some call it pretty writing. Either way, it is very impressive and communicates feelings differently from print'ng or cursive writing. Leam how to write with flare and use it for very special occasions and gifts. CALLIGRAPHY II Saturdays, 10-noon March 14-April 18 $20 Take your basic alphabet to narrative writing. Calligraphy I or previous experience recommended. POTPOURRI BY YOU Saturday, 9-1 lam March 21 $15 Combine spice and aromatics to make your own personal fragrances. Great for gifts - great for the spirit! Includes materials. SPRING FLOWER ARRANGEMENTS Saturday, 9-Noon April 11 $20 Bring spring indoors by learning to create a beautiful dried and fresh flower anangement. Leave with an arrangement designed by you for your home. Supplies provided. MAKE YOUR CHILDRENS SCHOOL A BETTER PLACE TO LEARN Volunteer Today! Partners in Education Building the Future Together For more information on how you can partner with a school, call 324-2290. DESIGNING HAIR BOWS Ages 12-adults Saturday, 10-noon April 25 $10 Create hair bows from ribbon and other materials. Learn to make them at a fraction of the cost. Take home your own creations. Supplies provided. COOK UP A NICE FUTURE FOR YOURSELF! EASTER CANDY MAKING Tuesday, 6:30-8:30pm April 14 $15 Just in time for the holiday. Bring your sweet tooth and leam how to make bunnies, eggs, and suckers. Take home your finished product along with ideas for filling up your Easter baskets. Includes materials. CAJUN COOKING Thursdays, 6-8pm March 12-26 $15 GAW-RON-TEED to make your mouth water. A Cajun chef teaches you how to simply prepare dishes Listen to KBIS Radio Station 1010 AM 10:30-11:00 am for \"McClellan Now! Program and breads\ngumbos, etouffes, rouxes, French bread. Learn the basic ingredients in all Cajun recipes. HOT! ITS MAGIC Saturdays, 10-ll:30am February 15-March 21 $15 plus materials Leam how to turn ordinary, everyday materials into great magic tricks with a slight of the hand. Bend silverware. Stack the deck. Acquire the magical touch and secrets of the magician. For teens and adults. MAGIC FOR YOUTH Grades 1-6 Thursdays, 6-7pm February 13-March 19 $15 plus materials ABRACADABRA. Is the hand quicker than the eye? Impress your family, friends and teachers with magical skills and techniques. Learn with a real magician and become one yourself. JUGGLING Mondays, 6-7:30pm February 1 O-March 23 $15 plus materials Laugh and learn with others. Amaze yourself with your abilities to keep objects in the air. Start with basic training and before you know it, you will be juggling for fun. A professional juggler will guide you to new heights. For 5th graders to adults. SCHOLARSHIPS AVAILABLE Application on Page 8 DEADLINE: January 28,1992 Fill out your application today! LEARNING FOR LIFE Special Interest TOASTMASTERS SPEECHCRAFT Thursdays, 6-7:30pm March 5-April 23 $10 Improve your verbal communication and public speaking skills through a 7-week course designed for your participation. Shake (he common fear of public speaking. Say what you mean and feel comfortable doing it. YOUTH LEADERSHIP WORKSHOP Saturday, 9am-3pm April 11 $10 Leaders arent bom. They learn to lead. You can too. Learn about the characteristics, traits, ethics and values of leadership\nwhy you make the decisions you do. Develop your own leadership style and skills through roleplaying exercises. Discover how life events and global issues affect leadership. For grades 9-12. / PAY FOR YOUR NEXT VACATION! LEARN A NEW SKILL! WRITING FOR FUN AND PROFIT! Mondays, 7:30-9pm February 10-March 16 $15 Fun. Fame. Fortune. The motivations for writing. This beginnerlevel course focuses on writing newspaper, feature and filler material for publication. Know your market before you write. Leam in a few hours tips that the instructor has accumulated over 25 years of experience. Please note that this is NOT an English composition/ grammar class. CREDIT MANAGEMENT: URGE TO SPLURGE Monday, 6:30-8pm March 2 co-sponsored by Consumer Credit Counseling Services No fee. Personal finances can sometimes get out of hand. Dont let them. Become more disciplined in budgeting, saving and investing. If they have gotten out of hand, learn what to do through consumer credit and debt management. GIVE YOUR CHILDREN OPPORTUNITY! Call SWLR YMCA Today! HUNTERS EDUCATION March 16, 17, 19 5:45-9:15 No fee. Service of Arkansas Game \u0026amp; Fish Commission Required for anyone born after 1/1/69 who wishes to hunt alone. Leam about hunting ethics, firearm safety, wildlife identification, game care, rifles, pistols, shotguns, muzzleloading, ammunition and bow hunting. Your Hunters Education card signifies successful completion of the course. Children under 16 must be accompanied by an adult. \\\\\\ KEEP YOUR FUTURE educated' McClellan Community High School! Educating for today \u0026amp; the future McClellan Community High School ~ Where the whole community can learn McClellan community education spring classes 1992 RfflN^EROLOGY Mondays, 6:30-8pm February 1 O-March 16 $15 A fascinating class on the study of how to make it through the jungle of life without being eaten alive !!! Skills and techniques acquired through this class will'allow you to successfully manage relationships with difficult people. SMALL APPLIANCE REPAIR Saturdays, 9-Noon February 15-March 28 $25 plus materials Learn when you can make the repair or when to take it to the shop. This course is designed for adults who want to acquire those skills necessary to safely repair small household appliances. Blenders, vacuum cleaners, mixers, tools, coffee pots and more. Materials approximately $10. A BETTER YOU Thursdays, 6:45-8:45pm February 13-April 23 $30 How do women participate in society and who determines how they participate? What is a healthy relationship? How do women set life goals? A forum to discuss and unravel issues related to womens survival in our society. Sex roles, economics, violence and self-esteem. CONVERSATIONAL TURKISH Tuesdays and Thursdays, 7:30- 9pm February 11-April 16 $10 Emphasis will be on the social aspect of the Turkish language, customs and culture. Learn the alphabet, counting and word pronunciation from a native. Gain an insight into Arabic-based language. McClellan community education spring classes 1992 ARKANSAS RIVER BOAT TRIP Saturday, 10:30am-lpm March 28 $25 SHIP AHOY! Rain or shine join us for a narrative history of the Arkansas River. Climb aboard and enjoy the sights from the Spirit Paddle Wheel Boat. Bring your camera, bring a friend or the family. Meet us at Riverfront Park on the North Little Rock side of the Arkansas River, across the river from downtown Little Rock. Box lunch included. McClellan Community High School: KEEPING YOUR FUTURE EDUCATED ACADEMICS VOLUNTEERS NEEDED TO SUPPORT COMMUNITY EDUCATION CLASSES Please call 570-4149 to volunteer your help with on-site registration, Feb. 8 AUTOMOTIVE INDEPENDENCE WORKSHOP Saturday, 1 O-Noon March 21 $10 EDUCATION! Your Future and Mine Can YOU change a flat tire on your car? Can YOU check your oil, break, and radiator fluid levels and then fill them? Can YOU determine proper tire pressure for your car? Can YOU use your battery cables safely? If you answered NO to any one of these questions join us for an informative, fun, hands-on experience. Wear old clothes!! SIGN LANGUAGE FOR BEGINNERS Thursdays, 6-8pm February 13-April 23 $20 Sign language is a valuable asset. Starting with the alphabet and progressing to conversational sign language learn to communicate with the deaf. This course will also introduce you to deaf culture. MASTER GARDENING SERIES Thursdays, 6:3O-8pm March 12-April 23 No fee. A six-part series sponsored by the Arkansas Cooperative Extension Service. Learn and share with the experts. Topics include: selecting and preparing a garden\nmaintaining the perfect garden\ngrowing your best vegetables\ncorrect use of lawn and garden pesticides and fertilizers\nnurture shrubs, fruit trees, and flowers\nlawn and garden field trip. EDUCATION! YOUR FUTURE \u0026amp; MINE! I\\o PARENTAL INVOLVEMENT MOTIVATES LEARNING Volunteer for your child today! COME LEARN WHH US ] ADULT GENERAL EDUCATIONAL DEVELOPMENT Tuesdays \u0026amp; Thursday, 6-9pm January 21-May 28 No fee. OR Saturdays, 9-noon February I5-May 30 No fee. Service of Adult Education Center, LRSD Improve or get on the path to complete your education (GED). Reading, spelling, math, Diglish and English as a Second Language (ESL). For adults 16 years old or older. Individualized assessments are made to provide the learning that you need. Dont miss the first class. But, if you do, come join us at any point in time. Just be sure to come and start a new road now! * BASIC ALGEBRA -PART I Tuesdays, 6-9pm February 11-April 21 $30 Do you suffer from algebra anxiety? Overcome it with this basic algebra course. Work.your way up from where you are to where you would like to be. Solve equations and word problems. We have divided this semester, college level class into two parts. Part II will be offered during the summer and fall sessions. m 2 O tZ) X 2 aGO O m CD 50 MATH SKILLS FOR ADULTS Thursdays, 5:45-8:45pm February 13-April 23 $30 Build math skills necessary to MCCLELLAN COMMUNITY HIGH SCHOOL ADVISORY COUNCIL! Join us at our monthly meetings. Open to the public. First Monday of every month, 6-8pm McClellan Media Center. bridge the gap between where you are and preparatory College Algebra. Progress at a pace you are comfortable with. Learn mathematical problem-solving after a review of the basics. GED graduates are encouraged to enroll. MCCLELLAN COMMUNITY HIGH SCHOOL ___________ ADVISORY BOARD___________ MAKING A DIFFERENCE William Anderson Nancy Reedy Shirley Atkins Willie Edwards Linda Russenberger Ruby Scott William Fields Eric Staten Tammy Keeton Steve Tedder Jeri Bob King Jim Parins Jean Weems Jo Powell Mattie Ruth Tipton Parents. Citizens. Students. Faculty. Business people. McClellan Community High School ~ Building a better community through education ENGLISH SKILLS FOR ADULTS Mondays, 6-9pm February 10-April 20 $30 Dont let your fears of English grammar hold you back. Build the English skills necessary to bridge the gap between high school and college-level English. Progress at a pace you are comfortable with. GED graduates are encouraged to enroll. INTERMEDIATE ALGEBRA Thursdays, 6-9pm February 13-April 23 $30 Prepare for college algebra, the minimum math course required for college graduation. If you scored below 18 on the math portion of ACT or just need a refresher course, relax and know this is designed for you. Pre-requisites are completion of an elementary algebra class or a working knowledge of it. NEIGHBORHOOD CRIME WATCH Tuesday, 6-7pm March 17 OR Tuesday, 6-7pm April 21 No fee. We can deter crime in our homes and neighborhoods. Participate in a one-hour session and learn how to work with your neighbors and the police to combat crime in your area. ARE YOU ' BEING CHASED BY THE FUTURE? 0 , e PUBLIC SERVICES JOIN US AT McClellan COMMUNITY HIGH SCHOOL Lifelong Learning \u0026amp; Lifelong Friends H.E.A.T. Tuesday, 7-8pm February 25 OR Tuesday, 7-8pin April 14 No fee. A service of Little Rock Police Dept. HELP END AUTO THEFT: This program is designed to stop auto theft by use of auto decal registration, which will be available during this presentation. Find out how you can participate in this program and protect your auto. A LITTLE OF YOUR TIME CAN MAKE A BIG DIFFERENCE TO YOUR COMMUNITY! THANKS TO ALL WHO CONTRIBUTE THEIR TIME AND ENERGY MAKING McClellan A FINE SCHOOL!! McClellan Community High School Citizens Advisory Council: Strengthens the unification between the school and the community. * Exercises the communitys proprietorship in the school. * Provides leadership and support for McClellan community education activities. VOTER REGISTRATION Third Tuesday \u0026amp; Thursday of each month February-May Exercise your right to vote! Participate in decisions that impact your life! Your vote makes a difference. Come by the Community Education Office on the main campus of McClellan to register to vote today! All you need is proof of age, 18 or older. JEDUCATION! k THE A FUTURE 'I FOR J YOU AND ME! LITTLE ROCK SCHOOL DISTRICT The Place for Your Children DONT LET TIME RUN OUT! SCHOLARSHIPS AVAILABLE Application on Page 8 DEADLINE: January 28,1992 McClellan Community High School ~ The only one with community in it Pas-c 8 McClellan community education spring classes 1992 OTHER EDUCATIONAL RESOURCES IN YOUR COMMUNITY LITTLE ROCK SCHOOL DISTRICi HIPPY: Learn how to help your pre-school youngster learn. Call 324-2266. ADULT EDUCATION CENTER: Enroll in English, reading, math, spelling, English as a Second Language (ESL) classes. Get your GED. Call 324-2260. VIPS (Volunteers in Public Schools): Volunteer your time and experience for Little Rock students. Call 324-2290. PARENT ADVISORY COUNCIL: Get training that will help you McClellan community education SCHOLARSHIP APPLICATION PLEASE COMPLETE ONE FORM FOR EACH INDIVIDUAL REQUESTING A SCHOLARSHIP. Call 570-4149 for additional copies. NAME: ADDRESS: help your child learn. Call 671- 6325. CARE: Register for before or after school child care on regular school days. Call 324-2395. METROPOLITAN VOCATIONAL TECHNICAL EDUCATION CENTER: Advance or change your career through excellent training and education. Call 565-8465. PARTNERS IN EDUCATION: Help build the future. Develop a partnership between your busi- ness/company and a Little Rock Public School. Call 324-2290. HEAD START: Still has openings for your children. Call 664-1025 for more information and registration. *If you are 50 years old or older and economically disadvantaged or a dislocated worker, Arkansas ABLE may be able to pay for your attending McClellan Community Education classes. For more information, call David at 374-1318. OTTENHEIMER COMMUNITY CENTER LITTLE ROCK PARKS AND RECREATION Call 565-0140 for information on classes. ARKANSAS ABLE JOB SHOP: For persons 55 and older. Call 545-ABLE for information on developing skills to find employment as an older adult. HOME #: WORK #: YOURE READING THIS! DO YOU KNOW SOMEONE WHO CANT? CALL ARKANSAS LITERACY COUNCIL 663-4321. SOUTHWEST HOSPITAL For class registration, call 455-7073. AARP 55 ALIVE DRIVING COURSE: March 25 and 26,9am-1pm $8 WATERCOLORS: January 20-February 25 Mondays, 6:30-9pm $36 plus supplies WATERCOLORS: March 2-April 6 Mondays, 6:30-9pm $36 plus supplies Southwest Hospital needs several volunteers who have health care experience. Call 455-7073 for more information. (across from McClellan) Unlimited attendance at any/all of above classes. $20, YMCA member $22, non-member ALIVE \u0026amp; KICKIN SENIOR FITNESS CLASS: Parkview Christian Church (across from McClellan) Mondays, 9:30-10:30 am Tuesdays \u0026amp; Thursdays, 8:30- 9:30am Monthly fees 2 classes/week, $2 YMCA member, $7 non-member 3 classes/week, $4 YMCA member, $10 non-member PRYME TIME AFTER SCHOOL ACTIVITIES: Elementary ages, 5-12. Monday-Friday, school pick-up - 6pm. Registration fee of $20, non- refundable. $20 per week, YMCA member. $25 per week, non-member. SPRING SOCCER: Ages 5-13, boys \u0026amp; girls Registration begins February 3. SUMMER T-BALL: Ages 4-6, girls \u0026amp; boys Registration begins in April. CITY, STATE, ZIP: DATE: MARTIAL STATUS: SINGLE: (check one) NUMBER IN HOUSEHOLD: MARRIE,:_____ DIVORCED:_____ DATE OF BIRTH: AGE:___________ EDUCATION COMPLETED: SOUTHWEST YMCA WHAT IS YOUR ANNUAL HOUSEHOLD INCOME? (Proof of income required. Attach copy of paycheck stub and/or food stamps authorization) RANK IN ORDER OF PREFERENCE COURSE/COURSES YOU WANT TO TAKE: 1. COST: 2. COST: SOUTHWEST YMCA HAS MOVED! Now conveniently located on McClellan Community High School Campus, 9401 GEYER SPRINGS Sharing Space! Sharing Resources! Keeping Program Fees at a Minimum! SUMMER DAY CAMP: Ages, kindergarten-6th grade. Monday-Friday, 7am-6pm $40/week, YMCA member. $50 week, non-member. 10% discount on 2nd child. Registration begins in April. SUMMER TEEN CAMP: Ages 13-14, boys \u0026amp; girls. Monday-Friday, 7am-6pm. Registration begins in April. 3. COST: ON A SEPARATE SHEET, WRITE A FEW SENTENCES EXPLAINING WHY YOU NEED THIS SCHOLARSHIP. PLEASE ATTACH TO SCHOLARSHIP APPLICATION. Call 562-5932 for class registration. Have you previously enrolled in a community education class? Unless noted otherwise, ail activities are on McClellan Community High School campus. Which class? When? Signature of Applicant NOTE: BOOKS AND OTHER MATERIALS ARE NOT INCLUDED IN SCHOLARSHIP. SOUTHWEST YMCA FAMILY MEMBERSHIP: $68 per year. GYMNASTICS: Monthly registration. Classes begin February 3. Boys \u0026amp; girls, ages 3-4 Mondays, 3:50-4:30pm Boys, ages 5 and up. Mondays, 4:30-5:30pm Girls, ages 5-9 Wednesdays, 4-5pm Girls, ages 10-12 Wednesdays, 5-6pm RETURN WITH REGISTRATION FORM TO: McClellan Community Education 9417 Geyer Springs Road Little Rock, AR 72209 DEADLINE: Applications must be mailed by JANUARY 28, 1992 U PON RECEIPT OF SCHOLARSHIP, YOU WILL BE ASKED TO VOLUNTEER A MINIMAL NUMBER OE HOURS FOR MCCLELLAN COMMUNITY HIGH SCHOOL. AEROBICS: January 6-March 14 Mondays, 6-7:15pm Tuesdays \u0026amp; Thursdays, 5:15- 6:15pm Tuesdays \u0026amp; Thursdays, 6:30- 7:30pm Saturdays, 9-10:15am Mondays, Wednesdays, Fridays, 8:30-9:30am* Parkview Christian Church CHEERLEADING: 4-week sessions, begins February 3. Junior High Girls Mondays, 5:30-6:30pm Thursdays, 6:30-7:30pm Senior High Girls Mondays, 6:30-7:30pm Thursdays, 5:30-6:30pm $20, YMCA member. $30, non-member. SCHOLARSHIPS A VAILABLE! McClellan Community High School * The place for you - your kids - your familyClintons address on causes of unrest strikes right notes BY NOEL OMAN Democrat Gazene Capllol Bureau NEW ORLEANS - Gov. I Bill Clinton hit almost all the light notes Saturday in a call to solve the underlying f -.causes of social unrest highlighted by the Los Ange- ' Jtes riots. It was a subject rife with the potential for discordancy, but, lets face it, when Clinton is on, he is on. Wow, marveled U.S. Sen. John Breaux, D-La., after Clinton spoke. He gets better and better. His speech represented the now familiar weave of conservative and liberal political philosophies that underlie his presidential candidacy. , His forum Saturday was fa-\n, miliar ground for Clinton - ..the Democratic Leadership 1 Council. The DLC was formed seven years ago by a group of brea- . . kaway conservative and moderate Democrats, mainly from the South and West. They sensed a party in peril after the defeat of their party's nominee in 1984, Walter Mondale. Long-ostracized as a group of closet Republicans, it was sweet, indeed, for them to see one of their own in Clinton. As the partys presumptive nominee, Clinton returned to them and validated their place in what they hope is a reformed national party. So it was not uncharac- . teristic for Clinton to place some of the blame for the countrys problems on the failed liberalism that has come to represent the Democratic Party. But, also characteristically, Clinton managed to borrow the words of a frequent DLC opponent, Jesse Jackson, to underscore the nation's deep racial divi- I Analysis Related article 9B ] sions. A member of the large Arkansas delegation to the DLC annual meeting here, Rep. Irma Hunter Brown of Little Rock, who is black, heard in Clinton a voice that crossed racial and political lines. It was a very positive presentation to an audience thats crying for true leadership that will unify people across all lines,\" she said. But Clinton can only cut the line so fine. While he could inspire many with his pledge to crack down on deadbeats who do not pay child support, he can ruffle a powerful group with his support of the Brady bill, a gun control measure he sees as a way to reduce violence in the streets. Members of the National Rifle Association and the many hunters in a state such as Arkansas see the bill as an assault on their way of life. Ironically, the NRA in part underwrites the DLC. Clinton's speech, sprinkled with examples of his personal experiences with racial problems, also served to help a continuing effort by the Clinton campaign to show the governor in a personal light far different than the one found in the tabloids. That was a deep look at this guys soul, Clinton adviser Paul Begala said. This is who Bill Clinton is, this is what he is all about. Precious few of this has penetrated to the American public. ARKANSAS DEMOCRAT-GAZETTE SUNDA'.t -si'S, 1992 7B Clinton searches for electoral strategy In any equation, winning votes in California is essential BY JOHN KING AP Political Wnter WASHINGTON - Gov. Bill Clinton's search for a successful electoral vote formula begins with this simple math: Dukakis plus California. But if Clinton is to win the White House, he has a long way to go from there. Winning everywhere 1988 nominee Michael Dukakis won plus California, which Dukakis narrowly lost, would translate into 161 electoral votes - 109 shy of the 270 needed to capture the White House. Getting the rest would require Clinton to revive Democratic strength in the big industrial states and pluck several other wins fVom a varied basket of states, many of them reliably Republican in recent presidential races. Democrats dont win without California, veteran party strategist Ann Lewis said. From there, the key is the industrial heartland. It's no easy task for a challenger to begin with, and Clintons search for an electoral formula could be complicated by the expected independent candidacy of Texas billionaire Ross Perot At this early date - before Clinton has a mathematical lock on the nomination, before he has selected a running mate and before a reliable prediction about the economy can be made - any Democratic formula to cobble together 270 electoral votes is little more than a rough outline. Still, drawing from the lessons of the Dukakis defeat and simple electoral math, Clinton STOP SMOKING LOSE WEIGHT Ask about our other programs available. yiunt\u0026amp;r \u0026amp; Associates 400 oner Creek Perk (exit 128 oH 1-30) 455-4994 advisers and Democratic strategists agree on several target areas - the industrial states of Pennsylvania, Illinois, Michigan and Ohio chief among them. A point of considerable debate within the party is whether Arkansan Clinton can break through in the South, or whether his chances of picking oft the surprises he would need to win are better in Democratic- leaning Western states. Right now, we view the whole country as competitive, Clinton deputy campaign manager George Stephanopoulos said. Its too early to count anything in or out. It may prove overly optimistic, but many Democratic strategists believe Clinton, because of his moderate views and Southern roots, will enter the general election with broader potential than Dukakis, allowing him to tai^et more states early and refine his targeting as the campaign moves on. The beauty of this for Clinton is youre not looking at a narrow window where you have to win everywhere on your list to just make 270, said John Sasso, who ran a Dukakis campaign that had virtually no room for error in its electoral strategy. Any Democratic strategy begins with the states Dukakis CPC PINNACLE POINTE HOSPITAL \"IENVIRONMENTAL ILLNESS\" SEMINAR SPEAKER: Penny Fox Tuesday, May 12th, 1992 6:30-8 PM at Pinnacle Pointe Hospital 11501 Financial Center Parkway Little Rock, AR 72211 This is a free community service Reservations are requested To Register, please call 223-3322 (CEU's will be given) won or barely lost. In the first group are Massachusetts, Rhode Island, New York, West Virginia, Minnesota, Wisconsin, Iowa, Oregon, Washington, Hawaii and the District of Columbia - a combined 107 electoral votes. I dont see any reason why Clinton can't carry any one of those states,\" Sasso said. Using 48 percent of the vote or better as the cutoff for states in which Dukakis came close, the second group includes the major prizes of California, Pennsylvania and Illinois. The others are Vermont, Maryland, Missouri and New Mexico. Combined, these states carry 235 electoral votes - 35 short of the magic number. To have any chance, Clinton would have to win almost all of those states. But to make up the difference, and for any losses in this ^oup, Clinton would need additional wins as well. Texas, Florida, Ohio and Michigan are the biggest remaining prizes - but alt were won handily by Bush in 1988. Most Democrats view Florida as a GOP lock and Texas a near-lock, although a Perot candidacy would confuse ticularly on the deep South.\" things in his home state. This is a wild campaign, a wide open, weird race down here,\" Ed Martin, executive di-rector of the Texas Democratic Party, said. Clinton won the Michigan primary and tough economic times should make it a competitive fall battleground, with 18 electoral votes at stake. Ohios primary is June 2, and Clinton's showing then could shed light on whether he has any hope of getting its 21 electoral votes come November. . Other possibilities mentioned by Clinton aides and Democratic strategists include Clintons home state of Arkansas, nearby Tennessee and Kentucky, Colorado, Montana and Vermont, which all told have 39 electoral votes. Lewis and Sasso offered Arkansas, Tennessee and Kentucky as potential Clinton states. But another party strategist, Tony Podesta, took a Western view. Democrats did a lot better in Montana and New Mexico and California and Colorado in 1988 than in any of the Southern states, Podesta said. Clinton makes the South more competitive but I think its very hard to break the grip the Republican Party has, par- SYLVAN THIS SUMMER HAPPINESS NEXT FALL! Beginning Reading WriKng Acodemic Reading Study Skills BosicMath ACT/SATPrep .Al^ebro Enricliment n Sylvan f ^ming ^nter' Iklpiag kids be Ikarbesl. 227-3bn Scholarships Now Available Scholarships Now Available Scholarships Now Available h'lcClellan Community Education Summer Classes 1992! Little Rock Schoo! District EMERGING SCHOLARS GRADES 6,7,8 570-4149 CALL TO RECEIVE CLASS BROCHURES FOR UPCOMING SESSIONS IKTROOUCTTON TO COMPUTER UTERACT Monday-Friday. lOam-noon June 15-July 3 $40 TYPING AND KEYBOARDING Mond! Junel $35 OR day-Friday '1S-July2 10-l2i\u0026lt;oon Monda^-Frid^ 1-3pm COMPUTER PROGRAMMING WITH BASIC Monday-Friday, 1 -3pni Juns IS-July 17 SSO OR Monday-Friday. 1 -3pm J^ 20-August 14 CREATIVE MATH Morxfays, 9-11am June IS-JuN 10 $15 GLOBAL ADVENTURES Monday Friday, lOam-noon June 15-July 2 $25 OR TENNIS FOR BEGINNERS GRADES 5-9 Saturdays, 10-11am June20-Augusl6 $20 PAINTS, DYES AND T-SHIRT DESIGN Monday-Thursday. 9ant-noon June 15-18 $20 CREATE PAPIER-MACHE CREATURES Monday-Friday, 3-4:30pm June 16-19 $10 PHOTOGRAPHY FOR KIDS GRADES 3-5 Mondm-Fridm, 1:3O-3pm June 15-July2 $10 T-SHIRT SWAP Wednesday, noon June 24 8 July 15 No fee. CIRCUS CAMP GRADES 3-12 Monday-Friday. 1 -3pm JunelS-Julyz $25 INTRODUCTION TO PHOTOGRAPHY Tusd^, 9-1\u0026lt;am June 16-Augusl 11 $25 BEGINNING SPANISH Tuesdays 8 Thursdays. 4-6pm July 14-Augus113 $25 MAGIC Tuead^.2\n30-4pm Jiaw 18-July 7 $16 JUGGUNG Monday-Friday. 1 -Spm Ji^6-i0 CLOWNING I JMiioyoi d^-Fridw, tOam-ooon $15 BEGINNING FRENCH Tuesd^ 8 Thursdays, June 16-July 2 1-2\n30pm CIRCUS SHOWTIME Monday, lOem-noon July 13 Noles. Must have McCMen Circus Csmp experience. KIDS' STUFF ciowNma unvm with reacinq Ages 5-6. Kindergartsn Required MMoorr^^ddiNn--FFrniddrawy.. 9am-noon June 15-July 2 $40 OR Monday-Friday, 9am-12 July13-July 31 $40 INTRODUCTION TO DRAMA GRADES 3-9 Monday-Friday, 9sm-ttoon 20-July 31 COMPUTER CAMP GRADES 1-2 Monday-Friday, 9-11:30sm June K-26 $20 COMPUTER CAMP QRADES3-4 Monday-Fnday, 9-11:30am June 15-19 $20 COMPUTER CAMP GRADES 5-6 Mondey-Fnday, 12-2:30pm June 15-19 $20 TAEKWONDO GRADES 5 and up Mondays. 6-7pm June 1S-August 3 $15 DARE TO DRAW Monday-Friday, 1-2:30pm June 15-19 $10 CALLIGRAPHY FOR STUDENTS Ages 8-13 Monday-Friday, 2:30-4pm June15-19 $10 GLASS PAINTING MonOay-Friday, i -2:30 June ^-26 $10 DRAWING IN PASTELS Monday-Friday, 2:3O-4pm June 22-26 $15 ORIGAMI Monday-Friday 1-2\n30pn -6-10 PEN a INK DRAWING Monday-Friday. 2:30-4pm iiS' -6-10 CERAMICS FOR KIDS Wedrtesdays, 1-3 June 17-July 29 $20 INTRODUCTION TO BALLET Tuesdays 8 Thursdays, 3-4pm Jutre 16-July 28 $20 NATURE UNIVERSITY HUNTERS EDUCATION Tuesday 8 Thursday Sam-3pm July14816(1 hourlunchbreak) FISHING DERBY Tuesday \u0026amp; Wednesday, 9am-naon Jufy148 15 Fiefdtrip COMPUTERS FOR BEGINNERS Saturdays. 9-noorr Jure 20-July18 $25 OR Mondays. I June tS-jL 6-9pm $10 NATURE WALK AT PINNACLE MOUNTAIN Wednesday 9arn-noon June 17 Field Thp $5 DIAMOND DIG GRADES 5-8 Wednesday 9ain-4pm July 15 ReWTdp $15 SUMMER DAV CAMP Ages 5-12 Monday-Friday. 7am-6pm June 8-August 28 Southwest YMCA SUMMER TEEN CAMP Ages 13 S 14. and girls Mixxjay-Friday. 7am-6pm Jurte 6-August 2S Southwest YMCA JOB SKILLS! BUSINESS MATTERS! rvPINQZKEVBOARDINQ Mondays \u0026amp; Tuesdays. 6-8:3Oom Lab available Thursdays. Juns 15-August 11 $50 WORD PERFECT 5.0/6.1 Mondays. 6-9pni June IS-August 10 $50 OR Saturdays. 9am-3pm July 11-Augu3t 15 $50 LOTUS 1-2-3- WORKSHOP Monday. Tuesday 8 Thursday. 6-9pm June15.16.18 $20 OR Saturday. 9:00-3pm June 20827 $20 INTRODUCTION TO MS-DOS Thursdays. 6-9pm June 18-July 9 $30 OR Thursdays. 6-9pm J^ 16-Auguste MICROSOFT WORKS Tussd^. 6-%xn June 23-Juty 28 $40 OR Saturdays. 9ani-3pm June 20827 $35 OR Saturdays. 9XI0-3p\u0026gt;n '11\u0026amp;t8 SUPERWRITE FOR BEQINNERS Mondays. 5:45-8 Juns 15-Auauel $40 . S:4S-8:45pm io $25 OR Mondays. 6-9pm s' 13-August 3 BASIC COMPUTER KEYBOARDING Thursdays. 6-8pm \u0026amp; Saturdays. 9-11am June 18-July 11 $35 m Thursddeays, 6-8pni \u0026amp; SatuRJays, 9-1 lam S-August 6 OR Tuesday 8 Thursday. 6-8:30p Juns 23 8 25 $20 OR Tussday 8 Thursday. 6-6:30pm July789 $20 MOP DOLLS Tuesday, 6-9pm June 23 $20 CREATE AN ANGEL Tuesday, S-9pm June 30 $20 ELEGANT PHOTO ALBUMS Tuesday, 6-9gm BUYING YOUR FIRST HOME Contracts, mortgages, agents. Tuesday. 6-8pm June 23 $5 BUYER BEWARE Property and construction. Thursday, 6-8pm June 25 $5 THE HISTORY OF MABELUULE HIGH SCHOOL Thursday, 6-7:30p(n July 14 INTRO TO DESKTOP PUBLISHING Tuesdays. 6-9pm June 16-July 7 $30 OR Tuesdays. 6-9pm 14-Aug4 BASIC SPEED READING FOR BUSINESS Tuesdays 8 Thursdays. 6-8pm Jutre 16-July 23 $30__________________________ FITNESS AND DANCE FOR HEALTH ANO FUN! TAKEWONDO Teens-Adults Monday. 6-7pm June 15-August3 $15 TENNIS FOR BEGINNERS Saturdays, 9-10sin Juns 20-\u0026gt;^ust 8 $20 ELEMENTARY BALLET Mond^.. 66-'3300--88p m June 15-Augusti $20 t3 JAZZ DANCING Tuesdsm, 6:30-8pm June 16-August 4 $20 BASKETBALL-FREE PLAY Saturdays, 9-noon Juns 20-August 1 $5, one-time tee. CRAFTING AND ACTING V/ORKSHOPS SOUTHWEST UTTLE ROCK COMMUNITY THEATER Mondays. 7-8:30pm June 1S-August 10 Ho fee. so YOU ALWAYS WANTED TO ACT! Tueedm. 6-9pm June 16-July 21 $25 ELEGANT SWEATSHIRTS Tuesdays. 6-9pm June 16 $25 CALLIGRAPHY Tuesd^., 66:\n3300--S8 :30pm June lo-Augusi $40 CAJUN COOKING Tuesday S Thursday, 6-8:30 June 23 8 25 $20 -21 READING. WRITING. ARITHMETIC. STUDY SKILLS BEGIN AT HOME Tuesday. 7-8:30pm June 23 No fee. MATH FOR LMNQ Income taxes, check books, records. Tuesdays, 6:3O-8prn June 16-July 7 $10 SIGN LANGUAGE FOR BEGINNERS MondM \u0026amp; Thursdays, 6:30-8pm June 15-July 16 $20 BEGINNING CONVERSATIONAL SPANISH Tuesdays 8 Thursdays, 6-8om 14-August13 ADULT GENERAL EDUCATIONAL DEVELOPMENT Tuesdays, Wednesdays. 8 Thursdays 9am- 12:30pm June 30-August 6 No fee. OR Tuesdays 8 Thursdays, 6-9pm June 30-August 6 No fee. BASIC ALGEBRA-PART II Mondays, 6-9pm Juns 15-August 10 ENGLISH GRAMMAR MADE EASY Tussdays 8 Thursdays. 6-8pm July27.Augustl3 SPECIAL INTERESTS PHOTOGRAPHY-TAKE BETTER PICTURES Moodl^, 6-7:30pm June 15-July 13 $25 BASIC VIDEO PRODUCTION Saturdays, 9-noor Juns 20-July 18 $25 on Saturdays. 9-noon ^^25-Augu8t IS POSITIVE IMAGES FOR WOMEN Mondays, 6-8pm June 22-July 20 $16 OR Saturdays, 9-11am July 18-Auguat 1S PUBLIC SERVICES HELP END AUTO THEFT Tuesday, 6-7pm July 2 No fee. NEIGHBORHOOD CRIME WATCH Thursday. 6-7pm June 25 Notes. VOTER REGISTRATION Third Tuesday 8 Thursday of each month July-August McClellan BUSINESS/ COMMUNICATIONS MAGNET For more information call 570-4100 A Community Celebration May 9th Join Us For A Day of Fun McClellan Community High School 9417 Geyer Springs Road Little Rock. Arkansas FOR MORE INFORMATION CALL 570-4149 83d mcclel sun mcaellan communitv education sun Srtj rose.,.dal 8B ARKANSAS DEMOCRAT-GAZETTE SUNDAY, MAY 3,1992 Deaths/Funerals Wilbur D. Mills, 825 former congressman Deaths, funerals Steve Dewayne Barnett, 40, former school board member HAMBURG Steve KENSETT Wilbur D. Mills, 82, of Kensett, a 39-year veteran of the U.S. House of Representatives, died Saturday morning in Searcy. Mills started his political career in 1934 when he was elected White County and probate judge. Four years later, he moved on to Congress, where he was elected to the Banking and Currency Commission in 1939, appointed to the House Ways and Means Committee in 1M2, and named chairman of the committee in 1958. In 1974 he resigned after 32 years on the committee and in 1977 resigned from Congress. Mills was a member of the Kensett Methodist Church and a Grand Cross in the Masonic Lodge. He graduated from Hendrix College in 1930 and attended Harvard Law School until 1933. Funeral will be at 2 p.m. Tuesday at Kensett Methodist Church. Burial will be in Kensett Cemetery by Roller-Daniel Funeral Home of Searcy. Survivors are his wife, Clar-ine Polly Billingsley Mills: two daughters, Martha Sue Dixon of West Simsbury, Conn., and Rebecca Ann Yates of Wayne, N.J.\na brother, Roger Mills of Kensett\na sister, Emma Gene Yancy of Marianna\nsix grandchildren and two great-grandchildren. PULASKI COUNTY Don Alvin ''Baba\" Beulah, 45, of 2100 MadlaoitSL Mrs. Pinky CMckeraort, 97, of 811 Reichardt. Mrt. Mable ArMna Droke, 70, of 2 Hibberd Drive, North Little Rock. Chrlatlna Griffin, 77, of Ltttlo Rock. John Robert Holloway. 62, of Alexander. Prance* Elizabeth Lytl*, 83. of 6701 RI loy Drive. Marlm P. \"Red\" McFarland Jr., 65, of 10007 Geyer Spriitgt Road. Mary Jane Pierce, 74, of Little Rock. Mr*. Willie Ma* Tum*r. 69. of North LK-ttoRock. Mr*. Nona Alberta Wbb. 81. of 3108 Spring St Mr*. Oil* Ka* WItIKm*, 63, of 1101 E-Dewayne Barnett. 40, of Hamburg, a former member and secretary of the Hamburg School Board, died Saturday. Barnett was a member of the Administrative Board at First United Methodist Pulaski County Don Beulah Funeral for Don Alvin Bebe Beulah, 45, of 2100 Madison St, who died Wednesday, will be at 1 p.m. Monday at Greater St. John Baptist Church. Burial will be in Rest in Peace Cemetery, Hensley by Miller-Elston Mortuary. Pinky Dickerson Funeral for Mrs. Pinky Dickerson, 97, of 611 Reichardt, who died April 27, will be at 1 p.m. Monday at Zion Hill Baptist Church. Burial will be in Haven of Rest Cemetery by Wills Funeral Home/Little Rock. Mrs. Mable Droke Mrs. Mable Arlene Droke, 70, of 2 Hibbard Drive, North Little Rock, widow of Carl W.C. Droke, died Friday. Funeral will be at 2 p.m. Monday at North Little Rock Funeral Home. Burial will be in Rest Hills Cemetery. Memorials may be made to the American Lung Association, 211 Natural Resources Drive, Little Rock 72205. Survivors are two sons, Adrian Carl Droke and Alan J. Droke, both of North Little Rock\na brother, Clifford Spencer of Missoula, Mont\nand a grandchild. Christine Griffin Christine Griffin, 77, of Little Rock, died Saturday, Funeral will be at 2 p.m. Monday at Griffin Leggett/Rest Hills. Burial will be in Keo Cemetery. Survivors are a son, Don Griffin of Little Rock\na daughter, Yvonne Thompson of Little Rock\na sister, Lucille Banks of Jacksonville\nfour grandchildren and two greatgrandchildren. John Holloway John Robert Holloway, 62, of Alexander, husband of Christine Holloway, died Saturday. Funeral will be at 2 p.m. Monday at Rumph-Owers Funeral Home of El Dorado. Burial will be in Smackover Memorial Park Cemetery. Memorials may be to the Multiple Sclerosis Foundation. Survivors are a brother, Clyde Holloway of Memphis\nand a sister, Betty Johnson of Inglis, Fla. Frances Lytle Frances Elizabeth Lytle, 83, of 8701 Riley Drive, a secretary for Veterans Administration, died Friday. Funeral will be at 2 p.m. Monday at The Bible Church of Little Rock. Burial will be in Bellwood Cemetery by Ralph Robinson and Son Funeral Home of Pine Bluff. Memorials may be made to the church. Marion McFarland Marion F. Red McFarland Jr., 65, of 10007 Geyer Springs Road, a self-employed masonry contractor, husband of Julia McFarland, died Friday, Graveside service will be at 2 p.m. Monday at Forest Hills Memorial Park. Arrangements are by Griffin Levett Healey \u0026amp; Roth. Other survivors are six sons. Dr. Marion McFarland III of Columbia, S.C., David B. McFarland, Stephen McFar- land, Timothy McFarland and John McFarland, all of Little Rock, and Jerry McFarland of Greenbrier\nthree daughters. Cynthia McFarland of Conway, Susan Martin of Little Rock and Theresa Vardaman of Bryant\na brother, Herbert McFarland of Conway\n15 grandchildren and a greatgrandchild. Mary Pierce Mary Jane Pierce, 74, of Little Rock, wife of George Pierce, died Friday. Funeral will be at n a.m. Monday at Roller Drummond Southwest Funeral Home. Burial will be in Forest Hills Memorial Park. Memorials may be made to American Cancer Society, Temple Baptist Church debt retirement fund or Immanuel Baptist Church faith for the future ftind. Other survivors are two sons, Donald Howard Pierce and John Stephen Pierce, both of Little Rock\na brother, Robert Casey of Raleigh, N.C.\nand four grandchildren. Willie Turner Mrs, Willie Mae Turner, 69, of North Little Rock, died Friday. Arrangements are by Wills Funeral Home/North Little Rock. Survivors are five Eddie sons, Lee 7th st.. North Little Rock. ARKANSAS ALTUS - Madeline Andert, 74. ATKINS - Ella Ruth Gray, 57. BATESVILLE Wada, 76. CENTER POINT Raaaa, 69. Thomas Crocektt Willis \"Bit'' Rty CLARKSVILLE - G.B. Patty. 70. CLEVELAND Mr. Alana Bowling, 70. CONWAY - Jamea Richard Hudgens, 59. FORT SMITH - Robert Frank Harrlaon, 66. GRAPEWNE Ole Fielding ShMon, 86. QREENBRIEn Mum, 63. Troy Varlon Quattla- HAMBURG - Stava Dewayna Barnett, 40. HAZEN - Betty M. Meaby, 63. HOT SPRINGS VILLAGE Norma Jo BarMr, SS. KENSETT V LEACHVILLE Lovctody. 87. LESLIE ' ( MALVERN Wilbur D. Mills, 62. E - Mrs. Marla Elizabeth Oavk) L Sandlin, 71. ........... - Roy Martin Langley, 79. J{*SNVILLE Billy Ray Stokes, *Q. NASHVILLE Troy Staphant Tumar, 76. PINE BLUFF dereon, 93. NIoM Thompkint An-nOGERS - J.BrlcaHaad,. RUSSELLVILLE Loulu Bruca Har-key, 83. STAR CITY Letha W. May McDanM, 71. STUTTGART LllllaV. Boutwall, 79. STUTTGART - Mary Magallne Lock, 86. TUCKERMAN - Sammy Dtwey Smith, 36. WEST MEMPHIS moods, 91. WYNNE \\ Mary Ciao Ed- Wlllla Bratchat. 70. worker, died Saturday. Arrangements are by Kings \u0026amp; Queens Mortuary. Survivors are five sons, Wayne Cardel! Russ and Billy Clyde Johnson, both of Kansas City, Mo., James Paul Johnson of Arkadelphia, Larry Darnell Johnson of North Little Rock and SERVICES BY Griffin Le^tt Heal^^Roth PEOPLE TO DEPEND ON 5800 WEST 12TH STREET 661-9111 Marion F. McFarland Mon. 2 p.m. Graveside: Forest Hills Memorial Park Bryant and Wlllie Mae Turner Junior Earl Turner, both of Little Rock, and Johnny Turner, Willie Turner and Amos Turner, all of North Little Rock: three daughters, Florence Hunter, Lorene Johnson, and Maxine Cling-mon, all of North Little Rock\na stepdaughter, Lizzie Jackson of North Little Rock\nfour brothers, Leroy Whitfield of Fort Pierce, Fla., Roosevelt Whitfield and Terry James Whitfield, both of North Little Rock, and Curtis Bernard Whitfield of Scott\n21 grandchildren and nine great-grandchildren. Nona Webb Nona^^^^^^m Church, Hamburg Cemetery Association, Arkansas Florist Association, Arkansas Funeral Directors Association, and past president of Southeast Arkansas Funeral Directors Association. He was also a former chairman for the Ashley County Library Board, its Historical Society, and former president and owner of Jones-Barnett Funeral Home- Visitation will be from 6-8 p.m. today at Jones-Barnett Funeral Home. Graveside service will be at 10 a.m. Monday at Hamburg Cemetery by the Rev, Walter Smith. Burial will be by Ruebel Funeral Home ofLittle Rock. Memorials may be made to the First United Methodist Church of Hamburg Building Fund or Choir Fund. Survivors are his wife, Patricia Foote Barnett\na daughter, Nan Barnett of Hamburg\na son, Kyle Barnett of Hamburg\nhis parents, W.F. and Lois Barnett of Hamburg\ntwo brothers, Willard Barnett of Edmond, Okla., and James Barnett of Shreveport, La.\nand his grandparents. Mrs. Kate Venters and Bert Barnett, both of Hamburg. Griffin Legeett/ Rgt Hills 7724 Landers road NORTH LITTLE ROCK. ARK. 835-3515 Betty Skinner Mon. 11 a.m. Park Hill Christian Church Memorials: the church. Arkansas Childrens Hospital or the Baptist Memorial Medical Center Volunteer Scholarship Fund Alberta! Webb, 81, ofl 3108 Springl St., widow ofl Fred Webb,I died Friday. I Arrangements | are by Ruffin \u0026amp; Jarrett Funeral Home. Survivors are five nieces. Christine Griffin Mon. 2 p.m. Rest Hills Chapel for National Welding Supply Inc., died Friday. Funeral will be at 2 p.m. Monday at Eastside Pentecostal Church. Burial will be in Egner Cemetery by Crouch Funeral Home. Survivors are three daughters, Linda Nelson, Glenda May and Brenda Skinner, all of Batesville\ntwo brothers, Estes M. Wade of San Mateo, Calif., and John Kenley Wade of Half Moon Bay, Calif\na sister, Genora Brightwell of Batesville\nseven grandchildren and a great-grandchild. Clarksville G.B. Patty, 70, of Clarksville, owner of Trusty/Patty Tire Co., husband of Monteray Patty, died Friday. Funeral will be at 10 a.m. Monday at Edwards Funeral Home. Burial will be Roselawn Cemetery. Memorials may be made to the Southern Christian Home or the Morrilton/Clarksville Church of Christ Other survivors are a daughter, Connie Barth of Columbus, Ohio\nhis mother, Lizzie Kendall Patty of Eufaula, Okla.\nand three grandchildren. Cleveland Smith\ntwo daughters, Ruth Martin of Fort Smith and Barbara Smith of Mulberry: two brothers, James D. Foster of Warner, Okla., and John Patrick Harrison of Riverside, Malvcm Rogers of Middletown, R.I,, and Lena P. Smith of Carlisle\n25 grandchildren and three great-grandchildren. Leachville Mrs. Marie Elizabeth Lovelady, 87, of Leachville, a retired grocer, widow of R.L. Lovelady, died Friday. Funeral will be at 2 p.m. today at Howard Funeral Service. Burial will be in Leachville Cemetery. Survivors are a son, Wilburn Lovelady of Leachville: a daughter, Mary E. Wheeler of Leachville\nfour grandchildren and 13 great-grandchildren.' Leslie David L. Sandlin, 71, of Leslie, a retired merchant seaman, husband of Mrs. Nell L. McKee Sandlin, died Friday. Funeral will be at 10 a.m. Monday at Coffman Funeral Home of Marshall. Burial will be in Trace Ridge Cemetery. Other survivors are two sons, David R. Sandlin of Little Rock and Ronald E. Sandlin of Houston\na brother, Lawrence Sandlin of Kingsland, Texas: three grandchildren and five step-grandchidren. -...................... -................. - Mrs. Alene Bowling, 70, of Timmothy Conley Johnson of Cleveland, died Friday. Fu- Little Rock\nfour brothers, ..................... - ... Leroy Johnson of Texas, Marvin Johnson of Stuttgart, Paul James Johnson of Little Rock and John Mark Johnson of Kansas City, Mo.\nand seven neral will be at 2 p.m. Monday at Pleasant Grove Church. Burial will be in Pleasant Grove Cemetery by Harris Funeral Home of Morrilton. Survivors ---------- ........................... are five sons, Joe Bowling and sisters. Clotie Daphus, Doris tarry Bowling, both of Fort Jean Tate and Connie Sue Carter, all of Little Rock. Joyce E. Turner and Mable Ruth Austin, both of California and Georgia Mae Johnson and Ollie Fay Smith, both of Kansas City, Mo. Altus Madeline Andert, 74, of Altus, died Friday. Funeral will be at 1 p.m. Tuesday at Clarksville Grace Lutheran Church. Burial will be in St. Paul Lutheran Cemetery by Shaffer Funeral Home of Ozark. Memorials may be made to the church. Survivors are two daughters, John Andert of Idaho Falls, Idaho, and Lawrence Andert of Ozark\ntwo daughters, Kathleen Beard of Lakeland, Minn., and Mary Oquist of Altus\n16 grandchildren, 31 great-grandchildren and six great-great-grandchil-dren. Atkins Ella Ruth Gray, 57, of Atkins, wife of Thurman Gray, died Friday, Funeral will be at 10 a.m. Monday at Bells Chapel Assembly of God Church. Burial will be in Bells Chapel Cemetery by Humphrey Funeral Service of Russellville. Other survivors are five sons, Donald Gray of Jacksonville, Fla., Steve Gray of Hartman, Rickey Gray of Clarksville, Timmie Gray of Pottsville and Robbie Gray of Dardanelle\nfour daughters, Lavonda Ramey of Casa, Pamela Johnson of Atkins, Anna Devore of Russellville and Tina Miller of Dardanelle\na stepson, Paul\nAllen Towier of Purcell, Okla.\nNona Alberta Webb Otia Williams Mrs. Otia Mae Williams , 63, of 1101 E. 7th St, North Little two brothers, Eddie Ham of Las Vegas and Robert Ham of Knoxville\nfour sisters, Alice Smith, Betty Holiman, JoAnn Hambrick and Brenda Dodson, all of Fort Smith: and 22 grandchildren. Batesville Thomas Crockett Wade, 76, of Rock, a retired food service Batesville, a retired employee Smith, Bob Bowling. Bill Bowling and Jim Bowling, all of Morrilton\ntwo brothers, Arnold Lefier of Morrilton and J.W. Lefler of Marshall, Texas\na sister, Mable Swain of Morrilton\n10 grandchildren and a great-grandchild. Center Point Willis Bit Ray Reese, 69, of Center Point, a purchasing agent for Tyson Foods, died Friday. Funeral will be at 11 a.m. Monday at Latimer Funeral Home of Nashville. Bu-rail will be in Center Point Cemetery. Memorials may be made to the American Cancer Society, P.O. Box 3822, Little Rock, 72203. Survivors are his mother. Bertha Westbrook Reese of Center Point\nfour sons. Ronald R. Reese of Harrison, Alan H. Reese of Kilgore, Texas, Walter R. Reese of Midland. Texas and Daniel R. Reese of St. Marys, Ga.\ntwo daughters, Debra Reese Haak of Texarkana and Susan Reese Wiley of Austin, Texas\nand 13 grandchildren. Conway James Richard Hudgens, 59, of Conway, manager of a hair styling salon, husband of Judy Hudgens, died Friday. Memorial service will be at 1 p.m. Tuesday at Peace Lutheran Church. The body will be cremated. Arrangements are by Roller-McNutt Funeral Home. Memorials may be made to Lutheran Camp, Petit Jean Mountain, c/o the church. Other survivors are two daughters, Susan Hudgens and Wendy Hudgens, both of California: and several grandchildren. Fort Smith Robert Frank Harrison, 66, of Fort Smith, retired savings and loan examiner, husband of Virginia Harrison, died Saturday. Funeral will be at 1 p.m. Tuesday at Edwards Funeral Home. Burial will be in Fort Smith National Cemetery. Other survivors are a son, Thurmon Harrison of Fort Calif.\na sister, Frances Anderson of Moreno Valley, Calif.\nand six grandchildren. Grapevine Roy Martin Langley, 79, of Malvern, retired from Geophysical Oil Exploration Troubleshooter, husband of Sadye Ola Fielding Shelton, 86. of Langley, died Thursday. Fu- Grapevine, widow o\"f Charles neral will be at 10 a.m. Monday B. Shelton, died Friday. Funeral wil be at 2:30 p.m. today at Buie Funeral Home of Sheridan. Burial will be in Ain Cemetery, Grapevine, Survivors are two sons, Vincent Baugh of Clarks Hill, S.C., and - -................... . Bobby D. Smith of Lucerne grandchildren. at Atkinson Funeral Home. Burial will be in Memorial Oaks Chapel, Houston. Other survivors are a son, William Roy Langley of Houston\na daughter, Suzanne Langley Ahrens of Houston\nand six Valley, Calif.\na daughter, Mflchville Zelona Smith of Pine Bluff\ntwo brothers, John Fielding of Grapevine and Jethro Fielding of Pine Bluff\na sister, Verna Wilson of Sheridan\n11 grandchildren, 18 great-grandchildren and three great-great-grandchildren. Greenbrier CABOT FLORIST Specialist in Sympathy Flowers 945-1461 1-8M-334-3418 No Delivery Chg. E. Broadway, NUt tiptonfhurstS I 24-HOUR PHONE SERVICE | 666-3333 1-8(H)-63J-.3O36 BAXLEY-DeLAMAR MONUMENTS, INC A FarnilY Business HGOIRRISATS lOTFC6ADllSOAStl!S..I AII^T^TIOI (^ RSOI'. lk.l . 1SJ. 6I II ncmarra-rxi Billy Ray Stokes, 40, of Nashville, driver for Mount Aire Poultry, died Friday. Funeral will be at 2 p.m. Tuesday at Latimer Funeral Home. Burial will be in Columbus Cemetery, Columbus. Survivors are three brothers, Emmett Stokes, Junior Stokes and Jimmy Stokes, Troy Verlon Quattlebaum, all of Dierks\nthree sisters, 63, of Greenbrier, a dispatcher Athlene Short and Lavonne \" ... - Thompson, both of Dierks, and Troy Verlon Quattlebaum, for Conway Corp., husband of Cloedene Loveless Quattle-baum, died Saturday. Funeral Nsshvillc will be at 1 p.m. Monday at Roller-McNutt Funeral Home of Conway. Burial will be in Crestlawn Memorial Park. Memorials may be made to Needs Creek Missionary Baptist Church. Other surviors are two sons, David Quattlebaum of Conway and Paul Quattlebaum of Modesto, Calif: two daughters, Brenda Quattlebaum and Jody Montgomery, both of Greenbrier\nhis mother. Myrtle Quattlebaum of Christine Minx of Horatio. Troy Stephens Turner, 76, of Nashville, a heavy equipment operator, husband of Lorene Green Turner, died Friday. Funeral will be at 2 p.m. Monday at Latimer Funeral Home. Burial will be in Bluff Springs Cemetery. Other survivors are a son. Windell Gene Billy Turner of Rancho Cordova, Conway: two sisters, Charlene v Blakey of Irving, Texas, and Pine Bluff Mary Blalock of Little Rock\nand two grandchildren. Hot Springs Village Norma Jo Barber, 65, of Hot Springs Village, a retired teacher, wife of Hubert E. Barber of Hot Springs Village, died Friday. Memorial service will be at 2 p.m. Tuesday at Village Methodist Church. Arrangements are by CedarVale Calif\na daughter, Amy Sue Turner Dobbs of Chattanooga, Tenn.\n11 grandchildren and nine great-grandchildren. Funeral Home. Memorials may Rogers be made to the church. Other survivors are three sons, David V. Barber of Mobile, Ala., Thomas A, Barber of Memphis and Paul J. Barber of Delavan, Wis.\na daughter, Dene Anne Bourn of Plover, Wis.\na brother, Richard Don Young of Alden, Kan.\nseven grandchildren and a great-grandchild. Hazen Betty M. Mosby, 63, of Hazen, wife of Dan Mosby, died Thursdy. Funeral will be at 2 p.m today at Prairie Chapel Missionary Baptist Church, Hazen. Burial will be in Hazen Cemetery by Anthony Funeral Home of West Memphis. Other survivors are five sons, Nathaniel Mosby and Daniel Mosby, both of Oklahoma City, William Curtis Mosby of Marietta, Ga., and Mark A. Mosby and Christopher 0. Mosby, both of Hazen\neight daughters, JoAnne Mukette and Ma-trina Mosby, both of Moore, Okla., Zelma F. Owens of Long Beach, Calif., Doris M. Mosby Peterson of Macon, Ga., Jacqueline S. Allen of Marietta, Ga., Hazel M. Cooksey of Little Rock, Pamela K. Mosby of Hazen, and Shawn R. Ro-zanus of Hubert, N.C.\nfour sister, Zelma B. Walker of Oklahoma City, Rose Marie Mitchell of Little Rock, Ozzie B. UUMe *HB cUkUAiHnu2iMp|l ' mOKC MMODI I| Roselawn Cemetery ZROI Asher* 66,M248 1-ots. Monuments \u0026amp; Markers For Sale. .Arkansas' Lai^est Perpetual Care Fund Niobe Thompkins Anderson, 93, of Pine Bluff, room mother for Hillcrest Children's Home, widow of Jack Anderson, died Saturday. Funeral will be at 10 a.m. Monday at Ralph Robinson and Son Funeral Home. Burial will be in Memorial Park Cemetery. Survivor is a sister. Viva Jenkins of Pine Bluff. J. Brice Head, 95, of Rogers, a postal registrar, widower of Margaret Anne Jones Head, died Friday. Graveside service will be at 10 a.m. Monday at Greystone Mausoleum. Arrangements are by Callison- Lough Funeral Service. Survivors are two daughters, Margaret Anne Pou of Shreveport, La., and Marlin Robertson of Rogers\nfive grandchildren and seven great-grandchildren. Russellville Louise Bruce Harkey, 83, of Russellville, former English teacher for Dardanelle High School, widow of Dr. Don Harkey, died Friday. Memorial service will be at 2 p.m. Monday at Christian Church Disciples of Christ. Arrangements are by Humphrey Funeral Service. Survivor is a brother, W.A. Bruce of Alma. Obituary policy Because of limited space, the Democrat-Gazette must restrict the amouni cl obituary intcrmation used. The Democrat-Gazette publishes otxtuaries as a service to our readers. We regrel any inconvenience. Undaimed photographs will be dsposed of alter two monihs. _^(^own^Mernory of My Father V_ r Jteaesesee, j.I MM. TTtiffffiinn Thank you for your legacy of love Though nothiira can bnng back the hour of nothing splendor in the grass, of glory In the flower...\" you are in my Jieart forever. _____ Your daughter. Lincia^^ Hl(g(Saia.LL^H NON-PROFIT ORGANIZATION U.S. POSTAGE PAID LITTLE ROCK, AR Permit No. 2608 1 r/ COMMUNITY EDUCATION 1992 Summer Classes : DESEGRATION MONITORING . 210 W MARKHAM STE 501 LITTLE ROCK, AR 72201 L SCHOLARSHIPS AVAILABLE FOR ALL CLASSES! THINGS TO KNOW ABOUT COMMUNITY EDUCATION CLASSES REGISTRATION 1. COMPLETE AND RETURN THE REGISTRATION FORM WITH FULL PAYMENT TO: McClellan Community REGISTRATION FOR YOUTH ALL! Therefore, Community Education Education 9401 Geyer Springs Road Little ACTIVITIES/CLASSES MUST BE ON- ____\n__________\n_______\n_______ 7 2 since health and field trip forms must advantage of these quality, educational be completed. opportunities. Rock, AR 72209 2. CHECKS ARE PAYABLE TO McClellan COMMUNITY EDUCATION. 7. RECEIPT OF FULL PAYMENT AND 2. 3. MAIL-IN REGISTRATION NO LATER THAN MAY 26. 4. ON-SITE REGISTRATION Mondays-Fridays, 9\n30am-5:30pm, MAY 1-MAY 29\nAt Community Education Office, 9401 Geyer Springs. Corner of Southwick and Geyer Springs. Part of McClellan campus. OR MAY 12, 14, 19 6-8:30pm: At McClellan Community High School main campus. 9417 Geyer Springs. OR Saturday, MAY 30, 10am-4pin\nAt McClellan Community High School main campus. 9417 Geyer Springs. 5. REGISTRATIONS AFTER MAY 30 FFFS INCUR AN ADDED FEE OF $5.00. Save * by registering early. REGISTRATION FORM CONFIRM Although some activities are free, you still YOUR REGISTRATION UNLESS OTHERWISE NOTIFIED. SCHOLARSHIP APPLICATIONS DEADLINE - MAY 26,1992. PLEASE COMPLETE THE SCHOLAR- Community Education, 9417 Geyer SHIP APPLICATION FORM AND MAIL Springs Road, Little Rock, AR 72209. TO: McClellan Community Education, 9417 Geyer Springs Road Little Rock, AR 72209 ALONG WITH a completed class registration form. See page 5. 1. THE LITTLE ROCK SCHOOL DISTRICT SUPPORTS EDUCATION FOR 1. A MINIMUM OF TEN (10) PAID class fees are kept to a minimum. Take REGISTRANTS IS REQUIRED FOR THE CLASS TO BE HELD. FREE CLASSES/ACTIVITIES. must register. This is our only way of knowing whether or not the class will have ten participants, the minimum number required. REFUNDS 1. REQUESTS FOR REFUNDS MUST BE IN WRITING. Mail to McClellan 2. ALL CANCELLATIONS ARE SUBJECT TO A $5 CHARGE. 3. REQUESTS FOR REFUNDS POSTMARKED AFTER THE FIRST CLASS SESSION AND NO SHOWS ARE NON-REFUND ABLE. CLASS CANCELLATION 2. IF FOR SOME REASON, SUCH AS BAD WEATHER OR AN ILL INSTRUCTOR, A CLASS DOES NOT MEET, YOU WILL BE NOTIFIED AND THE CLASS WILL BE RE-SCHEDULED BY THE INSTRUCTOR. 3. IF CLASS CANCELLATION IS ANTICIPATED, CALL MCCLELLAN COMMUNITY EDUCATION AT 570- 4149. CLASS LOCATION UNLESS OTHERWISE NOTED IN THE CLASS DESCRIPTION, ALL CLASSES WILL BE HELD ON THE MCCLELLAN COMMUNITY HIGH SCHOOL CAMPUS. rMcClellan community education class REGISTRATION FORM 1 NAME: HOME #: ADDRESS: WORK#: CITY, STATE, ZIP: MAIL WITH PAYMENT TO: McClellan COMMUNITY EDUCATION 9417 Geyer Springs Rd Little Rock, AR 72209 CLASS NAME: COST:. CLASS NAME: COST: FOR OFFICE USE ONLY: CLASS NAME:. COST: DATE: CLASS NAME: COST: TOTAL DUE: NO CLASSES JULY 3 CK#: RCPT#: McClellan community education summer classes iw2 McClellan community education- summer classes iw2 SUMMER PROGRAM DIRECTORY CLASS LISTINGS EMERGING SCHOLARS PROGRAM KIDS STUFF JOB SKILLS FITNESS CRAFTING \u0026amp; ACTING READING. WRITING. ARITHMETIC SPECIAL INTERESTS PUBLIC SERVICES EMERGING SCHOLARS PROGRAM (Grades 6-8) Siiuienls in ihe sixth through eighth grades are encouraged to participate in this exciting educational environment. Students wilt become involved in every aspect of. learning experience. ihe TYPING AND KEYBOARDING Monday-Friday, lOam-noon Tune 15-July 2 $35 OR Monday-Friday, l-3pm June 15-July 2 $35 Learn how to type and keyboard in just 3 weeks. This skill will help you with computers, school and life. Proceed at your own pace, and you will be surprised at just how many words you can type a minute. INTRODUCTION TO COMPUTER LITERACY Monday-Friday, lOam-noon June 15-July 3 $40 Be a leader of the pack. Involve yourself with computers. You will become familiar with the basic functions of computer operations, plug-in to plug-out\nnew languages and software. Load, boot and copy will be old hat to you when this course is over. CREATIVE MATH Mondays, 9-11 am June 15-July 13 $15 Use your experiences as a guide to open your mind and imagine a creative method of designing and solving math, algebra or geometry problems. You start at your present level of knowledge, review it, and then stretch your mind as far as you want. A WHOLE X NEW WORLD A IS OPEN WITH AN k EDUCATION \\ GLOBAL ADVENTURES Monday-Friday, lOam-noon June 15-July 2 $25 OR Monday-Friday, l-3pm June 15-July 2 $25 Investigate and discuss the impact of local issues and problems on the world and the impact of global events on your life. Ecology, environment, war, cultural differences and similarities, populations and economies will be researched. Individual and group projects will reveal problems and action necessary to insure our future. BEGINNING SPANISH Thesdays \u0026amp; Thursdays, 4-6pm July 14-August 13 $25 If you speak English you can learn how to speak Spanish. Your instructor will guide you in conversation. You will learn how to count numbers, say the alphabet and with little effort develop a basic Spanish vocabulary. BEGINNING FRENCH TAiesdays \u0026amp; Thursdays, l-2:30pm June 16-July 2 $15 If you can speak English why not learn French. Designed along the lines of our Conversational Spanish class. You will learn in a friendly and fun environment all the basics of the French language. COMPUTER PROGRAMMING WITH BASIC Monday-Friday, l-3pm June 15-July 17 $50 OR Monday-Friday, l-3pm July 20-August 14 $50 Solve math problems while learning Beginners All-purpose Symbolic Instruction Code (BASIC). A beginners fun way to become familiar with computers and BASIC, the universal program language for IBM computers. Through hands-on experience in writing your own computer program, you will simultaneously learn to solve mathematical problems. A wonderful opportunity! II NEWSKILLS EARN MONEY! INTRODUCTION TO PHOTOGRAPHY Tuesdays, 9-1 lam June 16-August 11 $25 Learn the ABCs of a camera and the fundamentals of quality picture-taking. You will learn to load, handle and focus a camera with ease. Through hands-on experience, develop techniques for taking professional quality pictures. KIDS STUFF GLASS PAINTING Monday-Friday, 1-2:30 pm June 22-26 $10 Learn to hand paint glass and create your own beautiful masterpiece. You will learn al! the basics of this wonderful art form. T-SHIRT SWAP Wednesday, noon June 24 \u0026amp; July 15 No fee. Heres a chance to collect T-shirts that are new to you. Bring your old, clean T-shirts\ntrade with a friend or stranger\ngo home with a new treasure. CREATE PAPIER-MACHE CREATURES Monday-Friday, 3-4:30pm June 15-19 $10 Imagine and create your own creatures. Let them entertain you and your new friends. Tell a story and let your new creation come to life. INTRODUCTION TO DRAMA Grades 3-9 Monday-Friday, 9am-noon July 20-July 31 $25 Your child will develop speaking skills while experiencing personal expression. He/she will receive personalized instruction in improvisation, staging, music, and mime. Guest speakers include a professional director and actor. TAEKWONDO Grades 5 and up Mondays, 6-7pm June 15August 3 $15 Learn the basic moves of the Korean form of karate. This is an excellent opportunity to combine a fitness program with self-discipline and selfdefense. This class will prepare you for testing. An additional fee would be chaiged. No special coslumelclolhing is necessary. INTRODUCTION TO BALLET Tuesdays \u0026amp; Thursdays, 3-4pm June 16-July 28 $20 Learn the basic ballet steps and become poised and graceful. You will amaze yourself with the enjoyment and skill you develop. Your talented instructor will assist you each step of the way. PARENTAL INVOLVEMENT MOTIVATES LEARNING! Volunteer For your Child Today! CIRCUS CAMP Grades 3-12 Attend one or all three of these classes and then perform in the McClellan' Circus Showtime. MAGIC Tuesdays, 2:30-4pm June 16-July 7 $15 Learn how to turn ordinary, everyday materials into great magic tricks with a sleight of hand. Bend silverware. Stack the deck. Acquire the magical touch and secrets of the magician. JUGGLING Monday-Friday, l-3pm July 6-10 $15 Amaze yourself with your abilities to keep objects in the air. Start with basic training and before you know it, you will be juggling for fun. A professional juggler will guide you to new heights. CLOWNING Monday-Friday, lOam-noon July 6-10 $15 Bozo will be jealous if he sees you. Learn all about make- up, costumes, skits and what makes people laugh. You will learn to work in small groups and have a great time clowning around. CIRCUS SHOWTIME Monday, lOam-noon July 13 No fee. Must have McClellan Circus Camp e.xperi- Show your \"stuff by performing all the stunts and tricks you learned from Circus Camp, the McClellan \"Big Top.\" PAINTS, DYES AND T-SHIRT DESIGN Monday-Thursday, 9am-noon June 15-18 $20 Bring a clean T-shirt and paint your original design on it No drawing or painting skills necessary. You will learn all you need to know. CLOWNING AROUND WITH READING Ages 5-6, Kindei^arten Required Monday-Friday, 9am-noon June 15-July 2 $40 OR Monday-Friday, 9am-noon July 13-JuIy 31 $40 Your child will experience art, music, creative drama, story telling, writing and reading. This will allow him/her to enhance reading skills while having great fun. Be prepared to hear about the Circus that came to class. Daily snacks will be served. PHOTOGRAPHY FOR KIDS Grades 3-5 Monday-Friday, 1:3O-3pm June 15-July 2 $10 Learn the ABCs of photography. Bring any type of camera and you will learn when and how to take great pictures. COMPUTER CAMP Grades 1-2 Monday-Friday, 9-11:30am June 22-26 $20 COMPUTER CAMP Grades 3-4 Monday-Friday, 9-11:30am June 15-19 $20 COMPUTER CAMP Grades 5-6 Monday-Friday, 12-2:30pm June 15-19 $20 This is it! An exciting way to enhance your childrens skills and interest in computers. Your child will learn keyboarding skills and the fundamentals of computer program writing. Educational software will be used to introduce your child to varied uses of computers. Give your children a head start by developing skills they can use the rest of their lives. DARE TO DRAW Monday-Friday, l-2:30pm June 15-19 $10 Learn the basics of drawing by learning to recognize new ways to look and see as you learn to draw. Develop self-confidence and discover the fun of drawing. drawing in PASTELS Monday-Friday, 2:30-4pm June 22-26 $15 Using pencils and pastels, learn the basics of shape, texture, and design. Your artist instructor will guide you in a fun-fiUed class. TENNIS FOR BEGINNERS Grades 5-9 Saturdays, lO-llam June 20-August 8 $20 Oriented to your level of playing, instruction includes development of the back-hand stroke, forehand stroke, serve and net play. You will also leave with an understanding of scoring and rules related to singles and doubles games. McClellan Business/ Communications Magnet Call 570-4100for more information! ORIGAMI Monday, l-2:30pm July 6-10 $10 Learn the ancient Japanese art of paper-folding. Make exotic fans and other wonderful creations by hand. CERAMICS FOR KIDS Wednesdays, 1-3 June 17-July 29 $20 A beginners course which introduces ceramics from start to finish. You will learn all the basics and leave with a finished work of art PEN \u0026amp; INK DRAWING Monday-Friday, 2:30-4pm July 6-10 $15 Discover new horizons or expand your creativity by learning a new hobby. Explore the possibilities that exist through pen and ink drawing. COME LEARN WITH US CALLIGRAPHY Ages 8-13 Monday-Friday, 2:30-4pm June 15-19 $10 Its beautiful writing! Using two pencils and a rubber band your child will turn writing into a picture. He/she will learn shape and dimension as well as develop sponger writing skills. McClellan Community High School! Where teachers care! McClellan Community High School - The place to grow together! McClellan community education summer classes 1992 McClellan community education summer classes 1992 NATURE UNIVERSITY KEEP YOUR FUTURE EDUCATED HUNTERS EDUCATION Tuesday \u0026amp; Thursday, 9am-3pm July 14 \u0026amp; 16 Required for anyone born after 1/1/69 who wishes to hunt alone. Learn about hunting ethics, firearm safety, wildlife identification, game care, rifles, pistols, shotguns, muzzleloading, ammunition and bow hunting. LUNCH IS NOT SERVED! One hour allowed. FISHING DERBY Monday \u0026amp; Tuesday, 9am-noon July 14\u0026amp; 15 $10 Learn all about waterlife, fish, frogs, laws, and safe boating. Then fish the morning away catching bream and catfish. You must attend Monday session if you plan to enjoy the Fishing Derby. We need volunteers who are not afraid of worms and crickets! Field trip. NATURE WALK AT PINNACLE Wednesday, 9am-noon June 17 $5 A guided hike up Pinnacle Mountain to explore nature and share camp stories. Bring a lunch\nwater\ngood walking shoes\nand a tall tale to tell. Field trip. DIAMOND DIG Grades 4-9 Wednesday, 9am-4pm July 15 $15 Your diamond is waiting for you at the Crater of Diamonds State Park in Murfreesboro. After a short introduction and history of the park you will dig for your hidden treasure. Bring a lunch and water. Volunteers needed. SUMMER DAY CAMP Ages 5-12 Monday-Friday, 7am-6pm June 8-August 28 Call YMCA of Southwest Little Rock, 562-5932. SUMMER TEEN CAMP Ages 13 \u0026amp; 14, boys and girls Monday-Friday, 7am-6pm June 8-August 28 Call YMCA of Southwest Little Rock, 562-5932. JOB SKILLS Business Mailers MICROSOFT WORKS Tuesdays, 6-9pm June 23-July 28 $40 Mini-Sessions Saturdays, 9am-3pm\nJune 20 \u0026amp; 27 $35 OR Saturdays, 9:00-3pm July 11 \u0026amp; 18 $35 Microsoft Works software gives you all the home and office tools you may ever need, in one package. Its easy. Learn to utilize the word processor, spreadsheet and database\nto transfer your work to and from other programs such as Lotus 1-2-3 and dBase III. No previous computer experience is required. I MAKING A difference] TYPING/ KEYBOARDING Mondays \u0026amp; Tuesdays, 6-8:30pm Lab available Thursdays. June 15-August 13 $50 Want to learn word processing but cant type? Or, just need to improve your speed and letter formatting? Come away with proper keyboarding techniques and knowledge of punctuation and letter writing. Personal instruction geared to individual students needs. WORD PROCESSING/ WORD PERFECT 5.0/5.1 Mondays, 6-9pm June 15 - August 10 $50 OR Saturdays, 9am-3pm July 11 - August 15 $50 For those with beginner or intermediate word processing skills. Gain entry level skills that can be applied to any word processing program while learning WordPerfect 5.0/5.1. on IBM and Tandy equipment. Each student is assigned a computer and leaves with extensive hands-on experience in the production of business documents. BASIC COMPUTER KEYBOARDING Thursdays, 6-8pm \u0026amp; Saturdays, 9-llam June 18-July 11 $35 OR Thursdays, 6-8pm \u0026amp; Saturdays, 9-llam July 16-August 6 $35 This class is designed for NONTYPISTS. Learn the basics of keyboarding using computers. Personal instruction geared to individual pace. You will be able to use a computer keyboard when you complete this course. Gain familiarity and confidence with computers without having to learn a particular software package. TAME A COMPUTER TODAY! COMPUTERS FOR BEGINNERS Saturdays, 9am-noon June 20-July 18 $25 OR Mondays, 6-9pm June 15-July 6 $25 OR Mondays, 6-9pm July 13-August4 $25 This class is designed for people who desire but lack computer experience. From plug-in to programming, learn with others in the same situation. Work at your own pace through hands-on experience. Typing skills are not necessary. INTRODUCTION TO MS-DOS Thursdays, 6-9pm June 18-July 9 $30 OR Thursdays, 6-9pm July 16-August6 $30 Become acquainted with the heart of computer operations, the disk operating system (DOS). (Computer terminology will become familiar to you while you learn to use root directories, subdirectories, trees\nformat and copy disks\nload software onto the hard disk and proper subdirectory\nand other general file and disk management techniques. GIVE YOUR CHILDREN OPPORTUNITY! Call McClellan Community Education: 570-4149 SUPERWRITE FOR BEGINNERS Mondays, 5:45-8:45pm June 15-August 10 Certification-August 11, 5:45-8:45pm $40 Increase your earning and learning power! Learn to take dictation or simply have more accurate notes. For secretaries, reporters, business executives, or students to use in personal or business matters. SuperWrite is an abbreviated writing system based on long-hand and phonetics, using only the alphabet and standard symbols. LOTUS 1-2-3 WORKSHOP Monday, Tuesday \u0026amp; Thursday, 6-9pm June 15,16,18 $20 OR Saturday, 9:00-3pm June 20 \u0026amp; 27 $20 A basic introduction to a commonly used spreadsheet software. You will learn basic concepts about creating and saving a spreadsheet as well as basic commands to allow you to manage your information more quickly. INTRO TO DESKTOP PUBLISHING Tuesdays, 6-9pm June 16-July7 $30 OR Tuesdays, 6-9pm July 14-Aug 4 $30 A 12-hour basic skills course using the popular First Publisher desktop publishing software. You will gain invaluable workplace skills. For all level employees--secretaries, administrators, supervisors, corporate communication specialists. Basic typing skills necessary. MAKE YOUR CHILDRENS SCHOOL A BETTER PLACE TO LEARN! Volunteer Today! FITNESS For Ilealtli \u0026amp; Fun TAEKWONDO Teens-Adults Mondays, 6-7pm June 15-August 3 $15 Learn the basic moves of the Korean form of karate. This is an excellent opportunity to combine a fitness program with self-discipline and selfdefense. This class will prepare you for testing. An additional fee would be charged. No special costumelcloihing is necessary. TENNIS FOR BEGINNERS Saturdays, 9-lOam June 20-August 8 $20 Oriented to your level of playing, instruction includes development of the backhand stroke, forehand stroke, the serve and net play. You will also leave with a comprehension of scoring and rules related to singles and doubles games. ELEMENTARY BALLET Mondays, 6:30-8pm June 15-August 3 $20 This class is designed for beginners who want to learn in a fun and friendly atmosphere. Develop the skills of grace and poise. Learn the basic ballet steps. Ballet is an excellent way to exercise, have fun, and meet new people. THROW YOURSELF INTO YOUR EDUCATION BASKETBALL-FREE PLAY Saturdays, 9am-noon June 20-August 1 $5, one-time fee. Supervisors of free play determine maximum number of players, enforce discipline and rules. Participants play half-court. Only two games going on at one time. Balls are furnished. JAZZ DANCING Tuesdays, 6:30-8pm June 16-August 4 $20 Bring yourself. No partner required. Laugh, dance and learn the basic steps of jazz. Develop movement and body rhythm while dancing to top tunes. AEROBICS See Southwest YMCA activities. Call 562-5932. McClellan community education SCHOLARSHIP APPLICATION PLEASE COMPLETE ONE RMtM FOR EACH INDIVIDUAL REQUESTING A SCHOLARSHIP. Call 570-4149 for additional copies. NAME:________ ADDRESS: _____ WORK PHONE#:. QTY. STATE, ZIP: DATE:__________ MARTIAL STATUS: SINGLE: (check one) MARRIED: DIVORCED: NUMBER IN HOUSEHOLD: WHAT IS YOUR ANNUAL HOUSEHOLD INCOME? (Proof of income required. Attach copy of paycheck stub and/or food stamps authorization) RANK IN ORDER OF PREFERENCE COURSE/COURSES YOU WANT TO TAKE: 2. 3. WRITE A FEW SENTENCES EXPLAINING WHY YOU NEED THIS SCHOLARSHIP. Have you previously enrolled in a community education class?_______ Which class? When?_____ Signature of Applicant RETURN TO: McClellan Community Education, 9417 Geyer Springs Road Little Rock. AR 72209 UPON RECEIPT OF SCHOLARSHIP, YOU WILL BE ASKED TO VOLUNTEER A MINIMAL NUMBER OF HOURS FOR MCCLELLAN COMMUNITY HIGH SCHOOL. '111^^911 CRAFTING \u0026amp; ACTING Workshops CREATE AN ANGEL Tuesday, 6-9pm June 30 $20 Create an elegant looking angel decorated and designed by you. A wonderful gift or decoration for your home. Its easy too. This class is recommended for children and adults. HOME PHONE#: DATE OF BIRTH: AGE: EDUCATION COMPLETED: COST: COST: COST: NOTE\nBOOKS AND OTHER MATERIALS ARE NOT INCLUDED IN SCHOLARSHIP. DEADLINE: Applications must be postmarked by MAY 26,1992 McClellan Community High School! Educating for today \u0026amp; the future McClellan Community High School ~ Where the whole community can learn McClellan community education summer classes 1992 McCLELLaN COMMUMTY education SUMMER CLASSES 1992 MOP DOLLS Tuesday, 6-9pm June 23 $20 Create a beautiful mop doll with READING. WRITING. ARITHMETIC. SOUTHWEST LITTLE ROCK COMMUNITY THEATER Mondays, 7-8:30pm June 15-August 10 Group will negotiate schedule. No fee. doll-like features. The face, hands, and body are created by you. Step- BASIC SPEED by-step instructions and demonstra- tions will guide you from the beginREADING ning to the end. This class is recom- Tuesdays \u0026amp; Thursdays, 6-8pm MATH FOR LIVING Tuesdays, 6:30-8pm June 16-July 7 $10 Review of the basics. Learn how to compute your income tax returns, maintain an accurate checkbook record, and much more. Proceed at your rate and pace. VOLUNTEERS NEEDED TO SUPPORT COMMUNITY EDUCATION CLASSES Please call 570-4149 to volunteer. BUYING YOUR FIRST HOME tA Tuesday, 6-8pm June 23 PUBLIC SERVICES mended for children and adults. ELEGANT SWEATSHIRTS Tuesdays, 6-9pm Be a star! How about a community June 16 theater in Southwest Little Rock? June 16-July 23 $30 Improve your job performance! Read newspapers faster! Keep current on adult general educational DEVELOPMENT EDUCATION! Your Future and Mine $25 Join us in establishing our own theater by attending a session. Any Bring a sweatshirt and create your interested person please come by. No own original Battenburg lace design. experience necessary! No special skills necessary. The SO YOU ALWAYS WANTED TO ACT! Tuesdays, 6-9pm June 16-July 21 $25 instructor will guide you every step of the way. Supplies provided. COOK UP A NICE FUTURE FOR YOURSELF! professional literature! Learn the Tuesdays, Wednesdays, \u0026amp; fundamental techniques of efficient Thursdays, 9am-12:30pm speed reading while improving your June 30-August 6 reading rate and comprehension. fgg Bring out your natural acting ability through Method Acting. Participate in skits and interact with other beginning actors. This is a user friendly class. Meet and make new friends ^fore they leave for Hollywood or CAJUN COOKING Tuesday \u0026amp; Thursday, 6-8:30 pm June 23 \u0026amp; 25 $20 OR Tuesday \u0026amp; Thursday, 6-8:30pm July 7 \u0026amp; 9 $20 ELEGANT PHOTO ALBUMS Tuesday, 6-9pm July 21 $10 Bring to class an 8x10 inch photo album. You will decorate and design a beautiful wedding, baby, or Mothers Day gift. Just bring the idea, leave with a finished album. This class recommended for children and adults. McClellan Community High School Citizens Advisory Council: Strengthens the unification between the school and the community. Exercises the communitys proprietorship in the .school. Provides leadership and support for McClellan community education activities. * Join us at our monthly meetings. Open io the public First Monday of each month, 6-8 pm. McClellan Media Center GAW-RON-TEED to make your mouth water. A Cajun chef teaches you how to simply prepare dishes and breads: gumbos, etouffes, roux-es, French bread. Learn the basic ingredients in all Cajun recipes. HOT! CALLIGRAPHY Tuesdays, 6:30-8:30pm June 16-August 4 $40 Application of speed reading methods in everyday life will surprise you. BEGINNING CONVERSATIONAL SPANISH ,. - .. plete your education (GED). Tuesdays \u0026amp; Thursdays, 6-8pm Reading, spelling, math, English and July 14-August 13 English as a Second Language (ESL). For adults 16 years old or older. Individualized assessments are made to provide the learning that you need. Dont miss the first class. But, if you do, come join us at any point in time. Just be sure to come and start a new road now! $25 If you can speak English, you can learn Spanish. This course is designed for those who always wanted to learn a foreign language without relying on grammar. Learn the alphabet, numbers, and enough Spanish to survive a summer in Mexico. STUDY SKILLS BEGIN AT HOME Tuesday, 7-8:30pm June 23 No fee. Co-sponsored by VIPS OR Tuesdays \u0026amp; Thursdays, 6-9pm June 30-August 6 No fee. Service of Adull Education Center, LRSD Improve or get on the path to com- ENGLISH GRAMMAR MADE EASY TXiesdays \u0026amp; Thursdays, 6-8pm July 27-August 14 $15 Dont let your fears of English gram- Help your child improve his/her aca- mar hold you back. Build the demic performance. Discover that English skills necessary to bridge the learning is an active process and how gap between high school and col-to provide a positive learning envi- lege-level English. Progress at a pace ronment. You can use these tools to you are comfortable with. GED motivate learning in any age child. ACT PREP Monday-Friday, 9am-noon June I8-July 24 To register call 324-2162 No fee! Service of AR Depl. of Ed. graduates are encouraged to enroll. Some call it artwork, some call it Prerequisite: Must have scored 19 or pretty writing. Either way, it is very below on a previous ACT and current-impressive and communicates feel- ly a high school junior or senior. The ings differently from printing or cur- course prepares students for the ACT sive writing. Izam how to write with college entrance exam through mock flair and use it for very special occa- ACT exams and teaching study meth-sions and gifts. ods, test-taking skills and strategies particular to this test PARTNERS IN EDUCATION BUILDING OUR FUTURE TOGETHER! For more information on how you can partner with a school, call 324-2290 McClellan Community High School ~ Building a better community through education SIGN LANGUAGE FOR BEGINNERS Mondays \u0026amp; Thursdays, 6:30-8pm June 15-July 16 $20 $5 Thinking about buying your own home? Paper, paper, paper. This workshop will help you sort through the bargaining and negotiating process. Learn about the role of real estate agents, lawyers, bankers\nlearn about co-ownership and insurance. PHOTOGRAPHYTAKE BETTER Sign language is a valuable asset. Starting with the alphabet and pro- PICTURES gressing to conversational sign language learn to communicate with the deaf. This course will introduce you to deaf culture. This class is also rec- $20 ommended for those with basic sign langu^e skills. BASIC ALGEBRAPART II Mondays, 6-9pm June 15-August 10 $30 McClellan Community Education divided this college-level course into two parts. With Basic Algebra-Part I as your foundation, proceed slowly to a higher level of algebra. Solve equations and word problems confidently. SPECIAL INTERESTS BUYER BEWARE Tuesday, 6-8pm June 25 $5 Be a knowledgeable homebuyer. If H.E.A.T. y Tuesday, 6-7pm July 2 EDUCATION IS THE ROAD TO SUCCESS Mondays, 6-7:30pm June 15-July 13 Discover all the functions of your $15 camera. Learn about the techniques qr to better picture taking. Put these techniques into practice. Bring any kind of camera and sample photographs. JOIN US AT McClellan COMMUNITY HIGH SCHOOL Lifelong Learning \u0026amp; Lifelong Friends THE HISTORY OF POSITIVE IMAGES FOR WOMEN Mondays, 6-8pm June 22-July 20 Saturdays, 9-11 am July 18-August 15 $15 How do women participate in society and who determines how they participate? What is a healthy relationship? How do women set life goals? A forum to discuss and unravel issues related to womens survival in our society. Sex roles, economics, violence and self-esteem. No fee. A service of Liiile Rock Police Dept. HELP END AUTO THEFT. This program is designed to stop auto theft by use of auto decal registration, which will be available during this presentation. Find out how you can participate in this program and protect your auto. NEIGHBORHOOD CRIME WATCH Thursday, 6-7pm June 25 No fee. We can deter crime in our homes and neighborhoods. Participate in a one-hour session and learn how to work with your neighbors and the police to combat crime in your area. BASIC VIDEO JEDUCATION! k THE A FUTURE ^1 FOR J YOU AND ' ME! MABELVALE HIGH PRODUCTION SCHOOL Tuesday, 6-7:30 pm July 14 $5 Saturdays, 9am-noon June 20-July 18 $25 OR Saturdays, 9am-noon Visit with old friends! Enjoy a fasci- . , ne'. nating evening learning about the his- -^J'AuguSt 15 , . . . - , . - tluoriyy of iMviaabueclivvaaliec nHiiughii aaniiud $25 you are Bunking about buying a new Southwest I ante Rook. We iiaiantee oArr oAlidrieerr hhoAmine^ , learn uw/hhtaatt ttAo IlaoaoVk ffAorr ... in construction, property, and value. this will be an informative and enjoy- Thinking about buying' able evening. APPRECIATION OF PARTNERS IN EDUCATION McClellan Community High School takes (his oj^rtunity to say thank you to our Panners in Education who support McClellan students in numerous ways! Dominos Pizza Wal-Mart #124 Arkla The Willis Group, Inc. Freds Discount Store Smokey Hollow Foods Southwest Hospital Partners in Education is a fsogram of Volunteers in Public Schools. Linle Rock School District. 324-2290 VOTER REGISTRATION Third Tuesday \u0026amp; Thursday of each month, July-August Exercise your right to vote! Participate in decisions that impact your life! Your vote makes a difference. Come by the Community Education Office on the main cam- . _ 1^0 you pus of McClellan to register to vote presently own home video equip- today! AU you need is proof of age, ment? Save time and money by dis- 18 or older. covering what to look for and how to operate home video equipment. Learn the basics of video production step-by-step. The class will be conducted at Arkansas Horizons, 9108 North Rodney Parham Road. Thanks to all who contribute their time and energy making McClellan a fine school!! McClellan Community High School ~ The only one with community in it Pages McClellan community education summer classes 1992 OTHER EDUCATIONAL RESOURCES IN YOUR COMMUNITY YMCA OF SOUTHWEST LITTLE ROCK SUMMER PROGRAMS Call 562-5932 Unless otherwise noted, all activities are on McClellan Community High School campus. AEROBICS June 1-August 31 Mondays, 6-7:30pm Tuesdays and Thursdays 5:15-6:15pm Tuesdays and Thursdays 6:30-7:30pm Saturday, 9-10:15am Mondays, Wednesdays, Fridays 8:30-9:30am classes held at Parkview Christian Church (located across from McClellan) ALIVE \u0026amp; KICKIN SENIOR FITNESS CLASS Mondays, 9\n30-10:30am Tuesdays and Thursdays 8:30-9:30am Monthly Fees classes held at Parkview Christian Church (located across from McClellan). SUMMER DAY CAMP Ages 5-12 Monday-Friday 7:00am-6:00pm June 8-August 28 *5 year-olds must have completed kindergarten SUMMER TEEN CAMP Ages 13 \u0026amp; 14 (boys and girls) Monday-Friday 7:00am-6:(X)pm Weekly fees space limited must sign up early SUMMER T-BALL Ages 4, 5, \u0026amp; 6 (boys and girls) June 1-July 30 Registration Deadline May 9 Scholarships Available SOUTHWEST HOSPITAL FOR CLASS REGISTRATION, CALL 455-7073. Southwest Hospital needs several volunteers who have healthcare experience. Call 455-7073 for more information. OTTENHEIMER COMMUNITY CENTER LITTLE ROCK PARKS AND RECREATION Call 565-0140 for information on classes. McClellan Business/ Communications Magnet Call 570-4100for more information! LITTLE ROCK SCHOOL DISTRICT SUMMER SCHOOL Students may elect to attend summer school for failure/makeup of class credit, enrichment, audit or advancement. It is divided into Senior High Summer School and Elementary/Jr. High Summer School. SENIOR HIGH SUMMER SCHOOL (Grades 9-12) ' SITES Parkview High School Central High School DATES First Semester - 3 weeks - June 18-July 9 Second Semester - 3 weeks - July 10-July 30 NOTE: No classes held July 3. HOURS 7:45am-noon, Monday - Friday TUITION Regular classes: $50 per 1/2 unit of credit (3 weeks) $100 per 1 unit of credit (6 weeks) Laboratory classes: $110 for 1 unit of credit Driver Education: $155,1/2 unit of credit (3 week course) Students who did not reside in Little Rock School District during the 1991-92 school year will be charged an additional $10 tuition. ELEMENTARY/JUNIOR HIGH SUMMER SCHOOL (Grades 1-8) SITES Southwest Junior High - grades 7, 8, and Summer Learning Opportunities Cloverdale Elementary, grades 1-6 Washington Elementary, grades 1-6 Franklin Elementary, grades 1-6 DATES June 18-July 30 NOTE: No classes held July 3. HOURS 8am-12:15pm, Monday-Friday TUITION Elementary students - $100 Junior High students - $100 Students who did not reside in the Little Rock SchoolDistrict during the 1991-92 school year will be charged an additional $10 tuition. REGISTRATION June 11-15 Late registration June 16 $10 late registration fee No registration allowed after June 16. FOR MORE INFORMATION CALL YOUR SCHOOL COUNSELOR! YOURE READING THIS! DO YOU KNOW SOMEONE WHO CANT. CALL ARKANSAS LITERACY COUNCIL 663-4321. McClellan Community High School - The place for you - your kids your familyMcC ELLAN COMMUNITaY EDUCATION 19 9 2 FA] CLASS E S JOB SKILLS! BOSmSSS MATTERS! TYPING/ KEYBOARDING Tuesdays \u0026amp; Thursdays, 6-8:00 pm Lab available Sat. \u0026amp; Mon. Oct. 6-Nov. 24 $65 Want to learn word processing but cant type? Or, just need to improve your speed and letter formatting? Come away with proper keyboarding techniques and knowledge of punctuation and letter writing. Personal instruction geared to individual students needs. BASIC OFFICE MANAGEMENT SKILLS Monday, 6-8:30 pm Oct. 26- Nov. 23 $35 Gain confidence in business! Learn business protocol- how to give an informational business lour- how to make introductions- telephone etiquette- how to schedule appointments. Often, the most basic business behavior can cause us to fumble. Become acquainted with basic office machinery. COMPUTERS FOR BEGINNERS Tuesdays, 6-8:30 pm Oct. 6-Nov. 3 $40 OR Tuesdays \u0026amp; Thursdays, 6-8:30 pm Nov. 5-19 $40 This class is designed for people who desire but lack computer experience. From plug-in to programming, learn with others in the same situation. Work at your own pace through hands-on experience. Typing skills are not necessary. WORD PROCESSING/ WORD PERFECT 5.0/5.1 Mondays, 6-8:30 pm Oct.5-Dec.7 $65 OR Thesdays \u0026amp; Thursdays, 6-8:30 pm Oct.l3-Nov.l2 $65 OR Saturdays, 9 am-1 pm Oct.l7-Nov.21 $65 For those with beginner or intermediate word processing skills. Gain entry level skills that can be applied to any word processing program while learning WordPerfect 5.0/5.1. on IBM. Each student is assigned a computer and leaves with extensive hands-on experience in the production of business documents. LOTUS 1-2-3 WORKSHOP Tuesdays \u0026amp; Thursday, 6-9 pm Oct.6, 8,13 $35 OR Tuesdays \u0026amp; Thursdays, 6-8:30 pm Dec. 1,3, 8,10 $35 A basic introduction to a commonly used spreadsheet software. You will learn basic concepts about creating and saving a spreadsheet as well as basic commands to allow you to manage your information more quickly. LOTUS 1-2-3 - INTERMEDIATE Saturdays, 9 am-1 pm Oct. 24-Nov. 21 $55 If you have laid your foundation for Lotus, advance a little further. Learn formulas for repetitious functions\nmacro graphics\nshortcuts for spreadsheet applications\nformulas for calculations\nadvanced spreadsheet maneuvering. INTRODUCTION TO MS-DOS Saturdays, 9 am-3 pm Oct. 10 \u0026amp; 17 $35 OR Saturdays, 9 am-3 pm Dec. 5 \u0026amp; 12 $35 Become acquainted with the heart of computer operations, the disk operating system (DOS). Computer terminology will become familiar to you while you learn to use root directories, subdirectories, trees\nformat and copy disks\nload software onto the hard disk and proper subdirectory\nand other general file and disk management techniques. MICROSOFT WORKS Mondays, 6-8:30 pm Oct. 5-Dec. 7 $65 Microsoft Works software gives you all the home and office tools you may ever need, in one package. Its easy. Learn to utilize the word processor, spreadsheet and database\nto transfer your work to and from other programs such as Lotus 1-2-3 and dBase HL No previous computer experience is required. SUPERWRITE FOR BEGINNERS Mondays \u0026amp; Thursdays, 4:45-7:15 pm Oct.l7-Nov.l9 *localed al Arkansas Highway Deparimenl $65 Increase your earning and learning power! Learn to take dictation or simply have more accurate notes. For secretaries, reporters, business executives, or students to use in personal or business matters. SuperWrite is an abbreviated writing system based on long-hand and phonetics, using only the alphabet and standard symbols. INTRO TO DESKTOP PUBLISHING Tuesdays, 6-8:30 pm Oct. 27-Dec. 1 $50 A 15-hour basic skills course using the popular First Publisher desktop publishing software. You will gain invaluable workplace skills. For all level employees-secretaries, administrators, supervisors, corporate communication specialists. Basic typing skills necessary. BASIC QUICK Thursdays, 6-9 pm Oct. 8-29 $40 Beginners All-purpose Symbolic Instruction Code (BASIC). BASIC is a fun way to become familiar with computers and the universal program language for IBM computers. Hands-on computer experience in flow-charting and program development enables you to write your own computer program after completion of this course. Previous knowledge of computers is not necessary. FUNDAMENTALS OF COMPUTERIZED ACCOUNTING Mondays \u0026amp; Thursdays, 6-8:30 pm Oct.l5-Nov. 23 $65 Is it a debit or a credit? Basic accounting skills and an introduction to the. use of computers in accounting. Learn terminology and procedures for use in home or small business such as proprietorships and partnerships. COMPUTERIZED ACCOUNTINGPEACHTREE Saturdays, 9 am-1 pm Oct. 24-Nov. 21 $55 With fundamentals of accounting as your base. concentrate on Peachtree, a widely-used software ideal for all types of small businesses. It covers the full cycle of accounting-general ledger, accounts receivable, accounts payable, inventory, billing, budgeting, management reporting, auditing, calculation of taxes. MEDICAL OFFICE ADMINISTRATION Mondays Thursdays, 6-8:30 pm Oct. 26-Nov. 12 $40 Strengthen your skills in general management of a medical clinic and staff. Learn CPT diagnosis coding\nhow to complete insurance forms\npublic relations via the receptionist desk\nmedical terminology\nand how to market your practice. MANAGING PEOPLE Tuesdays, 6:30-8:30 pm Oct. 6-Nov. 24 $40 In a safe, non-threatening environment, practice management techniques. Learn skills to interview, motivate, solve problems, resolve conflict and initiate change. Develop selfmanagement tools while increasing individual, team and organizational performance. BUSINESS CALCULATIONS Saturdays, 9 am-3 pm Dec. 5 \u0026amp; 12 $35 oooo Dont let the basics throw you and prevent improved job performance and advancement. Increase your speed on 10-keys while becoming proficient al figuring percentages, discounts\nbalancing accounts and checkbooks\nand basic math problems. BUSINESS WRITING Tuesdays \u0026amp; Thursdays, 6-7:30 pm Oct. 20-Nov. 19 $40 Writing frightens many of us. Dont let it! Express your thoughts in written form with confidence. Move from sentences to paragraphs to essays to documents. Learn to format business letters\nresume cover letters. Review report document formatting. TEEN HOT LINE 570-4030 TEENS HELPING TEENS Call Fridays: 4-6 pm Saturdays: 10-i 0 NON-PROFIT ORGANIZATION U.S. POSTAGE PAID LITTLE ROCK. AR Permit No. 2608 Page 2 READING. WRITING. ARITHMETIC. SIGN LANGUAGE FOR BEGINNERS Thuisdays. 6-8:30 pm Oct. 8^Nov. 19 $30 Sign language is a valuable asset. Starting with the alphabet and progressing to conversational sign language learn Io communicate with the deaf. This course will introduce you to deaf culture. This class is also recommended for those with basic sign language skills. ADULT GENERAL EDUCATIONAL DEVELOPMENT Tuesdays \u0026amp; Thursdays. 6-8:30 pm Oct. 6-Dec. 17 No fee. Service of Adult Education Center, LRSD Improve or get on the path to complete your education (GED). Reading, spelling, math. English and English as a Second Language (ESL). For adults 16 years old or older. Individualized assessments are made to provide (be learning that you need. Don't miss the first class. But. if you do. come join us at any point in lime. Just be sure to come and start a new road now! BASIC ALGEBRA-PART I \"niesdays. 6-9 pm Oct. 6-Dec. 1 $50 McClellan Community Education divided this college-level course into two parts. With Basic Algebra-Part 1 as your foundation, proceed slowly to a higher level of algetea. Part II will be offered in spring session, 1993. Whether in preparation to begin college or to improve your skills, learn to solve equations and word problems confidently. HELP YOUR CHILDREN LEAHH! THEATRE FOR CHILDREN ( Grades 3-9 5 Saturdays, 9 am-noon \u0026lt; Oct. 10-Dec. 19 $35 Your child will develop speaking skills while experiencing personal expession. He/she will receive personalized instruction in in^rovisa-lion, staging, music and mime. HOMEWORK AND RECREATION 3:1 Tuesdays, 5:30-8 pm Saturdays. 9 am-noon $25 monthly No fee wilh parenl attendance. Your child can work with volunteer tutors and/or parents lo improve understanding in particular courses. For grades K-9, no advance notice of subject area is required. For grades 10-12, u leasi a 3-day advance notice of subject area is required. This program is built mi voluntarism. Lend your help. After homework is complete, kids will have access to reoeation. McClellan Community High School-A Business/Communications Magnet! GANG VIOLENCE-WHAT YOU SHOULD KNOW Thursdays, 6-8:30 pm Oct.l5\u0026amp;22 $5 Be informed about gang activity\nprevention\nprotection for your family and neighborhood. Learn the signs of gang involvement De-code the graffiti. This is someihii^ you need to know for yourself, your children, your nei^borhood. CHILDPROOFING YOUR HOME Monday, 6-7:30 pm Nov. 16 No fee. \"What seems safe to an adult may kill a child. Learn to adapt your environment to child safely. One of the highest ranking reasons for childrens death is accident in the home. Prevent this in your family. PARENTS IN LEARNING niesday \u0026amp; Thursday, 6-8 pm Oct. 6-15 No fee. co-sponsored by VIPS, LRSD For parents, guardians of elementary-age children. Become an active part in your childs learning process which goes beyond schooling. Learn how to help your child study better, read and do math better. Communicate with your child and make day-to-day living a learning experience. MY CHILD IS IMPORTANT TO ME Saturdays, 9 am-noon Oct. 17 \u0026amp; Nov. 7 No fee. Two sessions filled with information on educational and care options for your child\nchild development and how to recognize problems\nyour child's health: things and ways your child will team in LRSD kindergartens\nutilizing home settings as places of learning. Easy, laid-back discussions. For parents, guardians of children S and under. MARTIAL ARTS see Step Up Center on back page PUBLIC SERVICES NEIGHBORHOOD CRIME Tuesday, 6-8:30 pm Oct. 27 No fee. We can deter crime in our homes and neighborhoods. Participate and learn how to work with your neighbors and the police to combat crime in your area. VOTER REGISTRATION Tuesday \u0026amp; Thursday Sept. 8-Oct. 2,5:30-7:30 pm Oct. 5-OcL 13.5:30-8:30 pm YOU MUST REGISTER TO VOTE 20 DAYS BEFORE THE NOVEMBER 3 ELECTION ! ExCTcise your right to vote! Participale in decisions that impact your life! Your vote makes a difference. Come by the Community Education Office on the main campus of McClellan to register to vote today! Alt you need is proof of age. 18 or older. McClellan community education fall classes 1992 McClellan community education fall classes 19 LEARNING FOR LIFE. SPECIAL INTERESTS. EASY CAR MAINTENANCE Saturday, 10-noon Oct. 10 $5 Can you change a flat tire? Check your oil, brake and radiator fluid levels? Determine proper lire pressure? Use battery cables safely? Bring oil, filters and a container to empty your oil in. You will actually change your oil in this session. TOASTMASTERS SPEECHCRAFT Riesdays, 6-7:30 pm Oct. 6-Nov. 24 $10 Improve your verbal communication and public speaking skills through this course desisted for your participation and practice. Shake the common fear of public speaking. Say what you mean and feel comfortable doing iL Books and supplies provided. MIND-BODY CONNECTIONS Monday, 7-8:30 pm Nov. 9 $5 Learn how to stimulate your body's own feelgood biochemistry. Learn your body's responses to stress and use of natural stimuli to prevent disease and to join in your own healing process. Explore the power of your mind in relation to your physical and mental health. Wear comfortable clothing. INVESTMENTS IN THE 9OS Tuesdays \u0026amp; Thursdays, 6-8 pra Oct. 6-22 $20 Discover the fundamentals of investment. Learn criteria for decision-making involving stocks and bonds and how to select investments prudently. And, don't be left out. You will be able to read the Wall Street Journal upon completion of this course. Books and supplies provided. BUYING/RE-FINANCING YOUR HOME Monday, 6-8:30 pm B'' 5 Be a knowledgeable home buyer. Know what to look for in the physical home and in the deal itself - construction, properly, value. Become more confident with negotiating. Learn about the re-financing process and whether or not its a good move for you. PARLIAMENTARY PROCEDURE Mondays, 6-8 pm Oct. 26-Nov, 2 $15 Rules, rules, rules. They may not be exciting, but they are necessary for smoothly run meetings. Appropriate rules of order are a must in most corporations, associations or organizations. After finishing this program, you will be able to effectively lead and participate in parliamentary discussions. Books and supplies provided. PRODUCTIVE MEETINGS Monday, 6-8 pm Oct. 19 $15 Learn the techniques and dynamics for conducting productive meetings of any group. What are the secrets to opening and concluding successful meetings. Is the meeting running smoothly? You will know how to lead various types of meetings after completing these sessions. Books and supplies provided. DEVELOPING YOUR LEADERSHIP SKILLS Tuesday, 6-8 pm Nov. 10 $10 This Toastmasters module leaches the skills and techniques needed to be an effective leader, such as contracting for excellence, team-building, motivation and coaching. Books and supplies provided. CURBING THE URGE TO SPLURGE Thursday, 6-7:30 pm Nov. 19 $5 co-sponsored by Consumer Credit Counseling Services Personal finances can sometimes get out of hand. Don't let them. Become more disciplined in budgeting, saving and investing. If they have gotten out of hand, learn what to do through consumer credit and debt management RE-CYCUING, RE-USING, REDUCING Tuesday, 6-7:30 ran Oct. 20 $5 Learn how to save money while doing your part Io contribute to a safer environment. Compost Save eleciricitv. Avoid landfills. TIPS FOR USING YOUR CAMCORDER Saturday, 10-noon Nov, 14 $5 The camcorder can record your familys his-iory, or, it could if you knew how to focus better. Learn how to lake action shots while moving. Close ups. composition, lighting - it all makes for belter history. HUNTERS EDUCATION Thursday, Saturday Oct. 15.5:30-9 pm Oct.l7.8:30 am-5:30 pm No fee. Required for anyone bom after 1/1/69 who wishes to hunt alone. Learn about hunting ethics, firearm safety, wildlife identification, game care, rifles, pistols, shotguns, muzzle-loading, ammunition and bow hunting. Your Hunters Education card signifies successful completion of the course. Children under 14 must be accompanied by an adult. THINKING POWER Mondays, 6-8 pm Oct. 5\u0026amp;t2 $15 Approach situations with mental flexibility while you become a better listener, a keener observer and a mote effective proWem-solvo'. This course will also clarify (he basic principles of creative thinking and explore specific techniques that can make you a more effective idea producer. Books and supplies provided- A TOUCH OF HEALTH Monday, 7-8:30 pm Oct. 19 $5 The body's road maps to health are easy to learn. Recognize and practice the basic principles of acupressure, touch therapy, and massage techniques. Learn which buttons to press for natural pain relief. Wear comfortable clothing. LOW CHOLESTEROL, LOW FAT Tuesday, 6-7 pro Oct 27 $5 No more excuses! Select low cholesterol foods. Learn menu planning and recipes. Learn whats in your food and when and whether or not you should eat iL Ca\u0026amp;FTIgG \u0026amp; ARTS CALLIGRAPHY Tuesdays, 6-8 pm Oct. 27-Dec. 8 JV $40 Some call it artwork, some call it pretty writing. Either way, it is very impressive and communicates feelings differently from printing or cursive writing. Learn how to write with flare and use it for very special occasions and gifts. BASIC 35MM PHOTOGRAPHY Thursdays, 6-8:30 I OcLlS-Nov. 19 I $30 A practical, how-to class for the beginner whuch includes a 3-hour weekend field trip. Learn camera operation, accessories, close-up and telephoto lenses, artificial and outdoor lighting and composition. Bring your 35min, a notepad and a roll of your favorite film. CAJUN COOKING Tuesdays, 6-8 pm Oct. 6-20 $25 OR Thursdays, 6-8 pm Nov. 5-19 $25 GAW-RON-TEED to make your mouth water. A Cajun chef teaches you how to singly prepare dishes and breads: gumbos, eiouffes, rouxes, French bread. Learn ihe basic ingredients in all Cajun recipes. HOT! CAKE DECORATING DEMONSTRATION Monday, 6-8:30 pm Ocl5 $10 Make that birthday cake yourself and make it even more special! Learn techniques in Icing and decorating cakes fw all occasions. Stars, leaves, borders and rims. HAIRBRAIDING Thursdays, 6-7 pm Oct 15 $5 Tired of the same old hairdo? Cel ideas on classic and noi-so-classic hair designs. Learn the multitude of directions in which you can take a French braid - front Io back\nback to front\nzig-zag\nacross the head\nand more. Pun for you and your children. McClellan Community High School-A Business/Communications Magnet! HALLOWEEN WITCHES Saturday, 10-noon Oct. 10 $10 A quick, easy design to use in Halloween decorating. Its a great activity for you and your children. Supplies ate provided . Please bring glue and hot glue gun ! ! !! AUTUMN \u0026amp; HOLIDAY WREATHS Saturday, 9:30 am-noon Oct. 17 $5 A demonstration of how to decorate a wreath for autumn and to change the decor for each season and holiday. Learn how to make specialty bows. Utilize everyday items and outdoor materials to add touches to your home wreath. Join us and leave with a variety of ideas and crafting recipes. DECORATING YOUR,. HOME FOR CHRISTMAS Saturday, 9:30 am-noon Nov. 14 $5 Spruce up your fireplaces, windows, and doors with beautiful Christmas swags. Learn to turn materials from your yard and attic into attractive, seasonal decor. A demonstration by a talented florist and decorator. VICTORIAN CHRISTMAS ORNAMENTS Saturday, l()-ll:30am Nov. 21 $10 Supplies are provided for you to design and craft tree ornaments from the past This is a great activity for you and your children to get into the Christmas spirit together. Leave with your ornaments and hang them proudly on your tree. Make more at home ! Please bring glue and glue gun!!! HOLIDAY CANDYMAKING Saturday, 10-noon Dec. 5 $15 Tis the season! Prepare to dazzle your friends with gifts of tasty and beautiful candies. A hands-on class that shows you how\nallows you to do it\nand lets you leave with your own candies. Supplies provided! CREATE AN ANGEL Saturday, 1-3 pm Dec. 5 $15 Be an angel maker. Create an e\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_630","title":"Little Rock Schools: McClellan Community High, court orders","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":["1992/1995"],"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","McClellan Magnet High School (Little Rock, Ark.)","Educational law and legislation","Magnet schools","School improvement programs"],"dcterms_title":["Little Rock Schools: McClellan Community High, court orders"],"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/630"],"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":["52 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\nFRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY. P.A. ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON, P.A. JAMES W. MOORE BYRON M. EISEMAN. JR., P.A. JOE 0. BELL. P.A. MICHAEL G. THOMPSON. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY, P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS. JR. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL 8. BENHAM UI. P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL III DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH 8. HURST. JR.. P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. griffin III, P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201*3433 TELEPHONE 501*376*2011 FAX NO. 601-376-2147 January 15, 1992 JAN 1 5 1992 Offica of Desegregation Monitoring DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A. KEVIN A. CRASS WILLIAM CLYDE *1 A. WADDELL. JR . P A A8* TURNER CALVIN J. HALL, R.A. SCOTT J. LANCASTER JERRY L. MALONE. F.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A S. RANDOLPH LOONEY J. LEE BROWN JAMES C. BAKER, JR. H. CHARLES GSCHWENO. JR. HARRY A. LIGHT SCOTT M. TUCKER JOHN CLAYTON RANDOLPH GUV ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS J. MICHAEL PICKENS TONIA P. JONES DAVID 0. WILSON JEFFREY H. MOORE T. WESLEY HOLMES ANDREW T. TURNER SARAH J. HEFFLEY JOHN RAY WHITE COUNCCl WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR . P A B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P.A RITtll** OiRCCT MO. (501) 370*1506 M. Samuel Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2000 Worthen Bank Bldg. Little Rock, AR 72201 Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Bldg. Little Rock, AR 72201 John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Richard Roachell MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 Dear Counsel: Please find enclosed a Little Rock School District proposal for the establishment of magnet programs at Henderson Junior High School and McClellan Community High School. The proposal explains the need to establish magnet programs at the two schools and outlines programs which LRSD believes will be effective in reversing trends which threaten to resegregate those schools. LRSD desires to establish these programs for the 1992-93 school year and to begin recruitment for the programs as soon as the programs are approved. Please let me know as soon as possible if you have any concerns or objections with regard to this proposal. Yours very tr CJH/k Enc cc: Ann Brown Christopher iellerPROPOSED MAGNET PROGRAMS FOR HENDERSON JUNIOR HIGH SCHOOL AND MCCLELLAN COMMUNITY HIGH SCHOOL Prepared by LITTLE ROCK SCHOOL DISTRICT Office of Desegregation / January 1992 The Little Rock School District Office of Desegregation is responsible for monitoring all aspects of the district's desegregation plan. The monitoring process allows the district to identify problem areas as well as activities that are experiencing success. In September 1991, the LRSD Office of Desegregation identified eight area schools in need of special recruitment strategies. All of these schools have high black percentages. schools are: The eight McClellan, Henderson, Bale, Baseline, Cloverdale, Geyer Springs, Watson, and Wilson. The reasons for the high black percentages are not always the same for each school. The attendance zones for Henderson and Wilson have a sufficient number of white students to make significant improvements in the racial balance. Baseline, McClellan, and Watson are experiencing rapid The areas around demographic changes. fringes of this transition area. Cloverdale and Geyer Springs are on the As a result, they have not been affected to the same degree as the other schools in the transition area of southwest Little Rock. The area around Bale has experienced both a change in racial composition and a decline in the number of families with school-aged children. The following process was used to develop a recruitment plan for each school: 1. 2. 3. The associate superintendent for desegregation, the desegregation facilitator, and the appropriate assistant superintendent met with the building principal to discuss possible changes, needs, and strategies. The building principal appointed a committee of parents and staff members to develop a recruitment plan. Staff members from the LRSD Office of Desegregation provided technical assistance. Each school submitted a recruitment plan to the Office of Desegregation. The purpose of this report is to review the proposed recruitment strategies for Henderson and McClellan. The Little Rock School District proposes to add a magnet program at these schools for the sake of improving the racial balance. It should be noted that long-term initiatives are needed, at times, to improve a school's racial balance. For example, although Parkview opened as an arts magnet in the 1987-88 school year, it did not meet the racial balance requirements for a magnet school until the 1989-90 school year - the year the science magnet program was added, seriousness of the racial balance problems at Henderson and The McClellan warrant initiatives that provide immediate relief and yield long-lasting outcomes. Thus far, the magnet school2 openings in the Little Rock School District have accomplished both of these aims. This report begins with a review of the enrollment demographics at Henderson and McClellan. Similar information is provided for Dunbar and Central, recent magnet school openings on corresponding organizational levels, to demonstrate the impact of magnet programs on schools with serious racial balance problems. Next, a general description is given of the proposed magnet program at each school, discussed. Finally, recruitment pools are Enrollment Demooraphics This section examines the enrollment history of Henderson and McClellan since the 1987-88 school year. The 1987-88 school year marked the beginning of a new court-ordered desegregation plan that included, among other things, the annexation of territory from the Pulaski County Special School District. During the five-year period from 1987-88 through 1991-92, the distictwide white enrollment declined each year until 1991-92. Significant growth occurred in the districtwide white enrollment from the 1990-91 school year to the 1991-92 school year. The following accounts of the white enrollment history at Henderson and McClellan will demonstrate that these schools have experienced a different set of circumstances. Henderson The white enrollment at Henderson Junior High School has dropped from 398 students in 1987-88 to 135 white students in the 1991-92 school year. Overall, this loss of 263 white students from 1987- 88 to 1991-92 represents a 66% decrease in Henderson's white enrollment. Figure One clearly shows that Henderson's white enrollment has experienced a steady decline since the 1987-88 school year, pattern does not follow the districtwide trend alluded to earlier. This3 FIGURE ONE HENDERSON JUNIOR HIGH 398 400 322 300 256 211 200 135 100 \u0026lt;*\u0026lt; 87-88 88-89 89-90 90-91 91-92 0 + + + + 4 OCTOBER 1 WHITE ENROLLMENT Henderson's white enrollment experienced a significant decrease The greatest decrease during each year of the five-year period. occurred from the 1990-91 school year to the 1991-92 school year. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 19% decrease 20 decrease 18% decrease 36% decrease These data clearly show the necessity for some type of intervention to reverse the steady decline in Henderson's white enrollment. The intei-vention must occur immediately in order to avoid the anomaly of having an all-black junior high school in a predominately white neighborhood. If the white enrollment trend is not reversed, a likely scenario will involve busing black students across town to a predominately white neighborhood to attend an all-black school. The situation at Henderson is quite similar to the District's experience with Dunbar Junior High School. The white enrollment at Dunbar declined from 215 students in 1987-88 to 141 students in 1988-89. in the white enrollment. This loss of 74 students represents a 34% decrease Dunbar experienced a significant upswing, however, in its white enrollment during the first year of the magnet program. An additional 116 white students (97% increase) enrolled in Dunbar4 in the 1990-91 school year. An additional 27 white students (11% increase) enrolled in Dunbar in 1991-92 school year. Figure Two shows the white enrollment trend at Dunbar during the five-year period. FIGURE TWO DUNBAR JUNIOR HIGH 300 263 250 200 150 100 50 236 215 141 120 87-88 88-89 89-90 90-91 91-92 0 + + + + OCTOBER 1 WHITE ENROLLMENT The District proposes to have a health sciences magnet program at Henderson. Hopefully, this program will succeed in reversing the rapid decline in white enrollment. sciences program will be provided later. A description of the health Next, the enrollment history at McClellan Community High School is examined. McClellan Although McClellan and Henderson are located in different demographic settings, their experiences are quite similar. The white enrollment at McClellan has dropped from 754 students in 1987-88 to 330 students in the 1991-92 school year. Overall, this loss of 424 white students from 1987-88 to 1991-92 represents a 56% decrease in McClellan's white enrollment. Figure Three shows that McClellan's white enrollment has also experienced a steady decline since the 1987-88 school year. Again, this pattern does not follow the districtwide trend alluded to earlier.5 FIGURE THREE McClellan community high school 800 754 700 600 500 564 442 400 382 330 300 200 100 0 + + + + 87-88 88-89 89-90 90-91 91-92 4 OCTOBER 1 WHITE ENROLLMENT McClellan's white enrollment experienced a significant decrease during each year of the five-year period. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 25% decrease 22% decrease 14% decrease 14% decrease In examining the black enrollment history at McClellan since 1987-88, it is evident that an intervention strategy is needed that will attract more white students. The enrollment trend for black students has not reached a level that would necessitate a modification of McClellan's attendance zone. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 23 O, o increase 5% increase decrease 4% increase 3 McClellan's current racial balance is approximately 66% black. If McClellan's black enrollment remains at the current level and the remaining seats are reserved for and filled by white students, the new racial balance percentage will become 55 black. Q, $ McClellan's situation can be compared to a recent racial balance problem at Central High School. Unlike Dunbar, Central has yet6 to surpass the number of white students enrolled in the 1987-88 school year. Like Dunbar, however, Central experienced its first increase in white enrollment during its second year as an international studies magnet. Central's white enrollment increased from 617 students in 1990-91 to 640 students in 1991-92 - an increase of approximately 4% (see Figure Four). increase in the white enrollment was accompanied by a 11% increase in the black enrollment at Central. The 900 883 852 800 700 600 500 400 300 200 100 87-88 FIGURE FOUR CENTRAL HIGH SCHOOL 720 617 640 88-89 89-90 90-91 91-92 0 + + + + 4 OCTOBER 1 WHITE ENROLLMENT The District proposes to have a business/communications magnet program at McClellan. The next section provides a brief description of the proposed magnet programs for both schools. Proposed Magnet Programs It should be noted that these programs were proposed to the LRSD Office of Desegregation by the staff members and parents of the respective schools. Each school included parent representatives on its recruitment committee. In addition to including existing parents, Henderson also discussed the proposed program with prospective parents - the parents of sixth grade students who currently live in Henderson's attendance zone. McClellan used a similar strategy by sharing ideas with one of its feeder schools. In addition, some of the business leaders in7 the McClellan community have served on the recruitment committee and/or expressed support for the business/communications program. The following program descriptions are not intended to be comprehensive and/or conclusive. They provide firm representations, however, of the course each school wishes to pursue as a means of enhancing and promoting quality desegregated education. It would be unfair to ask or expect these schools to go beyond this point without an agreement by the parties and approval by the court. It should be noted that the seriousness and urgency of these situations tend to limit the number of options that are available for further consideration. The Little Rock School District proposes to implement these magnet programs in the 1992-93 school year. The 1992-93 pre- registration period will be extended to April for these new programs. Henderson Health Science Magnet Program Pulaski County is served by two elementary science magnet schools (Carver and Washington), one junior high science magnet school (Mann), one senior high science magnet school (Parkview), and an additional elementary interdistrict school (Romine) with science as a major thrust of its' program. Students from the three elementary schools with a science emphasis who desire to enroll in Mann Magnet are not all successful due to the limited number of seats available at Mann. An additional junior high school with a science related specialty program will help serve students matriculating to the junior high level from these three elementary schools. The science program at Parkview has a health science emphasis. The program helps prepare students for an undergraduate preprofessional or technical major in the areas of medicine and health. Parkview is a of Arkansas for Medical Sciences. \"Partner in Education\" with the University are carried out between Parkview and UAMS. Many collaborative activities A junior high program that focuses on the health sciences will not only create student interest in education in general but will also inform and prepare students to pursue health sciences as a program of study leading to a health sciences career. Locating the Health Sciences Program at Henderson Junior High is advantageous for several reasons. First, the health sciences program will strengthen and provide a focus for the instructional program at Henderson, helping the school retain and recruit students. Second, the location of Henderson on the 1-630 corridor provides close proximity of the health sciences program to health care institutions such as UAMS, Childrens Hospital, Baptist Medical Center, and St. Vincents Infirmary. Collaboration with one or more of these institutions will be sought. Finally, Henderson's close proximity to Romine and8 Parkview produces an \"educational park\" setting that facilitates collaboration with the nearby health care institutions. Program design, following goals: The health science program at Henderson has the 1. 2 . 3. 4 . 5. To strengthen and enrich the instructional program. To increase student awareness and understanding of content and careers in the health sciences. To provide a focus for the school which will help retain and recruit students. To emphasize laboratory work in the area of science. To help students achieve personal and academic goals through a high interest specialty program. The Health Sciences Specialty Program at Henderson will be a II school within a school program that includes those students who submit the necessary application and are assigned to the Specialty Program. The program of studies at Henderson will include a full year required course in health science for each grade level. 'Health Sciences in Today's World - An Introduction' will be offered at the seventh grade, 'Health Sciences in the Universe' at the eighth grade, and 'Health Sciences in the Physical World' at the ninth grade. The seventh grade course will be a survey of the wide variety of disciplines ir\ni-rlufcf i .'.c:.! __i_.---- The eighth grade that are included in the health sciences. course will develop the content and skills from selected health science disciplines. The ninth grade course will continue to focus on the content and skills from the health science disciplines with a heavy emphasis on careers in health sciences. Elective courses such as physical fitness and first aid will be considered for eighth or ninth grade. A Health Sciences Fair will be held each year. Speakers on health science careers, students projects in the health sciences, demonstrations of health science equipment/procedures (blood pressure check, etc.) are possible activities to be conducted at the Fair. Organizational Structure. The school day will be organized in 1992-93 to provide space for the health science courses for grades 7-9. A curriculum specialist will be employed, if needed, to coordinate the health sciences program. The curriculum specialist may teach a health science specialty course but will have most of each day to develop curricula, secure supplies, provide inservice, assist teachers in implementing the courses, serve as a liaison with health science institutions, arrange field trips, and coordinate special events such as the Health Science Fair. Facil it ies/Ecpjipment/Resources. The science rooms will be modified and/or equipped to be more functional as science laboratories. This will allow greater emphasis on hands-on science in the regular science program. Equipment necessary to9 implement a science laboratory program and health sciences program will be acquired. Curriculum Development/Staff Development. A curriculum committee will be appointed to develop further details for the health sciences program. after program approval, ongoing. The committee will begin work immediately Inservice for staff members will be McClellan Business/Communications Community High School The proposed business/communications magnet program at McClellan will be the first of its kind in Arkansas. The recent attention that has been given to expanding the emphasis on economic education makes such a proposal a timely venture. The business/communications program will seek to establish an educational partnership which involves the business community. the higher education community, and the school district. The structure of this partnership reflects the overall aim of the business/communications program - to provide a sequential program which prepares students for employment opportunities and/or higher education objectives. The skill levels attained by students will be sufficient to ensure their success in either endeavor. The dual focus of the business/communications program will be emphasized. In fact, the college preparatory focus of the program will receive additional emphasis since opportunities for vocational training are already available at McClellan. Collaboration with UALR and other nearby institutions of higher education will be sought. Collaborative efforts may include activities such as guest lecturers, shadowing experiences, on- campus projects, etc. One of the strengths of the proposed program will be the outstanding features of McClellan's business department that are currently in operation. Both students and faculty members have been recipients of local, state, and national awards. McClellan's award-winning business department has some of the following activities/programs: - Future Business Leaders of America/Distributive Education Clubs of America - A school store operated by marketing education students - Cooperative work programs - Junior Executive Training Program - National field trips - Awards program and scholarships Another strength involves the business-related activities that are currently provided by the Community Education Program at McClellan. One of the business teachers at McClellan also teaches business courses in the Community Education Program. The10 Community Education Program offers several courses such as computerized accounting, business law, business management skills, etc. The Community Education Program will play an important role in exposing the community to the various options of the proposed magnet program. Program Design. interdisciplinary approach. The business/communications program will use an In addition to the core program offered by the business department, business-related courses will be interwoven throughout the various subject areas. To some extent, this will necessitate offering new courses in other. subject areas. An example includes the possibility of adding a computer graphics lab course to give students experience with commercial art forms. Other courses such as Writing Lab, Microbiology, Genetics, and AP Chemistry will be considered as additions to support the overall academic program. The program will offer six areas of study. Each program participant will select one area of study and follow the sequence of study for that area during his/her junior year and senior year. The six areas of study are: 1. 2. 3 . 4. 5. 6. Business Principles and Management Computer Technology Computerized Accounting Executive Services Marketing/Advertising Economics and Finance Students who opt to declare an area of study will be required to take four prerequisite courses: Business Leadership, Business Etiquette, Introduction to Computer Technology, and Keyboarding. The curriculum framework for the business/communications program can be found in the appendix of this report. Additional plans for the future include the possibility of: 1. 2 . 3 . 4. 5. A restaurant management program\nA branch bank within the school\nA Junior Achievement program\nMarketing on the mall (A small business would be developed and operated in Southwest City Mall)\nand Leadership development seminars. Organizational Structure. The school day will be organized in 1992-93 to provide space for the business/communications electives. Facilities/Eguipment/Resources. Additional computer software will be obtained to accommodate program-related course offerings. Additional facility and equipment needs will be determined at a later date.11 Curriculum Development/Staff Development. A curriculm committee will be appointed to develop further details for the business/ communications program. immediately after program approval, will be ongoing. The committee will begin work Inservice for staff members Recruitment Pools A brief analysis of the racial makeup of current elementary students indicates that the District can expect to have more white students available for matriculation from elementary to junior high school in future years. The overall elementary white enrollment has increased from 4552 students to 4953 students (an 8% increase) since the 1989-90 school year. The availability of these students, however, depends on our ability to retain them in the Little Rock School District as they progress to the next organizational level. Therefore, in regard to recruitment pools, we will have to concentrate on keeping students who are already enrolled in the Little Rock School District. Private school students represent another recruitment pool. The senior high white enrollment dropped from 2488 students in 1989- 90 to 2170 students in 1991-92. This represents a 13% decline in the senior high white enrollment during a two-year period. The junior high white enrollment dropped from 1951 students in 1989- 90 to 1882 students in 1991-92. This drop represents a 4% decline in the junior high white enrollment during a two-year period. Obviously, there are 318 white senior high students and 69 white junior high students who are enrolled in school somewhere other than in the Little Rock School District. Another recruitment pool involves students who are eligible for M-M transfers. In particular, the District should target interdistrict students who live in the attendance zone for Robinson Junior and Senior High Schools. Finally, rigid sending and receiving school restrictions will have to be observed for intradistrict transfers. If this does not occur, we could desegregate one school at the expense of segregating another school.12 APPENDIXBusiness Principles and Management Computer Technology Junior Executive Training Compulerized Accounting I I OPTIONS: * Business English/Comm. Business Law CT: Business Appl. Desktop Publishing Entrepreneurship ' inlernalional Business Marketing Rapid Writing I 'Economics Business Finance ' Business Statistics Iniro. Io Business NEW COURSES CT: Business Applicalions Computerized Accounting I OPTIONS: CT: Database CT: Programming CT: Spreadsheets Desktop Publishing Entrepreneurs hip Keyboarding Appl. I Business Statistics Intro. Io Business Economics Business/Communications Proposed Magnet Curriculum Framework Suggested Sequences of Study Prerequisite Courses:: * Business Leadership * Business Etiquetttte CT: Introduction CT: Keyboarding Compulerized Accounting Compel erized Accounting I CT: Business Applicalions ....................I\" \" OPTIONS: Business English/Comm. Business Law ' Business Malh/Machines Compulerized Acct. II CT: Database CT: Spreadsheets Enlrepronorship ' Inlernalional Business ' Business Finance Business Slalistics Intro, to Business Executive Services Keyboarding Applicalions I \u0026amp; Word Processing Ollice Technology Laboratory I OPTIONS: Business Engllsh/Comm. Cooperative Ollice Edu. CT: Business Appt. Desktop Publishing Inlernalional Business Keyboarding Appl. I, II ' Rafiid Writing II Word Processing II Economics Intro. Io Business Marketing/ Advertising Markoling Marketing ManagemonI 1 OPTIONS: Advertising Cashier-Checking Enlropronourship ' Fashion Mdse. Intro. Io Marketing Retailing ' Salesmanship Economics Business Statistics Economics and Finance Principals ol Economics Business Finance 1 OPTIONS: Intro. Io Business Business Statistics Business English Comp. Business Law CT: Business Appl. Desktop Publishing Entrepreneurship International Business Marketing Computerized AccountingFILED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FEB 11 1992 CARLRyBREMTaJCI 3y: K LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. ORDER DEP. CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Before the Court is the motion of the Little Rock School District for approval of a proposal to establish magnet programs at Henderson Junior High School and McClellan Community High School. The Court heard testimony on the motion during a hearing on February 6, 1992, and the North Little Rock School District, the Pulaski County Special School District, and the Joshua Intervenors do not oppose the motion. The Little Rock School District [LRSD] proposes to implement a health/science magnet program at Henderson and a business/communication magnet program at McClellan in the 1992-93 school year. Both schools are having difficulty maintaining white student enrollment and the LRSD asserts the magnet programs are the most effective means of improving the racial balance at the two schools. After careful consideration of the proposal, the Court finds the motion should be granted. The LRSD reports that both Henderson and McClellan have experienced steady declines in white enrollment during the past .1 t 5 5 0five years. Henderson, which is located in a predominantly white neighborhood, has experienced a drop in its white enrollment from 398 white students in 1987-88 to 135 white students in the 1991- 92 school year. This represents a 66% decrease in Henderson's white enrollment over the five-year period. Henderson is now 83% black. McClellan is located in a changing demographic setting and its white enrollment shows a steady decline over the past five years as well. In 1987-88, there were 754 white students enrolled at McClellan\nin 1991-92, the white enrollment was 330. This represents 56% decrease in McClellan's white enrollment. McClellan is now 65% black. The LRSD says the figures for a Henderson and McClellan are in contrast with a district-wide trend which shows an increase in white enrollment from the 1990-91 school year to the 1991-92 school year. In support of its proposal, the LRSD points to the impact that implementation of magnet programs at Dunbar Junior High and Central High School have had in their white enrollment figures. It states that during the first year of the magnet program at Dunbar (19SCSI) , the school enrolled ar. additional 116 white students (S7% increase) and an additional 27 white students enrolled in the ISSl- S2 school year. Central experienced its first increase in white enrollment during its second year as an international studies magnet school\nwhite enrollment increased from 617 students in ISSO-Sl to 640 students in 1SS1-S2. The particular educational themes chosen, health sciences at Henderson and business/communications at McClellan, were proposed -2-by staff members and parents of the two schools. In addition, at Henderson, parents of sixth grade students who live in the Henderson attendance zone were consulted, and at McClellan, members of the business community were involved. The Court finds that the LRSD's proposal for the establishment of magnet programs at Henderson Junior High School and McClellan Community High School should be approved. However, in order to ensure that the \"magnet\" designation continues to stand for distinctive, quality programs that are thoroughly and thoughtfully planned, implemented, and maintained. the LRSD must develop a written plan for the new magnet programs that includes the following: 1. Clearly stated program goals including how the program supports the and objectives. individual school's desegregation goals and the district's overall desegregation goals, particularly in the areas of student capacity and interdistrict transfers. A 2. comprehensive description of all program components, including course descriptions, and written curriculum which is specific to the magnet program. Selection criteria teachers, and other staff. for participating students. 3. The number of students targeted for participation by grade level, and the name and/or title and role of teachers and other staff who will be involved in (a) planning, (b) delivering, and (c) supervising the program. delivering. (c) Program implementation and completion timelines, including intermediary \"critical events.\" 5. Identification of all necessary resources, including equipment, materials, and personnel, and anticipated costs, including a complete budget projection by year, with start-up and maintenance costs, and identification of those costs to be debited to a 6. both and personnel. and to costs, debited -3- 4.\"desegregation budget.\" Itemization of 7. any necessary teacher training (preparatory and ongoing) by date, subject, participant group, and provider/trainer(s). 8. timelines. Formative and summative evaluation criteria and 9. The program's anticipated impact on school capacity and facilities (space designation and use), the projected impact on school enrollment, and a description of any changes to the building or grounds which may be anticipated in support of the program. 10. Specific identification of how community individuals and organizations will be involved in all aspects of program development, marketing, recruitment, and ongoing support. student/staff IT IS THEREFORE ORDERED that the motion of the Little Rock School District for approval of a proposal to establish magnet programs at Henderson Junior High School and McClellan Community High School be and hereby is granted. The LRSD must develop within thirty (30) days a written plan for the new magnet programs that includes the above-enumerated elements. The LRSD must scrupulously adhere to an implementation schedule which will ensure that the new magnet programs are fully operational when students report to school in the fall of 1992. DATED this day of February, 1992. UNITED STATES DISTRJtCT t JUDGE DOCUMENT 331^ D ON DOCkETSHFET IN a) (-RCP -4- RFRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. PRIOAY. P.A. ROBERT V. LICHT. P.A. WILLIAM H. SUTTON. P.A. JAMES W . MOORE BYRON M. EISEMAN. JR.. P.A. JOE 0. BELL. P.A. JOHN C. ECHOLS. P A. JAMES A BUTTRY. PA A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL t-KtUkHiCK S LAKZfcL6R6. P URStHY. P A OSCAR OAViS, JR. JAMES C. CLARK. JR-. P.A. THOMAS P. LEGGETT. P.A. JOHN OewEY WATSON, P.A. little ROCK. ARKANSAS 72201-3493 TELEPHONE 601-378-201 1 UkNMAM Ui. P.A FAX NO. 501-376-2147 LARRY W. BURKS. P.A. A. WYCKLIPP NISBET, JR.. P.A. JAMES EDWARO HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT, P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL III DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN .P.A. RICHARD 0. TAYLOR. P.A. JOSEPH 8. HURST. JR.. P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAPER. P A. WILLIAM M. GRIPPIN UI, P.A. THOMAS N . ROSE . P.A . MICHAEL S. MOORE March 12, 1992 DIANE S. MACKEY. P.A. WALTER M. EBEL HI. P.A KEVIN A. CRASS. P.A. WILLIAM A. WADDELL, JR.. P A CLYDE TAB* TURNER. PA CALVIN J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. H. CHARLES GSCHWENO, JR., P A HARRY A. LICHT, P.A. SCOTT H. TUCKER JOHN CLAYTON RANDOLPH GUY ALTON WADE PRICE C. GARDNER THOMAS P. MEEKS J. MICHAEL PICKENS TONIA P. JONES DAVID 0 . WILSON JEPPREY H. MOORE T. WESLEY HOLMES ANDREW r. TURNER SARAH J. HEPPLEY JOHN RAY WHITE r- COUNKl WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR.. P.A B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P.A. ..i r.: VNtTtW** OiACCr HO. (601) 370-1506 Mr. Sam Jones Mr. Steve Jones 370-1506 WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Richard Roachell #15 Hickory Place Little Rock, AR 72212 H I c \u0026gt;. -TTH \"CPI ra D 1 1 ir-a Ms. Ann Brown Office of Desegregation Heritage West Building 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ann and Counsel: Enclosed for each of you is a copy of the McClellan High School Business/communications Magnet Plan and the Henderson Junior High Health Sciences Magnet Plan. The plans were filed today. Yours very truly CJH/k Enc Christo' erLHellerMcClellan High School Business/Communications Magnet Plan New in 1992Table of Contents McClellan High School Business/Communications Magnet Proposal Background............................................. Court Order First Requirement............. Magnet Program Objectives................ Court Order Second Requirement........ Areas of Study Flow Chart.................. First Area of Study................................. Business Principles and Management Prerequisites.................. Core Course Descriptions........ Second Area of Study............................ Marketing/Advertising Prerequisites............................... Core Course Descriptions......... Third Area of Study............................... Economics/Finance Prerequisites............................... Core Course Descriptions......... New Business Courses Descriptions and Objectives........ New English/Communications Courses Descriptions and Objectives.......... New Social Studies Courses Descriptions and Objectives.......... New Art Courses Descriptions and Objectives.......... New Mathematics Course Descriptions and Objectives......... New Home Economics Course Description and Objectives.......... New Science Course Description and Objectives.......... Court Order Third Requirement.......... Court Order Fourth Requirement.......... Court Order Fifth Requirement............. Court Order Sixth Requirement........... Court Order Seventh Requirement....... Court Order Eighth Requirement.......... Court Order Ninth Requirement.......... Court Order Tenth Requirement.......... Appendix A Appendix B ....1 .2-3 ....4 ....5 ....6 ....7 .....8 9-10 ....11 .....12 13-14 .....15 .....16 17-18 19-37 ,38-43 .44-45 ,46-47 ,48 .49 ......50 .51-52 .53-54 .....55 .....56 .....57 .58-59 .....60 .....61BACKGROUND Pulaski County is the most heavily populated metropolitan area in Arkansas, encompassing three independent school districts: Little Rock School District, North Little Rock School District, and the Pulaski County Special School District. Little Rock, the capital city of Arkansas, is located at the geographic center of the state on the Arkansas River. The city has a population of approximately 189,000. Little Rock is the home of major industries related to business and communications that include Systematics, IBM, Timex, and Coca Cola. Stephens, Inc., which is the largest financial corporation outside ofNew York City is also located in Little Rock. The Little Rock metropolitan area has several institutions of higher learning, the University of Arkansas at Little Rock, Philander Smith, Arkansas Baptist and Shorter Colleges. Plans are being developed for McClellan to offer advanced placement courses that will be accepted by institutions of higher learning. McClellan was originally part of the Pulaski County Special School District. In 1987, it was annexed into the Little Rock School District. McClellan is located in the southwest section of Little Rock, in an area that has a heavy concentration of business/industry. The availability and proximity of businesses will provide opportunities for partnerships that will enhance student achievement. McClellan High School opened in 1966. The school is named for the late Senator John L. McClellan, who served Arkansas and the United States for over 40 years. The John L. McClellan room, located in the Media Center, contains memorabilia, magazine articles, and photographs of his career. McClellan has approximately 1,000 students. The racial balance is 66% black, 1% other and 33% non-black. In comparing the 1990 10th grade Mat 6 scores with the 1991 11th grade Mat 6 scores, there was slight reduction in disparity between blacks and non-blacks. There is a need for immediate intervention in order to improve these scores. Strategies will be developed to improve scores and to reduce the disparity in test scores. -1-MCCLELLAN HIGH SCHOOLS BUSINESS/COMMUNICATIONS MAGNET PROGRAM The following description of the magnet program is in response to the ten items listed in the February 11 courtorder. Eachitem from the courtorderis listed initalics and followed with strategies detailing how the requirements in the court order will be met. The first requirement in the February 11 court order is to clearly state program goals and objectives, including how the program supports the individual school's desegregation goals and the district's overall desegregation goals, particularly in the areas of student capacity and intradistrict transfers. The goals of the McClellan Business/Communications Magnet are: A. To provide a quality desegregated learning environment that develops the highest possible competence in academic skills and concepts related to business/communications. B. To provide students with marketable skills in various fields of business. C. To work cooperatively with colleges/universities, local businesses, and business- related organizations to enhance program development, implementation, and support, and to provide unique learning experiences for students. The first goal listed above is directly related to one of the maj or goals of the Little Rock School District, the Districts Desegregation Plan, and McClellan High School. In particular, the business/ communications magnet will serve as a means to increase overall academic achievement while decreasing the disparity in achievement between black and white students. The infusion of the business/communications curriculum throughout the various content areas will make it possible for all students to be exposed to business competencies, advanced computer skills, and techniques in written and oral communication. The development of these competencies, along with the features of the regular instructional program, will increase each students proficiency in the mastery of basic and higher order thinking skills. In addition to the emphasis on improving academic achievement for all students, the magnet program will be used as a tool to help McClellan achieve a racial balance of 60% black and 40% non- black. Efforts will be made to recruit and/or retain the white students who currently reside in -2-McClellan's attendance zone and, recruit M-M students from the Pulaski County Special School District. The present availability of approximately 200 seats at McClellan will provide space for the recruitment of these target groups. McClellan High School was chosen as the site for a new Business/ Communications Magnet Program because of its outstanding business programs. Students and faculty members have been recipients of local, state and national awards. As the host of the largest business education program in the city and with 200 spaces already available, McClellan is ideally suited to become an outstanding business/commxmications school. Although McClellans Business Program is the largest in the city, the school plant can accommodate 200 additional students. In anticipation of the facility remaining under capacity in the future, a Business/Communications Magnet at McClellan is proposed. The curriculum is designed to develop the potential of students exhibiting interest and talent in business/communications and is available to all students from every cultural and socio-economic background. Through the emphasis and the infusion of business and communications in the academic curriculum which includes advanced placement courses as well as vocational courses, students are stimulated into intellectual, pre-professional and technical exploration. -3-McClellan Business/Communications Magnet Program has the following obj ecti ves: 1. To provide a business/communications curriculum that supplements and enhances academic programs at McClellan. 2. To apply theories of communications to the development of written and oral communication systems in business and related careers. 3. To increase competencies in business technology. 4. To develop skills in information acquisition, research, processing, statistical analysis and technical writing. 5. To provide opportunities for students to interact with business/industrial personnel through field trips, guest presentations, and student shadowing of business/communications professionals. 6. To create partnerships with the University of Arkansas at Little Rock and other postsecondary institutions. 7. To increase student comprehension of the business/communications content that is needed for entry into a professional or technical course of study or a degree in a related field. 8. To develop entrepreneurship skills needed to start a new business and apply them to business operations. -4-The second requirement in the February 11 court order is to provide a comprehensive description of all program components, including course descriptions, and written curriculum which is specific to the magnet program. The business/commuications program will use an interdisciplinary approach. In addition to the core program offered by the business department, business-related courses will be interwoven throughout the various subject areas. Beginning in 1992-93, a seven-period day will be used at McClellan. The seven period day will make it possible for students to enroll in the additional elective courses offered through the magnet program. The business/communications program will have three areas of study. Each program participant will select one area of study and follow the sequence of courses for that area. The three areas of study are: 1. 2. 3. Business Principles and Management Marketing/ Advertising Economics and Finance Students who opt to declare an area of study will be required to take two prerequisite courses: keyboarding and Introduction to Computer Technology. The following pages include the curriculum framework, the sequence of courses for each area of study and the course descriptions and objectives for new courses. -5-BUSINESS/COMMUNICATIONS Areas of Study Prerequisite Courses: CT: Introduction Keyboarding Business Principles and Management Marketing/ Advertising Economics and Finance Junior Executive Training Marketing Economics Computerized Accounting I Marketing Management Business Finance Options: Business English/Comm. Business Law CT: Business Applications CT\nDesktop Publishing Entrepreneurship International Business Marketing Rapid Writing I Economics Business Finance Business Statistics Intro, to Business Insurance Banking Business Math/Machines Advertising Salesmanship CT: Word Processing I Options\nAdvertising Cashier-checking Entrepreneurship Fashion Mdse. Intro, to Marketing Retailing Salesmanship Economics Business Statistics Business Math/Machines Banking CT: Eiesktop Publishing Options: Intro, to Business Business Statistics Business English/Comm. Business Law CT: Spreadsheets CT\nBusiness Appl. CT: Desktop Publishing International Business Marketing Computerized Accounting I Rapid Writing I Business Math/Machines Entrepreneurship -6-FIRST AREA OF STUDY: BUSINESS PRINCIPLES AND MANAGEMENT Prerequisite: Keyboarding (1 semester) CT: Introduction (1 semester) 10th grade The student will be required to complete two semesters of core and two semesters of elective. Core requirement: CT: Business Applications (2 semesters) Electives (2 semesters required) Introduction to Business (1 semester) Business Etiquette (1 semester) Salesmanship (1 semester) Economics 1(1 semester) 11th grade The student will be required to complete three semesters of core and two semesters of elective. Core requirement: Computerized Accounting I (2 semesters) Entrepreneurship (1 semester) Electives (2 semesters required) Money and Banking (1 semester) Economics I (1 semester) Rapid Writing 1(1 semester) CT: BASIC (1 semester) Marketing (2 semesters) 12th grade The student will be required to complete four semesters of core and two semesters of elective. Core requirement: Junior Executive Training (2 semesters) Business Finance (2 semesters) Electives (2 semesters) International Business and Banking 11 (1 semester) Insurance (1 semester) Business Law (2 semesters) Computerized Accounting II (2 semesters) CT: Desktop Publishing (1 semester) Advertising (1 semester) -7-BUSINESS PRINCIPLES AND MANAGEMENT Prerequisites Keyboarding (1 semester) Prerequisite: None Keyboarding is a one-semester course designed to help students develop speed and accuracy by learning the touch operation of alphanumeric/keyboard characters. Emphasis is placed on the following: mastery of the keyboard with desirable keyboarding techniques\ndevelopment of speed and accuracy\nbasic problem-solving applications of centering and arranging reports, letters, and tables\nproofreading\nformatting\nand proper care of the equipment. Keyboarding is a foundation for developing entry-level skills for business careers. CT: Introduction (1 semester) Prerequisite: None Computcr Technology: Introduction is a one-semester course designed to prepare students with an introduction to computers and business applications which are necessary to live and work in a technological society. Emphasis is given to data entry, computer concepts and operations, programming and design, computer software, implications of technology in society, and ethics. The course is designed to provide students with an understanding of the business, industrial, and scientific areas in which the computer is used. NOTE: These two courses are prerequisites for each area of study. -8-BUSINESS PRINCIPLES AND MANAGEMENT Core Course Description 10th Grade CT: Business Applications (2 semesters) Prerequisite: Keyboarding Computer Technology: Business Applications is a two-semester course designed to prepare students with an introduction to business applications which are necessary to live and work in a technological society. Emphasis is given to hardware, concepts, and business uses of applications. The business applications covered are word processing, database, spreadsheets, graphics, integrated software, electronic mail, management-support software, and image processing. 11th Grade Computerized Accounting I (2 semesters) Prerequisite: None Computerized Accounting I is a two-semester course with emphasis on basic accounting principles as they relate to both manual and computerized financial systems. Instruction is on an integrated basis using computers and electronic calculators as the relationships and processes of manual and computerized accounting are presented. Entry-level skills in the accounting occupations can be attained. Entrepreneurship (1 semester) Prerequisite: None Entrepreneurship is a one-semester course designed to offer an overview of the American business enterprise system. A study is made of various forms of ownership, internal organization, management functions, and financing as they relate to business. The course content focuses on the concepts and practices of small business ownership and management. The student will be introduced to microcomputer software that is used as a tool for management functions. Junior Achievement will be introduced. -9-BUSINESS PRINCIPLES AND MANAGEMENT Core Course Description 12th Grade Junior Executive Training (2 semesters) Prerequisite: Computerized Accounting I Junior Executive Training (JET) is a two-semester course designed to focus on small business ownership and management. Units of instruction should include business and its environment, social and economic implications of business, business decision making, business planning, legal aspects of business ownership, legal issues of small business, obtaining initial capital and credit, protecting assets, management functions, controlling, personnel management, financial management, marketing management, business taxes and government regulations, and community relations. The student will be introduced to the use of micro-computer software as a tool for business decision making and business communications. Software should include database management, spreadsheet applications, and word processing may be introduced. Other software, such as desktop publishing, may be introduced. The Business Executive Game, with emphasis on managerial decision making, is an integral part of the coiu^e. Business Finance (2 semesters) Prerequisite: None Business Finance is a two-semester course which places emphasis on the modem corporation, methods of securing and managing assets, problems of bankruptcy, insurance, and investment in stocks and bonds. -10-SECOND AREA OF STUDY: MARKETING/ADVERTISING Prerequisite: Keyboarding (1 semester) CT\nIntroduction (1 semester) 10th grade The student will be required to complete two semesters of core and two semesters of elective. Core requirement: Introduction to Business (1 semester) Salesmanship (1 semester) Electives (2 semesters) Computerized Accounting I (2 semesters) Business Etiquette (1 semester) CT\nBASIC (1 semester) 11th grade The student will be required to complete three semesters of core and two semesters of elective. Core requirement: Entrepreneurship (1 semester) Marketing (2 semesters) Electives (2 semesters) CT: Business Applications (2 semesters) Money and Banking (1 semester) Retailing (1 semester) Word Processing 1(1 semester) Rapid Writing I (1 semester) 12th grade The student will be required to complete four semesters of core and two semesters of elective. Core requirement\nMarketing Management (2 semesters) Fashion Merchandising (1 semester) International Business and Banking 11 (1 semester) Electives (2 semesters) Economics I (1 semester) Rapid Writing II (1 semester) CT: Desktop Publishing (1 semester) CT: Advanced Desktop Publishing (1 semester) Insurance (1 semester) Word Processing II (1 semester) Office Technology Lab (2 semesters) -11-MARKETING/ADVERTISING Prerequisites Keyboarding (1 semester) Prerequisite: None Keyboarding is a one-semester course designed to help students develop speed and accuracy by learning the touch operation of alphanumeric/keyboard characters. Emphasis is placed on the following: mastery of the keyboard with desirable keyboarding techniques\ndevelopment of speed and accuracy\nbasic problem-solving applications of centering and arranging reports, letters, and tables\nproofreading\nformatting\nand proper care of the equipment. Keyboarding is a foundation for developing entry-level skills for business careers. CT: Introduction (1 semester) Prerequisite: None Computer Technology: Introduction is a one-semester course designed to prepare students with an introduction to computers and business applications which are necessary to live and work in a technological society. Emphasis is given to data entry, computer concepts and operations, programming and design, computer software, implications of technology in society, and ethics. The course is designed to provide students with an understanding of the business, industrial, and scientific areas in which the computer is used. NOTE\nThese two courses are prerequisites for each area of study. -12-MARKETING/ADVERTISING Core Course Descriptions 10th Grade Introduction to Business (1 semester) Prerequisite: None Introduction to Business is a one-semester course which introduces students to the world of business. This course is a survey of business organizations and operation, the various fields of business, basic business problems and procedures, the vocabulary of business, and the opportunities open to business students. Salesmanship (1 semester) Prerequisite: None Salesmanship is a one-semester course designed to inform students about specific selling techniques and attitudes necessary to become a successful salesperson. The course focuses on serving customers and helping them make wise buying decisions. Emphasis is placed on the importance of human relations in selling, the functions performed by salespeople, development of personality traits needed by salespeople, and the buying/selling process. 11th Grade Entrepreneurship (1 semester) Prerequisite: None Entrepreneurship is a one-semester course designed to offer an overview of the American business enterprise system. A study is made of various forms of ownership, internal organization, management functions, and financing as they relate to business. The course content focuses on the concepts and practices of small business ownership and management. The student will be introduced to microcomputer software that is used as a tool for management functions. Junior Achievement will be introduced. Markcting (2 semesters) Prerequisite: None Marketing is a two-semester course designed to provide students with the fundamental concepts, principles, skills, and attitudes common to the field of marketing. Instruction will focus on market types, market analysis, consumer types, planning, promotion, buying, pricing, distribution, finance, trends, and careers. -13-MARKETING/ADVERTISING Core Course Descriptions 12th Grade Marketing Management (2 semesters) Prerequisite: Marketing Marketing Management is a two-semester course designed to develop decision making skills through the application of marketing and management principles. Competencies will be accomplished by utilizing various instructional methods, resources, and direct involvement with marketing businesses. The course will focus on organization, finance, risks, credit, technology, and social aspects. International Business and Banking II (1 semester) Prerequisites: Money and Banking Intemational Business and Banking II is a one-semester course that presents a global perspective on business activities of private or public enterprises involving movement across national boundaries of resources, goods, services, and skills. Emphasis is placed on raw materials, capital, technology, marketing, economics, products, accounting, legal and banking activities, and technical and managerial skills. -14-THIRD AREA OF STUDY: ECONOMICS AND FINANCE Prerequisite: Keyboarding (1 semester) CT: Introduction (1 semester) 10th grade The student will be required to complete two semesters of core and two semesters of elective. Core requirement: Economics I (1 semester) Introduction to Business (1 semester) Electives (2 semesters required) Business Etiquette (1 semester) CT: Word Processing I (1 semester) CT: Spreadsheets (1 semester) CT: BASIC (1 semester) 11th grade The student will be required to complete three semesters of core and two semesters of elective. Core requirement: Economics II (1 semester) Entrepreneurship (1 semester) Money and Banking (1 semester) Electives (2 semesters required) CT: Business Applications (2 semesters) Marketing (2 semesters) Advertising (1 semester) Word Processing II (1 semester) Rapid Writing I (1 semester) Rapid Writing II (1 semester) 12th grade The student will be required to complete four semesters of core and two semesters of elective. Core requirement: Business Finance (2 semesters) Junior Executive Training (2 semesters) Electives (2 semesters required) Business Law (2 semesters) CT: Desktop Publishing (1 semester) CT: Database (1 semester) Computerized Accounting II (2 semesters) International Business and Banking II (1 semester) Insurance (1 semester) -15-ECONOMIC/FINANCE Prerequisites Keyboarding (1 semester) Prerequisite: None Keyboarding is a one-semester course designed to help students develop speed and accuracy by learning the touch operation of alphanumeric/keyboard characters. Emphasis is placed on the following: mastery of the keyboard with desirable keyboarding techniques\ndevelopment of speed and accuracy\nbasic problem-solving applications of centering and arranging reports, letters, and tables\nproofreading\nformatting\nand proper care of the equipment. Keyboarding is a foundation for developing entry-level skills for business careers. CT: Introduction (1 semester) Prerequisite: None Computer Technology: Introduction is a one-semester course designed to prepare students with an introduction to computers and business applications which are necessary to live and work in a technological society. Emphasis is given to data entry, computer concepts and operations, programming and design, computer software, implications of technology in society, and ethics. The course is designed to provide students with an understanding of the business, industrial, and scientific areas in which the computer is used. NOTE\nThese two courses are prerequisites for each area of study. -16-ECONOMICS AND FINANCE Core Course Descriptions 10th Grade Economics I (1 semester) Prerequisite: None Economics is a one-semester course designed to teach students about economic problems and situations of consiuners, business, and government. Also, the monetary system, employment price level, business fluctuations, and international trade are discussed. Introduction to Business (1 semester) Prerequisite: None Introduction to Business is a one-semester course which introduces students to the world of business. This course is a survey of business organizations and operation, the various fields of business, basic business problems and procedures, the vocabulary of business, and the opportunities open to business students. 11th Grade Economics II (1 semester) Prerequisite: Economics I Economics II is a one-semester course which will emphasize a variety of market structures. The monetary systems, analysis of income, price, business fluctuations, and elements of international and global trade are discussed. Entrepreneurship (1 semester) Prerequisite: None Entrepreneurship is a one-semester course designed to offer an overview of the American business enterprise system. A study is made of various forms of ownership, internal organization, management functions, and financing as they relate to business. The course content focuses on the concepts and practices of small business ownership and management. The student will be introduced to microcomputer software that is used as a tool for management functions. Junior Achievement will be introduced. Money and Banking (I semester) Prerequisite: None Banking is a one-semester course designed to provide a study of the management problems encountered in banking. The emphasis is upon the application of analysis and problem solving techniques to the solution of realistic problems and opportunities of individual banking institutions. The case method is a learning technique. -17-ECONOMICS AND FINANCE Core Course Descriptions 12th Grade Business Finance (2 semesters) Prerequisite: None Business Finance is a two-semester course which places emphasis on the modem corporation, methods of securing and managing assets, problems of bankruptcy, insurance, and investment in stocks and bonds. Junior Executive Training (2 semesters) Prerequisite: Computerized Accounting I Junior Executive Training (JET) is a two-semester course designed to focus on small business ownership and management. Units of instruction should include business and its environment, social and economic implications of business, business decision making, business planning, legal aspects of business ownership, legal issues of small business, obtaining initial capital and credit, protecting assets, management functions, controlling, personnel management, financial management, marketing management, business taxes and government regulations, and community relations. The student will be introduced to the use of microcomputer software as a tool for business decision making and business communications. Software should include database management, spreadsheet applications, and word processing may be introduced. Other software, such as desktop publishing, may be introduced. The Business Executive Game, with emphasis on managerial decision making, is an integral part of the course. -18-NEW BUSINESS COURSE Description and Objectives CT: Advanced BASIC (1 semester) Prerequisite: CT: BASIC Advanced BASIC programming is a one-semester course designed to teach the basic language in a structured fashion using programming concepts and techniques for practical business applications. A strong emphasis is placed on developing a level of skill with which production programs for business use may be planned and coded. The course is designed to provide students with the necessary skills to document, code, enter, and execute a well-designed basic program, and the student will be able to recognize a well-designed and well-written program. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Describe how a report is planned. Code programs to print output as planned in a spacing chart. Describe a table and tell the advantage of its use in data processing. Write programs using table to store data. Define sorting. Name several applications that require sorting. Name several applications that require sorting. Write programs containing sort routines. Explain the importance of summaries. Define totaling, counting, and sub-totaling as methods of summarizing data. Describe the difference between unconditional and conditional summarizing. Write programs to summarize data. Explain the purpose of data files. Describe the operation of sequential data files. Write programs using sequential daU files. Describe the difference between sequential data files and random data files. Describe the operation of random data files. Write programs using random data files. Explain what is meant by graphics. Write programs to produce graphics. -19-NEW BUSINESS COURSE Description and Objectives CT: Advanced Desktop Publishing (1 semester) Prerequisite: CT: Desktop Publishing Advanced desktop publishing is a one-semester course designed to study the process of analyzing information and audience and choosing the appropriate visual signals to communicate the desired message effectively. Applied principles are used to analyze and organize information, set up a design structure, and produce special visual expressions. Objectives: 1. 2. 3. 4. 5. 6. Demonstrate the use of the Toolbox to create shapes, add shading, and copy duplicate shapes. Demonstrate the use of editing functions to custom fit text and graphics. Create style sheets and folios. Design and wrap text around a graphic in a newsletter. Create and print a tabloid newspaper. Build readers interest with designing advertisements. -20-NEW BUSINESS COURSE Description and Objectives CT: Computer Progra: ihTmI ing: BASIC/LQGO (1 semester) Prerequisite: Keyboarding Basic programming is a one-semester course with emphasis on programming business and general applications. Students leam planning and coding techniques through the use of practical applications. Design and use of structure as well as decision making in programs are integrated throughout the course. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 28. 29. 30. 31. 32. 33. 34. 35. Desribe the computer and its functions. Describe the function and construction of a computer program. Define keywords, commands, and statements. Write simple BASIC programs using the keywords REM, PRINT, LPRINT, and End. Use arithmetic operators in expressions. Use the commands NEW, RUN, LIST, LLIST, DELETE, SAVE, and LOAD. Add, delete, and change program lines. Print program listings and program output on the printer. List and correctly use the steps in planning a simple program. Describe and correctly use spacing charts. Describe and correctly use variables in programs. Plan, code, and debug simple interactive programs. Define structured programming. Describe what it meant by top-down design. Define a hierarchy chart. State the difference between a main module and a submodule. Explain how program designs are prepared for modules. List the steps in coding a modular program. Plan and code modular programs. Describe the importance of programs that can make decisions. Describe how menus may be used in programs. Explain the procedure for planning programs that make decisions. Explain the use of the BASIC keywords used in decision making. Plan and code programs that make decisions. Define a controlled loop. Describe the importance of controlled loops. Explain how to use BASIC keywords in controlled loops. Plan and code programs that use controlled loops. Give the advantages ad disadvantages of storing data within a program. Explain how data stored in a program is used. Plan and code programs that store data. Describe what is meant by data validation. Describe seven data validation methods. Plan and wnte the BASIC code for data validation routines. -21-NEW BUSINESS COURSE Description and Objectives CT: Desktop Publishing (1 semester) Prerequisite: Keyboarding and Word Processing Desktop publishing is a one-semester course that combines the versatility of the microcomputer with page design software enabling students to produce materials of near photo-typed quality. The course includes page composition, layout, design, editing functions, and a variety of printing options. Objectives: 1. 2. 3. 4. 5. 6. Define key terms of Desktop Publishing. Integrate Desktop Publishing with other software packages such as word processing. Create, save and pring files created in Desktop Publishing. Reposition copy and set type specifications. Creat, add, and move graphics. Demonstrate the knowledge to place amd move text in a document. -22-NEW BUSINESS COURSE Description and Objectives CT: RPG (1 semester) Prerequisite: Keyboarding RPG is a programming language used in business. It is a one-semester course designed to acquaint students with the techniques of writing business data processing applications using RPG. The student completing this course will have the entry-level skills for programmer trainee, or the foundation for advanced studies in computer technologies. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. .12. 13. 14. 15. 16. 17. 18. 19. 20. 21. Draw a simple flow chart. Differentiate data from programs. Compare bit and byte. Discuss field size. Design a record layout. Define master file. Recognize an indexed file. Compose manually a sequential data file. Compare a master and a detail file. Identify transaction codes in records. Code an assigned program in RPG. Document an assigned program. Debug an assigned program. Execute an assigned program. Name types of specification sheets. Modify an existing program. Explain the type of information contained on each type of specification sheet. Demonstrate proper sequencing of specification sheets. Explain how an indicator functions. Write programming statements using mathematical operators and comparing statements. Discuss programming using tables. -23-NEW BUSINESS COURSE Description and Objectives CT: Spreadsheets (1 semester) Prerequisite: Keyboarding Spreadsheet and Analysis is a one-semester course that teaches students to use a computer program to analyze quantitative data. Students will acquire skills in the use of program commands and in the design and application of spreadsheets. Understanding of the role and value of spreadsheets, financial reporting, budgeting, planning, and forecasting is emphasized. Students gain hands-on experience using, developing, and modifying spreadsheets. Objectives: 1. 2. 3. 4. 5. 6. 7. Define spreadsheet terms. Demonstrate data entry and editing commands. Demonstrate the ability to change spreadsheet settings and format. Demonstrate the ability to use formulas and functions. Demonstrate what if spreadsheet analysis. Demonstrate the ability to print a spreadsheet. Demonstrate the ability to create graphics using a spreadsheet program. -24-NEW BUSINESS COURSE Description and Objectives CT: Database (1 semester) Prerequisite: Keyboarding Database Management is a one-semester course that establishes the value of data as an asset that IS essential for all organizations. It is a computer applications program used by business and industry to manage and keep track of interrelated information in an organized fashion and is designed for students who have had some previous computer experience. The course provides students with the concepts of database management, design, and data modeling. Students gain hands-on experience using a database applications program and study database-related careers and the role and responsibilities of a database administrator. Objectives: 1. 2. 3. 4. 5. 6. T. 8. 9. Define database terms. Identify data structures. Create a database file. Enter and edit data in a database file. Display the contents of a file on both the screen and the printer. Prepare a report using a database file. Prepare labels using a database file. Sort a database file. Demonstrate the ability to use conditions and expressions. -25-NEW BUSINESS COURSE Description and Objectives Entrepreneurship (1 semester) Prerequisite: None Entrepreneurship is a one-semester course designed to offer an overview of the American business enterprise system. A study is made of various forms of ownership, internal organization, management functions, and financing as they relate to business. The course content focuses on the concepts and practices of small business ownership and management. The student will be introduced to microcomputer software that is used as a tool for management functions. Junior Achievement will be introduced. Objectives\n1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Define business and its environment. Describe the relationship of small business to the American enterprise system. Explain the kinds of organizational structures and list the advantages and disadvantages of each kind. Describe a business plan and explain how employees can be of assistance in business planning. Explain various channels of distribution. Identify various sources of capital for a new business. Describe the uses of a line of credit. List the types of financial and personnel records a business must use. Compute discounts, markup, and markdown on both costs and selling prices. Explain business taxes, including income, social security, sales, excise, unemployment, and local taxes. Determine what constitutes a sound insurance program. Discuss law related to running a business. Define marketing, advertising, and selling. Explain the functions of a personnel department. Name and describe the four functions of management. Describe the importance of community relations to business. Complete a small business project. -26-NEW BUSINESS COURSE Description and Objectives Money and Banking (1 semester) Prerequisite: None Banking is a one-semester course designed to provide a study of the management problems encountered in banking. The emphasis is upon the application of analysis and problem solving techniques to the solution of realistic problems and opportunities of individual banking institutions. The case method is a learning technique. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. File material accurately in alphabetical and numerical order. Demonstrate ability to handle cashiering duties. Prepare budgets for personal and business use. Discuss record keeping systems used in different businesses. Compute and record retail sales activities. Demonstrate knowledge of stock records. Demonstrate use of payroll records. Prepare basic accounting forms. Demonstrate skills in verifying figures. Compare various types of investment instruments. Describe types of loans and practices related to obtaining a loan. Discuss past, present, and future banking practices. Discuss career opportimities available in banking. -n-NEW BUSINESS COURSE Description and Objectives International Business and Banking II (1 semester) Prerequisite: Money and Banking International Business and Banking II is a one-semester course that presents a global perspective on business activities of private or public enterprises involving movement across national boundaries of resources, goods, services, and skills. Emphasis is placed on raw materials, capital, technology, marketing, economics, products, accounting, legal and banking activities, and technical and managerial skills. Objectives: 1. Leam about global communications in business. 2. Leam about business customs and protocol in dealing with people. 3. Understand how the United States business office environment compares to the business office environment in foreign countries. 4. Leam how international economics are measured. 5. Understand the significance of merchants balance of trade and balance of payments of accounts with other countries. 6. Leam the basics of foreign exchange. 7. Understand the basic risks of overseas shipments. 8. Understand the laws of the banking system in foreign trade. 9. Understand where to get data on overseas markets. 10. Leam about the various types of international documents. 11. Understand government foreign trade strategies. 12. Understand international market access agreement. 13. Leam what is involved in international careers. 14. Understand the new foreign trade rules for small business. -28-NEW BUSINESS COURSE Description and Objectives Rapid Writing 11 (1 semester) Prerequisite: Rapid Writing I Rapid Writing II is designed for the student who wishes to become more proficient in the art of note taking. Rapid Writing II is a continuation of Rapid Writing I and emphasizes speed, transcription skills, effective listening skills, spelling, vocabulary, mechanics of grammar, and note taking applications. Objectives\n1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Review the basic system of SuperWrite. Demonstrate the ability to read SuperWrite notes. Develop the ability to write outlines for unfamiliar words under the stress of dictation. Write SuperWrite at 100 words a minute for two minutes from unfamiliar material and transcribe with 95 percent accuracy. Demonstrate the correct rules of punctuation, word usage, spelling, figures, capitalization, word division, and proofreading. Develop the ability to transcribe mailable correspondence. Develop an awareness of good business communication practices. Use reference books efficiently. Produce mailable letters at an acceptable rate. Develop the ability to transcribe mailable correspondence. Develop work habits and attitudes appropriate for a successful career in the world of business. Supply a fast and legible writing system that can be learned quickly by word processor operators. Assist business executives, students, and others to make legible notes at a faster speed. -29-Business Finance (2 semesters) Prerequisite: None NEW BUSINESS COURSE Description and Objectives Business Finance is a two-semester course which places emphasis on the modem corporation, methods of securing and managing assets, problems of bankruptcy, insurance, and investment in stocks and bonds. Objectives: 1. 2. 3. 4. 5. 6. 1. 8. 9. 10. 11. Develop an awareness of the role of banks and financial institutions in the American economy and the services provided by these institutions. Develop an awareness of the use of microcomputer technology in research, sales analy sis, accounting, and inventory control. Formulate a basic concept of the internal structure of organizations and the function of management in business finance. Develop an appreciation and understanding of profit as being an integral part of business decisions. Understand uncollectible accounts, depreciation, inventories, notes, and interest as they relate to business. Comprehend the importance of adequate insurance coverage. Understand the rules and procedures for filing for bankruptcy in the business world. Understand the basic concepts of investments in stocks and bonds. Understand mortgages and loans in the financial world. Develop a professional image and attitude and a positive self-image. Become aware of career opportunities using business finance, and understand the skills, knowledge, educational levels, and attitudes needed. -30-NEW BUSINESS COURSE Description and Objectives Introduction to Business (1 semester) Prerequisite: None Introduction to Business is a one-semester course which introduces students to the world of business. This course is a survey of business organizations and operation, the various fields of business, basic business problems and procedures, the vocabulary of business, and the opportunities open to business students. Objectives: 1. 2. 3. 4. 5. 6. 1. 8. 9. 10. Develop an understanding of the way in which our private enterprise system is organized and how it operates to satisfy needs and wants of individuals. Develop a business and economic vocabulary that will enable individuals to read and understand current economic and business problems as reported in newspapers. Acquire a working knowledge of basic banking services with application to daily living. Recognize the consumers role in the market place. Explore business related fields of work in the emphasis on specific occupations. Demonstrate intelligent use of decision-making in personal and family money management. Identify the credit options available to each consumer and to make decisions according to specific credit needs. Distinguish between the various health, life, automobile, and home insurance coverages available. Recognize various forms of investments besides those available at banking institutions. Demonstrate an awareness of the World of Work and concern about career opportunities, career preparation, and job success and satisfaction. -31-NEW BUSINESS COURSE Description and Objectives Business Etiquette (1 semester) Prerequisite: None Business Etiquette is a one-semester course which teaches students how to refine their manners for the world of work. Proper manners, personality development, proper speaking, and dress for success will be discussed in this course. Objectives\n1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Work as a member of a business team, organize work, set priorities, and interact with other students. Develop work habits and attitudes necessary for individual maturity and job competence. Understand interpersonal relationships in business. Develop a sense of accomplishment. Demonstrate generally acceptable business behavior through the study of interpersonal relations. Place and answer telephone calls that give and receive business information that is complete and in generally acceptable business form. Demonstrate the ability to meet business production standards while working under pressures of time, interruptions, and changing priorities. Develop a success identity. Display appropriate dress for success in the business world. Describe the advantages of a physical fitness program. Develop short- and long-term goals. Identify and utilize effective time-management techniques. Demonstrate a basic knowledge of parliamentary procedure necessary to participate in a business meeting. Integrate Future Business Leaders of America activities into the curriculum. Demonstrate proper techniques in making introductions. Demonstrate proper manners used in the business world. Demonstrate a work climate that promotes creativity and personal growth. Demonstrate self-confidence by meeting a business challenge. -32-NEW BUSINESS COURSE Description and Objectives Salesmanship (1 semester) Prerequisite\nNone Salesmanship is a one-semester course designed to inform students about specific selling techniques and attitudes necessary to become a successful salesperson. The course focuses on serving customers and helping them make wise buying decisions. Emphasis is placed on the importance of human relations in selling, the functions performed by salespeople, development of personality traits needed by salespeople, and the buying/selling process. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Define the terminology essential to the knowledge of an overview to selling. Explain why good human relations skills are essential in selling. Describe how salespeople can assist the customer in making wise buying decisions. Identify the customer by buying motives. List the steps of a sale. Identify the sources of product information. Demonstrate proficiency in the sales transaction. Demonstrate proficiency in money-handling skills. Know the three major types of businesses in which sales positions are available. Understand and appreciate the benefits of a career in selling. BLnow the etiquette of arranging a job interview. -33-NEW BUSINESS COURSE Description and Objectives Retailing (1 semester) Prerequisite: None Retailing is a one-semester course designed to offer an overview of the retailing industry in the United States. A study is made of the types of retail marketing, organization, personnel, merchandising, promotion, selling, operations, and control. The course focuses on the concepts and practices of retail business operations. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Explore retail marketing. Identify the retail marketing cycle. Know the scope of employment opportunities in retailing in the United States. Develop economic aspects of marketing. Describe the six elements of the American economic system. Describe the ten occupational survival skills an employer can expect from an employer. Develop skills necessary to survive in the business world. Explain communication skills. Define retail selling in the business world. Develop skills in handling promotion in marketing. Develop skills in handling merchandise and merchandise prousing services. -34-NEW BUSINESS COURSE Description and Objectives Advertising (1 semester) Prerequisite: None Advertising is a one-semester course designed to focus on the competencies needed for the planning and implementation of a successful advertising program. Students are exposed to media, methods of research, budgets, and evaluations which are used to sell a product, service, or business. Hands-on experience is given in copy writing, layout, and production in various media. Desktop publishing should be introduced. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. Describe the nature and scope of advertising. Explain how advertising affects the market place. Identify career opportunities in advertising. Explain the advertising career path. Identify sales promotion techniques. Explain what motivates customers to make buying decisions. Identify the characteristics of three national consumer surveys/polls. Explain a media plan. Identify the parts of a print ad. Explain the use of visual merchandising. Explain guidelines for determining advertising budgets. Explain guidelines for determining when to advertise schedule. Identify and explain the use of Standard Rate and Data Systems for newspaper, magazine, radio, and television. Define state and federal laws governing advertisement practices. Explain the copyrighting policy. Identify software used in data analysis. Demonstrate the various parts of the computer and explain their relationship. -35-NEW BUSINESS COURSE Description and Objectives Fashion Merchandising (1 semester) Prerequisite: None Fashion Merchandising is a one-semester course designed to offer an overview of the fashion industry. It provides the foundation in preparing students for a wide range of careers available in the different levels of the fashion industry. Emphasis is given to historical development, textiles, manufacturers, merchandising, domestic and foreign markets, accessories, and retailing. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Define fashion merchandising, fashion marketing, fashion, style, design, taste, classic, fad, trends, and fashion forecasting. Define the components of fashion: silhouette, details, texture, and color. Describe the various roles and functions of clothing today. Name the five principles that underline fashion movement. Explain the roles and responsibilities of designers. Identify the traditional basic categories in womens, childrens, and mens apparel. Define the materials used in fashion\nsuch as, natural fibers, primary markets, synthetic fabrics, greige goods, textile converters, cellulose, non-cellulose, pelt, tanning, and skins. Define accessories used in fashion merchandising\nsuch as, costiune or fashion jewelry, fine jewelry, gemstones, semiprecious stones, impulse items, and precious stones. Explain the purpose served by foreign and domestic markets. Identify the career opportunities available in fashion merchandising. List the steps involved in starting your own fashion business. List the steps involved in writing a business plan. -36-NEW BUSINESS COURSE Description and Objectives Insurance (1 semester) Prerequisite: None Insurance is a one-semester course designed to teach students principles and functions of property, casualty and life insurance with applications in both personal and business situations. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Explain insurable interest and the importance of this concept. Identify the purpose of insurance and how insurance rates are established. Identify the various types of insurance. Understand how the law of contracts applies to insurance. Identify the risks covered by and the procedure for collecting under fire insurance. Discuss the way coinsurance provides protection at reduced cost. Describe the various applications of liability insurance. Identify the types of coverages available in an automobile insurance policy. Explain how no-fault insurance works. Understand the advantages and disadvantages of the various types of life insurance. Discuss the rights of the beneficiary and the duties of the insurer under a life insurance policy. Explain the concept of social insurance. Develop a professional image and attitude and a positive self-image. Explore career opportunities available in the field of insurance, and understand the technical skills, knowledge, educational levels, and attitudes needed. -37-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Public Soeaking/Business Communications (1 semester) Prerequisite: None This course designed to help the student develop skills that are essential in todays business world. The course includes both wntten and oral communications directed toward understanding the language of nonverbal commimication, improved listening skills, reading, voice usage, and writing skills.Class assignments will include business conferences, interviewsboth individual and group. Emphasis is given to developing competencies in the grammar fundamentals of spelling, punctuation, work form usage, phrasing, composing, revising, organizing, vocabulary, sentence and paragraph structure, and proofreading. Tecnological admancements relating to information, communications and telecommunications are given emphasis. Objectives: 1. 2. 3. 4. List principles of public speaking in the business world. Develop skills in clarity of thought, organization, and self expression in public messages. Exhibit confidence in interpersonal and small group communication. Display independence and interdependence. -38-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Mass Media (1 Semester) Prerequisite: None The basic format of the mass media will be studied. Students will be introduced to areas of mass media writing including reporting, ad writing, and TV production work. Guest speakers will be used from the various media studied and tours of the local business plants will be encouraged. The course will also include views and theories of communication through newsprint journalism, radio and TV broadcasting and advertising. Students will study the function and influence of newsapers, magazines, radio and television on modem America. Objectives: 1. 2. 3. 4. 5. Develop performance skills necessary for effective communication. Develop appropriate voice and articulation qualities. Develop recognition of performance requirements in communication. Develop appropriate individual styles and skills in mass media performance. Develop self-evaluation skills through periodic assessments of performance and improvement. -39-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Creative Writing (1 Prerequisite\nCompletion of tenth grade English with at least a C average. This course will be designed to help a student develop his skill in writing prose and poetry. Writing experiences that draw on imaginative and creative abilities will be offered and students will be encouraged to compete in a varity of local, state, and national writing contests. Writing will be shared with and critiqued by others in the class as well as by the teacher. Objectives: .1. 2 . 3 . 4 . 5 . Illustrate basic writing skills and techniques. Generate, explore and elaborate their thoughts in written communication. Produce students publications Critique and evaluate written work. Develop skills in news gathering, feature writing, layouts, advertising/sales gaily proof checking. -40-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Technical Writing (1 Semester) Prerequisite: Completion of tenth grade English with at least a C average. A look at styles and formats of writing for instructional purposes. Writing how to books has become a very popular wnting vocation in America, and this course centers on the grammatical and technical expertise of audience-centered prose. Much writing will be shared in class and some projects will be group work. Objectives: 1. 2. 3. 4. Develop skills of the basic techniques of technical writing. Demonstrate the various styles and formats of technical writing. Develop skills necessary to produce a how to book. Develop an understanding of organizational skills mandatory for technical writing. -41-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Interpersonal Skills and Group Dynamics (1 Semester) Prerequisite: None Speaking techniques and non-verbal communications will be studied in individual and group situations. Intra- and inter- personal skills, group managing and dynamics will be used in producing event forums, group discussions, and individual communication skills. Objectives: 1. 2. 3. 4. 5. Demonstrate understanding of the effect of self-image on perception. Recognize various ways of perceiving reality. Demonstrate awareness of the effects of non-verbal communication. Recognize differences in verbal messages. Demonstrate the techniques of effective group management. -42-NEW ENGLISH COMMUNICATIONS COURSE Description and Objectives Independent Study Projects in Mass Media (2 Semesters) Prerequisite: Completion of Introduction to Mass Media with at least a C average. Independently or in small groups, students will design and implement a series of projects culminating in a thirty minute radio or TV program or ad campaign using the techniques and methods studied in the introductory course. Objectives: 1. 2. 3. Develop knowledge in a specific area of mass media by producing a series of independent projects. Describe the difficulties and rewards of a mass media career after shadowing a media professional. Use various production techniques. -43-NEW SOCIAL STUDIES COURSE Description and Objectives Economics I (1 semester) Prerequisite: None Economics is a one-semester course designed to teach students about economic problems and situations of consumers, business, and government. Also, the monetary system, employment price level, business fluctuations, and international trade are discussed. Objectives: 1. 2. 3. 4. 5. 6. Define basic economic terms. Explain economic decision making. Define and explain specialization and division of labor. Define and illustrate the interdependence of money, goods and services. Compare and contrast the three world economic systems, giving characteristics of each. Explain the laws of supply, demand, and how prices are determined. .44.NEW SOCIAL STUDIES COURSE Description and Objectives Economics II (1 semester) Prerequisite: Economics I Economics II is a one-semester course which will emphasize a variety of market structures. The monetary systems, analysis of income, price, business fluctuations, and elements of international and global trade are discussed. Objectives: 1. 2. 3. 4. 5. 6. 7. Define and discuss a variety of market structures, their organization and regulation. Identify and discuss the six economic functions of government. Explain the role of government spending and the effects of spending on the economy. Identify the four phases of the business cycle. Discuss the purpose of monetary and fiscal policies. Analyze the components of economic growth. Explain the global aspects of economic trade. -45-NEW ART COURSE Description and Objectives Basic Computer Graphics/Corporate (1 Semester) Prerequisite: Introduction to Computers This course introduces computer-graphics systems as a design tool. Students explore the capabilities and creative potential of these systems by using several devices and software packages. Research for additional applications in layout, pagination systems, video text, and digital typography is included. This class concentrates on complete coporate design programs, from developing a logotype for a company or corporation to its many uses and named applications. Professional approaches to technique, execution and presentation are stressed. Objectives: 1. 2. 3. 4. 5. 6. Demonstrate knowledge of the computer as a design tool and gain proficiency in the use and maintenance of the computer. Understand creative aesthetic self- expression in a high tech medium. Demonstrate awareness of the closely related fields of art and the corporate world. Develop useful applications of art elements and principles of design in the production of corporate designs, logotype, professional approaches to technique and execution of presentation of ideas. Demonstrate knowledge of the many job opportunities for aesthetically creative people in the business/corporate field. Develop problem solving skills through simulated situational opportunities in art. -46-NEW ART COURSE Description and Objectives Screen Printing/Airbrush Techniques (1 semester) Prerequisite: None This introductory course teaches the entire screen-printing stencil process. Direct and indirect techniques are discussed and thoroughly demonstrated. Proficiency with the tool and processes through actual experimentation and problem solving is the aim. The students are instructed in the use of vacuum polycop and exposure unit, high pressure washout unit for stencil removal, dimensional stable papers and punch registration. The history and contemporary issues of the medium are reviewed. Techniques of airbrush are demonstrated and student proficiency in the application of the elements or art and principles of design in relation to medium of airbrush are addressed. Instruction in the proper use and maintenance of the airbrush and accompanying equipment is given and shading, tinting, blending, antiquing, decorating, restoration, and touch up is emphasized. Objectives: 1. 2. 3. 4. 5. Demonstrate knowledge of tools and materials and gain proficiency in the use and maintenance of them. Use these art techniques for creative self expression of intellectual curiosity and emotional insight. Gain enrichment opportunities for functional self-employment of part-time leisure activities to stimulate enterprising and creative personalities. Become discriminative in the process of establishing criteria for aesthetic judgement. Gain opportunities for involvement with other disciplines in the production of posters. It' 6. 'T shirts, logos, banners, and other advertising and promotion items. Possess skills and discipline in a variety of art media. -47-NEW MATHEMATICS COURSE Description and Objectives Business Statistics (2 semesters) Prerequisite: Algebra II or taken concurrently with Algebra II An introduction to statistical methods from an economic and business perspective. The course will involve descriptive statistic, index numbers,interpreting and evaluating data, regression analysis, decision analysis and expected values, chi square, sampling techniques, forecasting, linear programming and simulations, probability theory as applied to statistical analysis, and an introduction to hypothesis testing. Objectives: Basic Skills 1. 2. 3. 4. 5. Sample organize and interpret date, recognizing the role these play in making statistical claims. Design a statistical experiment to investigate a problem, conduct the experiment, interpret and communicate the outcomes using appropriate technology. Demonstrate the use of various models to describe real-world data. Utilize measures of central tendency, variability and correlation to solve real-world problems. Test hypotheses and make predictions using appropriate statistical methods. Probability 1. 2. 3. 4. 5. Represent and solve problems involving chance, using experimental or theoretical probability. Estimate probabilities using simulations. Recognize real-world situations which can be modeled by a random variable. Generate and interpret probability distributions. Interpret and restate real-world applications of probability. -48-NEW HOME ECONOMICS COURSE Description and Objectives Food Production/Restaurant Management and Services (2 Semesters) Prerequisite: Food Production I Students will be introduced to the art of restaurant management. Catering services will be correlated with small business management. Students will demonstrate the knowledge of cost, inventory and record keeping, purchasing and receiving, storing and issuing of food and nonfood items. Students will also demonstrate the knowledge of personnel management and human relations skills. Objectives: 1. 2. 3. 4. 5. 6. Explain and utilize server skills. Apply the standards of sanitation and safety. Plan and design the physical plant. Develop the skills of menu planning. Develop skills for the planning and production of food production in quantity. Develop the techniques of organizational and management controls. -49-NEW SCIENCE COURSE Description and Objectives Environmental Science (1 Semester) Prerequisite: None Discuss the principles of environmental factors that affect air, soil, water, and the interrelationships of organisms and their environment. Class room activities will examine the social effects of air pollution on the individual and community\nthe significance of water and soil pollution by chemical examination of water and soil\nand study the harmful effects of radiation. Students will have a practical experience in environmental monitoring in the inductory course. Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Understand that sanitation is a way of life.Throughout history, the status of the environment has been equated with sanitation, and has been the measure of civilization. Support the fact that aggregation of population has always seemed to create environmental health problems which had to be solved before the populace could survive and enlarge. Recognize that many of the ills that continue to plague us have their roots in the environmentthe only feasible approach to reducing morbidity from these problems is to attack their environmental roots. Explain why man being a vital factor in his own environment has a great responsibility for the quality of life which is directly related to the quality of the environment. Understand that as people engage in the activities associated with living, wastes are produced. These are products which have no apparent useful purpose, or they are of such marginal utility that recovery is uneconomical. Such products include human, residential, agricultural, commercial, and industrial wastes of all kinds. Realize that aside from deficiencies in the life support systems, people are subjected to a variety of environmental hazards\nsome of these are natural, but increasingly environ mental hazards result from human activities and numbers. Identify man-made defenses against diseases. List the contribution of several scientists in the fight against infectious diseases. Identify biological vectors which are capable of transmitting infectious agents into the environment. Name and describe known chemicals which pose a threat to health, and the environment. Compare and contrast the ecological effects of pesticides like parathion and malathion with the effects of pesticides like DDT. Discuss two ways in which burning of fossil fuels may have a long-range effect on average global temperatures. Explain the cause and effect of thermal pollution of water. Identify physical hazards in the environment which may cause death, disease, or disability. Understand that even though people may adapt to environmental conditions, this does not occur without stresses which may ultimately result in disorders of the body and mind. Identify the options society has for minimizing the adverse effects of disease. Identify some of the problems in generating, storing, treating, recycling, transporting and disposing of hazardous waste. Identify laws, agencies, and procedures designed to monitor environmental quality. -50-The third requirement in the February 7 7 court order is the selection criteriafor participating students, teachers and other staff by the following guidelines. STUDENT/STAFF SELECTION Student Selection Criteria In regard to student selection, all attendance zone students interested in participating in the business/communications program must submit a magnet application. The magnet application will be used as a means of identifying attendance zone students who also wish to participate in the magnet program, A student at McClellan will not be required to apply for the magnet program in order to take a business elective course. If, however, a student wishes to declare an area of study in the business/communications magnet program, he/she will have to apply for the magnet program. Students who live outside of McClellans attendance zone must complete an Optional Enrollment Request Form. If necessary, a random selection process will be used for non-attendance zone applicants. Interdistrict students will be required to complete an M-M application and an Optional Enrollment Request Form. All applications will be considered on the basis of desegregation requirements. No other criteria will be used to select students. A special meeting will be held during the second semester of each year to familiarize new students and incoming tenth graders with the business/communications program. Applications will be processed during the spring of each year. The spring application period will give the building staff adequate time to identify needs and prepare class schedules for the upcoming year. The Little Rock School District Student Assignment Office will be responsible for assigning students to the business/ communications program. -51-Staff Selection Criteria In regard to the selection of staff, a special meeting will be held to familiarize all staff members (certified and non-certified) with the goals and objectives of the magnet program. In particular, emphasis will be placed on the high levels of professionalism and excellence that will be expected of all staff members. It is extremely importantthat all staff members are fully aware of and committed to the goals, objectives, and requirements of the magnet program. To ensure that the expectations are clearly understood, each staff member will meet individually with the building principal to discuss his/her commitment to the magnet program. Each staff member will be allowed to transfer to another school if he/she is not committed to the goals, objectives, and requirements of the magnet program. All transfers will be in accordance with the Professional Negotiations Agreement. These meetings will take place prior to April 23, 1992. As vacancies occur in the future, the interview process will be used to ascertain each candidates commitment to the goals, objectives, and requirements of the magnet program. This process will apply to all non-certified as well as all certified positions. Efforts will be made to ensure that the racial balance of the staff complies with desegregation requirements. -52-The fourth requirement in the February 11 court order is to address the number of students targeted for participation by grade level and the name and/or title and role of teachers and other staff who will be involved in the (a) planning, (b) delivering, and (c) supervising the program. ENROLLMENT AND SUPERVISION OF PROGRAM Grade Level Enrollment It has already been noted that approximately 200 seats are currently available at McClellan. The natiue of the high school course selection process, with the wide variety of elective courses, and the option for attendance zone students to enroll in the magnet program, make it difficult to be able to target a specific number of students for participation by grade level. Actually, the 200 vacant seats apply to students who are not currently enrolled at McClellan. In addition to these seats being available for the magnet program, attendance zone students will also have the option to enroll as full participants in the magnet progam. It is anticipated that the wide variety of elective courses offered will make it possible for approximately 166 students at each grade level to be able to participate in the magnet program. The 166 students per grade level includes attendance zone and non-attendance zone students. Personnel Responsibilities The name and/or title of teachers and other staff who will be involved in program activities are as follows: 1. Planning the program a. The supervisors of Vocational Education and English - provided technical assistance and advice to the plaiming committee. b. The Planning Advisory Committee - (principal, assistant principals, eight McClellan teachers, three UALR professors, representatives of the business community, parents, and the Director of Community Education) planned courses and programs to be offered\nidentified equipment and supplies needed to implement progam\nand will explain the program to parents and interested students. -53-c. Curriculum specialist and other teachers - will develop strategies and activities to support the curriculum. 2. Delivering the program a. Curriculum specialist - will coordinate the delivery of the overall program\nwill be specifically responsible for special activities such as guest speakers, field trips, and the technology fair\nand will teach one or two classes per day. b. Business/Communications teachers - will teach respective courses. c. All teachers - will correlate, when feasible, regular curriculum activities with the business/communications program. d. Business/Communications professionals - will be asked to support the program through field trips, guest speakers, technology fair exhibits, shadowing and field experiences. 3. Supervising the Program a. Principal and curriculum specialist - will provide daily supervision of program\nwill monitor program to make sure program goals and objectives are being met. b. Supervisors of Vocational Education and English - overall supervision of program\nwill monitor program on a regular basis to make sure program goals are being met. -54-The fifth requirement in the February 11 court order is to provide program implementation and completion timelines, including intermediary \"critical events. n MANAGEMENT TIMELINE Develop and Initiate Public Information about the Business/ Communications Magnet Program March 16 - August, 1992 Recruitment of students March 16 - August, 1992 Assign students to program May - August, 1992 Identify and assign new personnel May - August, 1992 Orientation of all magnet staff August, 1992 Develop magnet curriculum March - August, 1992 Order equipment and supplies July - August, 1992 Teacher Inservice July, 1992 - August, 1993 Collect baseline data for evaluation August, 1992 - May, 1993 Implement program August, 1992 - June, 1993 Monitor project activities August, 1992 - June, 1993 Develop 2nd year recruitment activities November, 1992 - December, 1992 Recruitment for 2nd year begins January, 1993 2nd Year student selection/assignment February - March , 1993 Data Collection for summative evaluation May, 1993 -55-The sixth requirement in the February 11 court order is to identify all necessary resources, including equipment, materials, and personnel, and anticipated costs, including a complete budget projection by year, with both start-up and maintenance costs, and identification of those costs to be debited to a \"desegregation budget.\" BUDGET SUMMARY 1992-93 1993-94 1994-95 EMPLOYEE SALARIES AND BENEFITS Curriculum Specialist (1 FTE) Computer Lab Attendants (2 FTE) Teachers Business Marketing (2 FTE) Home Economics (1 FTE) Communications (1 FTE) 538,240 24,000 539,387 24,720 540,569 25,672 65,000* 32,000* 32.000* 66,950* 32,960* 32.960* 68,959* 33,949* 33.949* Subtotal 191,240 196,977 202,888 Seven period day 366.000* 376.980* 388.289* TOTAL 557,240 573,957 591,177 EQUIPMENT FOR PROGRAM ENHANCEMENTS 5296,935** 510,000 512,000 STAFF DEVELOPMENT 12,500 2,000 2,000 MATERIALS AND SUPPLIES 25,000 35,000 2,000 RECRUITMENT GRAND TOTAL $899,675 $625,957 $646,177 These amounts may change depending on scheduling **This amount may be reduced depending on whether equipment is purchased or acquired through a lease - purchase option. -56-The seventh requirement of the February 7 7 court order is the itemization ofany necessary teacher training (preparatory and ongoing) by date, subject, participant group, and provider/trainerfs). STAFF DEVELOPMENT Once the curriculum of the school is developed or revised, regular inservice programs will be conducted to develop and improve skills to provide an instructional program which addresses a variety of student needs and learning styles. The inservice program will also provide a mechanism for addressing problems in the implementation of the program and for allowing teachers to share information and techniques. The staff development program will feature an overview of Effective Schools Training, Teacher Expectations for Student Achievement, Learning Styles and Classroom Management. Other staff development opportunities will include: 1. Subject: Orientation to the Business/Communications Curriculum Date: August, 1992 Participant Group: McClellan Certified Staff 2. 3. 4. 5. 6. Provider: Principal Curriculum Specialist Content Area Teachers Subject: Interdisciplinary Approach/Tcam Teaching Date: August, 1992 Participant Group: Business Teachers Curriculum Specialist Principal Subiect: Partners in Busmess/Communications Date: August, 1992 Participant Group: McClellan Certified Staff Provider: UALR, Dr. Perrin, consultant Subject: Computer Literacy Date: August, 1992 Participant Group: McClellan Certified Staff Provider: Business Teachers Curriculum Specialist Subject: Technical Writing Date: August, 1992 Participant Group: McClellan Certified Staff Provider: English Teachers Curriculum Specialist Subject: Authentic Assessment Date: August, 1992 Participant Group: McClellan Certified Staff Provider: Sterling Ingram, LRSD Dept, of Planning, Research and Evaluation -57-The eighth requirement ofthe February 11 court order is to provide formative and summative criteria and timelines. EVALUATION OF THE MAGNET PROGRAM Evaluation of the McClellan Business/Communications Magnet School will be tied directly to program objectives. Formative 1. Objectives will be entered into the Abacus system. Teacher made test items will be developed and correlated with objectives during 1992-93. A record of student mastery of objectives will be maintained by Abacus. (Note - this process will be used on a preliminary basis during 1992-93, but will be developed and fully implemented during 1993-94.) Feedback from tests will be used to modify/adjust the appropriate program component. 2. Formative evaluation of the program will be accomplished through monitoring by the principal, supervisors of Vocational Education and English, and the LRSD Planning, Research and Evaluation Department. Use of Formative Evaluation Formative evaluation will be used to make program adjustments to improve the day to day effectiveness of the business/communications program. Summative 1. A survey of parents, students and teachers will be given by the Planning, Research, and Evaluation Department to evaluate the level of satisfaction with program components. 2. Criterion-referenced tests for business/communications objectives will be developed during 1992-93, field tested during 1993-94, and used for summative evaluation during 1994-95. -58-3. The principals annual report will include summative evaluation data such as standardized test results, the racial composition of the student population, a review of academic records, behavioral records, records of field trips, as well as evaluating guest speakers, media productions and shadowing experiences. Such data, when compared to previous years, will be a component of summative program evaluation. Use of Summative Evaluation Summative evaluation will be used to make major program adjustments from one year to the next. These adjustments will improve the long range success of the business/communications program. -59-The ninth requirement of the February II court order is to address the program's anticipated impact on school capacity and facilities (space designation and use), the projected impact on school enrollment, and a description of any changes to the building or grounds which may be anticipated in support of the program. ANTICIPATED CHANGES IN ENROLLMENT AND FACILITIES Impact on School Capacity Presently McClellan's school enrollment consists of 1000 students, but can accommodate 1200 students. The changes to the building will not affect McClellan's capacity or negatively impact enrollment. Changes to Building 1. Electrical outlets must be installed in 1-Wing and A-Wing to accommodate the computer labs. 2. Enclose the bookstore, so that the classroom located in the room can be used for afternoon classes. 3. 4. 5. Renovate the annex building to accommodate three classrooms. Put a door in the A-2 office, so that it may be entered from the main hall. Renovate VC-2 so that it will accommodate 2 classrooms and install electrical outlets. 6. Renovate J-Wing so that it will accommodate Foods/Restaurant Management classes.. -60-The tenth requirement of the February 11 court order is to provide specific identification of how community individuals and organizations will be involved in all aspects of program development, marketing, student/staff recruitment and ongoing support. COMMUNITY INVOLVEMENT Professionals from the University of Arkansas at Little Rock, various businesses, along with teachers, parents, and administrators will serve on the planning advisory committee. The committee will\n give advice on program improvements and assist in the use of community resources to implement the magnet program. A list of possible resources is attached as Appendix A\n help to develop the technical curriculum and ensure its currency and relevance to the business/communications field\ncollaborate in such areas as field trips, guest speakers. Technology Fairs, staff development and shadowing experiences for students. A list of possible collaborative efforts already discussed is enclosed as Appendix B. In reference to student recruitment, a recruitment committee, consisting of the building principals, staff members, parents and community representatives, will be established. The recruitment committee will be responsible for developing, implementing and overseeing all recruitment activities. This includes providing training to other individuals involved in recruitment activities. The Little Rock School District Student Assignment Office will provide technical assistance to the recruitment committee. The Student Assignment Office will assist the recruitment committee in disseminating school brochures and public cervices announcements, conducting mass mailouts, and making contact with private school and interdistrict parents. Special emphasis will be placed on using parents to recruit other parents to the school. In particular, existing parents will be used to recruit private school and interdistrict parents. The recruitment committee will also work closely with McClellan's Community School in marketing and recruitment efforts. -61-Appendix A COMMUNITY INVOLVEMENT AT MCCLELLAN MAGNET MAJOR RESOURCES\nMcClellans Community Education Advisory Board and Council (almost 100 individuals consisting of business people and parents) Partners in Education - currently 8 partners (2 restaurants, 1 real estate company, 2 discount retail stores, 1 gym, 1 utility company, 1 hospital) School Volunteers McClellans Business Department Advisory Council - 15 business people Cooperative Office Education (COE) employers Coordinated Career Education (CCE) employers Parent Teacher Student Association (PTS A) Allen Rolf, publisher/editor Our Neighborhood newspaper Allen Trammel, Trammel Realty Arkansas Human Development Corporation, Little Rock based non-profit that has initiated student program for small business development. Freeman McKindra, Economic Development Program Officer, Winthrop Rockefeller Foundation Bonnie Nickol, Program Officer, Arkansas Community Foundation James Parins, UALR professor and member of McClellans Community Education Advisory Board Little Rock Chamber of Commerce/Jr. Chamber Arkansas Industrial Development Corporation UALR Small Business Development Center REAL Enterprises, non-profit organization located at the University of Georgia, who work with public schools to initiate small business development planning and operation via curriculum Southwest Little Rock Merchants Association and Southwest Little Rock CAN Southwest Little Rock Ministerial AllianceAppendix B PROPOSED COLLABORATIVE EFFORTS/ACTIVITIES Program Development 1. One representative from McClellans Community Eduation Advisory Council, Business Department Advisory Council, PTSA and UALR Communications Department serving on Magnet Committee. 2. Establish at least one annual major project with Little Rock business/industry that strongly supports the curriculum. Examples: a. Our Neighborhood and McClellans Journalism Department collaborate on production of both the school and local papers. This would involve student training on photography and including the school paper as an insert of Our Neighborhood Newspaper. b. Arkansas Human Development Corporation and McClellans Business Department cooperate to establish a program for individual students to plan and establish their own microenterprises\nsuch as, summer lawn services, pet grooming, et. al. The basic format consists of students designing their businesses within boundaries of a curriculum\npresenting their business plan to a committee of business evaluators who approve and award small loans/grants of $100 - $500\nand assigning a business mentor who works closely with the student. The business is evaluated after 2-6 months of operation to determine repayment of loan and students future credit risk. c. Work with Partners in Education and area industry to establish a program of students , shawowing executives in a variety of business fields. 3. Maintain communication with all groups involved in the initial development and publicity of McClellan via Community Education office and mailings. Extend an invitation to become MCHS Advisory Council members. 4. Develop stronger ties with UALR and other institutions of higher learning so that they will provide classroom resource speakers. 5. Work with Volunteers In Public Schools and identify appropriate resource people to speak at McClellan on various subjects. 6. Establish an agreement with the Small Business Development Center to allow McClellan to share their library and staff. 7. Establish a strong relationship with Arkansas Indusrtrial Development Corporation to identify appropriate resources that may be shared with McClellan. For example, using foreign visitors as classroom speakers. 8. Develop a cooperative agreement with Toastmasters of Central Arkansas to offer their student training at McClellan before or after the school day. 9. Tie McClellans Youth Community Service Learning Program into building relationships with above groups/businesses via collaborative community service projects.IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL filed . I U.S. districtcourt eastern district ARKANSAS APR 2 31992 CARL R. BRENTS, CLERK By: DEP. CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS MOTION FOR PHASED IMPLEMENTATION OF MCCLELLAN HIGH SCHOOL BUSINESS/COMMUNICATIONS MAGNET PLAN For its motion, the Little Rock School District (LRSD) states: 1, Following a hearing on February 6, 1992, the district court approved LRSD's unopposed motion to establish magnet programs at McClellan Community High School and Henderson Junior High School. The district court's order, which was filed February 11, 1992, required LRSD to develop a written plan for the new magnet programs and to include certain specific information in that plan. On March 12, 1992 LRSD filed \"Henderson Junior High Health/Sciences Magnet Plan\" and \"McClellan High School Business/communications Magnet Plan\". 2. The \"McClellan High School Business/Communications Magnet Plan\" (hereafter \"McClellan Magnet Plan\") describes required and elective courses for the 10th, 11th and 12th grades. In several of the areas of study described in the McClellan Magnet Plan, courses prescribed for the 10th grade level are prerequisites for courses a a prescribed for the 11th and 12th grade levels. LRSD has therefore determined that the most practical and cost efficient way to implement the McClellan Magnet Plan is to phase in the plan over a three year period. LRSD proposes to offer the program described in the McClellan Magnet Plan for the 10th grade level beginning with the 1992-93 school year, to implement the 11th grade program the following year, and to implement the entire plan beginning with the 1994-95 school year. LRSD may provide certain upper-level courses in advance of the proposed schedule, however, if it is feasible to do so. 3. PCSSD, NLRSD and the Joshua Intervenors have authorized LRSD to say that they do not oppose this motion. WHEREFORE, for the reasons set out above, LRSD prays for an order authorizing it to implement the McClellan Magnet Plan in phases, beginnin\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_597","title":"Little Rock Schools: McClellan Community High, news clippings","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":["1992/2006"],"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","McClellan Magnet High School (Little Rock, Ark.)","School management and organization","School discipline","School improvement programs"],"dcterms_title":["Little Rock Schools: McClellan Community High, news clippings"],"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/597"],"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":["16 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^KANSAS DEMOCRAT-GAZETTE *. SATURDAY. MAY 30.1992 7B Police beat BY JIM BROOKS AND UINDA SATTER Democrat-Gazette Staff Wnters McClellan student brings gun to school McClellan High School officials told police that a 17-year-old student brought a gun onto school grounds shortly after noon Friday. Police were called to the school at 9417 Geyer Springs Road about 12:15 p.m. and were told that the student had pulled the gun while running from school officials. School employee Steve Neely told police that he saw the student near the schools main entrance and was escorting the 17-year-old from school grounds when the youth ran. Neely said the student pulled an automatic weapon from inside his clothes and kept running. The student didnt point the gun at him or fire the weapon, Neely said. He said the student got into a gold Chevrolet Monte Carlo with several other men. The car left the parking lot and headed west on Queensboro a Drive, Neely said. Police had made no arrests Friday night. ( THURSDAY, SEPTEMBER 17, 1992 LR teen arrested with gun McClellan student says rifle protection BY JIM BROOKS Democrai-Gazefte Pcxice Reporter Little Rock police arrested an 18-year-old McClellan High School student about 1:30 p.ni. Wednesday for possession of a gun a .22-caliber rifle found in his car trunk on school property. It was the Little Rock School Districts second arrest for bringing a gun to school in the 12 days since classes began on Aug. 31. In both cases, the suspects said they were acting out of concern for their own safety. Michael Hornes of 4315 Arapaho Trail was being held on $1,500 bail Wednesday night in the Little Rock Jail. Jodie Carter. McClellan principal, said that an anonymous caller to the school office reported that Hornes had a gun in his car. I asked him if we could look, and he didn't mind. I opened the trunk, saw the gun. closed the trunk, and contacted the central office\" of the school district. Carter said. Police said the rifle's stock had been sawed off. They also found a bag containing several kinds of ammunition in the trunk of the 1977 Ford LTD, which was parked on the schools parking lot. Homes told the principal that he brought the gun to school because he had been threatened. I have never had a problem with Michael Hornes, Carter said. I dont think that he would have brought the gun to school if he hadnt been threatened. Carter said that though Hornes was safe at school, these kids are just terrified. The student didnt have to have the gun here at school, Carter said. Weve got security and personnel trained to make the school safe. But hes going to have some problems when he goes back to the neighborhood, so he protects himself the best way he knows. On Sept. 10, Little Rock police arrested a 14-year-old Mabelvale Junior High pupil for possession of a gun on school property. Police said the eighth-grade boy had a .380-caliber semi-automatic handgun in his locker. The boy told police he needed the gun for protection.Arkansas Demcxzrat (gazette FRIDAY, OCTOBER 9, 1992 B McClellan program critiqued Report cites lack of equipment, shabby looks of school BY CYNTHIA HOWELL Democrat-Gazette Education Writer The new business-communications magnet program at McClellan Community High School has a strong, deeply committed staff but has not been problem- free, according to a short-term status report compiled by the federal desegregation monitors office. The report was submitted to :U.S. District Judge Susan Webber Wright on Thursday. The district is offering enhanced business and communications courses at McClellan to improve the achievement level , of black students and to attract white students to a school that was losing its white enrollment. Ann Brown, the court-appointed desegregation monitor, said the report was done during the first two weeks of school this year to ensure that the high- quality program implied by the magnet designation actually exists. Horace Smith, an associate monitor and principal author of the report, said the school program has a solid foundation. Problems at the school included an overall poor or grubby appearance of the building and a lack of some of the computer equipment and other materials ordered by the school several weeks ago, the report said. The missing equipment made it difficult for teachers to fully teach some of the airbrush and computer programming skills included in the courses, the report said. Electrical wiring for the computers had not been installed. it found. Smith said the school did reverse its declining white enrollment, which increased this year by 17 students, or 5 percent. The black enrollment also rose, by 21 students or 3 percent. Overall, the schools enrollment totaled 994 students, 66 percent black and 34 percent white, the same as last year. Smith also reported that the school filled 63 of its available 200 magnet program seats. Recruitment for the magnet was most successful in the 10th grade, as 46 of the magnet students are sophomores. Only two students from North Little Rock and Pulaski County Special school districts are enrolled at McClellan. On the subject of staffing, the report said the curriculum specialist for the magnet program had not been hired, and neither had one of the computer aides. A few of the staff members were involuntarily assigned to McClellan by the district without demonstrating an interest or commitment to the magnet program, the report stated. The cost for the magnet program is $435,240, less than half the figure projected in March. District officials attributed much of the difference to a change in the way teachers were scheduled to cover the seven class periods each day. Smith praised the program and the school for its strong business education department and its support from the community and businesses. He said students and staff were orderly and the classroom atmosphere was one in which students could learn and teachers could teach.FRIDAY, OCTOBER 30, 1992 Arkansas Democrat Tfr(DazcUc Bernd makes a commitment to SWLR schools BY CYNTHIA HOWELL Democrat-Gazette Education Writer Little Rock Superintendent Mac Bernd told about 50 people at McClellan Magnet High School on Thursday that he is determined to overcome public perception that Southwest Little Rock schools are stepchildren to the rest of the district. The southwest community has great people, he said. Rs a great area. The people here deserve 100 percent from us. McClellan is one of 14 schools annexed in 1987 to the Little Rock district from the Pulaski County Special School District as the result of a federal court order in the ongoing school desegregation lawsuit. Bernd made the comments during a public hearing, the last of seven he has held in recent weeks. As in the earlier forums, parents questioned the superintendent about security measures at the schools. They also had questions about the districts commitment to making the new business and communications magnet program work at McClellan. Staff members said Thursday night that some of the equipment for the magnet classes has not been installed. Also, some of the staff members were transferred involuntarily to the school this . year and are not particularly interested in working with the program, they said. Parents complained about disrepair of some buildings. Bernd agreed, saying there is a disparity in school maintenance in the district. He did say he had made it a priority to repair all school intercommunications systems as a safety measure for teachers. On another matter, Bernd and the group exchanged ideas on incentives for students and staff to improve student achievement. Bernd questioned the feasibility of asking voters for a ta.x increase. the money from which would be used to pay cash awards to schools that excel.Arkansas Democrat ^(Gazelle WEDNESDAY, NOVEMBER 11. 1992 ? Lawyer for suspect in McClellan shooting sees federal loopholt BY LARRY AULT 09n9cm G4j*I RepoYtef A court lest appears likely for the federal charge pending against a Little Rock man accused of violating a firearms law prohibiting possession of a gun on or near a public school, the man s attorney said Tuesday. Derrick Lamoni Campbell. 18. appeared before ITS. Magistrate Henty L Jones Jr. on Tuesday after being charged in an Oct. 26 incident in which a spray of gunfire shattered the glas.s door of a McClellan Community High School classroom In Lil tic Rock, sending 12 students to the floor. No one was injured, but H .S, Attorney Chuck Ranks charged Campbell, of 7.505 Vega Drive, with violating a new federal law that punishe.s people who lake guns on or near .school property. Campbell also faces 14 state rharge.s of felony n.ssnult In the ineideiit. During the preliminary hearing Tuesday, his attorney. Michael Rooker of Little Rock, challeugcd the new federal law zXssisInnt U S. Attorney Robert Govar sai\u0026lt;l .Iones is be ing asked to decide whether the federal law. which exempts weapous on nearby private properly, would apply to Campbell who Govar said fired the shots while on private property. Police allege that Campbell fired up to five rounds from a .,32 caliber pistol while standing across Geyer Spring.s Road from the McClellan campus. \"Its pretty clear. If there is an exemption, then Mr. Campbell would not be charged.\" Booker said. Tills staliile is poorly writ- ten\" despite having good intentions. Booker said. The rpiestion being raised deals with (he circumstances under which the law applies. Rooker asked whether the statute would apply if someone carrying a gun for hunting or target practice dropped a child off at school. \"This one has the polnl' to go to the t V,S.\u0026gt; Suprer Court. he .said. Even though the law make- \"a crime to discharge a g within l.(HH) feel of a sch\u0026lt;\u0026gt; properly.\" Rooker said, he * dered what happen.s when weapon is lired on private pr* erly that falls within those lilts.THURSDAY, NOVEMBER 12, 1992 5B Federal charges unlikely in case of gun at school BY WARD PINCUS Democrat-Gazene Start Writer U.S. Attorney Chuck Banks said Wednesday he likely will not bring federal charges against a McClellan Community High School student arrested and charged with possession of a weapon on school property Tuesday afternoon. Randall D. Ghere, 16. of 8706 Stanton Road was arrested for brandishing the gun. police said. Vice Principal Cherrie Walker took the gun and a box of pellets from Ghere. police said. It is not known what Ghere intended to do with the .177-cal- iber Marksman Repeater, police said, adding they do not know if the gun was loaded at the time. Banks said he likely will not charge Ghere under a law making it a federal crime to bring ' weapons or drugs within 1,000 feet of school property, both be- , cause Ghere is a minor and because the pellet gun may not ' count as weapon under the law. Ghere will be charged as an adult for possessing the weapon on school property. Ghere had skipped school Tuesday, but had come to the campus so his mother could pick him up. police said. McClellan was the scene Oct. 28 of gunfire that shattered a classroom window, forcing students to hit the floor. A suspect in that incident was charged under the federal law. At another Little Rock officials learned school, Wednesday afternoon that a 14- year-old female student was carrying a 5-inch knife in her . purse on campus, police said. The student was taken from her Southwest .Junior High School class and asked to empty her purse, police said. School officials will discipline the girl, police said. Police reports did not say why the girl was carrying the knife. At North Little Rock High School East Campus, police said they arrested two men Wednesday for carrying two small packets of marijuana and five hunting knives ih a car parked in the school parking lot. Dustin J. Gullickson, 20, of Jacksonville and James D. Justice. 20, of Scott were charged with two counts of possession of a controlled substance and two counts of possession of drug paraphernalia police said. The two men were not students at the school, police said.WEDNESDAY, NOVEMBER 25.1992 5B Teen pleads innocent to federal gun charge McClellan shooting in A man charged with firing gunshots that shattered a classroom door at a Little Rock high school pleaded innocent Tuesday to violating a federal law that prohibits using weapons near schools. Derrick Campbell, 18, of 7505 Vega Drive was indicted by a federal grand jury on charges of firing three shots from a .32-caliber pistol near McClellan Community Education Magnet High School on I Oct. 26. A bullet broke a glass door and entered one classroom where 12 students were taking a test. There were no injuries. The federal law, which was passed in 1990, prohibits possession or shooting of a firearm within 1.000 feet of a public, private or parochial school. , U.S. Magistrate H. David Young scheduled a Jan. 4, 1993, jury trial for Campbell in U.S. District Judge Stephen M. Reasoners court. If convicted, he could be fined $5,000 and sentenced to five years in prison. The federal law prohibits possession or shooting of a firearm within 1,000feet of a public, private or parochial school. U.S. Attorney Chuck Banks said he is using the federal anti-gun law to create gun- free/drug-free school zones in the Eastern District of Arkansas, which includes Little Rock. Campbell also has been charged in state court with 14 counts of aggravated assault in the incident and with rape. He has pleaded innocent.Arkansas Democrat 'W(D?uclle FRIDAY, DECEMBER 11, 1992 Copyright O 1992. Little Rock Newspapers Inc. $20,000 lined up to post officer at McClellan BY CYNTHIA HOWELL Democrat-Gazette Education Writer A city police officer may be assigned to work full time at McClellan Community High School by January, Little Rock Superintendent Mac Bernd said Thursday. The Downtown Rotary Club and the Trinity Foundation each have donated $5,000 for a police resource officer, which will be the first in the district. The city of Little Rock will add $10,000 to that to pay the officers salary and associated costs for the remainder of the school year. Bernd said he received a nearly unanimous request from faculty at McClellan for the resource officer, which prompted him to seek donations for the program. The school board is set to vote on the plan Dec. 17. This will be a test, Bernd told the board Thursday. He said additional donations may be forthcoming and that the city, including the police chief and city manager, seem receptive to the program. Im optimistic, but we have no specific commitment for additional money, he said. The board approved a plan for a police resource officer program in December 1991 and affirmed its support with a second vote in October. The original plan called for a pilot program in five secondary schools. However, the program has not been implemented, although school district and city officials discuss it periodically. One of the reasons for the delay is a question of who will pay the officers. Also next week, the Little Rock School Board is expected to discuss: A request by the Friday, Eldredge and Clark law firm to raise the hourly rates charged the district from $90 to $105 for partners in the firm and from $75 to $85 for associates. In a letter to the superintendent, Chris Heller, one of the attorneys, said the firm has not sought an increase since June 1989. He said he would like the new rates to begin in January. The advantages and disadvantages Of requiring students to wear school uniforms. Board member John Moore asked that the issue be put on the agenda. He also asked for a discussion of the districts existing policy of requiring students to have a 2.0 or C average to participate in extracurricular activities. Arkansas Democrat FRIDAY, DECEMBER 18, 1992 Copynght 9 1992. Lime Rock Newspapers Inc. LRSD board votes to put police officer in McClellan halls BY CYNTHIA HOWELL Democrat-Gazette Education Writer The Little Rock School Board voted 6-1 Thursday to approve full-time assignment of a Little Rock police officer to the McClellan High School staff, probably beginning in January. The officer was requested by the school. Ine request prompted Superintendent Mac Bernd to seek community financing for the program. The Downtown Rotary Club and the Trinity Foundation are each providing $5,000, and the city is paying $10,000. We see this as seed money for a counselor in the hallway and a friend to students, John Ostner, a Rotary Club member, told the board. He indicated that the club is seeking additional money for a second officer at another school. The McClellan officer, who will be armed, will not be a full- time security officer, and will also talk to classes. Board member Katherine Mitchell voted against the proposal. The board also heard reports from staff members on the use of student uniforms and the state Board of Educations vote this week to require high school students to earn a minimum 2.0 grade-point average to participate in extracurricular activities. District Assistant Superintendent Larry Robertson said all Williams Elementary Magnet School kindergarten pupils are required to wear uniforms. The requirement eventually will J be schoolwide-Jlext year, first- graders will have to wear uniforms. In addition, committees at the seven incentive elementary schools have selected uniforms fo\nnext year. Robertson said wearing uniforms will be voluntary at the incentive schools, which have programs to improve the academic achievement of black pupils and to attract whites. Acting Assistant Superintendent Sam Stueart said the district has required a 2.0 minimum grade-point average for students in grades six through 12 since 1988-89. Statistics on how many students are ineligible for participation were unavailable. In other business: The board met in closed session to evaluate Bernds first six months as superintendent. Board President O.G. Jacov- eiii said the board overall was pleased. Board member Dorsey Jackson read a statement explaining the history of the boards commitment to raise $50,000 as an incentive to keep Bernd for five years. Jackson said he accepted criticism over the fact that the board never publicized the commitment, but harshly criticized Pat Lynch and Paula Cooper, who reported the arrangement on KARN-AM, 920. He said the broadcasters were irresponsible in reporting the story as an example of racism. They reported that the same offer made to Bernd, who is white, was not made to the leading black candidate for the job, who later withdrew. FRIDAY, JANUARY 29,1993 I Arkansas Oemocrat-Oazene/John Sykes Jr. MCCLELLAN SHOOTING McClellan Community High School junior Marcus Young, 16, is wheeled past the school by Metropolitan Emergency Medical Services and Fire Department personnel. Young was shot Thursday morning by a small-caliber weapon in a McClellan parking lot ___ Gun attack on crowd hurts 2 at McClellan BY OLIVIER UYTTEBROUCK AND JERRY DEAN Democrat-Gazette Staff Writers A gunman fired into a group of McClellan Community High School students Thursday outside a campus building, injuring two llth-grade boys, police said. The attack marked the second time in three months that students were fired upon in or around the building called the annex. Antonio Hall and Marcus Young, both 16 and of Little Rock, were each shot twice with a small-caliber pistol, Lt. Charles Holladay, police spokesman, said Thursday. Hall was listed in good condition Thursday afternoon at St. Vincent Infirmary Medical Center, a hospital spokesman said. Young was treated at St. Vincents and released Thursday afternoon. Police said Hall was shot twice in the leg once in the calf and once in the thigh. Young was shot once in the arm and once in the lower leg. The two teen-agers were on lunch break and standing with about a half-dozen other students in a parking lot at Geyer Springs Road and Southwick Drive. The gunman jumped from a pickup that had stopped near the annex and ran toward the group about 11:45 a.m., Holladay said. Police knew of no reason for the attack. The students and occupants of the truck may have exchanged insults, he said. Apparently they had words, Holladay said. Something had happened between them. He got out of the truck, ran over to where these people were standing and randomly fired into the crowd. Im not sure if he had anybody in particular in mind as a target. See SHOOTING, Page ISA Shooting Continued from Page 1A The gunman was not a student, Holladay said. No arrests had been made Thursday night. He may live in the neighborhood, he said of the gunman. We expect to be able to identify him and seek a warrant in the case. Witnesses said the gunman was a passenger in a small green pickup that turned east onto Southwick Drive off Geyer Springs Road. It stopped behind the annex, a two-story campus building at 9401 Geyer Springs Road. The students scattered as the gunman fired five or six shots into the crowd, Holladay said. The gunman then ran away, he said. .McClellan became the citys first school to receive a full-time patrolman, or school resource officer, about three weeks ago. i District Superintendent Mac Bernd said the officer, Shelley Keel, was on a different part of the campus at the time.\nBernd said Thursdays shooting points to the difficulty of insulating schools from problems. I think the irony is, this is the school where we have a community resource officer, Bernd said Thursday. Even when we have measures like that, were njot going to completely stop people from coming out of the Shooting Shooting site: in parking lot next to annex building McClellan High School o CD CD tn a ca (n I Q. Base Line Rd. Southwick Dr. 3 community and descending on the school and doing things like that. Under a new federal law, part of the Drug-Free/Gun-Free School Zone program, a person who illegally possesses a firearm within 1,000 feet of a school can be fined up to $5,000 and sentenced to as many as five years in prison. U.S. Attorney Chuck Banks could not be reached for comment Thursday about the possibility of federal charges. On Oct. 26,1992, a dozen McClellan students and a teacher ran for cover after two gunshots shattered the glass door of their classroom in the ground floor of the annex on the campus northwest corner. No injuries oc- curred in that attack. In that attack, police said, a gunman fired a .32-caliber handgun at a passing car occupied by members of a rival street gang. Shots struck the classroom door instead. Derrick Campbell, 18, of 7505 Vega Drive was later charged in the attack. Police said he was a member of the 43rd Storm gang. He was charged with aggravated assault in state court and under the federal anti-gun law. The cases are pending. In January 1991, a McClellan student, 17, was arrested after firing a .25-caliber handgun into the air at the school. A McClellan student, also 17, was arrested in October 1991 after an assistant principal found him with a .25-caliber handgun. A month later, a 16-year-old student was charged with carrying ! a semiautomatic handgun at i school. In May 1992, a student, 17, I pulled an automatic handgun while fleeing from school officials. And on Sept. 16,1992, police arrested a McClellan student, 18, whose car trunk contained a .22-caliber rifle with a sawed-off stock. In mid-November 1992, a McClellan student was arrested after brandishing a .177-caliber Marksman Repeater at the school. The campus began offering community education programs in 1991 in such subjects as financial planning, aerobics, weightlifting, adult literacy, sewing and computer technology. The Little Rock School District has since made McClellan a business education and communications magnet school in hopes of reversing declining white enrollment. McClellan's 994-student enrollment is about 66 percent black. It is among 14 former Pulaski County School District schools that a federal court ordered transferred in 1987 to the Little Rock School District as part of the Little Rock districts desegregation lawsuit. U More Arkansas News Every Day Democrat\"^(J5azettcArkansas Democrat v?? (fjazcllc SATURDAY, JANUARY 30, 1993 Copyrighl 1993. Little Rock Newspapers. Inc. Police seek teen in shooting of 2 students LR I8-yeai-old wanted on charges of attempted murder, aggravated assault Police were seeking an 18- year-old Little Rock man Friday in the shooting of two McClellan Community High School llth-grade students on a campus parking lot Thursday. Police issued a warrant for the arrest of Dion Cortez Sheard of 61 19 Queensboro Drive on charge.s that include two counts of attempted capital murder for the 11:45 a.m. shooting. We're out looking for him as we speak,\" LI. Phil Jones said Friday afternoon. Antonio Hall of 8223 Scott Hamilton Drive and Marcus Young of 2409 S. Izard St., both 16, each were shot twice with a small-caliber pistol outside the annex building on the north west corner of the McClellan campus. Hall was released from St. Vincent Infirmary Medical (len- ter on Tl iday after being held overnight for observation, a hospital spokesman said. Young was treated at St. Vincent and released Thursday. Sheard also is being sought on a charge of carrying a weapon on school grounds and I wo count.s of aggravated assault for firing at two other students standing with Hall and Young. Police identified the other students as Brian Broadway of, 4708 Buckingham Place and Kenneth Clay of 5001 W. 65th St., both 16. The shooting allegedly sleninied from an argument between two groups of boys at a Rallys Hamburgers near the school. Sheard and others allegedly followed in a pickup truck as the other group, four McClellan students, walked back to the campus, a police report said. Sheard allegedly stopped tin truck near the annex, ran up t the boys and fired as many as six shots, police said. The annej is located at the intersection ol Geyer Springs Road and South wick Drive. \"I don't know if there was anyone in particular he was shooting at, Jones said. After the shooting, the gunman drove away in the truck, he said. Sheard is not a student in the Little Rock School District, a district spokesman said Friday.Arkansas Democrat (i^azettc SUNDAY, JANUARY 31,1993 Copyright 1993. Little Rock Newspapers. Inc. S B A GUNMAN FIRED INTO A j group of McClellan Communi- j ty High School students about 11:45 a.m. Thursday on a park- ' ing lot outside a campus build- 4 ing, wounding two llth-grade ' boys, Little Rock police said. It was the second time in three months that students were shot . at in or around the building called the annex. Antonio Hall and Marcus Young, both 16 and of Little Rock, each was shot twice with a small-caliber pistol. Hall was in good condition at St. Vincent Infirmary - Medical Center, and Young was treated at St. Vincent and released. JArkansas Democrat ^TCbazettc SUNDAY, JANUARY 31, 1993 Copyright O 1993, Little Rock Newspapers, Inc. B ttc Free on bond in rape case, teen arrested in McClellan shooting BY JIM BROOKS Democrat-Gazette Police Reporter A teen-ager who was free on bond on a rape charge has been arrested in the Thursday shooting of two students at McClellan Community High School. Deon Cortez Sheard, 18, of 6119 Queensboro Court, Apartment 5, was arrested late Friday on warrants charging him with two counts of attempted capital murder, two counts of aggravated assault and one count of carrying a firearm on school property. Antonio Hall, 16, of 8223 Scott Hamilton Drive, and Marcus Young, 16, of 2409 S. Izard St. were shot as they stood outside a school building known as the annex about 11:45 a.m. Thursday. Hall, who was shot twice in the leg, was treated at St. Vincent Infirmary Medical Center and released Friday morning. Young was shot once in the arm and once in the lower leg, police said. He was treated at St. Vincents and released Thursday night. The shooting was the second at McClellan this school year. While police dont know if the two incidents are related, the teen-agers arrested in both cases apparently knew each other. On Oct. 26,1992, a dozen McClellan students and a teacher ran for cover after two gunshots shattered the glass door of their classroom on the ground floor of the annex, police said. Derrick Campbell. 18, of 7505 Vega Drive was later charged with 14 counts of aggravated assault. The day after police arrested Campbell in the October shooting, he and Sheard were charged in the Oct. 14 gang-rape of a 15-year-old Little Rock girl. The girl told police that while waiting for a school bus, she went to a friends apartment. She said that a boy locked the door behind her and that four teen-agers then held her down while six other teen-agers raped her. She also told police that one of the teen-agers sexually abused her with a screwdriver. She said the teen-agers kept her locked in the apartment throughout the day and raped her several more times before releasing her about 4 p.m. Sheard was released from the Little Rock Jail on the rape charge after posting bail on Nov. 24, 1992. police said. Police said Thursdays shooting stemmed from an argument between two groups of youths at Rallys Hamburgers near the school. Sheard and others allegedly followed in a pickup truck as the other group, four McClellan students, walked back to the campus, a police report said. Once the students reached the campus, a gunman jumped from the truck and fired several shots from a handgun as he ran toward the group, police said. Sheard was being held on $100,000 bail Saturday night in the Little Rock Jail.1 HUHSUA'r. I ULUUj/\\t t, i I Teen sentenced for firing shots that hit school BY ELIZABETH CALDWELL Oemocrat-Gazette Courthouse Reporter A Little Rock teen-ager wa.s sentenced Tuesday to 12 years in prison for a shooting that shattered the glass door of a classroom full of students. Derrick Campbell, 18, ofT.bO.b Vega Drive was convicted Jan. 15 in a non-jury trial on 12 counts of aggravated assault in the Oct. 12,1992, shooting at McClellan Community High School on Geyer Springs Road. Pulaski County Circuit Judge Chris Piazza sentenced Campbell, noting that the incident was not the teen-agers first brush with the law. Each charge carried a possible sentence of up to six years in prison. Piazza sentenced Campbell to the maximum on all counts, with two of the terms to be served consecutively and the rest concurrently. Campbell, who said at his trial that he was a member of a Crip,s street gang, told Piazza on Tuesday that he was no longer a j gang member. At the trial, McClellan stu- j dents testified that they were | taking a test when the glass door was shattered by a bullet, causing 10 of the 12 students to dive for cover instinctively. No one was hurt. Campbell testified that he wa.s not firing at the school, but at a red car passing the school. He said someone in the car, whom he assumed to be a rival gang member, had shot at him first. A teen with Campbell at the time testified that no one fired from the car. Tuesday, Piazza dismissed another count of aggravated assault pending from the same incident. A 14th count was dismissed at trial because an alleged victim failed to show up. Campbell still faces a federal charge of shooting a firearm within 1,000 feet of a school.TUESDAY, MARCH 2, 1993 5B 1st Commercial opens west LR hub branch BY MICK NORMINGTON Democial-Gazelle Business Writer Vice presidents, midlevel managers, loan officers and tellers crammed into the lobby of First Commercial Banks new super branch in west Little Rock on Monday for an office photo. Unlike most branch banks, the pxecutive.s outnumber the tellers at this branch. We arc redefining branch banking in Arkan.sas,\" said First Commercial Bank President Hon Strother. Now you never have to go downtown. rhe west Little Rock bank is First Commercial'.s fourth and final hub \" bank. Like the other hub \" banks, the two story west Little Rock bank can do everything for personal and corporate customers that First Commercials main bank, in a 25-story building downtown, can offer. Were bringing banking to the people, Strother said. By that he means First Commercial is moving its specialized lending officers closer to the businesses and people the bank wants to do business with. Twenty years ago, the Arkansas General Assembly loosened stale laws to allow branch banking. But branching has typically meant small branch office.s in the suburbs, which did little more than cash and deposit checks. Anyone wanting a loan or other banking services had to go to the bank headquarters downtown. But Strolher said that at First Commercials hub banks, cuslomer.s can drive up to lake Old a small personal loan or a corporate loan of up to $7..5 mil lion. The west Little Rock hub bank ha.s vice presidents in charge of commercial lending, small busine,ss lending, real estate lending, mortgage loan origination, piivate banking and more. Strother said First Commercial wanks to attract all the nearby businesses, such as those in the neighboring Koger Center and Financial Centre buildings, and the residents of the growing Chenal Valley area. These banks are called hub banks because of the hub and spoke theory, which is a business with a central hub headquarters and smaller spoke Ar O' RAMUInr' z-iki .. Arkansas Domocral Qajene/nick McFarland la ~ McClellan High School Principal Jodie Carter \".S ,rather, president and CEO of First Commercial Bank out-nn \"ewesU^ility. at 800 S. Shackleford Road in Little Rock nhi,^ nf^Mrr^oH presented Carter teacher grants totaling $1,000 in recognition of McClellan s business magnet school. offices surrounding and ing the central office. serv- Now First Commercial has four hubs. First Commercial is completing renovations on a hub bank in North Little Rock in the Lakewood Village shopping center. Two other hub banks are in Lonoke County at England and Cabot. Strother said First Commercial has no plans for further hub banks. TUESDAY, MARCH 2. 1993 SB 1st Commercial opens west LR hub branch BY MICK NORMINGTON Democrat-Gazelle Business Writer Vice presidenis, niidlevel managers, loan officers and tellers crammed into the lobby of First Commercial Bank's new super branch in west Little Rock on Monday for an office photo. Unlike most branch banks, the execulive.s oulnumber the tellers at this branch. We are redefining branch banking in Arkansas,\" said First Commercial Bank Iresidenl Ron Slrolher. Now you never have to go downtown. The west Little Rock bank i.s First Commerciiil .s fourth and final hub\" bank. Like the oilier hub\" banks, the two slorv west Little Rock bank can do everything for personal and corporate customers that First Commercials main bank, in a 25-story building downtown, can offer. Were bringing banking to the people, Strother said. By that he means First Com-nicrciai is moving its specialized lending officers closer to the businesses and people the bank wants to do business with Twenty years ago, the Arkansas General Assembly loosened state laws to allow branch banking. But branching has typically meant small branch offices in the suburbs, which did little more than cash and deposit checks. Anyone wanting a loan or other banking services had to go to the bank head(iuarter.s downtown. But Strolhersaid that at FirsI (kunmerciars hub banks, cuslomers can drive up to take out a small personal loan or a corporale loan of up to .$7..5 mil lion. The west Little Rock hub bank has vice presidenis in charge of commercial lending, small busines.s lending, real es talc lending, morlgagc loan origination, private banking and more. Slrolher said First Commercial wants to attract all the nearby businesses, such as those in the neighboring Koger Center and Financial Centre buildings, and the residents of the growing Chenal Valley area. These banks are called hub banks because of the hub and spoke theory, which is a business with a central \"hub headquarters and smaller spoke tfcrt' 'j*' P' BANKING ON EDUCATION McClellan Arkansas Democrat-GazeHe/nick McFarland Gem ta K /ro c\n?- McClellan High School Principal Jodie Carter side nr.t r^mmf P*** Commercial Bank, out-nn Commercial s newest facility, at 800 S. Shackleford Road in Little Rock nhim omcneuin! teacher grants totaling $1,000 in recog-niiion of McClellan s business magnet school. offices surrounding and ing the central office. serv- Now First Commercial has four hubs. First Commercial is completing renovations on a hub bank in North Little Rock in the Lakewood Village shopping center. Two other hub banks are in Lonoke County at England and Cabot. Strother said First Commercial has no plans for further hub banks. Arkansas Democrat (gazette FRIDAY, APRIL 16, 1993 Copyright 0 1993. Little Rock Newspapers, Inc- ^LR teen-ager who shot Hnto classroom pleads (guilty in federal court I i :BY LARRY AULT .Democrat-Gazette Federal Reporter A Little Rock teen-ager Serving 12 years in state prison ^r firing a bullet that shat- ^red the glass door of a class- jmom full of students pleaded guilty in federal court Thurs- day to violating federal gun -law. Derrick Campbell, 18, of 5505 Vega Drive entered two ^ilty pleas during a hearing iefore U.S. District Judge Stephen M. Reasoner. His at- ^rney raised questions about Ihe legality of one of the 3^arges. Campbell contends he was on private property when Hhe shots were fired. 3- Campbell pleaded guilty to jiQssession of a firearm within -tOOO feet of a public, private Ibr parochial school. He also centered a conditional plea of guilty to a second charge of discharging a firearm within a jlchool zone. Campbell faces up to five years in prison and a fine of 315,000 on each of the two fed- ^al charges. \u0026gt; The federal grand jury in- .jlicted him in November and charged him with firing three shots from a .32-caliber automatic pistol near McClellan Community High School on Oct 26. One bullet broke a glass door and entered a classroom where 12 students were taking a test. No one was injured. Campbells attorney, Michael Booker of Little Rock, ' challenged the law under which Campbell was charged with firing a weapon in a school zone, saying that the teen-ager was standing across Geyer Springs Road from the campus when the shots were ' fired. i The conditional guilty plea permits Campbell to file an ap-' peal later challenging the legality of the weapons charge. The Justice Department contended that Congress intent in passing the school gun law was not to exempt the kind of activity Campbell committed. Pulaski County Circuit Judge Chris Piazza sentenced Campbell to 12 years in state prison in February after he was convicted of 12 counts of aggravated assault in the shooting.TUESDAY, MAY 18,1993 Sentence 24 years in school shooting BVTRACEoteAN Democrat-Gazette Staff Writer After a would-be alibi witnesss testimony Monday actually damaged the defendant, Deon Cortez Sheard was convicted ot assault and sentenced to 24 years in prison in the Sang-related shootings of two McClellan High School students. Pulaski County Circuit Court jurors convicted Sheara, 18, of 6119 Queensboro Court, Apartment 5 of three counts of aggravated assault for firing into a crowd on the McClellan campus Jan. 28, injuring two students and endangering a Sheard was also fined $10,000. He had been charged with der, but the jury decided on the lesser charges instead. He was also convicted of one count each of possession of a handgun on school property and misdemeanor criminal trespass. The shootings occurred when two rival gangs - a set of the Crips known as the 43rd Storm, as well as a Bloods setantagonized each other and exchanged gang hand signals atJast-food restaurants on their school lunch hour. Sheard and fellow Crips then followed in a pickup as their rivals walked back to school Once on campus, Sheard jumped from the truck and fired a ijandgim wounding Antonio Halt and Mar- members were standing near an annex building. Marcus Allen, whom Sheard had earlier identified as his alibi witness, instead testified that he saw the defendant running from the scene that day and that Sheard told him he had committed the shootings. One of Sheards feUow 43rd Storm members. Derrick Campbell was convicted Jan. 15 in another McClellan campus shoot- S Campbell, 18, of 7505 Vega Drive, Little Rock, received a 1^ year prison term in_ ani Oct. 1^ 1992, shooting which shat^rea the glass door of a student-filled classroom.\u0026lt; Arkansas Demcx^ W(|azctte - *'1 X-f SATURDAY, JUNE 12,1993 j Copyright O 1993. Little Rock Newspapers. Inc. I 6 teens take scooter, helmet from student A McClellan Community High School student told Little Rock police that six teen-age boys robbed him of his Honda Elite scooter Tuesday. The student said he was at 3610 Confederate Blvd, when the six, who were from 16 to 18 years old, approached him.I THURSDAY. SEPTEMBER 16,1993 3B . Employee for LRSD : assaulted Robbed at gunpoint in school parking lot BY OLIVIER UYTTEBROUCK Democrat-Gazette Police Reporter A Little Rock School District employee was robbed at gunpoint Tuesday in a parking lot at McClellan Community High School after she emerged from a classroom building, police said. Susan Chapman, special education supervisor for the district, walked out a rear door of the annex, a building at Geyer Springs Road and Southwick Drive, when a man walked up to her at 11:20 a.m. I was leaving the building, and a man came up and asked me if this was McClellan Community School, Chapman said Wednesday. When Chapman, 42, of Little Rock replied that it\nwas, the man pulled a revolver and ran around to the drivers side of her car. He pulled a gun and put it to my head and said he was going to kill me, she said. The gunman then grabbed a zipper bag Chapman was carrying. ,\nChapman got into her car and locked the door, but the gunman pounded on the drivers window as though trying to break it, she said. Then the robber ran across Southwick Drive and between two apartment buildings. She ran after the robber angrily and called out to two men who had witnessed the robbery. Chapman said, and then the robber re-emerged from between the buildings and jumped into a late-model Buick driven by another person. - Chapman said she tried to ^et the cars license number but ran away after the robber pointed the gun at her. . I j 1 I IArkansas Democrat gazette SUNDAY, SEPTEMBER 26.1993 McClellan to offer classes, seminars More than 40 classes and seminars will be offered to the public beginning Monday at McClellan Commimity High School, 9417 Geyer Springs Road. Computer programming, health and fitness, arts and crafts, communication, and public interest issues will be offered. Job search workshops and seminars also will be given. Registration is through the McClellan Community Education office. For information, call 570-4149 or visit the school.TUESDAY, OCTOBER 26, 1993 Copyright O Little Rock Newspapers, Inc. ! McClellan is not a dangerous school You recently reported on a shooting. Although it happened one hour and 55 minutes after dismissal of school at a location approximately two miles from campus, the headline states, McClellan student reports shooting. In the article, the youth is referred to as the McClellan Community High School student. While this information is accurate, it is totally irrelevant to the incident. . Another report about a shooting involving a 13-year-old boy was located just above the McClellan article, but this boys school was not noted in the headline or in the article. We do not think you realize the effect this has on us and our school. Like all high schools in recent years, McClellan has had its problems. However, we are successfully fighting our way back. We have a fabulous, well-equipped magnet program in business and communications. Our 25-computer communications lab is state-of-the-art. Our math department has its own computer lab. Our business department has dozens of computers, and our mass media classroom is equipped with video editing equipment. Our magnet program includes 26 courses that no other LRSD school offers. We teach all the college preparatory courses. Our faculty includes national and state teachers of the year, Stephens Award winners and officeholders in national professional organizations. Over 80 percent of the staff have masters degrees or beyond. However, no one knows these things. The only thing the public remembers is that we have had two shootings on our campus. These two incidents, both of which happened on the very edge of our campus, convinced people that McClellan was a dangerous place. We are asking that you and your paper be more sensitive to our situation. People read headlines and assume that McClellan is a dangerous place. This is simply not the case. STEVE GEURIN Little Rock Aricansas Democrat \"^(Sazcttc MONDAY, NOVEMBER 15, 1993 9 McClellan pumps up program^ Magnet enrollment still remains small BY CYNTHIA HOWELL Democrat-Gazette Education Writer An award-winning staff, 200 computers, and a wide array of business and communications classes for the college-bound and career-minded are available this year at McClellan Community High School. Only at McClellan can students from throughout Pulaski County choose from dozens of business and communications courses thanks to two new magnet programs in their second year of operation. The hallways in the Little Rock school have a fresh coat of paint, the journalism department has the latest in video equipment, and McClellan teacher Phyllis Smith was just named Arkansas Business Teacher of the Year by the Arkansas Business Education Association. Tony Hunnicutt, also on the McClellan staft was named Arkansas New Business Education Teacher of the Year by the same group. The only component lacking in the McClellan magnet programs is students. Seventy-four of McClellans 886 students are in the two magnet programs up from 58 last year. But only 15 sophomores entered the magnet programs this year, compared to 41 last year. The small class dismays Steve Geurin, magnet curriculum coordinator at the school. Although all McClellan students can take the business and communications courses, the Arkansas Oemocrat-Gazette/Staton BreidenthaJ DOWN TO BUSINESS Carmella Macfoy works on an assignment recently in Phyllis Smiths junior executive class at McClellan Business/Communi-cations Magnet High School in Little Rock. The number of sophomores entering L. See SCHOOL, Page 8B the magnet courses is down from last year. School Continued from Page 1B schools goal is to persuade at least 200 students to become magnet students, taking specific courses according to their interests in one of six fields of study. We have our act together, and nobody knows it, Geurin said in a recent interview. Connie Hickman Tanner, an associate monitor in the federal Office of Desegregation, agreed. They have a fabulous program, she said. I would hold (McClellan) out as a model on how to recruit students, but the results are not there. Its a shame not more students are participating. Geurin and the McClellan staff will initiate a new recruiting drive next month for the 1994-95 school year. Letters will be written and brochures sent to parents of ninth-graders in all three Pulaski County school districts. McClellan staff and students will visit the area junior highs and, in return, interested ninthgraders can visit McClellan. Plans also call for the McClellan staff to educate junior high teachers and counselors as well as student assignment officers about the magnet programs so they can pass the information on to students. Geurin, who has worked at McClellan for 17 years, hopes to avoid the bad breaks and bad publicity the school got last year. He believes reports about school violence sabotaged the magnet recruiting efforts last year. Just a few days before junior high school students were to visit the McClellan programs in January, a gunman fired into a group of students on the campus and injured two of them. That was the second shooting incident in three months at the school. In October 1992, a teenager in a car fired at another car on Geyer Springs Road. The bullet hit a McClellan annex building at the corner of Geyer Springs and Southwick Drive. The bullet shattered a glass door and caused a geography class to dive for cover. Earlier this school year, a district special education supervisor was robbed at gunpoint in the annex parking lot All three incidents occurred around the annex, an old real estate agency northwest of the main campus. McClellan has taken steps to improve its image and its security. At the request of the faculty, the school was the first in the district to add a Little Rock police resource officer to its staff. The staff also has bought advertising and held events such as football game tailgate parties to promote the school. Besides the shootings, a lack of equipment for some classes plagued the magnet program last year. Those needs have been met, Geurin said. The magnet programs are open to students, black and white, from all three Pulaski County school districts, Geurin said. 'There were only two students from other districts in the magnet programs last year. There are no minimum gradepoint averages required to participate. The program is intended to have a 1-to-l black-to-white ratio. Right now, it is about 60 percent white and 40 percent black. One of the purposes of starting the magnet programs last school year was to racially balance the entire school, which now has a 75 percent black and 25 percent white enrollment. Last year the school was 66 percent black and 34 percent white. For Cedrick Crawford, a junior, the McClellan business program has helped him and his partner operate their own business, Teen Connection, designed to train youth in the construction-related trades and help them find jobs. I lived in North Little Rock and heard about the business magnet program, Crawford said. I came over on a field trip. I want to be an entrepreneur. He is taking economics and Junior Executive Training in the schools very large business department this year. In Junior Executive Training, the students put together their own business plans, including marketing, staffing, articles of incorporation, and pricing. I highly recommend the magnet program to others, Crawford said. Its excellent. McClellan has gotten a bad rap. It is no different than any other school. Chris Almond, a senior who plays the oboe in the McClellan band, wants a career in music. But the skills he has learned in the business magnet program will benefit him later. He has learned to sell himself better and has a better understanding of the intricacies of economics. He took Superwrite, an alternative to shorthand, so he also has improved his note-taking skills. Magnet students select one of six areas to study: business {)rin- ciples and management, marketing and advertising, economics and finance, written communications, oral communications, and visual and product communications. The programs are designed for those who want to go to college or plan to have careers in those fields. 7 highly recommend the magnet program to others. Ifs excellent. McClellan has gotten a bad rap. It is no different than any other schooL* Cedrick Crawford The school offers about 26 courses that no other school teaches, including advertising, business etiquette and leadership, desktop publishing, fashion merchandising, insurance, food production and restaurant management, technical writing, an independent mass media project, and screen printing and airbrush techniques. New classes in computer art, architectural drafting, and business statistics are being considered for future years. Still other courses offered include computerized accounting, computer programming and word processing. Students get the chance to learn about busujess firsthand by going to school^part of the day and working the fest of the day. Some business students are responsible for running the schools bookstore and marketing hot cookies. The business magnet program includes interstate business competitions and trips to trade centers and apparel marts in other cities. Students in the communications program have the opportunity to shoot television commercials and will soon do the school announcements over closed circuit TV. Journalism, foreign languages, and public speaking are part of the communications program. Magnet students also get to take classes in the regular cur- riculum at McClellan, including upper-level n^h( Advanced P*Iacem ematics and lent courses, which enable students to get college credit for high school work. The school has a seven-period class day plus an earlybird class, which gives students time to take their courses.Arkansas Democrat (Bazctte | FRIDAY, DECEMBER 3,1993 A real hamburger tax Proposed wish list is foil of fat c itizens of Arkansas, if you have a straight-shooting city government, you should fall to your knees and thank whatever higher power to which you subscribe. Its getting so you cant trust a thing the Little Rock Board of Directors says, particularly when it comes to taxes. For instance, I was all set to vote for the half-cent increase in the so-called hamburger tax on Dec. 14 because it was being touted as a public safety tax, with emphasis placed on expanding the size of the citys police force. Then I took a look the list of projects our public officials want to finance with the anticipated $12.5 million the half-cent tax will raise the first year. As the years pass and the cost of goods and services increases, the additional half-cent would raise quite a bit more. Its projected to raise at least $65.25 million in the first five years. Imagine my chagrin when I discovered that less than half of the long-term revenues about 39 percent would go to hire police officers, and only 20 percent of the first-year revenues would be used for that purpose. And thats if the city board doesnt pull another fast one and redraw its priorities and regardless ofthe agenda for which you think youre voting when you vote in Little Rock, the board always manages to change it once the money starts rolling in. But even as written, there are all kinds of goodies in this public safety pipe dream. Take street lights. Two-thirds of the 526 new street lights proposed for installation during the first year of the tax will be installed in uptown neighborhoods in the Heights and west of University Avenue. East, Central and Southwest, the most crime-ridden areas of the capital city, will share the remaining one- third. Then theres building renovation and rehabilitation: $25,000 in one year and $5,000 in each of the next four years, to renovate McClellan High School and environs, which is likely to land the city board in court\n$495,000 over a two-year period to establish a land bank authority that would buy and sell ramshackle dwellings and a housing partnership that would act as an advocate t, Meredith Oakley 1: i. for new housing programs\nand an estimated $3 million during a five-year period to establish and operate an inspection program for rental property. , None of these should be confused with various and sundry federal programs that provide grants and loans for property renovation and rehabilitation. Then theres creation of an education commission, not to be confused with the Little Rock School Board or the state Board of Education, at a cost of $50,000 the first year and $50,000 in each ofthe next four years. Over a period of five years, a full ^.9 of this half-cent increase in the cdtys hamburger tax will by used for practically everything except additional law enforcement personnel. Be advised, however, that this halfcent increase is permanent Unlike the 1- cent tax proposal that will be included on the Dec. 14 special election ballot the half-cent increase will not sunset at the end of two years. The sunset provision is the only good thing about the 1-cent tax proposal, but thats another column. As for the half-cent increase, hiring police officers isnt even the single largest expenditure on the boards list for the first year. What is? A proposed $3 million renovation of the Wallace Building, located at Second and Main streets, for a new science and history museum. Ive given you only a glimpse of the city boards grand design. Believe me, the entire picture is much, much worse. How bad is it? Let me put it this way. This is a hamburger tax all right in the sense that theres more fat in it than I thought the city board would have the nerve to propose after the last tax fiasco. -----.\u0026gt;----- Associate Editor Meredith Oakleys column appears every Wednesday, Friday and Sunday.I Arkansas Democrat (gazette 1 THURSDAY, MARCH 3. A coovriBht O Uttle Rock Newspapers. Inc. CUX Lock-In at UALR to help McClellan pupils with ACT Democrat-Gazette Staff A little work and then a little on fun could lead to better scores the ACT college entrance exam for students at McClellan Community High School. Fifty-five students are signed ' up for an ACT Lock-In tonight at the Donaghey Student Center at the University of Arkansas at Little Rock. . . From 6:30 p.m. to midnight, McClellan teachers and counselors will tutor students scheduled to take the ACT in April. From midnight until about 8 a.m., the students will swim in an Olympic-size pool, play basketball and volleyball, use the track, lift weights and watch videos at the brand new student center. The students will then return to McClellan for Friday c1hss6S\u0026gt; The McClellan Community Education Program rented the center and is sponsoring the lock-in, said Brenda Scrimager, director of the community education program. The program, the first of its kind in the area, rewards students who took the test earlier this year and helps those who need to improve their initial scores. High ACT scores can quality students for scholarships and keep them from having to take college remediation courses. As part of the program, students will sign contracts pledging to participate in more afterschool tutoring sessions before the test date. The amount of tutoring will depend on each students need. Volunteer chaperones will include McClellan staff members, parents and community members. Many local businesses are contributing materials and food. Scrimager said the event was developed to encourage students to improve their scores. More traditional ACT preparation courses at McClellan did not attract many students, she If the lock-in is successful, it will be repeated next year and will be opened to students from outside McClellan.Arkansas Demtxrar 7^ (gazette LITTLE ROCK, MARCH 4, 1994 / ' , \\ ft I* kA I \u0026gt; ' I' -mV j5W*cHa. s**- IJ 'i\n4S.*! t: t 1 IBWSiIa DRIVING LESSON McClellan Community High School senior Jonas White tests her skills at driving drunk\" Thursday in the Chrysler Drunk Driving Simulator. The simula- Arkansas Oemocral-Gazette/Rick McFarland tor is a 1995 Dodge Neon with a computer on board to delay the cars steering and braking responses to reflect slowed reactions of a driver under the influence of alcohol. Simulator gets students drunk, puts them behind wheel of car BY SHAREESE HAROLD Democral-Gazene Staff Writer Michelle Fairchild mowed down a pedestrian Thursday before destroying the car she drove in the parking lot behind McClellan Community High School. Fairchild wasn't detained or charged. Nor were any of the nearly 100 other students whose short drives also ended in computer- simulated carnage the same day. The 17-year-old McClellan junior was sober, and the computer- operated 1995 Dodge Neon she drove demonstrated what could happen when a 105-pound motorist like Fairchild drinks two beers and drives. It was hard to control the car, said Fairchild, one of 95 students who drove the car through a pylon-lined obstacle course. When I took my first drive sober, I had no problem getting around the track, but when he punched in that I was drunk, the car took over. It was out of control, and I couldnt get it to stop, Fairchild said. Chrysler Corp, built the car, and Mothers Against Drunk Driving sponsors a nationwide tour, planned for 150 cities and 75,000 high school students, that allows students to experience the dangers of drinking and driving without ever taking a sip of alcohol. The car is equipped with a computer that, programmed with a students weight and hypothetical number of drinks, delays steering and braking responses accordingly. This was crazy. I cant believe I killed Fred, Jill Laster, 17, a McClellan senior, told the computer programmer inside the Dodge. The 110-pound student toppled five orange cones on her second spin around the course. I dont drive that great sober, Laster said. Look at what I could do if I drank. Its scary. Laster failed to brake at a point that represented a pedestrian crossing the road. A cardboard figure fell to the ground each time the driver failed to brake. Linda Johnson, a McClellan staff member, said getting behind the wheel of a car thats controlled is a lot different from driving one and thinking youre in control and youre not. It makes you feel so vulnerable, said Johnson, who also hit the figure and totaled the car in her simulated drive. I dont drink, but if I did, I certainly would not drive. North Little Rock High School East Campus students will experience the simulated drives today from 8:15 a.m. to 3:45 p.m. Arkansas Democrat ^(gazette FRIDAY, MARCH 11,1994 ' Woman, 19, shot near LR high school woman was shot Wednesday night by a youth while walking behind apartments on Valley Drive in Southwest Little Rock. Erica Walker, 19, told police she was walking behind the apartments, which border the McClellan Community High School football field, when group of young men walked up behind her. She told police one youtbshot her in the right thigh. Polled said the bullet grazed her a thigh but did_noenter her leg.Arkansas Democrat ^(gazette THURSDAY, APRIL 28,1994 Funfest scheduled at McClellan school Funfest, a school-community festival of pride, begins at 10 a.m. May 14 on the campus of McClellan Business/Communi- , cations Magnet at 9417 Geyer Springs Road. Several schools, churches and community groups are joining with local business leaders to sponsor Funfest. Some of the special attractions will be live entertainment, animals from the Little Rock Zoo, rides, arts and crafts. arcade games, exhibits and fun booths. Admission is free and everyone is invited. For more information, call 570-4106. iArkansas Democrat IgP (Bazctte FRIDAY, APRIL 29,1994 Student writer, 18, arrested in theft A student identified as a McClellan Community High School senior class president was arrested Thursday on a charge of theft of property, police said. Police said Rodney Anderson, 18, of 2213 Main St. collected at least $200 for T-shirts and a senior trip but never provided the services. Anderson was released Thursday night from the Little Rock Jail on $2,500 bond. . Anderson was writer and director of Welcome to the Hood, a stage production sponsored by New Futures for Little Rock Youth focusing on disturbing aspects of youths ' lives. Two productions ofthe play were canceled this week when Anderson failed to show up. An April 22 news release from New Futures on one of those productions identified Anderson as a former McClellan student now attending North Little Rock High School. According to the police report on the arrest, McClellan Principal Jodie Carter told police Anderson was the schools senior class president.Arkansas Democrat (gazette SATURDAY, APRIL 30, 1994 copynght O Little Rock Newspapers. Teen told I lies, sponsot ) of play says\" BY SHAREESE HAROLD \\ Democrat-Gazette Staff Writer A teen-age playwright charged with theft obtained sponsorship for a play under 11 spokesman for a Little Rock group said Friday. Rodney Anderson, the play^ wright accused of stealing theater equipment and his classmates senior trip money, gave kP *oformation about himself to New Futures for Little Rock Youth, a support group for dt- nsk youth. New Futures said, the group sponsored a motivational play written by Anderson. Anne Clancy, public awareness director at New Futures said Anderson, 18, gave the non- protit agency no reason to be suspicious of details he gave them about his theater and personal background when the organization agreed to sponsor his play. Welcome to the Hood.7 But when news surfaced about Andersons possible in- or- ---------- 111- volvement in a senior trip mon- e u ey scam at McClellan High ' ...ol and the schools missing neater eajnpment, Clancy said, Anderson had giver .hem false information ato-t tne high school he attended and his nlans. . Inc. Anderson told New Futurtes he attended North Little Ropk High School when he-ajp-\n. proached them about his play! in March. He also told them'he\"* was going to spend a yearlong internship directing with the St. Louis Black Repertory Theatre. Clancy said the St. Louis Black Repertory Theatre has a letter from Anderson expressing his interest in the group but he has not been offered an in- ternship. \nAnderson is identified as senior class president at McClellan in a Little Rock police repqrt Students there complainecLI Principal Jodie Carter that Ai i derson bilked them out of at least $725 in reservation fees they gave him for a senior class trip. Carter said Friday that Anderson has not attended classes there since February. He said students trusted Anderson, who was an ideal student. j Carter said he was forcedjto call police when about 36 students accused Anderson,\nof stealing their money and when $1,500 in theater lighting equipment was taken from a room to which Anderson had a key. Anderson was arresti^d Thursday on the theft charges and is scheduled for a May 5 air- raignment. j When the Arkansas DemocrOft- Gazette visited and called the North Little Rock address He gave police, the newspaper w^s told Anderson no longer lives there. i New Futures canceled productions of Welcome to tlfe Hood, the play Andersiin wrote, directed and produced to highlight teen-age social pressures. ! JArkansas Democrat ^(gazette FRIDAY. MAY 6,7994 Teen playwright denies theft charge Rodney Anderson, an 18- year-old playwright accused of stealing senior trip and T-shirt money from his classmates, pleaded innocent to a charge of theft of property Thursday morning in Little Rock Municipal Court. Anderson was arrested April 28 on the theft charge, police said. Police said Anderson, of 2213 Main St., collected at least $200 for T-shirts and a senior trip from McClellan Community High School students but never turned the money over to school officials. Anderson was writer and director of Welcome to the Hood, a stage production sponsored by New Futures for Little Rock Youth focusing on disturbing aspects of youths lives. He was set for trial June 29.Arkansas Democrat \"gT (gazette FRIDAY, MAY 27,1994 McClellan program offers college classes The McClellan Community Education program will offer classes for the community starting June 13 at McClellan Community High School, 9417 Geyer Springs Road. More than 64 classes will be offered on Monday, Tuesday and Thursday evenings and on Saturdays. The program offers college credit classes at one-third the cost of major universities. All credits are transferable. Registration is through the McClellan Community Education office. Interested people may call the office at 570-4149 or come by the school.Arkansas Democrat (gazette WEDNESDAY, JUNE 1,1994 LR board to review sales tax spending plan : BY KEVIN FREKING Democrat-Gazette City Hall Reporter Little Rock city directors will review plans today to spend millions of dollars raised through a half-cent sales lax voters approved on Dec. 14. With the $9 million expected this year from the Future-Little Rock-inspired sales tax, the board already ha.s paid for the hiring of 45 new police officers, expanded bus service and the establishment of a third municipal court called the \"Environmental Court. The bus service is expected to begin in November and some of the money now is going toward purchasing new buses to handle the extra workload. Most of the programs to be reviewed were recommended in an 18-month Future-Little Rock study. The study relied greatly on recommendations from cili-ien task forces. After its completion, the city asked voters to fund the study's recomnienda-tioiis through two tax increases. While the voters rejected a sales tax that would go primarily for a new multipurpose arena, they approved the lax that goes mainly toward public safety. Many of the high-priority programs called for in the study undergo board scrutiny today. City staff prepared 13 ordinances for Spot Check on., 'the sales tax' Charles Nickerson V kill board review. They call for spending: $3 million to develop a new Arkansas Museum of Science and History. $875,500 for crime prevention and drug treatment programs. $500,000 to fund the cost of operating and expanding the number of neighborhood alert centers. $152,000 to hire and equip five code enforcement officers. $261,000 to put in new or improved street lights, mainly in central Little Rock. $75,000 to establish a grantwriting office. $25,000 to remodel McClellan Community High School. $50,000 to hire a consultant who will provide analysis and plans for a Fourche Creek Regional Park. $75,000 to expand summer hours at six Little Rock community centers. $69,000 to pay for three additional police dispatchers. $100,000 for legal, engineering and appraisal services related to improving Capitol Avenue. $60,000 to establish a Race Relations Commission. $35,000 to develop a housing manual and hire a consultant experienced in working with pub-lic/ private housing programs. $28,000 to begin an Education Commission. $33,000 to begin or improve an early childhood education program. $100,000 to hire an assistant city manager and staff to begin a minority economic development program. Comments made in past city board meetings indicate the funding for the new assistant city manager position and the new museum will undergo the greatest review today. Some directors have voiced hesitancy to fund a new assistant city manager position when they believe the job could be accomplished under existing management. City Manager Charles Nickerson also has said the structure of management within the city falls under his guidance. The city's two assistant city managers each supervise several city departments. Some city staff members question the wisdom of an assistant city manager charged solely with minority economic development. One of the things I've tried to do is streamline as much as possible, Nickerson said. At some point in time, there may be a need to ask for additional help, but my basic thrust has been to run the office as thriftily as possible. Also, some directors have said they don't want to fund construction of a new museum until they can see how much money the museum's board of trustees can raise to match the taxpayers' money. A city staff member said the staff anticipates the board will approve spending for the new museum, subject to review when its determined how much money is raised privately for the museum. Arkansas Democrat (gazette ' WEDNESDAY, OCTOBER 26, 1994 BY JIM KORDSMEIER Democrat-Gazette Police Reporter Gun on campus leads to mans arrest Police arrested a College Station man Tuesday afternoon, saying he carried a handgun onto the McClellan Community School campus. High Terrance Davies, 19, of 4003 E, 34th St, was arrested on one count of carrying a weapon on a school campus and one count of theft by receiving. Police also served Davies with a warrant for third- degree battery, a misdemeanor. A accompanying Davies, Racie Phillips, 20, of 9 Althea Circle in Little Rock, was woman arrested on a failure to warrant, police said. appear Davies and Phillips were both in a gold 1980 Oldsmobile Cutlass that drove on and off the campus about 3:40 p.m. without stopping to pick anyone up or drop anyone off. police said. An officer approached the car. which Phillips was driving, and found she had drivers license, police said. no While the officer was arresting Phillips, Davies got out of the car, police said, A school security guard at the scene told the officer Davies had a weapon, and he was arrested, police said.Arkansas Democrat (gazette TUESDAY, NOVEMBER 29, 1994 McClellan invites grads to big game The Little Rock School Districts McClellan Community High School is calling its graduates home to watch the topranked Lions play for the states Class AAAA championship game at 7\n30 p.m. Thursday at War Memorial Stadium. Steve Geurin, magnet program coordinator at the school, said all McClellan graduates and former faculty members are invited to attend the game in honor of the football teams first undefeated regular season since the school opened in 1966, Geurin said. Also, McClellan students will decorate the school districts administration building at 810 W. Markham St. at 9 a.m. today in preparation for the game against the Pine Bluff Zebras. Graduates and former staff members may contact the school by calling 5704121.Future-Little Rock really puts a tiger in the citys tank Some projects, however, still catnapping as city makes use of extra 1/2-cent sales tax BY DANNY SHAMEER Democrat-Gazerte City Hall Reporter More cops patrol Little Rock than ever before. More street lights shine. And they shine more brightly. Buses run more hours, and they roll seven days a week. But a city-run program to help low-income people buy their first homes remains a dream. These programs and 12 others represent what City Hall promised to start doing with money from an extra 'h-cent sales tax voters approved in a special election Dec. 14. 1993. In 1994 the city learned that the more basic the project, the more likely it was to get done and be seen. Like more street lights in high-crime areas. There was nothing out here but darkness, said the Rev. Bobby Marshall, assistant director of the Global Learning and Community Development Center and president of the newly formed East Broadway Neighborhood Association. The new street lights lit up the sky like it was New York City. But some of the more complex programs have been slow to develop. The tax projects grew out of a program called Future-Little Rock. For 18 months, residents from all over Little Rock shared ideas, concerns and hopes for the future of their city. They talked about crime, drug-related violence, deteriorating neighborhoods, public schools, race relations every topic that touched their lives. Then they came up with an improvements package and passed a sales tax to pay for it. The city administration pro- TSU T T i Arkansas Oerrxxm-Gazene hie photo THE BIG ITEM City Hall spent $2,195,548 of proceeds from the -'2- cent sales tax to put 45 more police officers on the street. ceeded carefully and slowly. Sometimes weve had. more or less, controversial items, and sometimes we've gotten delayed,\" said Mayor Jim Dailey. But Ive never felt better about the process we used to implement a very extensive, multimillion dollar plan in a forum that involves the public and new board members. It was always intended to be a process that would take several years.\" After the election, committees that included residents, businessmen, neighborhood ac: tivists, elected officials and City Hall staff worked to develop detailed plans for each project. That took months. They presented their recommendations to the Little Rock See TAX, Page 60 Future-Little Rock projects 1994 appropriations and expenditures. SUNDAY, DECEJVIBER 11.1994 EDUCATION DEVELOPMENT Established an education committee and The city decided to leave the work for the {35,000 APPROPRIATION: began discussing possible activities with Greater Little Rock Chamber of the Little Rock School District. APPROPRIATION: $75,200. EXPENDITURE: $10,000. ------------- McClellan community school Expanded services to include Sundays Covered school's weather-exposed courtyard. APPROPRIATION: $25,000 EXPENDITURE: $23,648 ------------- MUSEUM Found new location lor ths Arkansas Museum of Sciencs and History - the Temiinal Building on East Markham Street. An architect and an exhibit design enhancement. firm will be hired, possibly by May. No 1 date has been set lor moving. __ APPROPRIATION\njjBW $3 million EXPENDITURE\nWHHB w-----------------\nCAPITOL AVENUE ! committee is exploring 1 ways to beautify Capitol Avenue. A two- block area has been chosen lor work ' beginning In the spring. APPROPRIATION: $100,000 EXPENDITURE: $50,000 -------------- MINORITY ECONOMIC DEVELOPMENT Hired an administrator to oversee program and planning Io do a disparity study. ____ APPROPRIATION: $100,000 EXPENDITURE: $5,000 _________ RACE RELATIONS COMMISSION Established a Racial and Cultural Diversity Commission. The commission began several activities, including a Healing Racism Seminar. APPROPRIATION: '$75,000 -EXPENDITURE: -$7,200 ------------------------- : REGIONAL ECONOMIC Commerce, which had begun similar projects. NO FUNDING. CENTRAL ARKANSAS TRANSIT AUTHORITY and nights. APPROPRIATION: $933,328 EXPENDITURE: $914,424 ----------- COURT The city established a 3rd Division of Municipal Court, which deals with health. PREVENTION, INTERVENTION AND housing, fire, building and zoning codes. TREATMENT NBighborhood youth intervention programs were begun, focusing on mentoring, self-esteem and academic APPROPRIATION: $949,500 EXPENDITURE: $698,109*------------ PUBUC SAFETY Hired 45 additional police officers and three additional dispatchers. APPROPRIATION: $2,195,548 EXPENDITURE: $2,195,548 ____ STREET LIGHTS Installed or replaced street lights with ones that illuminate a large area. APPROPRIATION: $261,000 EXPENDITURE: $126,000 ---------------------- ALERT CENTERS Established three alert centers: Upper Base Line, Westwood and South Little Hock. APPROPRIATION: $500,000 EXPENDITURE: $423,000 ----------------------- HOUSING PARTNERSHIP/ LANDBANK AUTHORITY A program designed to help low- and moderate-income first-time home buyers. The program has not begun. The city continues to study the issue. * Of the $698,109, a total of $341,088 was set aside tor specific EXPENDITURE: w $0 ------------------ RENTAL INSPECTION PROGRAM Established a door-to-door inspection program of aH rental units kt the city. APPROPRIATION: $490333 EXPENDITURE: $490,833 --------------------- I APPROPRIATION: $171,700. EXPENDITURE: $171,700 ------------ FOURCHE CREEK PARK The board annexed land and selected a firm that will prepare a site analysis and conceptual design lor creating a Fourche Creek park. APPROPRIATION: $50,000 EXPENDITURE: $0--------------------- FUTURE-UTTLE ROCK PARTNERSHIP Hired grant writer and now soliciting proposals for grant coordination sendees to facilitate access to federal grants. APPROPRIATION: $75,000 EXPENDITURE: $25,000 --------------- FUTURE-LITTLE ROCK SUPPORT SERVICES Established lunds lor Future-Utile Rock meetings and other activities. APPROPRIATION: $15,000. EXPENDITURE: $1,452 ------------ II TOTAL APPROPRIATION: $9,052,109 EXPENDITURE: $5,141,914 Tax Continued from Page 18 Board of Directors in May. John Pryor, the citys chief financial officer, said Little Rock should get an estimated $9.5 million for the current budget year. Revenues began showing up in city bank accounts in March. The city appropriated $9,052,109 this year. So far, $5,141,914 has been spent on Future-Little Rock initiatives. The city will carry over the $3,910,195 in unspent money for the programs. It also has $547,891 in reserve next year. The city estimates it will receive $13.6 million in 1995 from the tax to continue programs begun in the first year. Many projects have taken the better part of the year to implement because of logistics and practicality. The Little Rock Police Department, for example, hired 45 extra officers this year as planned. However, 10 remain in the police academy. They graduate Dec. 16. The city plans to hire 45 more next year. The city installed 1,129 street lights with broader illumination in high-crime sections as part of a three-phase project. The first phase was completed in October. Night and Sunday bus service began in the city for the first time in 20 years. Two out of three new programs to improve housing opportunities for low- and mod- erate-income people began. A new court to enforce housing, health, fire, building and zoning codes opened. A door-to-door rental housing inspection program also got under way. Inspectors have begun combing the city, making sure apartments are safe and sanitary. The old enforcement system was complaint-driven only. But a companion effort a program originally intended to help people with low- and become moderate-incomes first-time homeowners has yet to get off the ground. The program was designed to give people information on buying a house and help them tap into loans. Officials spent the year debating the finer points of a plan to create a Little Rock Housing Partnership and Landbank Authority. But the idea became entangled in legal problems when city attorneys found holes in the plan. Because of the problems, two of the projects basic components a housing manual to inform potential buyers how to become eligible for loans and classes for prospective homebuyers about repairing bad credit, applying for loans and budgeting remain undone as the first year ends. Now the city wants to start fresh and hire a consultant who can recommend a legal way to proceed. The projects future remains unknown. I dont think its a negative thing that the initiative is slow in getting started, said Jim Mercado, program director of the Local Initiatives Support Corp., a community develop- ment support organization. Im interested in seeing it done right. But lame duck City Director Erma Fingers Hendrix said she is disappointed the program isnt under way yet. This program would have the largest impact on poor peo- i pie, and no ones concerned, I Hendrix said. Its appalling. Housing is a crucial issue in this city. The city will have to catch up on that program as well as start three more: Fire Department arson and hazardous materials tam $598,813. J Mosaic Templars Building Project $185,000. Substance abuse treatment and counseling $2.5 million. Jim Lynch, vice president of J the Coalition of Little Rock- Neighborhoods and a long-time City Hall watchdog, said Fu\n, ture-Little Rock represented a\n' new chapter in the willingness of City Hall to listen to the com- . munity. Future-Little Rock did - a. better job than in the past, Lynch said. But the real challenge will be to see if the city stays focused and applies money where the focus is.Arkansas Democrat ^(gazette TUESDAY, JANUARY 10. 199.S Scrap at McClellan brings battery count A McClellan Community High School student was charged with third-degree battery after a youth was attacked in front of police and school officials Monday morning. School officials said that after the two 15-year-old boys got into an altercation during their first class, one followed the other to his ne^ class and hit him. Police said the suspect was combative when confronted by teachers and officers. He was escorted to the office, where the victim had also been taken. Police said the boy ran into the office and hit the other again in the throat, this time in front of of-Aricansas Demcxirat (gazette FRIDAY, MARCH 10, 1995 Schools not human zoos I often wonder what the intelligence of Dermcrra-Ga^ette IS. B.S. Carpenters letter (Voices, Feb 111 serves as an excellent indicator rife wit^Za ^an zoo teachers being punched, kicked, stabbed and shot by children K through six J e -uiiuren A. uirough SIX an^year-olds swinging from the cdling. Th^h*^^ information? incidents of stabbings J\" school this school year, much less an elementary school. My mother works at Chicot ^imary School, and when quizzed about incidents of children swinging from the ceilmg, she said there had been none during her tenure. any Little Rock public She also said there is no 6-year-old at Chicot with the physical acumen to accomplish such a Herculean feat. Reading Carpenters account of public education gives a frightening picture, one that IS completely untrue As a student at McClellan High School, ^ee what the schools are really like daily, r havens of godless, undisciplined heathens. They are places with car- 'Hiey are places with students who work education. They are places ued work and school pride are val- While there are a few troublemakers they are a rather small minority. They only seein to be prevalent because the media omy focuses on negative occurrences in the schools, never the positive ones, which far outweigh the negative. If B.S wants to rant about the public schools, he should visit one, something he obviously has not done in a while, and get a real picture of what they are rather than his distorted, sad hallucination. GARY MARTS Little RockArkansas Democrat J WEDNESDAY. MARCH 6, 1996________________________________________________________________________________ 3 Central students cant join McClellan team now, judge says U.S. District .Judge .James M. .\\lood5' refused Tuesday to allow three Central High School female students to join a McClellan High School soilhall team for the beginning of the season. Parents of the three students sued the Little Hock School District and the Arkansas Activities Association in federal court last week. The parents and students, who are identified only a.s .John Does and Jane Does, sued to get female athletic programs in the Little Rock district that are equivalent to the e.xisting programs for males, and to win immediate placement for Central students on the McClellan team. The soflball for McClellan started season Tuesday. In the lawsuit, the students sought to establish a sotlball team at Central. Unsuccessful in that, they asked to participate in the McClellan program. However, they were barred from participating by an Arkansas Activitie.s Association rule that prohibits students from participating on a team at a school where they aren't en- rolled. - The parents and students, who the class of all district student: are represented by Little Rock ' ' civil rights attorney .John Walker. asked Moody to issue a prelimi nary injunction to allow the students to play immediately. He denied the preliminaiy request, but the issues will be revisited al trial. That trial dale ha.s not yet been set. Walker is seeking to represen who are similarly denied acces to female athlelie activities.Arkansas Democrat (^jazelte WEDNESDAY, APRIL 10, 1996 i Schools' choirs to perform and Hall high ' i , McClellan ................ : schools will present a concert of i choral music at 7 p.m. Thursday I at Christ Episcopal Church. 509 S.\nScott St. .Admission is free.2B SATURDAY, APRIL 15. 1995 Arkansas Democrat 'ST (gazette LRSD board to consider Oma G. Jacovelli Auditorium BY CYNTHIA HOWELL Democrat-Gazette Education Writer The auditorium at McClellan Community High School may soon bear the name of the late Oma Glyn O.G. Jacovelli, the Little Rock School Board member who died March 13 at age 49 after a long bout with cancer. The Little Rock School Board will vote at its April 28 meeting on the proposal made by the high school staff and the Community Education Advisory Board. Oma G. Ja- \" Jacovelli covelli perhaps was the best friend and strongest advocate that McClellan High School has ever had, the proposal to the board said. during the teachers strike of 1987 when she stopped by the strike lines along Geyer Springs Road to offer encouragement to the strikers, the proposal said. Some of us remember board from 1987 until her death. Her beliefs were strongly held because she carefully considered every issue, the proposal from the McClellan gram in Flint, Mich., has provided children and adults with recreational and academic Many current McClellan teachers first met Mrs. Jacovelli telling her that she should get involved in the issues at hand, and that is just what she did. Later that year, she made the decision to run for a position on the Little Rock School District Board of Directors. She won a seat and served on the staff continued. She won many battles for the schools of Southwest Little Rock. McClellan can thank her for the community education program and many other additions to the school. The community education program, modeled after a pro- courses after school hours. The proposal from the school staff calls for the outside of the auditorium to be labeled The Oma G. Jacovelli Auditorium\" and her portrait to be placed in the lobby with a plaque explaining why she is being honored. The auditorium was built in 1980 for school plays, pageants, assemblies and community ac- tivities. New stage curtains recently were added. Plans for new lighting and sound equipment are being developed. The auditorium, which was never named, will soon be a first-class facility to be used by thousands of people each year, the proposal said. We think that adding the name of Oma Jacovelli will add a new level of class to the hall, while at the same time honoring our friend and inspiring others with her memorj'.Arkansas Democrat (gazette SATURDAY. APRIL 29,1995 School auditorium named for O.G. Jacovelli equipment and furniture out of the building, including some maple furniture in the home economics department that students had bought for the school. A desperate call for help went out to Jacovelli, and it wasnt long before the furniture was returned to the school, Tipton said. Besides naming the auditorium in Jacovellis memory, the district will buy a set of children's books and place them in the Gibbs Magnet Elementary School Library. The Gibbs Parent Teacher Association passed a resolution, read at the board meeting Thursday, that praised Jacovelli for her efforts as a school board member to always put children's interests first. In other business Thursday, the board agreed to invite school board members from the North The McClellan Community ' High Sclool auditorium will soon bear the name of O.G. Jacovelli. The little Rock School Board voted Tkirsday to name the auditorium in memory of Jacovelli, a longtine school board member from Soithwest Little Rock who died Mach 13. Reprsentatives of the school's parent alvisory school, the staff and the community asked the board toapprove the memorial. To yiu she may have been a radical oice, longtime McClellan faculy member Maddie Ruth Tipton bld the board. But she was trul\nour voice. We, the staff and the administration, cherished wlat she did for us and all the schotls in Zone 7. She vas precious to us, Tipton said, ecalling when McClellan was tranlerred from the Pulaski County Siecial School District to the Little Rock district in 1987. The\nounty began moving Little Rock and Pulaski County Special school districts to a joint meeting at 5 p.m. May 22 in the Governor's Conference Room at the state Capitol. Little Rock board members want to discuss modifying their school desegrega- tion plan as well as other topics. The board took no action on a proposed code of conduct describing how board members should operate. Linda Pondexter, the boards president, questioned several of the proposals.Arkansas Democrat (gazette MONDAY .MAY 15. 1995 McClellan High to graduate 240 at Barton McClellan Community High Vanderbilt in Nashville, Tenn,, where he plans University School will graduate 240 seniors at 6 p.m. May 23 at Barton Col- to major in chemical engineering. iseum. Salutatorian Carmella C. Valedictorian Adrien L. Macfoy, 17, earned a 4.0 GPA Lewis 18 has a 4.1 grade point and is the daughter of Sydney average and is the son of Ron and and Melvina Macfoy. Macfoy Karon Lewis. Lewis lettered in was French Club president, Mu football, was Arkansas Future Alpha Theta president and a Business Leaders of America member of the National Honor president, was a member of the Society. She plans to major in National Honor Society, Mu Al- international relations at pha Theta and served as student Georgetown University, Washbody president. He will attend ington, D.C. (Arkansas Democrat (gazette J SATURDAY, AUGUST 19,1995 ** I \u0026gt;*** o*vMr MMruwiw* Inr. McDermott parents told of school routes | The Little Rock Public Works 1 ! Department has identified routes [ for parents of McDermott Elemen- \u0026gt; tary School pupils to take to reach the school despite construction to widen parts of Reservoir Road. i School starts Monday for McDer- I mott children and other students in i the Little Rock School District ! Parents coming from Cantrell j Road will be allowed access to the school. Parents coming from Rodney Parham Road should take Southedge Drive to get to the school. When leaving McDermott, parents should go north on Reservoir Road to Old Forge Drive, which will take them back to Rod- ney Parham. ?Arkansas Democrat C^azctte SATURDAY, SEPTEMBER 30, 1995 School auditorium to honor Jacovelli A ceremony dedicating the McClellan High School auditorium to the' memory of former Little Rock School Board member O.G. Jacovelli isa scheduled for 3 p.m. Sunday at the school. 1 Jacovelli served on the school board from 1987 until she died of cancer\non March 13. As a board member she was particularly committed to thej schools in Southwest Little Rock, including McClellan, which her son at-\" tended. J The ceremony will conclude with a reception and the unveiling of portrait of Jacovelli. The portrait will hang in the auditorium foyer. a\nw.Arkansas Democrat ^(i^azctte | MONDAY, OCTOBER 2, 1995 ' Oma G. Jacovelli Auditorium honors LRSD board member BY SANDRA COX Democrat-GazaBe Staff Writer O.G. Jacovelli spent a good part of her adult years dedicated to McClellan Community High School in Southwest Little RocL Six months after her death from cancer, her friends, associates and family members gathered Sunday to hold a dedication of their own: naming the schools auditorium the Oma G. Jacovelli Auditorium. A portrait of Jacovelli smiling boldly in a red dress, which was unveiled during the ceremony, will hang in the auditoriums foyer. Her name, in gray letters, is displayed over the buildings entrance. Today, we have come to let her posterity be known through this dedication, said Linda Pondexter, president of the Little Rock School Board. Jacovelli, who died at the age of 49, served on the Little Rock School Board from December 1987 until her death March 14. She served as board president from September 1991 to January 1993, and as vice president from September 1990 to August 1991. She also was a founder of the McClellan Community School, located at the high school, which serves as a community center and j offers various classes to South- j west Little Rock residents. Many on Sunday remembered Jacovellis ability to tell the truth, even when it hurt. They used the K Arkansas Democrat-Gazene/MORRIS RICHARDSON II Jason Jacovelli and his wife. Erica, unveil a portrait of his mother, Oma G. Ja-- covelli, during a dedication ceremony Sunday that named the McClellan Com-munity High Schools auditorium after her. Oma Jacovelli served on the Little- Rock School Board from December 1987 until her death in March. words rebel, devoted and radical as they told tales of Ja-coveili and her different missions while on the board. Ann Brown, federal desegregation monitor, said that when she thinks of Jacovelli, she is reminded of a saying her grandfather used: One busy flea can worry a : whole dog. I came to understand that O.G. wasnt a trouble maker,' Brown said. She was just being like that flea. Arkansas Democrat ^(i^azctte | MONDAY, AO IC TOBER -2-,' ,r1jr9 9In5M Oma G. Jacovelli Auditorium honors LRSD board member BY SANDRA COX Democrat-Gazette Staff Writer O.G. Jacovelli spent a good part of her adult years dedicated to McClellan Community High School in Southwest Little Rock. Six months after her death from cancer, her friends, associates and family members gathered Sunday to hold a dedication of their own: naming the schools auditorium the Oma G. Jacovelli Auditorium. A portrait of Jacovelli smiling boldly in a red dress, which was unveiled during the ceremony, wilt hang in the auditoriums foyer. Her name, in gray letters, is displayed over the buildings entrance. Today, we have come to let her posterity be known through this dedication, said Linda Pon-dexter, president of the Little Rock School Board. Jacovelli, who died at the age of 49, served on the Little Rock School Board from December 1987 until her death March 14. She served as board president from September 1991 to January 1993, and as vice president from September 1990 to August 1991, She also was a founder of the McClellan Community School, located at the high school, which serves as a commimity center and offers various classes to South- j west Little Rock residents. Many on Sunday remembered Jacovellis ability to tell the truth, even when it hurt. 'They used the 1 Arkansas Democrat-Gazett^MORRIS RICHARDSON II Jason Jacovelli and his wife. Erica, unveil a portrait of his mother, Oma G. Jacovelli, during a dedication ceremony Sunday that named the McClellan Community High Schools auditorium after her. Oma Jacovelli served on the LiWe- Rock School Board from December 1987 until her death in March. words rebel, devoted and radical as they told tales of Jacovelli and her different missions while on the board. Ann Brown, federal desegregation monitor, said that when she thinks of Jacovelli, she is reminded of a saying her grandfather used: One busy flea can worry a\" whole dog. I came to understand that O.G. wasnt a trouble maker,\" Brown said. She was just being like that flea. Aikansas Democrat :^(5azctte FRIDAY, OCTOBER 27, 1995 2* * *E ^hi1g h1 -sc hoolers injured during figfir Two tussling Little Rock high school students were injured Tuesday afternoon when they were cut by glass from a library window they shattered, police said. The youths started fighting after a brief argument about 1 p.m. at McClellan High School at 9417 Gey- I er Springs Road, police said. They continued to fi^t until the window shattered, cutting both. I Arkansas Democrat'^C^azcttc | WEDNESDAY, JANUARY 10,1996 | School guards wrist broken\nman charged A Little Rock teen-ager was ar- rested Tuesday afternoon on a . charge of battery after he assaulted a school security guard, police j said. ' I Jalal Dawson, 18, of 1903 Mar- i shall SL was arrested on a charge ! of second-degree battery about 4 ! p.m. at McClellan High School at ' 9417 Geyer Spring Road. -\nDawson, who is not a McClel- ' Ian student, was on campus to i meet a girl when he started fight- [ ing with a student, police said, i When security guard Steve Neb- i ley, 30, of Jacksonville tried to stop the fight, Dawson broke his right wrist, police said.Arkansas Democrat (^iizcttc FRIDAY, MAY 17, 1996 School guard accused of fondling student BY JIM KORDSMEIER Democrat-Gazette Police Reoorter Police have arrested a Little Rock School District security guard after a high school student reported being fondled by him. Eklon Charles Williams, 35, of 3207 Anna Drive, was arrested at 3:30 p.m. Tuesday at McClellan Community High School on suspicion of second-de^ee violation of a minor, police said. The 17-year- old student complained to Principal Jodie Carter that Williams had fondled her. Williams is on administrative leave with pay pending the outcome of a district investigation. Bobby Jones, the districts director of safety and security, said Thursday. Unfortunately, things like this happen, Jones said. \"We re certainly working with the police as well as conducting our own investigation. The districts safety and security office has requested a copy of the police file of the incident, Jones said. The file won't be released until the police investigation is complete. The student told police Williams took her to the band directors office at 1:40 p.m. Tuesday. They were \"playing a game when he reached under her shirt and fondled her breast, stomach and \"side area. she said. Shortly after the incident, the girl told a friend that Williams had \"made a move on her. police said. School officials said they couldn't comment on the incident because it is still under investigation. Williams has been a guard for the district several years. Jones said. The girls mother took her to , police headquarters Tuesday af- ' temoon for questioning, police said. Detectives also questioned Williams after his arrest. Second-degree eolation of a minor is a Class D felony.I i uk.ih.hIs | MONDAY, JULY 22, 1996 School a summer bummer? Not always, students find r v'sW' BY CHRIS REINOLDS Derrxxral-Gazette Stall WiHer The normally bustling halts of McClellan High School are (juiet, clean and empty. Even the library is deserted. No lockers bang, and no one changes classes. Students get two 15-minute dents are in suniincr school for High School, Mount St. Mai7 remedial classes only. Charles Green, director of secondary education at Pulaski County, said students take enrich- Academy and Arkansas Baptist attended Little Hocks summer school. And youngsters from Bryant, Monticello, Shreveport, r- ment classes so they can graduate and even one student from St. early or enroll in classes during Croix, Virgin Islands, took class- the school year they normally es.' wouldn't have time to take. The breaks a day. They get no lunch countys enrichment classes are period. The rules and the motivations have changed. It's summer school. More than 900 students in the Little Hock School District and separate from the remedial classes. The county ha.s enrolled students from Lonoke, Cabot, Little Hock and North Little Hock, said North Pulaski High School Princi- Of course summer school still pal Manuel Twillie. G(Xt in the Pulaski (bounty Special cheap. contains plenty of students who need to fix that F or try to graduate. The course.s dont come Scliool District are spending their summer vacation in school. Pulaski County Special School District allows students to take classes in summer school for ad- In Little Hock, summer school Most of the summer courses are basics, since there are rarely enough students to Pdl elective classes. The yearlong classes are con- costs $57.50 per semester $10 densed into two three-week ses- more for out-of-district students. The cost in the Pulaski district is $63 per semester also $10 more vancement to graduate early or students out of district. get a head start on the next year. But in the Little Rock district, stu- School Students from Central Arkan- sions. Each class runs four to five hours a day. Students say the classes are harder, but the schedule allows them to conquer one subject in- Arkansas Democrat-Qazatte/RICK McFARLAND Danton HeKon, 16, hits the books in his tOth-grade English class at McClellan I ligh School In Little Rock. Continued from Page IB studying geometry at summer school because his schedule didn't allow time to learn it last spring. Damon, a talkative 16-year-old from J.A. Fair High School, is serving time for an English class. He had planned to spend the summer working and fixing up his truck. ''Summer school is just a downer, Damon said. This is the last year. He spent last summer studying algebra. He passed with flying colors, compared to his failed attempt during the school year. He made a B in his first summer semester of English this year. He said the fact that his parents paid . for the class and the intensive \\ lessons help motivate him. sas Christian School, Catholic stead of juggling a regular load. I like the security, and there are no discipline problems cause if you mess up in summer school you're gone, he said. Stella Hayes teaches lOth-grade English at summer school. Many of the students are spending their summers in class because they skipped school and didnt receive credit she said. By comparison, attendance is high at summer school. If a student misses one day, thats five hours he has to make up to earn credit. Hayes, who teaches English at Mann Magnet .Junior High during the school year, has worked in summers for several years. George, 17, is a Mills High School student in the Pulaski County District. He is taking senior English this summer so he can graduate early. I will be able to get out early, said George, who plans to join the Navy. He says summer classes are no easier than courses during the normal school year. David is a peppy I'Lyear-old whose mother has taught him at home for the past four years. Hes See SCHOOL, Page 6B The no-frills discipline at summer schools is an added benent. Damon -'aidri^ikansas Demcxzrat (gazette TUESDAY, SEPTEMBER 10, 1996 \u0026lt; LETTERS Proud of progress in SWLR If you are not part of the solution, then you are part of the problem. This is so clearly illustrated in the case of A.M. Rickard (Voices, Aug. 17), who wrote concerning the problems she saw in Southwest Little Rock on one of her rare visits there. The inaccuracies in her outrageous description of SWLR were matched only by the viciousness of her tone. May I address her misconceptions? ? Instead of being in decline, the Geyer Springs area seems to be enjoying a period of new growth. The old Southwest Mall is being transformed into a handsome headquarters for the Arkansas State Police. A new motel has also been built on the site, and Ron Sherman has transformed the old theater there into a stylish home for his video production company. The new Southwest Community Center, the new police station and the new Wal- greens all show growth, as do the recently remodeled shopping centers at Geyer Springs and Baseline. -Xnd McClellan High School is the only area high school to have shown increases in enrollment for every year since 1993. Many parents send their kids to this SWLR school to take advantage of its business/computer program, ranked as the nations best for 19^. I admit that SWLR has problems. So does (jentral Little Rock. So does West Little Rock. It is admirable when we respond to these problems by joining with others to seek solutions. It is destructive and divisive when we respond by referring to our fellow citizens as having no respect for themselves, their neighbors or for the area they call home. We who work or live in SWLR are proud .. ofthe progress being made here. We hope that the citizens of Little Rock will not let the angry voice of Rickard be the only voice heard. STEVE GEURIN Little RockI Arkansas Democrat T^pazcltc WEDNESDAY, FEBRUARY 5, 1997 Police * fc'.' Computer laboratory vandalized at school Little Rock police said someone broke into McClellan Community High School about 11 p.m. Monday and did about S3,000 worth of damage to the schools computer lab. The vandalism was the second such crime at the school in the last six weeks, police said. Investigators said someone had apparently kicked through a glass door to enter the school. School officials are conducting an inventory to see whether anything was stolen.I Arkansas Democrat ^(IpazctU _____________ THURSDAY, MARCH 27. 1997___________________ Ex-guard at school gets 1-year sentence Fondling student violated trust, judge says\nBY LINDA SATTER ARKANSAS DEMOCRAT-GAZETTE A former security guard at Little Rocks McClellan High School was sentenced Tuesday to a year in prison for fondling a student in May in the band directors office. Eklon Charles William, 36, of Little Rock was convicted Feb. 25 of second-degree violation of a minor in a nonjury trial before Pulaski County Circuit Judge Chris Piazza. liWien William returned for sentencing Tuesday, Piazza acknowl- i edged that some really fine, educated people testified at Williams trial about his good character, and others had written letters to the court on his behalf. All had an impact Piazza said. On the other hand, the judge said, the young ladys testimony, I thought, was substantial and convincing. He noted that she was a youngster in a very vulnerable position and that people who work in schools and have contact with children must be trustworthy. I think its a severe violation of that trust Piazza said of Williams crime. He said he wondered what long-term damage the girl might suffer as a result. Deputy Prosecuting Attorney Wanda Wyeth, in asking Piazza to sentence William to at least two years in prison although state sentencing guidelines recommend probation, said, This was a school employee who took advantage of a student at his school, \" Don Thompson, Williams attorney, asked the judge to consider that the charge amounted to what one person says over another person and to impose a sentence that didnt involve prison time, William addressed the court, saying, All my life. Ive been on the good side of the law,... I had aspirations of being a police officer, At first Piazza said he would sentence William to a year in a regional punishment facility, notir^, I think this is the exact t:^e of situation that facility was designed for, -j. But after Thompson pointed out that the law doesnt allow people convicted of sex crimes to serve time at such facilities. Piazza said, Then Im going to give him one year in the Arkansas Department of Correction. When William was arrested May 14,1996. police said the girl, then 17, had complained to Principal Jodie Carter that William took her to the band directors office the previous afternoon and they were playing a game when he reached under her shirt and fondled her breast, stomach and side area, '\"L-Arkansas Democrat (Bazctft FRIDAY, MARCH 6,1998 Police beat ARKANSAS DEMOCRAT-GAZETTE Student pulls knife in fight at school A McClellan High School student slashed at another student with a homemade knife after the I two started fighting over a dispute that started earlier in the i day, police said. According to a police report, an 18-year-old female student drew a sharp, five-inch metal object with tape on one end during a fight with a 17-year-old male student about 10:45 a.m. at the school on Geyer Springs Road. Both students told police that he bumped into her and made her drop her book bag before second period. He continued walking. After the class the two met in the hallway and she confronted him, the I report said. The woman said he responded by pushing her to the floor. She said that while she was be- ing held, he hit her on the right side of the face and then pushed her into a brick wall. He said she kicked him, then slashed at him with the crude knife before he pushed her to the floor. The boy suffered a six-inch scratch from his cheek to the back of his left ear and several other scratches on his neck and face. The woman suffered a bruise on her right cheek and a knot on her forehead. Police advised each student to seek warrants against the other. The woman was treated at St Vincent Infirmary Medical Center. Both students were taken to the Little Rock Police Department for questioning and then released.Arkansas Democrat (fjazcltc TUESDAY, JUNE 2. 1998 McClellan High names valedictorian, salutatorian Debbie L. Payne, daughter of Michael and Mary Payne, was named McClellan Highs valedictorian. She will attend Rhodes College in Memphis. Trecia C. White, daughter of Jimmy D. White and Celestine I McRae, was named salutatorian. I She will attend Spelman College.r Arkansas Democrat [ THURSDAY, JUNE 18, 1998 U.S. grant to help LR district expand after-school programs BY CYNTHIA HOWELL ARKANSAS DE.VOCRATCAZETTE ' The Little Rock School District is slated to get about $1 million in federal grant money over the next three years for afterschool and summer learning programs for students and adults. The money will be used to expand programs at McClellan Community High School and Cloverdale Junior High. In all, 315 iimer-city and rural schools in 36 states will share $40 million for after-school programs. President Clinton announced the awards Wednesday. The grants were made available to worry ... or seeing these after Cool 4 School Summer Day Camp school hours as a time to fear, we for children 6 to 12 years old, free should see them instead as a win- clinics for economically disad- dow of opportunity, she said. vantaged students and their fami- Recipients were selected by lies, mental health services for at the U.S. Department of Educa- least 200 children and teen-agers, tion from nearly 2,000 applica- community service and work tions. Little Rock is the only force readiness projects for 75 Arkansas district receiving a teen-agers, and training of litera- grant cy tutors who will work with Lit- The centers will provide tutor- tie Rock students. ing, performing arts programs, _ _ _ . _ At Cloverdale, the grant will summer camp for element^ provide a 25-station computer pupils, employment preparation laboratory and expansion of the training, medical assistance, and after-school program from 55 parenting skills training. teens to 100 per year. Tutoring Partners joining with the and training in the performing school district to provide the ser- arts including choir, drama through the federal 21st Century vices include University of dance and gymnastics will be Community Learning Centers Arkansas at Little Rock, Pulaski offered. Twelve additional teach- Program. The president said he hoped Congress would expand funding to as much as $200 million in each of the next five years. These grants will give thousands more children a safe place to go before and after school and good things to do, Clinton said. Statistics show that unsupervised children are more likely to commit a crime or become a victim of a crime during those afterschool hours, first lady Hillary Rodham Clinton said. Instead of permitting parents Enterprise Community, Literacy ers will be used for the expanded Action of Central Arkansas, Fam- activities. ily Service Agency, Philander Still other offerings Smith College, Arkansas Baptist Cloverdale will include at an College, the Martin Luther King evening tutorial program for 75 Jr. Commission and the Arkansas children in kindergarten through Department of Health. sixth grades. College and high At McClellan, the grant will al- school students \\^1 provide low the addition of up to 20 training Additionally, recre- teachers to offer courses for stu- ational activities and snacks will dents and adults, nine high be provided to elementary stu- school teachers and six student dents during after-school hours, tutors. An adult literacy program will be Other benefits of the grant wall offered, as will mental health ser- include the expansion of the 2 vices.Arkansas Democrat l^razclU' TUESDAY, JUNE 23, 1998 ........................................... ............ .. . .................................................. ........ County may get break on failed summer meal program BY 1 RAC IP DUNUAN ARKANSAS Ol.MlX RAI OAZI-.111- Pulaski County and the U.S. attorneys oflicc have ironed out the details of a iiroposed agreement to end the countys $900,000 liability for a failed summer meal.s program. And the deal wouldnt create a financial crisis for the cash-strapped county. If approved by the Quorum Court at a special meeting tonight, the settlement would allow the county to repay the federal government on a five-year installment plan at 5.41 percent interest, a rate that would kick in July 1. A settlement appears likely. In late May, 14 of the 15 justices of the peace voted to authorize settlement negotiations and recover of losses from other groups or individuals the county may deem liable. Earlier this year, the Justice Department had demanded that the county reimburse what now amounts to $900,(XX) U.S. Attorney Paula Casey said then that without a written settlement offer, she i See MEALS, Page 8A Arkansas Democrat-Gazetle/STEVE KEESEE Community High School cafeteria with other children participating in the Summer food Progiam. Imani Eskew, 6, receives the finishing touch, a carton of milk, r. fter going through the lunch line Monday al the ttcClellan Meals Conlinued from Page 1A could sue for an added $1.1 million for breach of contract. A U.S. Department of Agriculture inquiry determined that the county submitted 12 false claims for the Summer Food Program, which souglit to feed needy children durand that the milk will have to be thrown away. In 199.5, the county acknowledged its subcontractor didn't precisely track the number of meal.s served. But (bounty officials argued that llic program met the spirit of the rules by feeding children who otherwise might have gone hungiy, the whole point ofthe idlbrt. Three yeans later, alter negotial-pay the entire debI this year, it would have had to make budget cuLs unles.s blessed wilh some sort of sites Io 25 sites, then expand once it grew more comfortable with the revenue wiiidl'all, Comptroller ing summer vacation when they Ing a $275,(XK) claim Irom its risk pool, the county can pay its first in-hmeh program. stallmenl of $180,(XX), due Oct. 15, Using Agriculture Department withoutdipping into unappropriated ... spiuiding resei-ves ifeounty lawmak couldnt benefit from the school Jolcen Hassan said. 'rhal wa.s part of our concern, Burnett said. At least when you can budget for it, its expected. The proposed settlement covers 12 claim.s submitted between July 17,1992, anil Det. 5. 1995. 'Ilie number of years created a slicking point during negotiations belween the risk pool, (T'ulral Arkansa.s Risk Management Assoeialion and (he slringent regulations. But two summers later, the county operates no sites, although it does use program funds to feed juveniles in its juvenile and adult jails. Other organizations, such as the Little Rock School District, have been attempting to fill the void. Al noontime Monday in the Memoney, the county subcontracted with the nonprofit and now-defunct Community Organization for Pover-ty Elimination to run the program. ers so choose, Assistiint County At lorney Karla Buniettsaid Monday. In a memo Friday, Burnett told But COPE failed to document that theQuonmiCourt itcanpaythemin- meals went to poor ch ild r en as i nimum $180,000 this year, the entire tended. The food was prepared in Little Rock School District cafeterias, then taken to community sites for COPE to serve. Federal regulations governing $275,000, or more if members desire. the program are strict. Program operators must provide head counts of children served, if a meal is served without all the re- (HeUan Community High School cafeteria, 128 children dined on deli turkey on wheal, fruit cup, salad and chocolate milk tielore many county, which wanted $4(X),(XX). rushed back to learning ami recre- Initially we said each contract was $100,UtX) for '92. 93, 94 and School day camp. 95, Burnett said. And they said it \" was a one time claim for$l(X),(XK). The two sides ultimately agreed on a $275,(XX) claim. 'Ihats because the proposed selllv .i.n.. ...H..M...X.i., t.h..e. county repaid nt he\u0026lt; inent allows the county to make early federal government $11.\u0026gt;,(XX) that paymmiLs without penally and reduce the amount of interest owed. had been s{)ent on the program. ation activitiej al the 2 (.\\)ol 4 Pam. 11. and Ryan, 9. display a lypical childs prejudice against cafeteria food. Pam recalls fondly the way the day camp used to seiwe nachos before the food program County olUcials had been worried about the ellect repayment would have on the 1998 budget, since less than $500,000 in .spending reseiwes remain for tlie re.sl of the year, Thal has to carry us through the then sued COPE to recover the mon-quired nutritional components for example, a box of milk the operator isn't allowed reimbursement year on known and unknown ex- ......... ...... - -- ue.wa, County Judge Buddy who werent supposed to get then . Villines said, referring to county de- ...... came along, while nachos or pizza would be just fine by Ryan. But Dorothy Robinson, a school district food service manager, said the children couldnt get a better meal anywhere. As she looked over Mondays head count sheets, Robinson said ey. That suit, later amended to cover Ihe $}XX),(XX) the government now says it is oweil, has not gone to trial. The program also has been the subject ofa federal criminal invest!- ---------- ---------------------- gallon into allegations that tens of (hat without the prograin, many ot thousands of meals went to people th e- c.h ild..r.e...n.. .w...o...u.l.d.. .p...r.o. bably be eat-for that meal. To comply with regulations, an penses, operator must serve the milk knowing that a particular child dislikes it partments. Had the county been forceil to ing junk food while home alone. Here they get a good, balanced meal. Robinson said. I think its a Hammering out the initial settlement two years ago, the county had ..................-- - hoped to cut back from 50 feeding good support for the parents. Arkansas Democrat J THURSDAY, JANUARY 21, 1999 _________...-------------------------------, ------------------------------------------------------------- McClellan High named tops in U.S. for business education \\KKA\\SA.-, OlAUX'RAr-liAZrn i McClellan High School's business and marketing education department has once again been named the top high school business education program in the nation by a division of the American Vocational Association. The Little Rock school firet won the distinction in 1995. when the high school award was last given. McClellan will now hold the title for three more years. Smith, depanment Phyllis chairman at McClellan, and Carol Green, career and technical director for the Little Rock School District. were among the school representatives to accept a plaque and a Sl.OOO check for the school during an association conference last month in New Orleans. \"They do have an extremely outstanding program.\" Maty Margaret Hosier, chairman of the National Programs of E.\\cellence Award committee, said about the McClellan faculty. \"They just far exceed any other school that applied. It would be hard to top them with what they do. how they sen e their students and what they offer.\" The McClellan business and marketing department offers 35 courses and the use of up-to-date computer systems. The school is one of four Little Rock schools designated as a model technologj- center. Besides Smith, the business and marketing staff at McClellan are John Bacon. Michele Brown. Shirley Hodges. Jeri Bob King. Nancy Leslie. Angela McCallie. .Xiin Neely and Brenda Stuckey. FRIDAY, FEBRUARY 26, 1999 Arkansas Democrat \"^azcttc Cuningkins death hits school hard BY TIM COOPER .VRK.VNS.AS DEMOCR.VT-G.VZETTE Flags flew at half-staff at Little Rock McClellan High School on Thursday in honor of basketball I Cuningkin Continued from Page 1C Cuningkins body underwent a medical exam Thursday, but the Pulaski County Coroners Office had not determined the cause of death. \"The outpouring of love from the other coaches has been tremendous. McKinney said. standout Devin Cuni\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_605","title":"Little Rock Schools: Romine 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":["1992/1996"],"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","Romine Elementary School (Little Rock, Ark.)","School attendance","School management and organization","Educational planning"],"dcterms_title":["Little Rock Schools: Romine 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/605"],"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":["20 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\nrecieved FEB 9 1995 Office of Desegregation monitoring . w I MRS. Dana Duncan at Romine Interdistrict Elementary School You are invited to a reception forsr THE FflCULTV AND STRFF OF ROMINE INTEROISTRICT SCHOOL COROIRLLV INUITES VOU TO RUENO R RECEPTION HONORING LiniE ROCK SCHOOL OISTRICT TERCHER OF THE VERR '/ MRS. DRNR DUNCAN FRIDRV, FEBRURRV 25, 1996 2:45 - 4:00 p.m. MEDin CENTER RSUP: 228-5086 Renee Smith or Karen Greenlee K I Little Rock School District \"Windows On the Future is Romine Interdistrict School The Little Rock School District and Pulaski County Special School District offer an innovative alternative to your neighborhood school. Its an interdistrict school with a focus on providing students with the highest possible competence in academic skills and concepts. And its uniquely enriched and enhanced with computerand satellite technology. Romine Computer Science \u0026amp; Basic Skills Interdistrict School is an elementary school conveniently located in west Little Rock near Baptist Medical Center and Parkview Arts \u0026amp; Science Magnet High School. It is open to students who live in the attendance zone for Romine and primarily PCSSD students who are eligible for an M-to-M transfer. The school offers a special emphasis on basic concepts and skills such as reading, writing, speaking, spelling, mathematics, science, social studies, problem solving, art, music and physical education. Integrated learning activities link all curricular areas to the \"real world\" to give your child a realistic understanding of their importance to the childs future. We offer a clear and consistent instructional philosophy which includes developing and nurturing each child's maximum potential and promoting learning for its own sake. We stress order, respect, pride and responsibility, also. o 73 O o 3 2 O :s3 o Oo 73 o g z m n O c m 73 C/) n m z o m 3 22 n zn (Z) z m c cz 2 n znn z o a o fnDT O 73 O n NJ O 73 O 3 5 fl) 73 O CL Romine Computer Science \u0026amp; Basic Skills Interdistrict School I o inV OQ Q o 0) 3 n' QJ o' 3 z o o - - a- -- First Class Schools For World Class Kids Unique Features Of Instructional Programs Give Students Learning Advantage Teaching techniques at Romine are combined with computerand satellite technology to teach basic skills and expand the curriculum. Language Arts. The language arts program includes instructional television correlated to basic skills, such as journal writing on the computer. These opportunities enable students to develop basic skills and to apply them in reading and research. Science. The science curriculum provides instruction using a technological approach to teaching and learning. \"Windows on Science\" is a comprehensive science program on interactive videos that brings scientific phenomena to life by using pictures, video clips and extensive hands-on experiments to capture students' imagination and create an early interest and understanding of science. This program enables students to see the relevance of science to everyday life and to develop critical thinking and collaborative-learning skills. Reading and Mathematics. The computer program for reading and mathematics enables students to visit the computer lab at least twice a week. An additional visit by all students is used for keyboard skills and writing activities. Advanced math students receive \"Gifted Math\" programming (pre-algebra and/ or algebra I). Physical Fitness, Music, \u0026amp; Art. Physical education, music, and art are also an integral part of the educational program and include a variety of forms and concepts to be studied, such as physical fitness, muscle coordination, and fine motor skills in physical education\nthe concepts of rhythm, melody, and harmony in music\nand drawing, painting, weaving and pottery art forms. Unique Characteristics Of Romine Interdistrict School a Strongly anchored with a traditional basic skills curriculum (social studies, science, math, reading and language arts). The only elementary school in Pulaski County with a computer science theme. Hour for hour, your child will experience more hands-on time on computers and satellite technology which enrich learning opportunities. One of only two schools in the district offering the exciting \"Windows on Science,\" state-of-the-art learning experiences combining interactive video and computertechnology to teach science. Gifted math taught by a certified math specialist using computer-based programs developed by university educators which offers pre-algebra and algebra I to advanced math students in grade six and mathematics to students (grades 3-6) enrolled in the special gifted program. Multi-components of acceleration, enrichment and micro-computers offered in the gifted math program. One of three elementary schools west of University Avenue offering a free four-year-old program. Full-time certified gifted and talented specialists for identified students in all grade levels. Full-time school nurse. Before and after school C.A.R.E. Program, 7 a.m. to 5\n3O p.m. Easy access to the west Little Rock campus which is located in close proximity to Interstate 630, Kanis Road and other major transportation arteries in the city. Focus on developing strong research skills via computer-based research activities interwoven through all subject areas. More than 100 seats reserved to meet desegregation requirements. For Additional Information, Call (501) 228-3086 Lionel Ward, Principal If you live in the Pulaski County Special School District, Call 490-2000 about a Majority-to-Minority transfer to Romine School. RECOMMENDATION FOR SPECIAL MEETING FOLLOWING COMMITTEE MEETING ON APRIL 16, 1992 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECE5V iPR 2 0 To: Board of Directors April 6, 1992 Oftice ol Desegregation Moniiorif'9 From: Through: Tony Wood, Deputy Superintendent Ruth S. Steele, Superintendent Subject: Personnel Changes I recommend the approval of the following employment of new staff at the indicated position, salary and classificati on. NAME POSITION OR SCHOOL EFFECTIVE DATE SALARY CLASS SALARY Anderson, Barbara Asst Principal Romine 4-17-92 2-07 10.50 $8,417.76 pro-ratedRESUME' Barbara Anderson EDUCATION 1976 Garland County Community College, Hot Springs Associate Degree - General Education 1977 Henderson State University, Arkadelphia B.S.E. 1987 University of Arkansas, Fayetteville M.S.E. - Administration 1988 Henderson State University, Arkadelphia Additional Graduate Study PROFESSIONAL EXPERIENCE 1990-91 Clinton Public Schools, Clinton Elementary Principal 1989-90 Arkansas Department of Education, Little Rock Program Administrator, Chapter II, ESEA 1985-89 Lake Hamilton Public Schools Third Grade Teacher 1978-85 Paron Public Schools, Paron First/Second Grade TeacherOffice 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 9, 1993 To: Lionel Ward From: Connie Hickman Tanner Subject: Request for Romine Recruitment Information Thank you for sharing your ideas, plans, and concerns regarding Romines ability to recruit white students. As promised, I pulled together copies of relevant motions, briefs, and court orders regarding \"magnet\" designation for schools and programs. I will mail those to you, since the information is too lengthy to fax. The following is a list of the data I requested at our meeting on September 8,1993: The school plan you received when you came to Romine A copy of your board proposal on satellite technology Copies of all the business cases you submitted to the LRSD The Romine Recruitment Plan you referred to in our meeting and copies of any recruitment materials that you use Recruitment committee and/or planning meeting(s) documentation, including a committee roster by race, gender, and position, agenda, minutes, and a list of recommended recruitment strategies developed and implemented Speakers Bureau data, including a bureau roster by race, gender, and position and a list of speaking engagements including the time, location, and parent sign-in sheets. Please forward this information to me by Wednesday, September 15,1993. If you have any questions and/ or concerns, please do not hesitate to call me at 376-6200.OCT 05 '93 l\n57 P.l Holmes Davis HoLlrnann Q R MM RECEIVED -? 2 9 1333 MEMORANDUM TO: Dr. Ruth Simmons Herts FROM: Carol Davis 2? DATE: September 28. 1993 Attached please find ray written report from our meeting Thursday. September 23, I feel the meeting was extremely productive. I'm looking forward to seeing you October 7 at Romine. Please call me if I can be of further help before then. 121 .-ecmJ street 71 I # o( pages a \u0026gt;2 , Post-lt' brand fax transmittal memo 7671 o p9es ,2 Frm^ Co. Ca Dept. Fax # Phono# Pax# .'uite ZOl \\K 72.201. 150l) .S7+-l7,-il I.\\X (50L) .372.4440OCT 05 '93 12 P.2 Conference Report Inter-District Desegregation Student Recruitment Planning Meeting September 23, 1993 Pulaski County Special School District ^llSiian Representing the Pulaski County Special School District: Dr. Ruth Simmons Herts, Bobby Lester, Billy Bowles, Dennis Fitzgerald. Ed Hogan, Sarah Womble and Rodney Standridge. Representing the Little Rock School District: Sterling Ingram, Margaret Gremillion and Becky Rather. Representing Holmes Davis Hoffmann, Inc.: Carol Davis The purpose of this meeting was to discuss planning for an inter-district majority to minority student recruitment campaign in an effort to attract PCSSD's white students to LRSD's predominantly black schools, and to attract LRSD's black students to PCSSD's predominantly white schools. The group elected to begin discussion and planning efforts by first targeting a specific LRSD elementary school and three PCSSD elementary schools. The initial recruitment efforts will serve as a pilot project, but Included in the final plan will be additional schools that do not meet desegregation compliance, along with new magnet schools in both districts. Romine Elementary was selected as the school with majority black students, and Lawson, Baker and Pine Forest as the schools with majority white students. As an exercise to determine marketing positioning, the group listed and discussed the following perceived or re^ strengths and weaknesses of each school:OCT 05 '93 12=53 P.3 Planning Meeting Page 2 Romine Strengths Weaknesses computer science curriculum computer equlpment/lab access to computers in all grades Windows in Science software Inter-active classrooms gifted math program full-time gifted teacher algebra/advanced math Care program location (West LR/easily accessible for parents) Pre-K program (4-year-olds) parent/teacher speakers bureau positive involvement by teaching staff large enrollment of black students predominantly black neighborhood distance from attendance zone school community perception about safety of neighborhood Lawson Strengths Weaknesses rural/country setting safe environment community pride stable, experienced staff small school traditional school distance from attendance zone school rural/country setting small school no major programmatic differences traditional school Baker Strengths Weaknesses economic education theme new economic education facility full-time economic ed. specialist before/after school care LEAP program (grade 1 \u0026amp; 2 \"at risk\" students) Chapter I small school location/distance from attendance zone school perception of all-white neighborhoodOCT 05 '93 12=59 P.4 Planning Meeting Page 3 Pine Forest Strengths Weaknesses proximity to fastest growing industrial area in county perception of safe neighborhood planned community concept newness of facility twice recipient of state recognition as outstanding school strong parent Involvement perception that black students are not wanted no major programmatic differences limited access to advanced technology for all grades The group was asked to discuss why black students select an M-to-M transfer. These reasons were given: 1) 2) 3) Dissatisfaction with school or district. The parents want their child in a more desegregated school or neighborhood. Lack of space In attendance zone school. The following M-to-M recruitment successes and failures were discussed\nSuccesses advertising in community newspapers direct mail personalized letters to targeted parents newspaper inserts by geographic zones one-on-one marketing by district with new parents/students using satisfied parents as recruiters radio public service announcements Failures mall recruitment recruiting to more than one school in a large meeting elementary students \"dog \u0026amp; pony\" shows sending information home with students Members of the group make several suggestions for new ideas and strategy\n1) 2) 3) Making sure everyone key to making this work understands why the districts are recruiting and what the benefits or \"pay-off' are. ^ucating all staff (making sure everyone knows about the other schools Involved). Asking for a commitment to make the recruitment efforts a success.OCT 05 '93 12:59 P.5 Planning Meeting Page 4 The group recommended the following recruitment marketing tools: exchange visits with school staff recruitment packets to include: brochure fact sheet video scrapbook and photo album offer of tours and transportation to targeted parents newspaper ads in community newspapers radio public service announcements direct mail personalized letters to parents using satisfied parents as recruiters direct mall tabloid or special issue of PCSSD's publication. Communique developing a \"Pen Pal\" student program with \"sister schools\" Representatives from the Little Rock School District shared printed materials the district has developed in its recruitment efforts. The group scheduled the next meeting for 9 a.m. Thursday, October 7, at Romine. The agenda for this meeting will be to develop a plan of action, establish a timetable and assign tasks.PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 (501) 490-2000 October 4, 1993 Mr. Sterling Ingram Little Rock School District Director of Planning, Evaluation and Research 810 West Markham Street Little Rock, Arkansas 72201 OCT 5 I993 Office of D'is^sgregatfon Monitoring Dear Sterling: A follow-up meeting with Carol Davis of the Holmes Davis Hoffmann, Inc. will be Thursday, October?, 1993, 1 p.m. at Romine Elementary, 2400 Romine Road. We will continue our planning regarding the interdistrict desegregation recruitment efforts. Sincerely, Billy J. Bowles Assistant Superintendent for Desegregation c Mr. Bobby Lester Ms. Estelle Matthis Ms. Ann Brown iu/20/aa 13:17 '0501 32.J 2032 L R School Dlst ODM 002.004 RECEIVED OCT 2 6 1993 9ffic\u0026amp; of C.ssegreg\niiic n Mo fl: to f i fl Q LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AN1\u0026gt;.,EVALUATION DEPARTMENT Date: October 26, 1993 To: From: Connie Tanner, Associate Monitor Office of Desegregation Monitoring Sterling Tngrai^^'i rector Planning, Research and Evaluation Re: Interdistrict Transfers - 1992-93 School Year Attached you will find information for the 1992-93 school year student transfers to Crystal Hill Magnet School, Baker Interdistrict School and Romine Interdistrict School., Please feel free to contact me if you have any questions or require further information. 533 giu ao- a J io\ni i Q5Ui j\n4 L K scnooi UlSt ODa 1^003.0(j4 LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIOIMENT OFFICE 501 SHERMAN STREET LITTIZ ROCK, ARKANSAS 72201 19 9 2-93 URSD STnPBNTS ASSIGNED TO CRYSTAI. ffTT.T. SENDING SCHOOL\nNUMBER OF STUDENTS Badgett. Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Frajiklin Fulbright Garland Geyer Springs Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Wilson Woodruff TOTAL 1 13 10 11 16 9 IS 8 3 18 16 10 5 3 3 9 12 8 11 3 8 6 18 2 9 5 17 18 4 28 5 305Xu* u / 9,J X U . X \u0026gt; U o U X\nuj- L K ^CXXQOX uisr uva l\u0026lt;I 004/004 i mSP STTOBSTS aSSIGKED TO BAlCgR I i SENPHTG SCHOOL: NUMBER OF STUDENTS Badgett Bale Baseline Brady Chicot Cloverdale Dodd Franklin Fulbright Geyer Springs Jefferson Meadowcliff Otter Creek Rightsell Roinine Terry Washington Wilson I 1 i 's I ,5 5 1 3 2 2 3 2 3 14 TOTAL j 65 INTRA-DISTRICT TRANSFERS TO ROMTNS I SENDING SCHOOL: NUMBER OF STUDENTS BLACK NON-BLACK Bale Baseline Brady Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Ish Jefferson McDermott Meadowcliff Mitchell Rightsell Stephens Terry Wakefield Washington Watson Western Hills Wilson Woodruff TOTAL 10 5 IS 2 23 5 3 '3 22 2 3 14 8 1 3 1 3 9 311 i i 175 I 2 4 IS 2 11 5 3 3 21 2 3 11 3 1 1 3 1 1 4 2 3 6 8 1 8 1 0 0 12 0 0 0 1 0 3 5 0 0 0 0 3 0 0 0 3 23 0 11$ 59 I I7. LmE Rock School District OFFICE OF THE SUPERINTENDENT November 4, 1993 Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Mrs. Brown\nT t:. j.u.iyimd.-c.ion requested rreellaattiivvee to Garland Incentive School as well as the Romine Interdistrict This document represents the best ' ' involved at the school level as to what to the recruitment and retention of facilities. School. as well as the thinking of those programs might be helpful students at each of the I, and I am sure that you would agree, that we must power to increase the viability and visibilitv of you would agree we must do all in our attractive to parents and students. Popul^ion\"lnd\\S?thL^^^^ more of Whether or not the acquisition J ^^tecimology equipment will meet their intended purpose, that sici?i achievement, the inclusion of this technology dols signa_ to parents and the community that we are se\u0026gt;-ious about our comm^^nt to these schools and are willing to sumport i^^iS tSS instructional nseda of studfnts enrolled at needs of students enrolled' at I would also like to . . -- ----------a-----s--s ur We. you tWh4Ua.U.tk- XiVt xias lniUoUt tI he intent or desire to xgnore the practice of submitting business expenditures are necessary. In the requested in your 10-19-93 letter, i that business cases for these three necessary. we cases when progr^Tn case of those that you were under the impression znese tnree projects were noh because tdiey were approved and had funds allocated to them implementation in the previous year's budget. 5 assure you that you w^ll recewe all documents on a timely basis as they relate to financial considerations so that they might be used in the budget decision making process. Finally, in your letter you also requested business cases for new positions sinno i n-oc . , - that we append other T __ _ , ---- ---- positions since 10-23-93. I would suggest to you that , , Ln this regard, we created only one new position, whifb little later in4 thXii.s 4 l et_t 1 et r .bu t * rthhpe \"rrtefXsfrpxMo-nies--*i \u0026gt;b1i^ Tl i4 ty of _p_e_ ople these instructional and we have adjusted currently on staff to meet some of support services that are required by the 810 West Markham Styyrt Little Kock. Arkansas 72201 R O-UUUi uvm UUO/ UU4 Mrs. Ann Brown November 4, 1953 Page 2 District and the Superintendent to superintendent to meet our day to dav operation\n:*! needs and to help us focus more clearly on meetLg tS%oa5 ofSi Those changes that have been made and others to Dositinnd V s^sting funds that have been allocated that have not been filled or oos-ticin\u0026lt;? ths+- =.-,-eK V changes have allowed us to free up funds to support What ever changes that are made, maximum efficiency. Desegregation Plan. ' that will follow will mr, u . filled or positions that These changes have allowed as we reorganize for With regard to the position that I suggest to you that I, referred to earlier, I would 1 as a new Superintendent who is n-: existing personnel and the needs of the 5ho S^'canSlo?? / require other.people in this organization, 2! specific responsibilities and who are able to take on duties that current sta: to perform, or be accountable for. have not been trained Therefore, l will propose to the Board allowed to o^anize with the addition of of Directors that i be addition of one new position to be I iill position can be advertised. 5eSgii??g / review our organization with the mind-set of rsorgan_2_ng for maximum efficiency, and perhans make otheu- recommendations in the future. pernaps make other I will continue to The following programs did not have business provided are the reasons for such decisions. Truancy Piek-up Program cases developed\npresented to the Board of August ^5,bS regularlY-scheduled to implement this program. The Board suspended the rules and voted Funds were available in this year's budcret ---------~ avaxxcuDie in rnis year's of the district and the citv of SJci non? iaiplemented since we were unabS^ tc place police resource officers in all of our schools Mrs Pat moved to suspend the rulp! w-r am ars. pat Gee. J J Bill Hamilton seconded thta motion It unanimon=ix, -p^,. _________j__,, luuvian, . and it carried RiotTQ unanimously for suspension of the rules. 2t?S implementation of the program, Dr. Mitchell seconded the motion, Mr. John- . program, Dr. Katherine and It carried unanimously. Romine Interdistrict School Conmuaicatjan Station 1993-94 budget for the financing IS project. The district staff, after a determined that, the Communication Station was needed tu encouraged tn omH ^he Future,\" and that we had' encouraged to enhance this site through TAnnva+J CMC project. after of a Romine's theme, been site through renovations and programs as a means for reducing some neg^^^e\"school h^g^. We11-'O4.'93 10\n0 5 0301 324 2032 L R School Dlsr ODM @004/004 Jrs. Ann Brown November 4, 1993 Page 3 were led to believe that. ^at would allow . ^f^ificationrio?, u-?. *^H^_E\u0026lt;^ucational Ifanaceinpn+-Purchase and will highly pubT-feize th-\nto develop puo._cize this communication tec - develop a technology to the tool that fflarksting tool community. we Will begin garland Research Incentive School KultimedTa 2xarketing technology, TeehnoioQY and Bunds have be- We did Edneational xs allocated to noi. believe that , _ budgeted. , - _fund the first pi a business needed to infuse ^2? school Dtoo- It was cs\u0026lt;\no T-ti pease of this proiect case\n,as needed for r- oxir are required by rFrt_ and support the i Programs do not opinion that an item that luegration of themes required by means of thT r business r-- them. The princiSl Incentive School ---- projected a cost Garland Incentive s-'hooi' ^plement two million 211.? i' Brown, agreed to fund conference to disc^sZ Pnojeext, Budget. funds could be frit /. natter, we so that te^^could^oS^iS?-^ fte Budeet^SSnS^ ^^cisting IBis proposal could to fully document Budgeting process. ?? ^y the Board P^Posal. therefore, we requested the process. of uheir proposal. It was also some of the Tnr- Z ^B.ocl Plan Incentive cases, as we curriculum Bom during Should call. as they develop you require further explanation, please co not hesitate to Sincerely,\"^ HPW:nr Encl. Henry P./Williams Superintendent of SchoolsLITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 December 6, 1993 TO: Ann Drown, Melissa Guldin, Sob Morgan, Margie Powell, Horace Smith, and Connie Hickman Tanner Office of Desegregation Monitoring FROM: C. Russell Mayo, Associate Superintendent for Desegregation SUBJECT: Intradistrict Transfers to Romine and Washington Schoo.l -s for\" the 1989\" 90 and 1990-91 school years As a follow-up to my memorandum of November 19, information listed below is provided regarding 1993, the int radist ri Ct. transfers to Romine and Washington School 1990-91 school years. for the .1 99 9-90 and 1) The number of intradistrict transfers to Romine. 1989-90 Sending School Number Male Black Female Male Nonblack Female Badgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Jefferson King Mabelvale McDermott Meadowcliff M.i tchell Otter Creek 3 6 10 19 6 9 30 3 5 4 27 1 1 2 6 6 14 5 4 1 2 4 4 5 1 12 1 2 1 10 1 ,1 3 7 5 5 12 2 2 2 11 1 2 4 1 3 3 1 1 3 .3 .3 1 1 3 1 2 4 3 6 2 2 2 1 3 1 2 1 1 2 2 1 3TEL: Dec 08,93 9:26 No .001 P.02 Pulaski Heights Rightsell Rockefeller Stephens Terry Washington Watson Western Hills Wilson Woodruff 2 2 1 2 11 3 2 10 26 4 2 1 1 2 3 2 2 9 2 1 1 3 5 TOTAL 225 84 1990-91 Senaino' School Number Male .5 8 2 3 .5 1 4 1 81 30 30 Black FemaJ-g Nonblack Male Female Badgett Bale Baseline Brady Chicot Dodd Pair Park Forest Park Franklin Fulbright Garland Geyer Spring.*? Jefferson King Mabelvale McDermott Meadcwcliff Mitchell Pulaski Heights Rj ghtacll Stephens Terry Wakefield Washington Watson Western Hills Wilson 2 6 6 19 6 19 3 4 6 21 3. 1 2 5 7 12 5 4 2 2 1 11 3 3 3 14 21 1 5 4 7 2 9 2 3 7 1 2 2 3 g 3 3 2 1 5 2 2 3 9 TOTAL 189 84 1 1 2 8 4 6 3 2 3 10 1 3 3 4 2 1 2 1 2 5 7 71 2 2 1 3 2 2 1 3 1 1 3 .5 2 19 1 1 2 1 3 15ODM Visits to LRSD Schools, Opening Days 1994 Romine Interdistrict School We were pleased to note that: Romine now has a program specialist to coordinate the technology theme. All hallways featured colorful and creative bulletin board displays. Floors throughout the building were freshly waxed. We also noted some areas needing attention: The cable hook-up between classrooms and the technology lab was not complete at the time of we visited. The program specialist, though highly qualified and knowledgeable, was not hired until just before teachers returned to school, limiting the amount of advanced preparation possible for effective theme implementation. Classroom doors and interior trim were unsightly. Carpet in the early childhood wing was in poor condition. The cafeteria light fixtures contained several bumed-out florescent tubes. In one classroom, we noted the alphabet chart with \"I is for Indian.\" As we have noted in numerous monitoring reports, this chart treats a person as an object and portrays Native Americans in a stereotypical and offensive manner.Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown. Federal Monitor Date: February 2, 1994 201 East Markham. Suite 510 Heritage West Building Little Rock. Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 To: Interdistrict School Principals From: ODM Monitoring Team Subject: Request for documentation On October 26, 1993 we requested that copies of certain documents be available at our scheduled monitoring visit. To date, the following list of items have not been provided. In order to complete our report we ask you send these documents to us no later than Tuesday, February 8, 1994 by 5:00 p.m. Failure to provide copies of these documents by that time will result in a notation in the final report that your school failed to provide monitors with requested documentation. This report will be filed with the federal district court. Crystal Hill 1993-94 PTA total membership by race and gender Total number of conferences each teacher held with parents (by race and gender) during the first semester for the 1993-94 school year. Romine 1993-94 PTA total membership by race and gender Washington Documentation of 1993-94 school committees that includes parent or community representatives by committee name, a brief description of the committees mission, a membership roster (including race, gender,and position) agenda, and minutes 1993-94 PTA total membership by race and gender 1993-94 school/community partnership agreements 1993-94 volunteer program documentation including the number of volunteers by race and gender and the total number of hours served by month 1993-94 classroom enrollment Discipline Report (first nine weeks) and the definition for SIPSLITTLE AOCK SCHOOL DISTRICT B Romine Interdistrict School Theme: Computer Science and Basic Skills 3400 Romine Road Phone 228-3086 Little Rock, Arkansas 72204 February 4, 1994 - SENT BY FAX - TO: ODM Monitoring Team FROM: Lionel Ward, Principal SUBJECT: Requested Information Please find enclosed the information requested\n1993-94 PTA TOTAL MEMBERSHIP BY RACE AND GENDER RACE/GENDER * X white male 35 .111 black male 62 .198 other male 1 .003 white female 65 .207 black female 142 .453 other female 8 .025 TOTAL 313 .997 If I can be of any further help, please contact me. LW/lw Points to f/ IT U-J COfJ \\ 2 2 1994 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS?\nCSSics oi Desegregate' WESTERN DIVISION 2 0 1994 LITTLE ROCK SCHOOL DISTRICT I2S\n'.J r. RLSINTIFF By: V.\nrk 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 MOTION FOR MODIFICATION OF DESEGREGATION PLAN For its motion, plaintiff. Little Rock School District (LRSD) states: 1. The LRSD and Interdistrict Desegregation Plans require the establishment within LRSD of three interdistrict schools Romine, King and Stephens. The plans require that two of those schools, King and Stephens, be located in the downtown Little Rock area. Romine and King schools have been established as interdistrict schools. 2. Since the parties agreed that LRSD would establish the King and Stephens Interdistrict Schools in the downtown Little Rock area. there have been significant changes in factual conditions which warrant modification of that agreement. First, Washington Elementary School, which the parties agreed would be an incentive school. presently operates as an interdistrict school in the f 1 i^o.'\n:W!'''3\njiio .v downtown Little Rock area. Second, there has been a significant movement of population out of the area in which the parties planned12/06'93 10:2! 501 324 2023 LRSD COMMIAICATT ODM 002 002 I -ossas. wimirv Little Rock School Distkict Media Advisory Technology Donation for School December 6, 1995 For more uitormation\nliMna EmfingeL 324-2020 )?' \u0026gt;? ' fl L , [.ITTLE ROCiK - The Association of Black Engineers in ..Arkansas will present computer software worth more than $550.00 to their Partner in Education, Romine Computer Science \u0026amp; Basic Skills Interdistrict Elementart School, today at 12:00 noon in the iibrart of the school. ABE A hopes their gift will promote development of math, science, and technology skills in female and minority students and will encourage them to . pursue related careers. \"'1 1 mA '?C' lt i/ 810 West Markham Street Little Rock, Arkansas 73801 (501)884-2000 .JMUWUUIURB RJHKHSJH! Al Si. i' I I .9^ 1 05, 21 /96 17:43 501 324 2023 LRSD COMMIAICATI ODM @002/002 LinxE Rock School District Press Conference to Lnveil Development Plan (2- 0 r A s /\"a May 21, 1996 For more information: Suelien Vann, ,324-2020 Plans for a ncighborhocd revitalization project will be unveiled during a press conference Wednesday, May 22,1996. The unveiling will be at 1C\n00 a.m. at Romine Computer Science and Basic Skills Interdistrict Elementary School, 3400 Ror ^-e ad. Ihe project represents a service learning venture between Romine .ficuentary, the City of Little Rock, the Universit)' of .Arkansas at Little Rock, the Pulaski Countv E.Ktension Service, John Barrow Neighborhood Alert Center, Pinnacle State Park. Dunbar Magnet junior High School, and Hall PEgh School. Paiticipating partners will develop and implement a land use plan for a tract of land on tne southeast comer of Romine Elementary School. Ihe plan will provide a nature trail, walk path, flower and herb gardens, a mini-park with a playground aiea for young children, and an outdoor classroom.. Ihe project is tunded through a SI2,000 Learn and Serve America grant awarded by the .Arkansas Department of Education. 810 West Markham Street Little Rock, Arkansas 72201 (501)824-2000 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 possibly 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 coining 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. 2I J, I I I I I I * I I F. Resources Analysis ^Ki^2^^2i2ZrL:iL2S 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. 3 BHArkansas Democrat W\" (gazette WEDNESDAY, DECEMBEA 2, 19S2 B Southwestern Bell honors 3 pupils Democrat-Gazette State Desk Southwestern Bell presented more checks to public school pupils Tuesday as part of its My Southwestern Bell Yellow- Pages Wish'' program. Three pupils whose entry forms were drawn in the program received S150 each, to be applied toward products and services for their classrooms, according to a news release from Southwestern Bell Yellow Pages Inc. Pupils presented checks at their respective schools Tuesday were: Maquinta Davis, a sixthgrader at Romine Elementary School. 2400 Romine Road, Little Rock School District. Dawn Stafford, a third- grader at Park Hill Elementary- School. 3801 John F. Kennedy Blvd.. North Little Roc,k School District. Beverly Dawson, a second- grader at Cato Elementary', 2901 Cato Road, Pulaski County School District, Pupils with winning entries also get a S50 savings bond. The project is aimed at encouraging use of the Yellow Pages directory as a learning tool in grades two through six. 4Arkansas Democrat W (gazelle FRIDAY, DECEMBER 4, 1992 B 10 hurt as day-care van hits school bus BY OLIVIER UY1TEBROUCK Democrai-Gazene Police Reporter onieials said luck was riding with 2,3 adults and children who avoided serious injury 3'hursday when a van en route to a day care center collided with a bus carrying 14 elementary school ptiptls in tattle Hock. .Seven children and three adult.s w('re treated al Little Hock hospitals and released 'I'hursday altera Little Hock School District bus driver ran a stop sign al 22nd and (edar streets, officials said. Calvin Clark Weatherall. 40, of Alexander (Pulaski County) was cited by police following the 7 a.m accirleiit for failure to slop al a stop sign. Diaiiiie Woodrurr. spokesman for (he Little Hock School Hist riel, s.'ud district ofli cuds mmh' no df'cisiou Thursday (111 whether Weatherall would be disciplined as a result of (he ac-cifleiit. The bus was en route to Honiine Llementary School al 3400 Komine Hoad, she said. Weatherall told police he was dri-ving west on 22ud Street, walch ing children in the rearview mir for and t(lling them to sit down, when the bus ran the slop sign. 3 lie bus moved into (he path of a southbound 198!) Dodge van oc copied by thi' children and three stall inendu'is d the Woodlawn Therapeutic Chi Id ren's Center at 2.500 Aldersgale Hoad. \\('r.v lucky.\" said Becky Kossover. (Iirect\u0026lt;r of resource de-velopitienl al (Ik* da.v care c('iil('r. \"II could have been a r\u0026lt;al c:da strophe. 'fwo occupants of the bus and all eight occupant.s of the van were transported to Little Hock hospitals, police said. Cornelius Harris. 9. of 2326 Izard St. and Marquila Smith. 9. of 1814 Llm St. were treated al Baptist Medical (toiler in Little Hock and released. a hospital spokesman said. They were on the bus. The five children in (he van were treated at Chiklreifs Hospital and released. They includ BUS CBASII Dak? Iopo (hnnnnlh bus al lull) flisconuncis Iho (hive shall ol a Lilllo Hock School UlskicI bus that was involved in a Iwo vehicle accident al 22nd and Cedar streets in Little Rock on Thursday morning. Pope, a Aikansns Dpoioctal-GazpIlp-'Jobn Syke? -I' wrecker rIriver lor Biolhers Inc. ol Notih I illle Hock, was ptepaiing Io lew Ihe bus away. Seven children and ihtee adults were treated al Lillie Hock hospitals and released alter the crash. ed: Terriance Howard. 4, and Teronda Howard, 3, both of 2607 Brown St., and Shanaka Perkins, 4. and Dezzree Perkins, 22 months, address unavailable. The name of the other child was unavailable at press time. A woman who lives at the intersection where (he accidentoc curred said she let about 15 frightened children into her home to warm up after the accident. You could tell they were scared, said Norina Woods of 2201 Cedar St. The bus was struck in the right fender and traveled 116 feet in a broad arc through a front yard, police said. The bus, which sirs tained an estimated $.3.(MK) worth of damage in the accident, came to rest facing east acros.s Cedar Street. The collision crushed the front of the van. The driver of the van, Everette 1). Bolden, 34, of Little Rock, had just started his route and had made only three stops before the accident. Bolden was treated at University Hospital in Little Rock and released Tliursday aRenioon. a hospital spokesman said. T'he most seriou.s injury Thursday involved a da.v care staff member, Crystal Carpenter, 23, of 1812 Reservoir Road. She re ceived 12 stilches to her head. She and another day-care staff member,Carol Anne Purifoy. 38, of 1.52.3 S. Elm St., were treated al Baptist Medical Center and released, the spokesman said. All occupants of the van were wearing seat belts or were riding in child restraint scats. Kossover said. Utile Hock school hoses aren't ei|iiipped with seal belts City engineer Bill Anderson said Thursdays accident brings the total number of accidents at the intersection since 1987 to 18. MONDAY. AUGUST 16, 1993 Copynght 9 Little Rock Newspapers. Inc. Parents invited to learn about schools Pulaski County Special School District parents who are interested in learning about two Little Rock School District schools may attend a special school has a high intensity learning theme while Romine has a specially in computer science and basic skills. meeting Tuesday. The principals of Dr. Martin Luther King Jr. Elementary , , School and Romine Elementary I School will attend the meeting designed to recruit white students from the Pulaski County Special district. The meeting starts at 6 p.m. and will be held at Crystal Hill Elementary School, 5001 Doyle Venable Drive, North Little Rock. Both schools have special academic themes. The new KingArkansas Democrai (gazette WEDNESDAY, APRIL 13,1994 r BY JIM KORDSMEIER ~ Democrat-Gazette Polics Reporter Driver hits boy, 7, on Base Line Road A 7-year-old boy was hit by a carearly Tuesday morning when he^-ran into traffic on a busy Sbiithwest Little Rock road, police said. -zMichael Broadway, 7, of 8211 Base Line Road, a first-grader at Romine Elementary School, was hitabout 6:45 a.m. and taken to SQUthwest Hospital. Michael was tKeji taken to Arkansas Chil- 4i\u0026amp;ns Hospital, where police said he was in critical condition tiirith head injuries, several bro- ribs, an unresponsive lung anjl two broken legs, police said. A'Carla Mills, 29, the driver of the'car that hit Michael, told poll^ she was driving west on Base Line in the outside lane when the child ran in front of her car. Police' said two other witnesses confirmed that account.Arkansas Demcx:rat (i^azctte , MONDAY, OCTOBER 31. 1994 Sunday at school shows Romine vandals right path BY JULIAN E. BARNES Democrat-Gazette Staff Writer Two Little Rock families set out Sunday to teach their sons right from wrong and to reduce a big cleaning bill. Police say the boys, 12 and 13, broke into Romine Interdistrict Elementary about 4:30 p,m, Saturday, sprayed fire extinguishers, wrecked a ciassing brooms and dust rags, trying to right some of the damage to the school at 2400 Romine Road in the John Barrow neighborhood, They really are working. (The parents) are making the kids assume full responsibility, and thats good, said Depu^ Superintendent Estelle Matthis, who helped oversee the and knocked over a cleanup, oiiinpa Dis case. Police estimated the boys .Siindav morning, it was a gi- had caused about $1,000 dam- room Sunday morning, it was a gi- -------- . gantic mess. sge. But school officials said reSunday afternoon, the boys pairs could cost several thou- and their families were wield- See BOYS, Page 2A Boys sponsibility. Although the computer room clean up the mess, they are trying to reform the youths. We have to have interven- J mav turn out to be the most ex- - . f p aA oensive the damage to Janet tion and teach them they have doUar noUng that the Powelfl fourt^rade classroom 'Vcan cleaning. , . _____, poHar phins classes will not be disrupted. But the computer lab will like- . an individual floor in little rainbows. Brown cardboard cutouts mixed on the ground with red cedar chips Under a law passed in the g.------ -- special legislative and green board-game Pece^ ChpnLt'nf use for several days tTextbooks were overturned ly be out 01 use lor seveiai uays. from shelves in a purple wave. Matthis said. _ .. j Oranee counting blocks swirled L- , on the floor. The teachers desk the fourth-grade class s summers session on juvenile crime, par- were ents and guardians can be required to pay up to $10,000 in restitution for damage done by ILUlllO jOlu. I Still missing was Brownie, their children. The bill will likely go to the was ae noor. iiic vcavuci uton. a---------- j thrown over, mixing lesson pig. Its cage was found on the i parents, school officials said, Wa oi-ck Innlrincf intn nassil We are looking into passing plans with work sheets and as- signments from a students desk, tie spilled. The corridor outside the floor, split open, its water bot- the cost on to the parents and guardians, said Bobby Jones, Romine s director of safety and security. I think it is only fair. This costs the school. It is obvious what it cost Chicot. Teacher Powell, who was out of town and had not seen the classroom and the computer lab bad tne were still dusty from the damage, hoped toat Brownie residue of the fire extinguishers, had remained in the classrooim Relatives trying to clean the chairs and desks coughed as the and filled the hiding place. perhaps retreating to the hole under the bookcase, a favorite An 11-year-old and an 8-year- old are suspected of breaking - - into Chicot Elementary earlier Sunday best, refused to answer this month and setting a fire questions and refused to^ 1^ that destroyed most of the school. Saturdays vandals, both former Romine students, broke vivc laLci ... into the schools main building They would not Permit televi- through a window. They tripped sion cameramen to photograph an alarm that alerted police. It was the first vandalism this ------ . . i year at Romine, where the duce the restitution the parents school pledge is tacked to the could be asked to pay.Matthis wall just down the hall from the said Superintendent wrecked classroom\nI will be Williams and the school board ! responsible/ And act responsibly/ I will treat others with re- dust rose up niaing piace. classroom \"Its been in the classroom a Two women, dressed in their year. The kids were prettjf we, 1 attached to it, said Powell, auesuons auu iciuacu vu who has taught in the school for their children talk, urging them six years. 'Tm sure they will be instead to work faster, so they angry that people messed up could all make their church ser- their things. vice later in the afternoon.--------- Sion their children s faces. The cleanup will probably rewill have to decide how much the boys parents should be charged. I Matthis stressed that by hold- spcct.* Sunday morning, the three ----- touched by the vandals mg parents financially respon- * , . _ J 1. J _ i.nnziolc rooms stood as a monument to irre- sible and making the vandalsTHURSDAY, FEBRUARY 16, 1995 5B 10 acres to bring Romine pupils closer to nature\n: Ten acres of wooded property adjoining Romine Elementary School will soon become an extension of the campus as pupils, staff and residents create an outdoor classroom complete with a greenhouse, gardens and a playground. Wednesday, Romine Elementary, in cooperation with the Little Rock School District and Forest Heights Junior and Hall High schools, celebrated a three-year $8,000 National Service Act grant for the project. The National Service Act was passed by Congress and signed into law by President Clinton in 1993 to encourage citizens to unMost of the park, which will dertake community projects. be accessible to people with Jo Evelyn Elston, district di- handicaps, should be completed rector of guidance services, said plans call for pupils to use the district-owned land to plant flower, vegetable and herb gardens. Pupils will cultivate the plants and may eventually sell produce to support upkeep of the park. Flowers from the garden may be distributed to senior citizens in the Romine neighborhood. Felicia Hobbs, a counselor at Romine, said construction of a 14-by-32-foot greenhouse should begin within two weeks. A master plan for the park will call for playground equipment neighborhood children. for by October. Students at all three schools will help work on the park and will use it to further their studies, particularly in the sciences. ! Organizations assisting in the ! project include the Cattlemens\nAssociation, the state Depart- | ment of Health, Arkansas Coop- erative Hunter Extension United Service, Methodist Church, Little Rock Parks and Recreation Department, Little Rock Visitors and Convention Bureau, State Farm Insurance and Kensington Place Nei^- borhood Association. ? Romine is at 3400 Romine Road. The undeveloped property lies southeast of the campus at Romine and 36th Street \u0026lt;^ArkansasDemocrat^(i^azcttc [ THURSDAY, SEPTEMBER 14, 1995 Kinkos a partner of Romine school Kinkos Copies has adopted Romine Elementary School in Little Rock as its partner in educa- tion. This is the first time Kinkos has sponsored a school. 'The move is part of the companys nationwide effort to become involved in the community, according to a Kinkos news release. The copying center is also adopting Wilson Elementary and a third school that hasnt been named. Kinkos will give the schools some free and discounted services, including $50 in free printing services each month. Debbie Milam, coordinator of Volunteers in Public Schools, said 140 small and large businesses are partners with schools in the Little Rock School DistrictAikansas Democrat SATURDAY, MARCH 9, 1996 15 pupils possibly stuck Students by schoolmates syringes one sixth-grader may have been / O oricked either inside the school Continued from Page 1A First-grader, 2 fifth-graders face expulsion pricked or-outside during recess. IGwen Efird. district coordina- BY CYNTHIA HOWELL Democrat-Gazette Education Writer three boys a first-grader, age tor of health services, said par- Given a tetanus booster shot if he has not had a booster within the past five years. Injected with hepatitis B immune globulin, which would work to neutralize any hepatitis infection. Started on a series of three hepatitis vaccines that would be unavailable. and two fifth- .As many as 15 pupils at Little graders, ages 11 and 12 as pos- ents of pupils who may have administered over the course of .... six months. Rock's Mitchell Incentive Ele- mentarj School may have been Vann said. sibly responsible for the jabbings. been jabbed should take their children as soon as possible to their personal physicians or to Tested for HIV. An initial test would be administered im- pricked this week by classmates The three will be recommend- canying hypodermic needles or ed for disciplinary action, which .Arkansas Childrens Hospital for mediately, with a follow-up test in si.x months. Smith said. straight pins or both. could include e.xpulsion. Vann The stabbings Wednesday and said. Using weapons at a school is Thursday went unreported until about noon Thursday when a student told a supervision aide dur- an expellable olTense. The stabbings were reported to Little Rock police Friday, but no ing recess, district spokesman legal action had been taken treatment. Medical treatment could include shots to prevent tetanus and hepatitis, and periodic tests for the human immunodeficiencyvirus. which causes AIDS. Children's Hospital will not If any inflammation sur- Suellen Vann said Friday, District officials, who confiscated two syringes with needles. . , ... . charge to test and treat the against the children as of late af- mtchell School pupils, said Dr, romnAn linnnr A rl-oTtco c lour ... ... rounds the area where the child was pricked, a doctor would likely want the child to take antibiotics to guard against bacterial infection. i Like Efird. Smith recommended Friday that parents seek are urging parents to seek prompt arrested, even as juveniles, medical attention for children who ma5 have been stuck. School officials identified temoon. Under .Arkansas law. j Smith a physician at the treatment as soon as possible. .iju ,.I in-------- i,_ . . . ... Vann said parents who have concerns about the costs of medical treatment should contact Bobby Jones in the districts children under age 10 cannot be hospital and the school districts atQn oe nnonilai' ... . ------- consulting physician. Three first-graders, one sec- i Tiie parents should contact ond-grader. 10 fifth-graders and\ntiie hospitals General Pediatric See SniDEffTS, Page 9A j Center at 320-1202, The center is safety and security office. Because of the childrens open from 10 a.m. until 10 p.m. Saturday and Sunday, Smith yoW ages, there was some con- said. fusion Friday about who may It was not clear Friday how have been pricked with the nee- the three students got the sy- dies Md pins. ringes, Vann said. Initially, staff Efird encouraged the parents to talk to their children about members thought the syringes were found on school grounds, \"'hether they had been stuck. Al- but they later suspected that one though teachers were told to ask of the fifth-graders brought them oach child about being jabbed, \u0026lt; from home, ^ome children may be more com- One of the fifth-graders appar- fortable talking to their parents ently gave the first-grader a sy- about it ringe. If there is any chance that a Thursday afternoon. Principal child has been pricked by an ob- Dr, Marjorie Bassa called the ject be it a needle or a pin or parents of children who may anything else that stuck someone have been stabbed. She sent cer- ^se first there is a danger of tified letters to those parents blood contamination and the Friday, reminding them to take transmission of disease, Efird their children to doctors. said. Letters, detailing what had oc- Parents should teach children curred, also were sent to parents never to touch syringes, needles of all 262 Mitchell School pupils, and pins that they find, and Smith said Friday that differ- adults should be careful in han- ent doctors might provide slight- dling them, she said. ly dilTerent treatment to chil-\nOnce a prick occurs, the atten- dren who were jabbed. But a tion should immediately be on parent might expect a child to taking care of the child and be: promptly seeking medical attention, Efird said. Deal with any discipline issues and prevention lessens later, she said.Alfcmsas Democrat azettc SUNDAY, MARCH 10, 1996 Playing good work for teacher Teacher Continued from Page 1S dream came true.\nRomine needed a .. music teacher and Duncan filled the bill. can stays active in communitj service through her church, the Parent-Teacher Association and her college sorority. Delta Sigma Theta. Educator honored I for musical career B BY SANDRA COX H DemocraKaazene Start Writer U When Dana Duncan was 3 II years old. she was picking out II popular tunes on the piano from II looking at a \"Hit Parade song book. Her mother took notice. H \"She could see that I had the H ability to be a musician, Dun- - W can said. Duncan would devote her life g to teaching children the \"Three M B's Bach, Beethoven and Brahms. And she would be hon- ored for it. fl Duncan, 57, a music teacher at k Romine Interdistrict Elementary H School, recently was named Lit- fl tie Rock School District 1996 fl Teacher of the Year. A party was fl held in her honor Feb. 22 at Romine. I Several silver party balloons H from the reception were still fl aloft in her den. fl I have just enjoyed my work fl so that, finally, Im getting ac- fl She also makes music, sometimes into the early mornin^ hours, with her husband of eight years. AI Duncan, a trombonist ...T. ___ and band director at Forest ^?.^[o^3ble doing Heights Junior High School in what I m doing, she said. Little Rock. She s happy and has no immediate plans to call it quits. E.xcepi for one small thing: Sometimes its hard getting up in the morning.\" Duncan confessed. When she isnt teaching. Dun- Dana Duncan also judges sic contests. mu- . \"Somebody thinks I'm an e.x- pert.\" she said. \"But Im just Dana.\" knowledged, said Duncan, a teacher for 36 years. Its like a Christmas gift. For 14 years, Duncan has supervised the music program at Romine, a school that specializes in computer science. Every day she devises ways for children to have a deeper appreciation of music. \"What it all adds up to is listening, she said, sitting on her couch. And if you cant listen to music, then youre in bad shape. The Little Rock native teaches the children to sing and often takes them to shopping malls, hospitals and other public places to perform. Musk teacher Dana Duncan conducts a dapping exercise Tuesday with first- graders at Romine interdistrict Elementary School in Little Rock. The pupils are Artansas Democrat-Gazetta/RICK McFABLa (from left, back row) Albert Ratliff. Michael McJoy and David Polston and (fr row) Marvious Barton, Mittney Coldough and Michael Seine. Older children get to leara basic music skills by learning to play a recorder, a simple wind instrument similar to a flute. Duncan said it was her dream to teach children music, but it took her years to get there. Duncan, the dau^ter of a teacher, began taking piano lessons at the age of 5 from Hazel S. Hynson of Little Rock, who is now the pianist at Mount Zion Baptist Church. Duncan recalled dressing up in a white gown, giving recitals for family and friends. As she got older, she participated in piano recitals at Robinson Center Music Hall that involved as many as 12 pianos playing at once. After graduating from Dunbar High School, Duncan went to Arkansas AM\u0026amp;N, now the University of Arkansas at Pine Bluff, to earn a music degree. There she participated in the choir and was its student director. She later earned a masters degree in education from the University of Central Arkansas. Fresh out of college, she got her first elementary-school teaching job at Eudora, teaching a variety of subjects, including music. She then taught at J.C. Cook Elementary School in Wri^tsville before moving to the Little Rock School District, teaching at Carver and Rightseil elementary schools. She was one of the first black teachers to be moved to Williams Element! School after Little Rock scho- were integrated. But her career wasnt allc ing her to focus on music, s said. To fulfill that need, she gt piano lessons. She also play the organ at her church. Mod Zion Baptist, and played at wi dings and funerals. After more than 20 years as elementary-school teacher, 1 See 7IMHER, PageArkansas Democrat ^(l^azcttc THURSDAY, APRIL 4, 1996 r J CnntivIffM* I *** OA*b Arkansas DGmocrat-GazetTa-STEVE KcHSEE McDermott Bementary Principal Michael Oliver holds one of three liahtning ssliu, dJent.s .we_ re injured in the tali of 1994 when lightning struck a tree on the detectors the Little Rock School District has bought. Several McDermott playground. 3 LR schools install lightning detectors BY CHRIS REINOLDS Democrat-Gazette Staff Writer The Little Rock School District installed lightning detectors in three schools Wednesday, becoming the first district in the state to use the new technology. Nine students were injured Sept. 1,1994. when lightning blew apart a tree on the McDermott Elementary School playground. Tlie lightning bolt struck when about Hit) students were on the playground. It split a tall oak tree about 1(X) feet from the schools southeast comer. McDermott Principal Michael Oliver now has the Sln'Scan light-ning/ stonn detector, which can track liglitning bolts up to 40 miles away. Fulbri^t Elementary and Romine Interdistrict Elementary also received the detectors. The deiice mdely used by the U.S. militap. Secret Service and school districts outside .Arkansas was introduced in July 1995. Samuel B. Clubb, president of Sky- Scan Technologies, said his company has sold 5,000 to 6.000 detectors at $200 each. Robert Jones, safety and security director, said the district will evaluate the detectors at the end of Ulis scliool year to decide whether to install more. Jilts give,s the principals a real tool. Jones said. The device is not meant to replace National Weather Service reports, but to serve as a first warning. The detector is slightly bigger than a cellular phone and can be held or mounted on a wall. Tlie machine beep.s when it detects lightning. A light array indicates the distance of the liglitning on a scale of zero to three miles, three to eight miles, eight to 20 miles and 20 to 40 miles. The average liglitning stroke is 6 miles long and most thunderstorms move at 25 mph, Clubb said. \"Once a Uiunderstorra is within 10 miles, youre in imminent danger, Clubb said. And once you hear it. you've already been at risk for some time. Since 1990, lightning has killed six people and injured 59 in /Arkansas, said Renee Fair, National Weather Service warning coordination meteorologist. Fair declined to comment on tlie effectiveness of the new lightning detector. Teachers and students were not allowed to comment on the device at McDermott because two families whose children were hospitalized have sued the district Four McDermott pupils were hospitalized in the 1994 liglitning strike: five other students were treated at the hospital and released. Oliver and teacher .Nancy Downing were named as defendants in Ihc lawsuit, filed in Pulaski County Circuit Court last year. Five unnamed teachers and aides, the Little Rock School District, the school board and the United National Insurance Co. also are defendants. Tlie lawsuit alleges that more than 20 minutes prior to the lightning strike, Rashes of lightning and sounds of thunder were ob-setved in the McDennott Elemen-taiy Scliool area. Arkansas Democrat ^(gazette THURSDAY, MAY 23, 1996 3B Romine students, faculty unveil plan to develop 10-acre park BY CYNTHIA HOWELL Democrat-Gazette Education Writer Faculty and pupils at Romine Interdistrict Elementary School gardens for herbs, vegetables, wildflowers and butterflies. announced a master plan Wednesday to develop a park on 10 acres of woodland adjacent to the school. Plans call for the Magnum Opus Park to feature nature trails, a bird sanctuary, picnic areas, an outdoor classroom and will take several years to fully ly stages of the development develop the park, but she is op- ' Romine pupils took the timistic it can be done with help name of the park from the clas- from business partners and sic childrens book, Charlotte's community organizations y-t nnd maintaining plants. And the entrance to the school, Maii- with a three-year Serve .America students have begun cleaning Act grant. and clearing the park property _ The school got $12,000 from Sixth-graders have done some non said. The park property, directly south of the school on the cor- Web bv E B White In the sto weH as narentV-------------- measuring ana grapning of tne ner of Romine Road and 36th weo oytn. wnite. tntnesto- wen as parents. $8,000 this year and is expecting parkland. Street is owned bv the schnnl ry, Charlotte, a spider, de- Mark Robertson of Merlin E. a similar amount next year, said In the 1996-97 school vear di^rt ' M,.no\n. Komin,. 'tT. Effiol 1. SS ----- .t The school IS funding the ear- house last spring for planting chair accessible garden near row Addition neighborhoods. as her magnum opus, or her great work. curriculum specialist, said it as well as parents. Mark Robertson of Merlin E. the federal grant last year, measuring and graphing of the e.xpecting a similar amount next year, said In the 1996-97 school year Jo Evelyn Elston, director of students will focus on creating The school got a large green house last spring for planting chair accessible gardenI 8E TUESDAY, DECEMBER 1. 1998 \nArkansas Democrat (Gazette Paper Trails By Carrie Rangers I Nell Frost has enough stories for her own book P am Hogue was honored when guest reader Nell Frost visited her sixth- grade class at McDermott Elementary School, but she did have one concern. Would a reading by a 100- year-old woman keep the attention of a fidgeting group of preteens? Frost could have left her book at home. The class wanted to hear her stories. Frost, who taught sixth grade for 40 years, is one of more than 675 volunteers who visited classrooms at Little Rock elementary schools to read to pupils in celebration of National Childrens Book Week Nov. 16-20. supported various causes financially, but it has only been in retirement that the 82-year-old Pfeifer has been able to devote as much time as he wants in person to those causes. So, in addition to reading for Book Week, Pfeifer reads to kindergarten pupils at Romine Elementary School in Little Rock once or twice a week. Honestly, I have never done anything so fulfilling as this, Pfeifer says. I just love it So do the kids. During Book Week, he brought each of them a brightly colored Slinky. The pupils like their Slinkj's, but its Pfeifer they really appreciate. Of the pupils, he says. I haven't met one yet that I havent fallen for. Pam Hogue (standing, back row) had no reason to worry that her pupils might be inattentive when 100- year-old Nell Frost visited her classroom during National Children's Book Week. pg\nA representative with Volunteers in Public Schools, which organized the readings, drove Frost to McDermott, but she did the rest It was a very simple little stoiy, Frost says of Shel Silversteins The Giv- ing Tree, which she chose to read. The discussion, though, was quite involved. We had so much to talk about Frost says. We wondered what she had to live through, what inventions she had to live throu^ and live without says pupil Sam Rabaduex. Frost told them of the first time she saw an automobile. She and a cousin were on a horse returning from the store with eggs. \"The car frightened the horse, who threw off the girls and galloped away. The girls. lost the eggs, which broke and smeared all over the street but the horse returned home and stood waiting for them in front of his stable. She knows a lot about history, saj's pupil Abdias Montoya. She was alive when the Titanic [sankl Frost told of how people in her hometown of Dardanelle got updates on the St\n?-- Els Even if he had not brought each pupil a Slinky, James Pfeifer would have been a hit with this group of kindergarten pupils at Romine Elementary School. Titanic, not from radio or TV but by\nheading to the river each day to get newspapers that came by boat Shed be good for social studies. Sam says. It was neat actually being in the room with somebody who lived at the time of the Titanic. And you can understand it better from her than, like, a book. Pupil Savannah Couca says she was surprised that she wasnt boring, that she had a lot to say. The pupils surprised Frost, too, when she quizzed them on current events. I was amazed they were so smart, she says. I was so proud of them, And shes not througL Theyre going to let me come back and tell them some more things, Frost says. The pupils are already planning a birthday party for her. She turns 101 two days after Christmas. I just love it F I or years, James Pfeifer was busy at work at Little Rocks One Source Home and Building Centers. He\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_1198","title":"Magnet Schools: Pulaski County Interdistrict Magnet School Program Evaluation","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":["Arkanasas State University. Office of Educational Research and Services"],"dc_date":["1992/1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Standards","Educational statistics","Arkansas State University","Magnet schools"],"dcterms_title":["Magnet Schools: Pulaski County Interdistrict Magnet School Program Evaluation"],"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/1198"],"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":["82 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nPulashi County In ts:rdis t.riGt Magnst SGhool E11aluation 1992-1993 APR 7 1994 Office of Desegregation Monitoring AR!v\\NSAS S-00-E UNIVERSITY EDUCAI'IONAL RESEARCH AND SERVICES PULASKI COUNTY INTERDISTRICT MAGNET SCHOOL EVALUATION Prepared for The Magnet Review committee conducted by Educational Research \u0026amp; services Arkansas state University November 15, 1993 Project staff Gerald B. Dickinson, Director Consultants Mitch Holifield Dianne Prince Kent Layton Ron Towery J.M. Mason Fredda Carroll Dan Cline Virginia Rhodes, Administrative Assistant Graduate Assistants Michelle Vest Vicky Braman Becky Gibson Sherry Hardin TABLE OF CONTENTS Introduction student Achievement A. B. C. Minimum Performance Tests Stanford Achievement Tests American College Tests Desegregation A. B. Sociograms Site Visits student \u0026amp; Staff Movement and Perceptions A. B. c. Student \u0026amp; Staff Movement Patterns ............ . Satisfaction Surveys .................... . Comparison to Typical School Populations Summative Evaluation Appendix 1 3 3 47 91 93 95 124 130 130 147 149 159 162 PULASKI COUNTY INTERDISTRICT MAGNET SCHOOLS EVALUATION September 10, 1993 Evaluation Report Format This evaluation report is designed to provide a logical and sequential accounting of the attainment of evaluation project objectives, assessment activities and evaluation reports. A formative evaluation for each of the objectives is provided in separate sections to facilitate a measure of success in achievement or completion of the magnet school's expected outcomes. Section titles correspond to Expected Outcomes (listed below 1-5) as identified in the evaluation proposal. Principle evaluation objectives are retained in each of the project years to provide a continuous measure of magnet school accomplishments. Where appropriate, comparisons and contrasts are provided. Other expected outcomes may vary from one project year to another based on the contribution of each component toward assurances that magnet school objectives are successfully achieved. Some evaluation activities may be eliminated as data provided during subsequent evaluations provided a degree of confidence about the attainment of the specific objectives. Additional evaluation objectives may be added as the Magnet Review Committee seeks new or different data regarding the magnet school programs. 1. Student Achievement -- To obtain and analyze 1992-93 standardized test scores of the following tests for the appropriate grade groups: A. Minimum Performance Tests (MPT) Grades 3-6-8 B. Stanford Achievement Tests, 8th edition (SAT 8) Grades 4-7-10 C. American College Test (ACT) Grade 12 2. Desegregation -- To develop procedures and instrumentation for data collection regarding the contribution of the magnet schools toward the \"desegregation\" goal of the project: A. What are the social interactions between and within the disaggregated groups by race and sex. Is there evidence of student isolation and solidarity? 1 B. Is there evidence of stereotyping, graffiti and name calling? C. What are the interactions of administrators, staff and students, and between teachers and students? 3. Perceptions of the Magnet School -- To develop procedures to determine the reflections of parents, students and teachers on the magnet schools: A. What are the student and staff movement patterns for the Pulaski County Interdistrict Magnet Schools? B. What are the perceptions of parents, students and staff toward the magnet school as measured by the AASA School Satisfaction Survey? C. How do magnet school parents, students and staff compare to typical school populations? 4. Analysis and Interpretation -- To utilize appropriate evaluation techniques and strategies in the analysis of data and correct interpretation of results. This section pertains to procedures and is relevant to other sections. There is no evaluation component that corresponds to this section since it is relevant to the other evaluation components. s. summative Evaluation -- Each section of the evaluation (sections 1-3) is formative in that it becomes a part of the summative evaluation (section 4). A. The Sununative Evaluation section will draw together data from each of the component sections to generalize conclusions and convey statements about the magnet school programs as a whole. B. When appropriate, comparison and contrasts with previous evaluations will be presented. 2 SECTION I Student Achievement PULASKI COUNTY INTERDISTRICT MAGNET SCHOOL EVALUATION Formative Evaluation: student Achievement BACKGROUND The purpose of this formative evaluation is to gain insight into the assessment of objectives in Expected Outcomes Number 1, {A, Band C) listed below. To obtain the standardized test scores for the following tests for the appropriate grade groups and to analyze and assess magnet school student performance. A. Minimum Performance Tests {MPT) Grades 3-6-8 B. Stanford Achievement Tests, 8th edition {SAT 8) {The ADE changed from the MAT 6 to the SAT 8 for the 1991-92 school year). C. American College Test {ACT) Grade 12 METHODOLOGY Following the proper communications, data were received from the LRSD and the state Department of Education {ADE). Data were then disaggregated by school, grade, race and sex. Data relative to Minimum Performance Tests {MPT) were available for the past five school years (1989-1993). These are presented to provide insight into trends, changes and continued student achievement. Data from the Stanford 8 {SAT) were not available in equivalent forms for the past five years because of the state mandated change in achievement tests for the 1991-92 school year. Previous test results {MAT 6) were provided as mean scores. The test currently in use {SAT 8) provides results in percentiles. Comparisons of data resulting from conversions of scores on the MAT 6 {means) to SAT 8 scores {percentiles) is not recommended by the evaluator. The evaluator also urges caution in drawing conclusions based on such conversions. FINDINGS Minimum Performance Tests (MPT) Arkansas Minimum Performance Test {MPT) data were received from the Little Rock School District. Test data were disaggregated by school, grade, race and sex. The only scores provided for the MPT, administered in grades three, six and eight, were the percent passing. Percent passing measures do not lend themselves to statistical manipulation and comparisons may not be accurate or useful when using percent passing scores. 3 Percent passing data disaggregated by school, grade, race and sex are presented in both table and graphic form. A section for comparing magnet schools in grades three and six is provided. For grade three, reading and math percent passing rates are presented. For grades six and eight the percent passing rates are provided for reading, mathematics, language arts, science and social science. Arkansas Statute 6-15-412 states, \"It is the policy of this state that at least eighty-five percent (85%) of the students in each school and school district at each grade level at which competency tests are administered should score at or above the level or performance established for mastery of basic skills.\" Throughout this document, this minimum Arkansas Department of Education (ADE) requirement for all Arkansas schools is compared to magnet school percent passing results. Further, the ADE proposes that the MPT results may be used by schools to identify areas of student strengths and weaknesses upon which to base academic and instructional programming decisions. Test data provided by the ADE are for the 1991-92 school year. Data for the LRSD are for the 1991- 92 and 1992-93 school years. Grade Three There were 28,996 third grade students who took the MPT reading subtest. More than ninety-three percent (93.8%) received a passing score or higher on the reading subtest. The percent passing the reading subtest was slightly higher than the percent for students passing for the previous year. State-wide there were 488 schools (88.7% of the total schools) with eighty-five percent (85%) of their third grade students achieving a passing score. There were 28,767 third grade students who took the MPT math subtest. More than ninety percent (90%) received a passing score or higher on the math subtest. The percent passing was higher than the percent passing the previous year (92.2% in 1991 to 93.1% passing in 1992). There were 477 schools (86.7% of the total schools) with eighty-five percent (85%) of their third grade students passing the MPT math subtest. The percent passing for third grade students in each of the Pulaski County Interdistrict Magnet Schools is compared to the percent passing for third grade students state-wide. Tables are presented to show the percent passing for both reading and math subtests. Graphs are also presented for quick visual comparisons of how third graders at each of the magnet schools performed in comparison with third graders state-wide for both the reading and math subtests. A final comparison of percent passing for all third grade magnet school students is compared to the percent passing for all third grade students tested state-wide. 4 Booker Elementary School The passing rate for third grade students at Booker Elementary was above the ADE mandated eighty-five percent (85%) passing rate. Ninety-one percent (91%) of the third graders passed the reading subtest while eighty-seven percent (87%) passed the math subtest. The percent passing both the reading and math subtest was slightly below the percent passing for the previous year. Further disaggregation of the results by race and sex are presented in Table 1 below. Table 1 Booker Elementary - Third Grade Reading and Math Percent Passing by Race and sex N=78 Students Reading Mathematics By Race\\Sex % Pass % Pass State: All Students 192 94 93 Booker: All Students '93 91 87 Black Males 90 70 Black Females 83 92 White Males 100 100 White Females 100 94 *Others (2) 50 50 * Total of all students in the \"Other\" race category These scores are not presented by gender The passing rate for all students at Booker was slightly lower than for students state-wide. Black females were only slightly under the ADE mandated eighty-five percent (85%) pass rate at eighty-three percent (83%). Only seventy percent (70%) of the black males passed the math subtest. The objective of eighty-five percent passing for third grade students at Booker Elementary was achieved. Graph 1 presents the percent passing for third-grade students at Booker Elementary compared to the percent passing for third-grade students state-wide on the reading subtest. Graph 2 shows the percent passing the math subtests compared to the state-wide percent passing. State wide data are not disaggregated by race\\sex. See graphs on the following pages. 5 Booker Elementary Third Grade Percent Passing by Race/Sex State All Stdns Bl Male Bl Female W Male W Female Others(2) READING Booker Elementary Third Grade Percent Passing by Race/Sex 80 +-' C .~.. 60 Q) a.. 40 20 0 State All Stdns Bl Male Bl Female W Male W Female Others(2) MATH Carver Elementary School The percent of students passing at Carver Elementary on both the reading and math subtests was well above the ADE mandated eighty-five percent {85%) pass rate. Eighty-eight third grade students were tested at Carver Elementary with eightyfour students {95%) passing the subtest for reading and eighty-six students {98%) passing the subtest for math. All student sub-groups, except for black females on the reading subtest, when disaggregated by race and sex were above the state-wide percent passing for both reading and math subtests. All student sub-groups percent passing rates were well above the ADE mandated eighty-five percent {85%) passing rate. MPT results disaggregated by race and sex are shown in Table 2 below and the graphs on the following pages. Carver students By Race\\Sex Table 2 Elementary - Third Grade Percent Passing by Race N:88 Reading % Pass State: All students '92 Carver: All Students 1 93 Black Males 94 95 96 Black Females 87 White Males White Females *Others {O) 100 100 Reading and Math and sex Mathematics % Pass 93 98 96 96 100 94 * Total of all students in the \"Other\" race category These scores are not presented by gender The objective for Carver Elementary School third grade students was achieved. The graphs on the following pages present a comparison of the percent passing for Carver Elementary third grade students compared to the state-wide percent passing the MPT for both reading and math subtests. 8 Carver Elementary Third Grade +-' C Percent Passing by Race/Sex 120-----------------------~ 100 80 ~ 60 lo... Q) a.. 40 20 0 0 State All Stdns Bl Male Bl Female W Male W Female Others(0) MATH CaNer Elementary Third Grade -C Percent Passing by Race/Sex 120----.---------------------------~ 100 80 .~... 60 (l) a.. 40 20 0 0 State All Stdns Bl Male Bl Female W Male W Female Others(0) MATH Gibbs Elementary School Forty-one third grade students at Gibbs Elementary School took the MPT. Thirty-nine students (95%) passed both the reading and math subtests. Only black females when disaggregated by race and sex failed to achieve the ADE mandated eighty-five percent (85%) pass rate. Data for the MPT reading and math subtests are presented in Table 3 below. Table 3 Gibbs Elementary - Third Grade Reading and Math Percent Passing by Race and Sex N:88 Students Reading Mathematics By Race\\Sex % Pass % Pass State: All Students 192 94 93 Gibbs: All Students 193 95 95 Black Males 100 100 Black Females 83 83 White Males 100 100 White Females 100 100 *Others (0) 0 0 * Total of all students in the \"Other\" race category These scores are not presented by gender Only black females at eighty-three percent (83%) passing were below the state required eighty-five percent (85%) passing rate. The objective was met for Gibbs Elementary School for all students and for all subgroups except black females. See graphs on the following pages. 11 +-' C Gibbs Elementary Third Grade Percent Passing by Race/Sex 120~---------------------------, 80 ,~_ 60 Q) a.. 40 20 0 0 State All Stdns Bl Male Bl Female W Male W Female Others(0) READING +-' C Gibbs Elementary Third Grade Percent Passing by Race/Sex 120~---------------------------, 80 .~... 60 (1) a.. 40 20 0 0 State All Stdns Bl Male Bl Female W Male W Female Others(0) MATH Williams Elementary School Sixty-four third grade students took the MPT reading and math subtests at Williams Elementary School. Ninety-eight percent (98%, or 63 or 64) passed the reading subtest. Ninety-five percent (95%, or 61 of 64) had passing scores on the math subtest. Table 4 below shows the percent passing for Williams Elementary third graders disaggregated by race and sex and compared with state-wide percent passing results. Table 4 Williams Elementary - Third Grade Reading and Math Percent Passing by Race and Sex N=64 Students Reading Mathematics By Race\\Sex % Pass % Pass State: All Students 1 92 94 93 Williams: All Students 193 98 95 Black Males 95 90 Black Females 100 93 White Males 100 100 White Females 100 100 *Others (2) 100 100 * Total of all students in the \"Other\" race category These scores are not presented by gender The percent passing rates for all Williams Elementary third grade student groups met or exceeded state passing rates. The graphs on the following pages show the comparisons of percent passing for third-grade students at Williams Elementary School to the percent passing for third-grade students state-wide for both the reading and math subtests. 14 80 +-' C .~... 60 Q) a.. 40 20 0 Williams Elem Third Grade Percent Passing by Race/Sex State All Stdns Bl Male Bl Female W Male W Female Others(2) READING Williams Elem Third Grade Percent Passing by Race/Sex 80 +-' C ~ 60 '- Q) a.. 40 20 0 State All Stdns Bl Male Bl Female W Male W Female Others(2) MATH All Magnets -- Third Grade -- By Race\\ Sex Table 5 below presents the percent passing for all magnet school third grade black males. Magnet Table 5 Third Grade Reading\\ Math Black Males -- Percent Passing N=75 Reading No. No. No. Math No. School Tested Pass % Pass Tested Pass % Pass Booker 20 18 90 % 20 14 70 % Carver 24 23 96 % 24 23 96 % Gibbs 10 10 100 % 10 10 100 % Williams 21 20 95 % 21 19 99 % All: 75 71 95% 75 66 88 % Third-grade black males exceeded the ADE mandated eighty-five percent (85%} pass rates on both the reading and math subtests. All subgroups achieved and exceeded the eightyfive percent (85%) pass rate on the reading subtest. Only one sub-group, black males at Booker Elementary failed to attain the mandated eighty-five percent (85%) pass rate on the math subtest. Table 6 presents MPT test data for all magnet school third grade black females. Magnet Table 6 Third Grade Reading\\ Math Black Females -- Percent Passing N=73 Reading Math No. No. No. No. School Tested Pass % Pass Tested Pass % Pass Booker 24 20 83 % 24 22 92 % Carver 23 20 87 % 23 22 96 % Gibbs 12 10 83 % 12 10 83 % Williams 14 14 100 % 14 13 93 % All: 73 64 88% 73 67 92 % Eighty-eight percent (88%, or 64 of 73) magnet school black third grade students passed the reading subtest. Ninety-two 17 percent (92%, or 67 of 73) of the magnet school third grade black females passed the math subtest. Black females at Gibbs were slightly below the eighty-five percent ADE mandated pass rate on both the reading and math subtests as were black females at Booker on the reading subtest. Table 7 below presents the MPT data for all third grade white male students. Magnet Table 7 Third Grade Reading\\ Math White Males -- Percent Passing N:57 Reading No. No. No. Math No. School Tested Pass % Pass Tested Pass % Pass Booker 14 14 100 % 14 11 100 Carver 21 21 100 % 21 21 100 Gibbs 11 11 100 % 11 11 100 Williams 11 11 100 % 11 11 100 All: 57 57 100 % 57 57 100 One-hundred percent (100%, or 57 of 57) third grade magnet white males passed the MPT on both the reading and math subtests. Table 8 below shows the percent passing for white female magnet school third grade students. Magnet Table 8 Third Grade Reading\\ Math White Females -- Percent Passing N=61 Reading Math No. No. No. No. % % % % % School Tested Pass % Pass Tested Pass % Pass Booker 18 18 100 % 18 17 94 % Carver 20 20 100 % 20 20 100 % Gibbs 7 7 100 % 7 7 100 % Williams 16 16 100 % 16 16 100 % All: 61 61 100 % 61 60 98 % 18 All third grade white females passed both the MPT reading and math subtests. Only one third grade white female student at Booker Elementary did not pass the math subtest. All Magnets -- Third Grade All students Table 9 below shows the MPT results for all Pulaski County Interdistrict Magnet School third grade students. Magnet Table 9 Third Grade Reading\\ Math Third Grade -- Percent Passing N:271 Reading No. No. No. Math No. School Tested Pass % Pass Tested Pass % Pass Booker 78 71 91 % 78 68 87 Carver 88 84 95 % 88 86 98 Gibbs 41 39 95 % 41 39 95 Williams 64 63 98 % 64 61 95 All: 271 257 95 % 271 254 94 All Pulaski County Interdistrict Magnet Schools met and exceeded the ADE mandated eighty-five percent (85%) pass rate for the Minimum Performance Tests. % % % % % Third grade students in Pulaski County Interdistrict Magnet Schools had higher pass rates than third grade students state-wide. 19 Grade Six State-wide there were 29,590 sixth grade students who took the Minimum Performance Tests (MPT) in reading, math, language arts, science and social studies. More than ninetyfive percent (95.1%) passed the MPT subtest for reading. Ninety-two percent (92.3%) passed the math subtest. Almost eighty-eight percent (87.6%) of the students passed the subtest for language arts. Nearly eighty-nine percent (88.7%) passed the science subtest and eighty-four percent (84.1%) passed the subtest for social studies. About ninety-four percent (93.8%), or 455 of the schools state-wide had 85 percent (85%) or higher of their students passing the reading subtest. Only 412, or about eighty-five percent (84.9%), of the state's schools achieved the ADE mandated eighty-five percent (85%) pass rate on the math subtest. Only sixty-seven percent (67.0%) of the schools achieved the eighty-five percent (85%) student pass rate for the language arts subtest. Almost seventy-two percent (71.8%) of the state's schools had student pass rates of eighty-five percent (85%) on the science subtest and only about fifty-eight percent (57.9%) of the schools achieved the eighty-five percent (85%) student pass rate for the social studies subtest. The percent passing for sixth grade students in each of the Pulaski County Interdistrict Magnet Schools is compared to the percent passing for sixth grade students state-wide. Minimum Performance Test data are from the 1992 Spring administration. Tables and graphs are presented for visual comparisons. A final comparison of percent passing for all magnet school sixth grade students is compared to the percent passing for all sixth grade students state-wide disaggregated by race and sex. 20 Booker Elementary Magnet School The percent passing of sixth grade students disaggregated by race and sex is compared to the percent passing for all students state-wide on each the MPT subtests. Table 10 below depicts test data for Booker Elementary sixth grade students. Table 10 Booker Elementary Sixth Grade Reading\\Math\\Language Arts\\Science\\Social studies Percent Passing by Race\\ sex N:89 Students Read Math Lang Sci SocStd By Race\\Sex % Pass % Pass % Pass % Pass % Pass State: All students 95 % 92 % 87 % 88 % 84 % Booker: All students 96 % 84 % 83 % 90 % 87 % Black Males 89 % 68 % 71 % 82 % 75 % Black Females 95 % 86 % 90 % 86 % 86 % White Males 100 % 88 % 96 % 100 % 94 % White Females 100 % 100 % 95 % 95 % 95 % *Others (2) 100 % 100 % 100 % 100 % 100 % *Total for all students in the \"Other\" race category These scores are not reported by gender. All sixth grade students at Booker, except for black males, were above the ADE mandated eighty-five percent (85%) on all the subtests. Black males fell below the eighty-five percent (85%) pass rate on all subtests except reading. The graph on the following page presents data for a visual comparison of the percent passing for all groups at Booker Elementary compared to the percent passing for all students state-wide. 21 Booker Elementary Sixth Grade ...... C Percent Passing - All Students 120~---------------------------, 100 -+--------\u0026lt; 80 -I--- ~ 60 -+-- i... (]) a.. 40 -+-- 20 Legend State Booker Reading Math Language Science Soc Stud carver Elementary Magnet School The percent passing of sixth grade students disaggregated by race and sex is compared to the percent passing for all students state-wide on each the MPT subtests. The ADE mandated eighty-five percent (85%) pass rate was achieved by the sixth grade students on all the MPT subtests except language arts. When disaggregated by race and sex black males did not achieve the eighty-five percent (85%) pass rate on the language arts and the social studies subtest. Black females did not achieve the eighty-five percent (85%) pass rate on the language arts and science subtests. Data are presented in Table 11 and the graph on the following page. Table 11 carver Elementary sixth Grade Reading\\Math\\Language Arts\\Science\\Social Studies Percent Passing by Race\\ sex N=92 Students Read Math Lang Sci SocStd By Race\\Sex % Pass % Pass % Pass % Pass State: All students 95 % 92 % 87 % 88 % Carver: All Students 99 % 97 % 84 % 90 % Black Males 94 % 88 % 63 % 88 % Black Females 100 % 100 % 75 % 78 % White Males 100 % 97 % 97 % 100 % White Females 100 % 100 % 100 % 100 % *Others (4) 100 % 100 % 100 % 100 % *Total for all students in the \"Other\" race category These scores are not reported by gender. 23 % Pass 84 % 92 % 81 % 88 % 100 % 100 % 100 % Carver Elementary Sixth Grade Percent Passing by Race/Sex 120-.-------------------------~ 1 0 0 -+---------I 80 -+-- ..... C ~ 60 ---- '-- Q) a.. 40 ---- 20 Legend State Carver 0 Reading Math Language Science Soc Stud Gibbs Elementary Magnet School The percent passing of sixth grade students at Gibbs Elementary School disaggregated by race and sex is compared to the percent passing for all students state-wide on each of the MPT subtests. See Table 12 below and the graph on the following page. Table 12 Gibbs Elementary Sixth Grade Reading\\Math\\Language Arts\\Science\\Social studies Percent Passing by Race\\ sex N:65 Students Read Math Lang Sci SocStd By Race\\Sex % Pass % Pass % Pass % Pass State: All Students 95 % 92 % 87 % 88 % Gibbs: All Students 94 % 94 % 80 % 74 % Black Males 100 % 100 % 64 % 64 % Black Females 87 % 87 % 64 % 48 % White Males 100 % 100 % 93 % 100 % White Females 93 % 93 % 87 % 93 % *Others (2) 100 % 100 % 100 % 100 % *Total for all students in the \"Other\" race category These scores are not reported by gender. % Pass 84 % 91 % 100 % 78 % 100 % 93 % 100 % Sixth grade students at Gibbs Elementary achieved the eightyfive percent (85%) pass rate on the MPT reading, math and social studies subtests. They were below the eighty-five percent (85%) pass rate on both the language arts and science subtests. Black males and black females were below the eighty-five percent (85%) pass rate on the language arts and science subtests. 25 Gibbs Elementary Sixth Grade Percent Passing - All Students 120~-----------------------~ 100 -1---------l 80 -+--- +-' C ~ 60 -t-------\u0026lt; Q) Cl. 40 --+--- 20 Legend State Gibbs 0 Reading Math Language Science Soc Stud Williams Elementary Magnet School The percent passing of sixth grade students at Williams Elementary Schools disaggregated by race and sex is compared to the percent passing for all students state-wide on each of the MPT subtests. See Table 13 below and the graph on the following page. Table 13 Williams Elementary sixth Grade Reading\\Math\\Language Arts\\Science\\Social studies Percent Passing by Race\\ sex N=89 Students Read Math Lang Sci SocStd By Race\\Sex % Pass % Pass % Pass % Pass % Pass State: All students 95 % 92 % 87 % 88 % 84 Williams: All Students 98 % 98 % 90 % 96 % 90 Black Males 90 % 90 % 81 % 86 % 81 Black Females 100 % 100 % 85 % 96 % 89 White Males 100 % 100 % 100 % 100 % 93 White Females 100 % 100 % 96 % 100 % 96 *Others (1) 100 % 100 % 100 % 100 % 100 *Total for all students in the \"Other\" race category These scores are not reported by gender. The percent of sixth grade students at Williams Elementary School was above the ADE mandated eighty-five percent (85%) pass rate on all the MPT subtests. All student groups exceeded the eighty-five percent (85%) pass rate on all subtests except black males. Black males were below the eighty-five percent (85%) pass rate only for the language arts and social studies subtests, each with an eighty-one percent (81%) pass rate. 27 % % % % % % % ..... C Williams Elem Sixth Grade Percent Passing - All Students 120~------------------------~ 80 -+--- ~ 60 -+-----, Q) 0.. 40 -+--~ 20 Legend State Williams 0 --'---~---\"--___J Reading Math Language Science Soc Stud Grade Six -- Disaggregation by Race\\Sex The tables and graphs that follow present the Pulaski County Interdistrict Magnet School sixth grade pass rates disaggregated by race and sex. State passing rates used for comparison are from 1992 test data. By reviewing the percent passing of students in each of the magnet schools in the district on the individual subtests, it is possible to identify specific areas of strengths and weaknesses. This information may provide insight regarding the instructional strategies and programming which warrant attention. Black Males Table 14 below and the graph on the following page present the MPT percent passing rates for all magnet school sixth grade black males. Black males achieved the eighty-five percent (85%) pass rate only on the MPT subtest for reading. Their percent passing rates on the math subtest (83%), science subtest and social studies subtest was near the eighty-five percent (85%) passing rate. Table 14 Grade 6 -- Percent Passing -- Black Males Reading\\Math\\Language Arts\\Science\\Social studies N:76 No. No. Percent State Subtest Tested Pass Pass % Pass Reading 76 70 92 95 Math 76 63 83 92 Language Arts 76 54 71 87 Science 76 62 82 88 Social studies 76 62 82 84 29 Grade Six Percent Passing - Black Males 120~--------------------------- 1 00 ---1-----f 80 --+----, +-' C Q) e 50 _.__Q) 0.. 40 -+-- 20 Legend State All Magnets 0 --'----~-------'- Reading Math Language Science Soc Stud Black Females Table 15 below and the graph on the following page present the MPT percent passing rates for all magnet school sixth grade black females. Black females achieved the eighty-five percent {85%) pass rate on the MPT subtests for reading and math. Their percent passing rates on the social studies subtest (84%) and language arts subtest (81%) were near the state mandated eighty-five percent (85%) pass rate. Magnet school black females equaled or achieved higher than the state-wide percent passing on three of the subtests. Table 15 Grade 6 -- Percent Passing -- Black Females Reading\\Math\\Language Arts\\Science\\Social studies N=103 No. No. Percent State Subtest Tested Pass Pass % Pass Reading 103 99 96 95 Math 103 97 94 92 Language Arts 103 83 81 87 Science 103 78 78 88 Social Studies 103 86 84 84 31 Grade Six Percent Passing - Black Females 120~--------------------------~ 1 00 -I-------\u0026lt; 80 -!----- ~ C Q) ~ 60 -!----a\u0026gt; a.. 40 --- 20 Legend State All Magnet o~-----~ Reading Math Language Science Soc Stud White Malas Table 16 below and the graph on the following page present the MPT percent passing rates for all of the magnet school sixth grade white males. White males achieved the eightyfive percent (85%) pass rate on all of the MPT subtests. Magnet school white males achieved higher than the state-wide percent passing on all of the MPT subtests. Tabla 16 Grade 6 -- Percent Passing -- White Males Reading\\Math\\Languaga Arts\\Science\\Social studies N:76 No. No. Percent State Subtest Tested Pass Pass % Pass Reading 76 76 100 95 Math 76 73 96 92 Language Arts 76 70 92 87 Science 76 76 100 88 Social Studies 76 74 97 84 33 Grade Six Percent Passing - White Males 120-.------------------------------~ 80 ----~ ~ C .~... 60 --+--- Q) a.. 40 __,_______ 20 Legend State All Magnet 0 _,___ _ ~----'-- Reading Math Language Science Soc Stud White Females Table 17 below and the graph on the following page present the MPT percent passing rates for all of the magnet school sixth grade white females. White females achieved the eighty-five percent (85%) pass rate on all of the MPT subtests. Magnet school white females bettered the statewide percent passing on all of the MPT subtests. Table 17 Grade 6 -- Percent Passing -- White Females Reading\\Math\\Language Arts\\Science\\Social studies N=71 No. No. Percent state Subtest Tested Pass Pass % Pass Reading 71 70 99 95 Math 71 70 99 92 Language Arts 71 67 94 87 Science 71 70 99 88 Social Studies 71 70 99 84 35 +-' C: Grade Six Percent Passing - White Females 120~--------------------------~ 1 00 -1-------f 80 -+--- ~ 60 -+-- w 0.. 40 -+---- 20 Legend State All Magnet Reading Math Language Science Soc Stud Grade six -- All Magnets The table and graph that follows depicts the percent passing for all of the sixth grade magnet school students compared to the state-wide percent passing. Table 18 All Magnets -- Sixth Grade Reading\\Math\\Language Arts\\Science\\Social studies Percent Passing by School N=335 Magnet Read Math Lang Sci SocStd School % Pass % Pass % Pass % Pass % Pass State : All Students 95 % 92 % 87 % 88 % 84 % Magnets : All students 97% 93 % 85 % 88 % 90% Booker : All Students 96 % 84 % 83 % 90 % 87 % Carver : All Students 99 % 97 % 84 % 90 % 92 % Gibbs : All Students 94 % 94 % 80 % 74 % 91 % Williams: All Students 98 % 98 % 90 % 96 % 90 % The sixth grade students met or exceeded the eighty-five Percent (85%) passing rate when all of the Pulaski County Interdistrict Magnet School students were compared to all of the students state-wide. When comparing all of the magnet school students with all of the students state-wide, the magnet school students were above the state-wide percentage Passing rates on all subtests except math. Each magnet school met or exceeded the eighty-five percent (85%) passing rate on the reading and math subtests. Only Williams Elementary was above the eighty-five percent (85%) Passing rate for all of the subtests. Magnet school students at Carver Elementary were below the eighty-five percent (85%) Passing rate on the language arts subtest only. Booker Magnet School students were below the eighty-five percent (85%) pass rate on the math and language arts subtests. Gibbs magnet school students were below the eighty-five Percent (85%) passing rate on the language arts and science subtests. 37 Legend State All Magnets Booker D CaNer Gibbs Williams Grade Six Percent Passing - All Magnets 120--------------------------, 80 +-' C Q) ~ 60 Q) a.. 40 20 0 Reading Math Language Science Soc Stud Grade Eight State-wide more than 27,000 eighth grade students took the Minimum Performance Test (MPT). The percent passing for Horace Mann Junior High magnet school students is compared to the percent passing state-wide in the tables and graphs that follow. State-wide data are based on the 1992 administration of the MPT. Table 19 below and graph 18 on the following page show the percent passing for Mann students compared to the percent passing state-wide. state-wide data were not disaggregated by race and sex. Any regular education students who did not pass the total test by receiving a combined score of 4204 was required to retake the tests for those subject areas he\\she did not pass. State-wide more than ninety-five percent (95%) of the eighth grade students achieved a passing score. After three administrations of the MPT, ninety-one percent (91%), or 234 of 256 eighth grade students at Mann Junior High School achieved a passing score of 4202 or higher. Table 19 Mann Junior High --Eight Grade Reading\\Math\\Language Arts\\Science\\Social Studies Percent Passing by Race\\ sex N:256 Students Read Math Lang Sci SocStd By Race\\Sex % Pass % Pass % Pass % Pass % Pass State: All students 95 % 95 % 93 % 88 % 82 % Mann: All students 91 % 86 % 90 % 68 % 73 % Black Males 87 % 82 % 78 % 52 % 60 % Black Females 87 % 78 % 94 % 46 % 56 % White Males 98 % 96 % 92 % 94 % 92 % White Females 97 % 93 % 97 % 87 % 90 % *Others(?) 88 % 88 % 88 % 88 % 88 % * Total for all students in the \"Other\" race category. These scores were not reported by gender. 39 Mann Jr. High - Grade Eight Percent Passing 80 +-' C Q) ,(_.) 60 Q) a.. Legend 40 State Mann B Males 20 B Females W Males W Females 0 Others(?) Reading Math Language Science Soc Stud All Magnets - Five Year Summary The following sections presents data for magnet school students for the past five years {1989-1993). Grade Three During the past five school years magnet school third grade students have passing rates from a low of 90 percent {1990) to a high of 97 percent {1989) on the reading subtest for the MPT. The five year average percent passing is 93.43 percent. In mathematics the pass rate for magnet school third grade students ranges from a low of 92 percent {1990) to a high of 98 percent {1989). The five year average pass rate is 94.59 percent. The graph that follows reflects the percent passing for third grade magnet school students for the five year period (1989- 1993) for reading and mathematics. 41 Third Grade - All Students MPT Percent Passing ADE Pass Rate = 85% 100 I~ 90 80 70 60 50 1989 ............... ---- Reading ~ ------- 1990 Legend -+-- Math --- - ----- 1991 --- ADE Pass Rate -- .... ,. .. 1992 ::::11 . . 1993 Grade six During the five year period (1989-1993) sixth grade magnet school students had the following average pass rates on the MPT. Reading Mathematics: Lang Arts Science Soc Studies: 98 percent 97 percent 89 percent 86 percent 90 percent 43 Sixth Grade - All Students MPT Percent Passing ADE Pass Rate = 85% 100 -. 11:: - 90 ~~ 80 70 60 50 1989 -a- Reading -a- Lang Arts ----- i----- ~ ~ . .----- .... ~ ~ 1990 Legend -+- Math ---M-- Science -- -- r---.._ ---i--- ,-- .J L - ---- ~ ~ ~ ~ -- ---~ ~ .r 1991 1992 --- ADE Pass Rate -+- Soc Stud ............. -- I - ~~.. 1993 Grade Eight Grade eight magnet school students had the following average pass rates on the MPT subtests. Reading Mathematics: Lang Arts Science Soc Studies: 94 percent 90 percent 93 percent 75 percent 80 percent 45 Eighth Grade - All Students MPT Percent Passing ADE Pass Rate = 85% 50 +------'----+--------'-----+-----'----+-------'----------1 1989 --- Reading --- Lang Arts 1990 Legend --+- Math --- Science 1991 1992 1993 ---- ADE Pass Rate --- Soc Stud Stanford Achievement Tests (SAT 8) The Arkansas student Assessment Program is mandated for all public schools. Act 89 of the 1st Extraordinary Session of 1983 required that a standardized norm-referenced test be administered to measure the achievement of groups of children. The Stanford Achievement Test (SAT 8) was administered to approximately 89,000 students in Grades 4, 7 and 10 during the 1991-92 school year and approximately 92,000 students in grades 4,7, and 10 during the 1992-93 school year. Test results are presented in national percentiles, which show relationship of the average scores of Arkansas students to scores obtained by the national sample when the test was normed in 1991. Results are presented for grades 4, 7 and 10. State data were provided by the Arkansas Department of Education. Data were provided as state percentile ranks for all (total) students, black students and white students for grades 4, 7 and 10. District and site data for Pulaski County Interdistrict Magnet Schools were provided by the Little Rock School District Planning, Research and Evaluation Office. Data are Provided for all (total) students, black students, white students and other students by school site. Data were not disaggregated by sex. Data analysis will include: * Magnet school percentiles by grade for all students to state and national percentiles. * Magnet school percentiles by grade for all students to district (Pulaski County, North Little Rock and Little Public Schools). * Magnet school percentiles by site: - by race (black and white) - by magnet school - by grades (4,7,10) This report notes that test result data are presented in the form of percentiles. Percentiles are raw score transformations that are set up so that each score indicates the percentage of scores that fall below it. The national ~ean for the SAT 8 is a percentile of fifty (50), that is the point above which half of the national sample scored. Percentiles that are above fifty(\u0026gt; 50) are above the ~ational average and scores that are below fifty (\u0026lt; 50) are elow the national average. The state percentile rank for all students in Arkansas by grade are presented on the following page. 47 Table 21 state of Arkansas Percentile Ranks (all students) Grades 4, 7 and 10 Grade # of Read Math Lang Sci Soc Basic stud Stud Battery 4 31,348 49 59 54 59 59 54 7 32,644 48 50 49 57 52 49 10 27,840 53 47 53 56 51 52 FINDINGS The SAT 8 was administered to all fourth (4th), seventh (7th) and tenth (10th) grade students in the Pulaski County Interdistrict Magnet Schools. The tables that follow present ~he test results data by grade and by school for all students in the magnet schools compared to state and national test results data. Test results data are disaggregated by race. State reports did not disaggregate data by sex. Data are disaggregated for all students, black students and White students. All students are compared to the state average and the national average (50) for all students. S~udents are compared by race to the state average for their like-type groups across the state and to the national average Grade 4 Booker Elementary Magnet School Table 2 on the following page presents SAT 8 test data for Booker Elementary Magnet School - grade four. The table is constructed to provide a comparison of the performance of Booker fourth grade students to students across the state and across the nation. All Booker fourth grade students performed better that all students state-wide and only slightly lower than the national average on the reading subtest. Black students performed considerably higher than black students state-wide. White students performed higher than other white students both across the state and across the nation. On the math, language, science and social science subtests a11 Booker students performed above the national average and 0 nly slightly below the state average for all students. Black students performed better than other black students across the state on all the subtests. 48 On the basic battery all Booker students performed above the national average and slightly below the state average for all students. Black students performed better than other black students state-wide. White students performed higher than other white students both state-wide and across the nation. Table 22 Comparison of Booker Magnet School Averages to state and National Averages Test Total Reading Total Math Total Lang Total Sci Total Soc Sci Basic Battery Grade Four -- All students -- By Race(B,W) N = 85 Booker State National Diff Average Average Average State All 49.6 49 50 + Black 42.0 29 50 + White 57.6 56 50 + All 55.0 59 50 - Black 49.9 45 50 + White 59.8 63 50 - All 51.7 54 50 - Black 46.1 37 50 + White 57.2 60 50 - All 51.4 59 50 - Black 42.1 39 50 + White 61.1 65 50 - All 55.6 59 50 - Black 50.1 39 50 + White 61.9 65 50 - All 52.1 54 50 - Black 45.3 36 50 + White 59.5 59 50 + 49 (+,-) Nat -- + + - + + - + + - + + + + + - + Booker Elementary Fourth Grade Reading SAT 8 100 9 0 8 0 7 0 6 0 - .. National Average = 50% s ... 4 3o . -~ 2 0 0 0 Black Legend -----~ ~ -a- Booker -+- State -+- Nat Avg -----~ ~ .., v- White All Booker Elementary Fourth Grade Math SAT 8 100 90 8 0 7 0 6 0 ----=::::::: -- National Average = 50% s .... ... 4 0 3 0 2 0 0 0 Black White All Legend -II- Booker -+--- State ---+-- Nat Avg Booker Elementary Fourth Grade Lang SAT 8 100 9 0 8 0 7 0 6 0 - National Average= 50% s --------- ----- 4 0 ----- ..--- 3 0 2 0 0 0 Black White All Legend -a- Booker -+- State -+- Nat Avg Booker Elementary Fourth Grade Science SAT 8 100 9 0 8 0 7 0 6 0 ~ - - - - National Average = 50% s ~ - - - ... ~ ... ,, 4 :::::----- 3 0 2 0 0 0 Black White All Legend -a- Booker --+-- State -+- Nat Avg Booker Elementary Fourth Grade Soc Sci SAT 8 00 90 80 70 National Average = 50% 60 i.---- ~- -- ----- .-l,...,,--\"\" .. ..... ~ r 40_ ~ \"\" 30 20 10 0 Black White All Legend -a- Booker -+- State ~ Nat Avg Booker Elementary Fourth Grade Basic Bat SAT 8 100 9 0 8 0 7 0 6 0 --- ---- National Average= 50% s - ... Ii,. ----------- ...... --- ... ---- 4 0- ----- ~ 3 0 2 0 0 0 Black White All Legend -If- Booker -+- State -+- Nat Avg carver Elementary Magnet School Carver Elementary School (all) fourth grade students scored higher than the state and national average for all students on each the subtests and the basic battery. Table 23 depicts test data for Carver Elementary fourth grade students. Black students performed better than other black students in the state on every subtest and better than all students nation-wide on all subtests except reading. White students performed better than other white students state-wide and all students nation-wide on all subtests and the complete battery. Table 23 Comparison of carver Magnet School Averages to state and National Averages Test Total Reading Total Math Total Lang Total Sci - Total Soc Sci Basic Battery Grade Four -- All Students -- By Race(B,W) N = 85 Carver State National Diff Average Average Average State All 58.1 49 50 + Black 46.7 29 50 + White 71.1 56 50 + All 63.9 59 50 + Black 56.5 45 50 + White 71. 0 63 50 + All 63.0 54 50 + Black 53.3 37 50 + White 73.7 60 50 + All 66.5 59 50 + Black 55.2 39 50 + White 78.8 65 50 + All 66.6 59 50 + Black 55.5 39 50 + White 79.2 65 50 + All 62.3 54 50 + Black 52.3 36 50 + White 73.0 59 50 + 56 (+I-) Nat + - + + + + + + + + + + + + + + + + Carver Elementary Fourth Grade Reading SAT 8 100 90 8 0 7 0 - 6 0 - ... ... National Average= 50% s __.,,,- ... ,. __.,,,- ... ,. .., ... 4 .,,,.- ,,.,..,.-- 0 __.,,,- 3 (l ~ 11111 \"\" 2 0 0 0 Black White All Legend Carver -+- State -+-- Nat Avg Carver Elementary Fourth Grade Math SAT 8 100 9 0 8 0 7 0 - - - - 6 0 .-,,,,,- ----- - - National Average = 50% s - ---- ... - ----- \"' 4 0 3 0 2 0 0 0 Black White All Legend Carver -+- State --+-- Nat Avg Carver Elementary Fourth Grade Lang SAT 8 100 90 80 70 - 60 - ~ National Average = 50% ----- - .... ~ .. ~ ... ------- ... 40 ----- ..-- 30 20 10 0 Black White All Legend Carver -+- State -+- Nat Avg Carver Elementary Fourth Grade Science SAT 8 100 90 80 70 60 ------ ------ ~ ~ National Average = 50% --... --,,.,.,.,,,..- .. ..... ... __,,.,.,.,,,..- ... 4\" ----- \" - - 30 20 10 0 Black White All Legend Carver -+- State --+-- Nat Avg Carver Elementary Fourth Grade Soc Sci SAT 8 100 90 80 70 60 ----- ------ -... National Average = 50% c:.n. ..... _,,., _.,,,,.,.--- ..... ... .. ------ ... ... 4n- ------- 30 20 10 0 Black White All Legend Carver --+- State -+-- Nat Avg Carver Elementary Fourth Grade Basic Bat SAT 8 100 9 0 8 0 7 0 6 0 ----- ~ National Average = 50% s ----- - ... (\\ ...... ... ... ... - ~.., .,,,,-- 4 0- ----- ---- v-- 3 0 2 0 0 0 Black White All Legend Carver --+- State -+- Nat Avg Gibbs Elementary Magnet School Table 24 presents tests results data for fourth grade students at Gibbs Elementary Magnet School. Gibbs Elementary School {all) fourth grade students scored higher than the state and national average for all students on each the subtests and the basic battery. Table 4 on the following page depicts test data for Gibbs Elementary fourth grade students. Black students performed better than other black students in the state on every subtest and better than all students nation-wide on all subtests except reading. They performed only slightly lower than the national average on the reading subtest {49.5 Gibbs - to - 50 nation-wide). White students performed better than other white students state-wide and all students nation-wide on all subtests and the complete battery. Table 24 Comparison of Gibbs Magnet School Averages to state and National Averages Test Total Reading Total Math - Total Lang - Total Sci - Total Soc Sci --Basic Battery ,__ Grade Four -- All students -- By Race(B,W) N = 42 Gibbs State National Diff Average Average Average State All 58.9 49 50 + Black 49.5 29 50 + White 71.4 56 50 + All 70.2 59 50 + Black 63.4 45 50 + White 80.1 63 50 + All 59.4 54 50 + Black 53.3 37 50 + White 67.4 60 50 + All 65.6 59 50 + Black 56.0 39 50 + White 78.1 65 50 + All 67.3 59 50 + Black 59.3 39 50 + White 78.1 65 50 + All 64.0 54 50 + Black 55.9 36 50 + White 75.0 59 50 + 63 { +, -) Nat + - + + + + + + + + + + + + + + + + Gibbs Elementary Fourth Grade Reading SAT 8 10 0 9 0 8 0 7 0 ,___..- 6 0 ---- ~ ... - -------- ----- National Average = 50% s ---- ~ .. ~ ... -... 4 ~ V\" 0 ~ 3 n ~ -- .. 2 0 0 0 Black White All Legend ---- Gibbs -+- State -+- Nat Avg Gibbs Elementary Fourth Grade Math SAT 8 10 0 9 0 8 0 ~ -- - 7 --i---- ---- 0 ------ 6 ----- ---- - - - ~ National Average = 50% s (\\ ... ----- ---- 4 0 3 0 2 0 0 0 Black White All Legend --- Gibbs -+- State --+-- Nat Avg Gibbs Elementary Fourth Grade Lang SAT 8 100 9 0 8 0 7 0 6 0 ----- ---------- National Average = 50% s ----- -... ------ ... 4 0 ----- V 3 0 2 0 0 0 Black White All Legend --- Gibbs -+- State ---+- Nat Avg Gibbs Elementary Fourth Grade Science SAT 8 100 90 8 0 ==-=== 7 ----- ---i--....._ 0 --~ 60 ---- ~ ------ -... National Average= 50% s --i--- ..... . ... ,. ~ 4 o. ~ - 3 0 2 0 0 0 Black White All Legend -II- Gibbs -+- State ~ Nat Avg Gibbs Elementary Fourth Grade Soc Sci SAT 8 100 9 0 8 0 ==-==== 7 ------- ------- 0 ------- ::::1111 6 ------- ~ ~ ~ ~ National Average = 50% s ('\\ ..... _,.. ~ ... ... \"I,, ~ \"I ,, 4 n ~ -- ... 3 0 2 0 0 0 Black White All Legend --- Gibbs -+- State ~ Nat Avg Gibbs Elementary Fourth Grade Basic Bat SAT 8 10 0 9 0 8 0 7 ~ 0 ----- ------ 6 0 ----- ---- National Average = 50% s ~ - - ... ..... ... .,,,.--- ... ---- 4 0 ~ -~ 3 0 2 0 0 0 Black White All Legend -II- Gibbs -+- State --+-- Nat Avg Williams Elementary Magnet School Williams Elementary Magnet School students performed better than students state-wide and nation-wide on all subtests on the basic battery. Test results data are presented in Table 25. Black students performed higher than other black students and white students performed better than other white students on every subtest and the basic battery both in the state and across the nation. Table 25 Comparison of Williams Magnet School Averages to state and National Averages Test Total Reading Total Math Total Lang Total Sci Total Soc Sci - Basic Battery ,__ Grade Four -- All students -- By Race(B,W) N = 68 Williams State National Diff Average Average Average State All 60.4 49 50 + Black 52.0 29 50 + White 71.3 56 50 + All 73.5 59 50 + Black 70.2 45 50 + White 77.6 63 50 + All 67.8 54 50 + Black 62.9 37 50 + White 73.8 60 50 + All 65.3 59 50 + Black 61.1 39 50 + White 70.7 65 50 + All 70.1 59 50 + Black 64.5 39 50 + White 77.2 65 50 + All 67.4 54 50 + Black 61.2 36 50 + White 75.3 59 50 + 70 (+,-) Nat + + + + + + + + + + + + + + + + + + Williams Elementary Fourth Grade Reading SAT 8 100 9 8 7 6 National Average = 50% s 4 3 2 0 0 0 0 0 o ... - 0 0 0 Black ----- ~ ~ Legend _.. __,- -a- Williams -+- State --+-- Nat Avg ----- ----- ~ - - ~ ~ ... V'\" White -.... All Williams Elementary Fourth Grade Math SAT 8 100 9 0 8 0 7 6 0 ------ ---- - ~ National Average = 50% 5 - ---- .. ... ------ 4 0 3 0 2 0 0 0 Black White All Legend --- Will iams -+- State ~ NatAvg Williams Elementary Fourth Grade Lang SAT 8 10 0 90 8 0 7 0 ----- =======II 6 ---- National Average = 50% s ------ -... - _____ .... 4 0 ------ ...-- 3 0 2 0 0 0 Black White All Legend -II- Williams -+- State ~ Nat Avg Williams Elementary Fourth Grade Science SAT 8 00 90 80 70 6 - ~ ~ - - National Average = 50% ::\n.- ~ .. ~ l.----\"'\"\"\" ~ ___,- ~ 40_ __,- ... 30 20 10 0 Black White All Legend -a- Williams -+- State ----+- Nat Avg Williams Elementary Fourth Grade Soc Sci SAT 8 100 90 80 ~ ~ 70 ---- 60 ------- ------- -, - National Average= 50% \"\" ....... --l,...,--\"\"'\" ,. ' ~ ' 4n ~ -- ... 30 20 10 0 Black White All Legend -II- Williams -+- State -+- Nat Avg Williams Elementary Fourth Grade Basic Bat SAT 8 100 90 80 ------ 70 ----- 6 ----- National Average = 50% ----- - ~ ::..,.- .11111 .. ... .. .., -------- 40 ----- Ill ~ 30 20 10 0 Black White All Legend -a- Williams -+- State -+- Nat Avg Grade seven Mann Junior High School Mann Junior High Students, both black and white, and as a group performed higher than the state averages for like groups. Black students were only slightly lower than the nation-wide average (all students) on each of the subtests and the basic battery. White students were above the nation-wide average (all students) and the state-wide average for white students on all subtests and the basic battery. Test results data for Mann Junior High students are presented in Table 26 below. Table 26 Comparison of Mann Magnet Jr. High Averages to state and National Averages Test Total Reading Total Math - Total Lang - Total Sci - Total Soc Sci -Basic Battery -- Grade seven -- All students -- By Race(B,W) N = 277 Mann State National Diff Average Average Average State All 53.4 48 50 + Black 46.4 27 50 + White 63.1 56 50 + All 52.4 50 50 + Black 46.2 34 50 + White 64.2 55 50 + All 54.5 49 50 + Black 48.6 32 50 + White 62.8 54 50 + All 55.9 57 50 + Black 47.6 31 50 + White 67.0 66 50 + All 54.6 52 50 + Black 48.9 35 50 + White 62.3 58 50 + All 53.5 49 50 + Black 46.7 30 50 + White 62.9 55 50 + 77 (+, -) Nat + - + + - + + - + + - + + - + + - + Mann Junior High Seventh Grade Reading SAT 8 100 9 8 7 6 National Average = 50% 5 4 3 2 0 0 0 0 0 0 ~ ........ 0 0 0 Black Legend ----- ----- ~ ~.,.,,- ~ -a- Mann -+- State --+--- Nat Avg -- ~ ...... ~ White --r---_ All Mann Junior High Seventh Grade Math SAT 8 100 9 8 7 6 National Average = 50% 5 4 3 2 0 0 0 0 0 - 0 0 0 0 ... Black ------ ----- ----- Legend --- Mann -+- State -+--- Nat Avg ------ =====-======== ----- -----... \" White ----- All Mann Junior High Seventh Grade Lang SAT 8 100 9 0 8 0 7 0 6 National Average= 50% 5 0 ----- ----- II ~ ---- - ,... 4 ------- 0 ------- 3 o .-- 2 0 0 0 Black White All Legend -a-- Mann --+- State ~ Nat Avg Mann Junior High Seventh Grade Science SAT 8 10 0 9 0 8 0 7 0 60 National Average= 50% s 4 3 2 0 (:J'! 0 0 0 V Black ~ ,/ _/ Legend ~ ,/ --L-- ~ ~ ... /\"\" ' White --- Mann -+- State -+-- Nat Avg All Mann Junior High Seventh Grade Soc Sci SAT 8 100 90 80 70 60 ----- ~ - _,..- National Average= 50% ----- ---- ..... ------ 40 ---- ----- 30 20 10 0 Black White All Legend ----- Mann ---+- State ~ Nat Avg Mann Junior High Seventh Grade Basic Bat SAT 8 100 90 80 70 60 ----- - ---- National Average= 50% ----- ~ ~ ~ i..------ 40 ~ 3n ~ 20 10 0 Black White All Legend -9- Mann -+- State -+- Nat Avg Grade 10 Parkview High School Parkview tenth graders (all students) performed better than other tenth grade students nation-wide on all the subtests and on the basic battery. Black students performed better than other black students across the state while white students performed better than white students across the state. Black students performed higher than the national average on the basic battery and the language subtests and were only slightly below the national average on the reading, math, science and social science subtests. Test results data for Parkview tenth grade students are Presented in Table 27 below. Table 27 Comparison of Parkview High School Averages to state and National Averages Test ~ Total Reading - Total Math -Total Lang -Total Sci .._ Total Soc Sci -Basic Battery \"'\"-- Grade Ten -- All students -- By Race(B,W) N = 270 Parkview State National Diff Average Average Average state All 55.9 53 50 + Black 49.7 30 50 + White 66.3 59 50 + All 51.1 47 50 + Black 47.4 31 50 + White 56.6 52 50 + All 56.7 53 50 + Black 52.1 35 50 + White 64.4 59 50 + All 53.4 56 50 + Black 46.9 30 50 + White 64.3 63 50 + All 52.6 51 50 + Black 47.6 32 50 + White 61.2 56 50 + All 55.8 52 50 + Black 50.8 33 50 + White 64.1 58 50 + 84 (+,-) Nat + - + + - + + + + + - + + - + + + + Parkview High School Tenth Grade Reading SAT 8 100 9 0 8 0 7 0 6 National Average = 50% s 0 ------ ------ ------ ~ ------ ~ ~ ~ ... ... 4 0 ~ ~ 3 - ~ 2 0 0 0 Black White All Legend --- Parkview -+- State ~ Nat Avg Parkview High School Tenth Grade Math SAT 8 100 90 80 70 National Average = 50% 60 4 II ----- ... ,.. -,- 40 ~ ~ ----- 3(}'!! v--- 20 10 0 Black White All Legend -a-- Parkview --+-- State -+- Nat Avg Parkview High School Tenth Grade Lang SAT 8 100 90 80 70 60 National Average = 50% 5~ 40 -------- 30 20 10 0 Black Legend ----- ----- - -II- Parkview -+- State -+- Nat Avg - ~ ~ -------- ... ..---- White ::II -:l ~ ... All Parkview High School Tenth Grade Science SAT 8 100 90 8 0 7 0 6 ~ 0 ------ ~ - National Average= 50% s ------ ~ .,.V .., 4 0 ./' ~ 3 (\\ ./' 2 0 0 0 Black White All Legend -II- Parkview -+- State ---+-- Nat Avg Parkview High School Tenth Grade Soc Sci SAT 8 100 90 8 0 7 0 6 0 ----- - ~ National Average= 50% s ----- ---- ---- ~ 4 0 ---- --- 3 o V 2 0 0 0 Black White All Legend --- Parkview -+- State ---+-- Nat Avg Parkview High School Tenth Grade Basic Bat SAT 8 100 90 80 70 National Average= 50% ========It:::: 60 ---~ - - ~ ::::II ~ -- ~ ' \"'I 40 ------- ------- ..... 30 20 10 0 Black White All Legend _. Parkview --f-- State --+- Nat Avg American College Test The ACT was administered to the Parkview seniors who registered to take the test. Since the ACT assessment is designed for those students who plan to attend college, the focus is on the students who completed the recommended college preparation courses. Students were disaggregated into two groups: 1. students who were completing the core curriculum and, 2. students who were completing less than the core curriculum. The 1993 student data file is based on all students who graduated in the Spring of 1993, and who took the ACT assessment test during their junior or senior year in high school. State norms are based on all 1993 ACT-tested graduates in the sate of Arkansas. National norms are based on all ACT-tested graduates in 1993. The following scores represent the composite scores of P~rkview students, Arkansas students and students nationwide: ACT Composite Scores Parkview 20.3 Arkansas 20.1 National 20.7 Parkview seniors scored above the state average ACT scores ~nd slightly below the national average ACT scores. Table 25 d7low shows the composite scores for Parkview students lsaggreagted by ethnic group. Table 20 Parkveiw Mean ACT scores --By Ethnic Group N=188 Ethnic Group -- Core Less than Total Core Group Afro-Am\\Black (106) 19.3 16.9 18.3 Am Ind\\Alsk Ntv (1) 17.0 17.0 Cauc Am\\White (76) 23.4 22.1 22.8 Mex Am\\Chicano ( 1) 19.0 19.0 Asian Am\\Pac Is ( 3) 20.3 20.3 P Rican\\Hispan (1) 25.0 25.0 91 Conclusions * All Pulaksi County Interdistrict Schools met or exceeded the ADE mandated eighty-five percent {85%) pass rate for third grade students on the Minimum Performance Test. * Third grade students in Pulaski County Interdistrict Magnet Schools has higher pass rates than third grade state-wide on the Minimum Performance Test. * Fourth grade magnet school students (all) performed above state levels for all students on the Stanford Achievement Test. * Black fourth grade magnet school students performed above the state average for black students and generally above the national average for all students on the Stanford Achievement Test. * White fourth grade magnet school students performed higher than other fourth grade students in the state and across the nation on the Stanford Achievement Test. * All Pulaski County Interdistrict Schools sixth grade students met or exceeded the eighty-five percent (85%) pass rate on the reading and math subtests of the Minimum Performance Test. * Junior High School magnet school students performed higher than their counterparts in the state and as a group above the national average on the Stanford Achievement Test (Grade 7). * Mann Junior High Magnet School students exceeded the eighty-five percent pass rate for the Minimum Performance Test after three administrations of the test. * * Senior High magnet school students performed higher than the state average for like groups across the state and as a group above the national average on the Stanford Achievement Test (Grade 10). Average American College Test scores for Parkview seniors are above the average ACT scores for the state and only Slightly below the national average. 92 SECTION II Desegregation POLASKI COUNTY INTERDISTRICT MAGNET SCHOOLS EVALUATION Formative Evaluation: Desegregation BACKGROUND The purpose of this formative evaluation is to gain insight into the assessment of the objectives in Expected Outcomes, #2, (A \u0026amp; B), listed below. To develop procedures and instrumentation for data collection regarding the contribution of the magnet schools toward the \"complete desegregation\" goal of the project. A. What is the social interaction between and within the disaggregated groups by race, sex, and socioeconomic status? Additional variables of solidarity and isolation will be studied for students, staff and parents. B. What are the reflections of the academic and professional interaction between the building administrators and the teaching staff during staff meetings, between teachers and students during class interactions, and between the building administrative staff, teachers and students during school related activities? Are there evidences of stereotyping by students i.e., graffiti and name calling? METHODOLOGY After notification by the MRC of acceptance of the evaluation ~roposal the research team began to develop and review lnstruments and procedures to collect data for objective #3. !0ciometric techniques used for prior evaluation activities ere used for the 1992-93 evaluation project. Previous ~Valuations have provided a research foundation relative to ~e \"~ppropriateness\" and usefulness of sociograms ant1fying students' relationships.\n~e sociogram was developed by the project staff to assess ( ~dent interaction relative to social classroom activities s~ 00sing students to sit by), academic activities (choosing (c~den~s to work with), and socialization on the playground a ~o~1ng students to play with). The sociograms were T~1n1stered in the fall of 1992 and the spring of 1993. act1~ ~eport presents the total results of the fall act~~n~stration of the sociogram. Only data from the spring da~ln1stration of the sociogram which reflect a change in a from the fall administration data are presented. 93 The Chi-Square Test for Independence was chosen to assess and evaluate the significance of student choice patterns. ChiSquare is the most appropriate statistical test for nominal data and is used to compare categorical data, for example, sociometric data. It tests for trends, group differences (independence) and in conjunction with other tests, for correlation. The .05 level of significance was chosen for this report (independence, that is, a statistical difference, was noted for groups with an inter-group probability of .05 or less). Contingency coefficients, which are similar to other correlation coefficients are also provided to provide a measure of the relationship. The PC computer utilizing the software package \"Statistics With Finesse\" was selected to analyze the data yielded by the sociograms. Site visits by an evaluation team were made to gather data relative to evaluation activities. The seven-member team consisted of professionals from Arkansas State University. Team members possessed competencies in specialty areas of elementary and early childhood education, secondary education, educational administration and program evaluation. The purpose of the site visits was to collect data relevant to the project activities. Each magnet school was visited by a team of two professionals. The project director visited all magnet school sites during the two days scheduled for the team visits. Visits lasted from 3 to 4 hours, and included observations of classroom and non-classroom activities. Forms were developed to record and codify data collected during the observation visits. Both quantitative and qualitative data were collected. A school satisfaction survey was conducted with a selected number of parents and students. The satisfaction survey was developed and validated by the National Association of Secondary School Principals (NASSP). The report provides information on the degree to which parents, students, and teachers are happy or satisfied with the situation in their schools. National standard scores are given for each category. Data are used to compare individual magnet schools and magnet schools to schools nation-wide. Data for the magnet schools Was provided to the ASU office of Educational Research and Services by the MRC office. 94 FINDINGS Sociograms A total of 916 sociograms were administered in the Pulaski County Interdistrict Magnet Schools during the fall of 1992. There were 881 students completing the sociograms in the spring of 1993. Black students accounted for approximately fifty-four percent (54%) of the students with white students accounting for the remaining forty-six (46%). Each sociogram identified three categories to assess student behaviors. The categories allowed students to express choice or preference in three areas of activity: social (sit with), academic (work with), and play (play with). Individuals were asked to indicate five students in their class they would choose to participate with in each of these activities. A copy of the sociogram is included in the appendix of this report. Variables of sex and race were the results of the sociograms. student choices listed for the three categories. \"Statistics used to denote significance in independence and the .05 level disaggregated for analyzing Data analyses were based on opposite race in each of the with Finesse\" software was determining variable was chosen. Sit With Each pupil chose five students in their classroom they would prefer to sit near. Statistical data for this sociogram category are provided in Tables 28-39 that follow. Disaggregated by Race--Black students compared to White Students There was a significant difference in the choice patterns of black students and white students in choosing students of the opposite race to sit with. For the fall, a Chi-Square of 13.0980 was computed which yielded a contingency coefficient of 0.1187 and a probability of 0.0225. Black students were more likely (19.5 %) to choose to sit by no white students than white students (11.2%) were to choose to sit by no black students. During the spring administration the percent of students choosing no students of the opposite race to sit with (blacks-16.4% and whites 6.5%) was lower, however, the choice Patterns for black and white students were still dependent upon race. Data for the fall administration and statistical analyses for both fall and spring are provided in Table 28 on the following page. 95 TABLE 28 Sociogram -- sit With Opposite Race Black students Compared to White Students N=916 Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black 99 123 124 97 53 11 507 % 19.5 24.3 24.5 19.1 10.5 2.2 100.0 White 46 99 107 96 52 9 409 % 11.2 24.2 26.2 23.5 12.7 2.2 100.0 Total 145 222 231 193 105 20 916 % 15.8 24.2 25.2 21.1 11.5 2.2 100.0 Chi-Square Test of Independence Fall spring Number of Observations 916 881 Chi-Square 13.0980 23.0414 Contingency Coefficient 0.1187 0.1596 Degrees of Freedom 5 5 Probability 0.0225 0.0003 Disaggregated by sex -- Males compared to Females Sex of the student is a significant variable in the choice patterns of students choosing members of the opposite race to sit with. In the fall administration a Chi-Square of 15.1029 was computed producing a contingency coefficient of 0.1274 and a probability of 0.0099. Thirty-six percent {36%) of the males chose no more than one student of the opposite race to sit near while forty-four percent {44%) of the females chose not more than one student of the opposite race to sit near. In the spring administration the number of males choosing no more than one student of the opposite race to sit near fell to only twenty-six percent {26%) and the number of females choosing no more than one student of the opposite race to sit with fell to thirty-seven percent. Although still statistically significant after the spring administration, there appeared to be a trend toward the diminution of the gender bias. Data for the fall administration and statistical analyses data for the spring administration are shown in Table 29 on the following page. 96 TABLE 29 Sociogram -- sit With Opposite Race Male students compared to Female students N=916 Number of students of opposite Race Chosen Race 0 1 2 3 4 s Total Males 61 96 104 104 64 8 437 % 14.0 22.0 23.8 23.8 14.6 1.8 100.0 Females 84 126 127 89 41 12 479 % 17.5 26.3 26.5 18.6 8.6 2.5 100.0 Total 145 222 231 193 105 20 916 % 15.8 24.2 25.2 21.1 11.5 2.2 100.0 Chi-Square Test of Independence Fall Spring Number of Observations 916 881 Chi-Square 15.1023 14.6515 Contingency Coefficient 0.1274 0.1279 Degrees of Freedom 5 5 Probability 0.0099 0.0120 Black Males compared to Black Females Analysis of the fall data shows significant differences in the choice patterns of black students based on gender. Only thirty-eight percent {37.6%) of the black males chose one (1) or fewer students of the opposite race while forty-nine percent {48.9%) of the black females named no more than one (1) student of the opposite race. The computed Chi-Square was 12.9480 with a contingency coefficient of 0.1578 and a Probability of 0.0239. However, data analysis after the spring administration of the sociogram revealed that both black males and black females had a greater propensity to choose students of the opposite race to sit with. For the spring administration, choice Patterns were not dependent on sex (gender) when comparing black males and black females. A Chi-Square of 6.5883 was computed yielding a contingency coefficient of 0.1162 and a Probability of 0.2531. Tables 30 and 31 that follow presents the data for both the fall and spring administrations of the sociograms. 97 TABLE 30 Sociogram -- Sit With Opposite Race (Fall) Male Students Compared to Female Students (Black) N:507 Sex/ Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Males 41 46 61 50 31 2 231 % 17.7 19.9 26.4 21.6 13.4 0.9 100.0 Black Females 58 77 63 47 22 9 276 % 21.0 27.9 22.8 17.0 8.0 3.3 100.0 Total 99 123 124 97 53 11 507 % 19.5 24.3 24.5 19.1 10.5 2.2 100.0 Chi-square Test of Independence Number of Observations 507 Chi-square 12.984 Contingency Coefficient 0.1598 Degrees of Freedom 5 Probability 0.0239 As can be noted from the tables, both black males and black females chose more students of the opposite race to sit near during the spring administration. In the fall only fifty-six percent (56%) of the students chose at least two (2) students of the opposite race to sit with. In the spring sixty-three percent (63%) of the students chose at least two (2) students of the opposite race to sit with. 98 TABLE 31 Sociogram -- sit With opposite Race (Spring) Male Students Compared to Female Students (Black) N=507 sex/ Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Males 28 41 74 50 21 6 220 % 12.7 18.6 33.6 22.7 9.5 2.7 100.0 Black Females 51 55 80 52 20 3 261 % 19.5 21.1 30.8 19.9 7.7 1.1 100.0 Total 79 96 154 102 41 9 481 % 16.4 20.0 32.0 21.1 8.5 1.9 100.0 Chi-Square Test of Independence Number of Observations 481 Chi-Square 6.5883 Contingency Coefficient 0.1162 Degrees of Freedom 5 Probability 0.2531 Black Males Compared to White Males During the fall administration of the sociograms a racial bias existed when comparing black males and white males. Black males, at almost eighteen percent (17.7%), were more likely to choose no students of the opposite race than were white males at nearly ten percent (9.7%). A Chi-Square of 11.3348 was computed yielding a contingency coefficient of 0.1590 and a probability of 0.0451. During the spring administration the difference between the choice patterns of black males and white males was not dependent on race. A Chi-Square of 10.1417 was computed that Produced a contingency coefficient of 0.1530 and a Probability of 0.0713. During the spring administration more than seventy-three Percent (73.3%) of the males chose to sit with at least two (2) students of the opposite race, up from sixty-four percent (64%) of the students naming at least two (2) students of the opposite race to sit with during the fall administration. Tables 32 and 33 that follow depict the data from the fall and spring sociograms comparing black males and white males. 99 TABLE 32 Sociogram -- Sit With Opposite Race (Fall) Black Students compared to White students (Males) N:507 Sex/ Number of students of Opposite Race Chosen Race 0 1 2 3 4 s Black Males 41 46 61 50 31 2 % 17.7 19.9 26.4 21.6 13.4 0.9 White Males 20 50 43 54 33 6 % 9.7 24.3 20.9 26.2 16.0 2.9 Total 61 96 104 104 64 8 % 14.0 22.0 23.8 23.8 14.6 1.8 Chi-square Test of Independence Number of Observations 437 Chi-Square 11.3348 Contingency Coefficient 0.1590 Degrees of Freedom 5 Probability 0.0451 TABLE 33 sociogram -- Sit With Opposite Race (Spring) Black Students Compared to White students (Males) N=423 Total 231 100.0 206 100.0 437 100.0 Sex/ Number of students of Opposite Race Chosen Race 0 1 2 3 4 s Total Black Males 28 41 74 50 21 6 220 % 12.7 18.6 33.6 22.7 9.5 2.7 100.0 White Males 10 34 68 56 27 8 203 % 4.9 16.7 33.5 27.6 13.3 3.9 100.0 Total 38 75 142 106 48 14 423 % 14.0 22.0 23.8 23.8 14.6 1.8 100.0 Chi-square Test of Independence Number of Observations 423 Chi-square 10.1417 Contingency Coefficient 0.1530 Degrees of Freedom 5 Probability 0.0713 100 Black Males Compared to White Females No significant differences were noted in the choice patterns of black males and white females in their propensity to choose students of the opposite race to sit with. More than sixty percent (66.1) of the students chose to sit with 2 or fewer students of the opposite race. A Chi-Square of 5.5171 was computed that yielded a contingency coefficient of 0.1120 and a probability of 0.3561. No significant changes were noted in the choice patterns of students during the spring administration when comparing black males and white females. A Chi-Square of 3.9811, a contingency coefficient of 0.0972 and a probability of 0.5521 were computed. Table 34 below depicts the data for the fall administration of the sociogram and both fall and spring results of the analyses of the data. TABLE 34 Sociogram Sit With Opposite Race Black Male Students Compared to White Female students N:434 Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Males 41 46 61 50 31 2 231 % 17.7 19.9 26.4 21. 6 13.4 0.9 100.0 White Females 26 49 64 42 19 3 203 % 12.8 24.1 31. 5 20.7 9.4 1.5 100.0 Total 67 97 125 92 50 5 434 % 15.4 21.9 28.8 21.2 11. 5 2.2 100.0 Chi-Square Test of Independence Fall spring Number of Observations 434 417 Chi-square 5.5171 3.9811 Contingency Coefficient 0.1120 0.0092 Degrees of Freedom 5 5 Probability 0.3561 0.5521 101 Black Females compared to White Males There is a very distinct difference in choice patterns of choosing students of the opposite race to sit with when comparing black females and white males. Black females (21%) are more than twice as likely to choose not to sit by a student of the opposite race than white males (9.7%). During the spring administration the rate for choosing not to sit with students of the opposite race for black females was about twenty-percent (19.5%) and only about five percent {4.9%) for white males. Table 35 below depicts the data for the fall administration of the sociogram and both fall and spring statistical results of the analyses of the data. TABLE 35 Sociogram -- Sit With Opposite Race Black Female Students compared to White Male students N:482 Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Females 58 77 63 47 22 9 276 % 21. 0 27.9 22.8 17.0 8.0 3.3 100.0 White Males 20 50 43 54 33 6 206 % 9.7 24.3 20.9 26.2 16.0 2.9 100.0 Total 78 127 106 101 55 15 482 % 16.2 26.3 22.0 21.0 11.4 3.1 100.0 Chi-square Test of Independence Fall spring Number of Observations 482 464 Chi-Square 21. 6013 30.1702 Contingency Coefficient 0.2071 0.2471 Degrees of Freedom 5 5 Probability 0.0006 0.0001 Black Females compared to White Females During the fall administration of the sociograms there was no statistically significant difference in the choice patterns of black females and white females in choosing members of the opposite race to sit with. Yet it should be noted that the Chi-Square of 11.0527 produced a contingency coefficient of 102 0.1502 and a probability of .0799. The difference between these two groups was not significant at the .05 level. After the spring administration there was a statistical difference when comparing the two groups. The data analysis produced a Chi-Square of 12.4642, a contingency coefficient of 0.1628 and a probability of 0.0290. On the fall administration twenty-one percent (21%) of the black females and thirteen percent (13%) of the white females chose not to sit with any students of the opposite race. On the spring administration of the sociogram twenty percent (20%) of the black females and only eight percent (8%) of the white females chose no students of the opposite race to sit with. Data from the fall administration are presented in Table 36 below and the spring administration data are presented in Table 37 on the following page. TABLE 36 Sociogram -- Sit With Opposite Race (Fall) Black students compared to White Students (Females) N=479 Sex/ Number of Students of opposite Race Chosen Race 0 1 2 3 4 5 Total Black Females 58 77 63 47 22 6 273 % 21.2 28.2 23.1 17.2 8.1 2.2 100.0 White Females 26 49 64 42 19 3 203 % 12.8 24.1 31.5 20.7 9.4 1.5 100.0 Total 84 126 127 89 41 9 476 % 17.6 26.5 26.7 18.7 8.6 1.9 100.0 Chi-Square Test of Independence Number of Observations 476 Chi-square 11. 0527 Contingency Coefficient 0.1502 Degrees of Freedom 5 Probability 0.0799 103 TABLE 37 Sociogram -- sit With opposite Race (Spring) Black students Compared to White students (Females) N=458 Sex/ Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Females 51 55 80 52 20 3 261 % 19.5 21.1 30.7 19.9 7.7 2.0 100.0 White Females 16 47 64 49 17 4 197 % 8.1 23.9 32.5 24.9 8.6 2.0 100.0 Total 67 102 144 101 37 7 458 % 14.6 22.3 31.4 22.1 8.1 1.5 100.0 Chi-Square Test of Independence Number of Observations 458 Chi-Square 12.4642 Contingency Coefficient 0.1628 Degrees of Freedom 5 Probability 0.0290 White Males and White Females White males and white females were statistically different in student choice patterns during the fall administration. White females were more likely to name no students of the opposite race to sit with than were white males. The statistical analysis of the data produced a Chi-Square of 11.1620 which yielded a contingency coefficient of 0.1630 and a probability of 0.0483. Analysis of data from the spring administration of the sociogram revealed no statistical difference in choice Patterns when comparing white males and white females. Analysis of the data produced a Chi-Square of 7.5767, a contingency coefficient of 0.1363 and a probability of 0.1812. Tables 38 and 39 on the following page depict the analyses of data when comparing white males and white females. 104 TABLE 38 Sociogram -- Sit With Opposite Race (Fall) White Males compared to White to White Females N:409 sex/ Number of Students of opposite Race Chosen Race 0 1 2 3 4 5 White Males 20 50 43 54 33 6 % 9.7 24.3 20.9 16.0 16.0 2.9 White Females 26 49 64 42 19 3 % 12.8 24.1 31.5 20.7 9.4 1.5 Total 46 99 107 96 52 9 % 11.2 24.2 26.2 23.5 12.7 2.2 Chi-Square Test of Independence Number of Observations 409 Chi-Square 11. 1620 Contingency Coefficient 0.1630 Degrees of Freedom 5 Probability 0.0483 TABLE 39 sociogram -- Sit With opposite Race (Spring) White Males compared to White to White Females N:400 Total 206 100.0 203 100.0 409 100.0 Bex/ Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Total White Males 10 34 68 56 27 8 203 % 4.9 16.7 33.5 27.6 13.3 3.9 100.0 White Females 16 47 64 49 17 4 197 % 8.1 23.9 32.5 24.9 8.6 2.0 100.0 Total 26 81 132 105 44 12 400 % 6.5 20.3 33.0 26.3 11.0 3.0 100.0 Chi-square Test of Independence Number of Observations 400 Chi-square 7.5767 Contingency Coefficient 0.1363 Degrees of Freedom 5 Probability 0.1812 105 Work With Each student was asked to choose five students with whom they would like to work. Tables 40-47 illustrate the data analysis for the sociogram section work with. Disaggregated by Race -- Black Race Compared to White Race The fall administration of the sociogram indicates race was a significant variable for students in choosing students of the opposite race to work with. More black students (12.8 percent) chose no students of the opposite race than white students (10.3 percent). Statistical analysis of the data produced a Chi-Square of 11.2974, a contingency coefficient of 0.1104 and a probability of 0.0458. Data analysis of the spring administration indicates that race remained a significant variable in student choice patterns when comparing black and white student responses on the work with portion of the sociograms. A Chi-Square of 15.047 was computed that produced a contingency coefficient of 0.1296 and a probability of 0.0102. Data for the fall administration and statistical analysis data for the spring administration are included in Table 40 below. TABLE 40 Sociogram -- Work With Opposite Race Black students compared to White students N:916 Numl:\u0026gt;er of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black 65 97 143 128 56 18 507 % 12.8 19.1 28.2 25.2 11.0 3.6 100.0 White 42 107 120 89 45 6 409 % 10.3 26.2 29.3 21.8 11.0 1.5 100.0 Total 107 204 263 217 101 24 916 % 11.7 22.3 28.7 23.7 11.0 2.6 100.0 Chi-square Test of Independence Fall spring Number of Observations 916 881 Chi-Square 11.2974 15.0427 Contingency Coefficient 0.1104 0.1296 Degrees of Freedom 5 5 Probability 0.0458 0.0102 106 Disaggregated by sex -- Males compared to Females There was no significant difference in the choice of students of the opposite race to work with based on the variable sex. Males (89.3%) were just as likely as females (87.4%) to choose at least one student of the opposite race to work with. A Chi-Square of 7.2458 yielded a contingency coefficient of 0.0886 and a probability of 0.2030. No significant difference patterns were noted when comparing the fall and the spring administrations of the sociograms. Gender was not a significant variable in students naming students of the opposite race to work with when comparing males and females. Data comparing males and females are presented in Table 41 below. TABLE 41 sociogram -- work With Opposite Race Male Students Compared to Female students N=916 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Males 47 97 113 110 57 13 437 % 10.8 22.2 25.9 25.2 13.0 3.0 100.0 Females 60 107 150 107 44 11 479 % 12.5 22.3 31.3 22.3 9.2 2.3 100.0 Total 107 204 263 217 101 24 916 % 11.7 22.3 28.7 23.7 11.0 2.6 100.0 Chi-Square Test of Independence Fall Spring Number of Observations 916 881 Chi-square 7.2458 3.3427 Contingency Coefficient 0.0886 0.0615 Degrees of Freedom 5 5 Probability 0.2030 0.6473 Black Males compared to Black Females Black males and females demonstrated no significant difference in choosing students of the opposite race to work With. Statistical analysis of the data produced a Chi-Square of 2.5503, a contingency coefficient of 0.0707 and a Probability of 0.7689. No significant difference in choice patterns were noted during the spring administration of the sociograms when 107 comparing black males and black females. Data analysis resulted in the computation of a Chi-Square of 2.4091, a contingency coefficient of 0.0706 and a probability of o. 7901. Table 42 below presents data from the fall administration of the sociogram and statistical analysis of data from the spring administration. TABLE 42 Sociogram Work With Opposite Race Male Students compared to Female Students (Black) N:507 sex/ Number of students of Opposite Race Chosen Race 0 1 2 3 4 s Total Black Males 26 41 64 63 28 9 231 % 11.3 17.7 27.7 27.3 12.1 3.9 100.0 Black Females 39 56 79 65 28 9 276 % 14.1 20.3 28.6 23.6 10.1 3.3 100.0 Total 65 97 143 128 56 18 507 % 12.8 19.1 28.2 25.2 11.0 3.6 100.0 Chi-square Test of Independence Fall Spring Number of Observations 507 481 Chi-square 2.5503 2.4091 Contingency Coefficient 0.0707 0.0706 Degrees of Freedom 5 5 Probability 0.7689 0.7901 Black Males Compared to White Males Choosing students of the opposite race to work with was independent of race when comparing black males and white males. Although white males (89.9%) were more likely than black males (88.7%) to choose at least one member of the opposite race to work with, the difference is not significant at the .05 level. A computed Chi-Square of 7.7056 produced a contingency coefficient of 0.1316 and a probability of 0.1732. No statistical differences in student choice patterns were noted after the spring administration of the sociogram when comparing black males and white males. Data for the fall administration and fall and spring statistical analyses are Presented in table 43 below. 108 TABLE 43 sociogram -- Work With Opposite Race Black Students Compared to White students (Males) N:437 sex/ Number of students of opposite Race Chosen Race 0 1 2 3 4 5 Total Black Males 26 41 64 63 28 9 231 % 11.3 17.7 27.7 27.3 12.1 3.9 100.0 White Males 21 56 49 47 29 4 206 % 10.2 27.2 23.8 22.8 14.1 1.9 100.0 Total 47 97 113 110 57 13 437 % 10.8 22.2 25.9 25.2 13.0 3.0 100.0 Chi-square Test of Independence Fall Spring Number of Observations 437 423 Chi-square 7.7056 7.4270 Contingency Coefficient 0.1316 0.1314 Degrees of Freedom 5 5 Probability 0.1732 0.1908 Black Males Compared to White Females A significant difference exists when comparing black males to White females to the number of students of the opposite race chosen to work with. Only 10.3 percent of white females chose no students of the opposite race to work with, while 11.3 percent of black males chose no students of the opposite race to work with. A Chi-Square of 12.1532 yielded a contingency coefficient of 0.1650 and a probability of 0.0327. Very little change in student choice patterns were noted from analysis of the spring administration data when comparing black males and white females. A Chi-Square of 16.2812 was computed, yielding a contingency coefficient of 0.1938 and a Probability of 0.0061. Data from the fall administration of the sociograms and analyses of the data from the fall and spring administrations are presented in Table 44 on the following page. 109 TABLE 44 Sociogram -- work With Opposite Race Black Male students Compared to White Female students N=434 Sex/ Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Males 26 41 64 63 28 9 231 % 11.3 17.7 27.7 27.3 12.1 3.9 100.0 White Females 21 51 71 42 16 2 203 % 10.3 25.1 35.0 20.7 7.9 1.0 100.0 Total 47 92 135 105 44 11 434 % 10.8 21.2 31.1 24.2 10.1 2.5 100.0 Chi-Square Test of Independence Fall spring Number of Observations 434 412 Chi-Square 12.1532 16.2812 Contingency Coefficient 0.1650 0.1938 Degrees of Freedom 5 5 Probability 0.0327 0.0061 Black Females Compared to White Males Although white males (89.8%) were more likely than black females (85.9%) to chose a classmate of the opposite race to Work with, there was no significant difference. A statistical analysis of the data produced a Chi-Square of 7.2517, a contingency coefficient of 0.1217 and a probability Of 0.2026. Analysis of the data from the spring administration of the sociogram produced similar results as the fall administration. Although white males were more likely to chose students of the opposite race to work with, no statistically significant difference could be noted. The data analysis of the spring administration produced a Chi-Square of 3.3300 which yielded a contingency coefficient of 0.0844 and a probability of 0.6493. Data are presented in Table 45 on the following page. 110 TABLE 45 Sociogram -- Work With Opposite Race Black Female students compared to White Male students N=482 sex/ Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Females 39 56 79 65 28 9 276 % 14.1 20.3 28.6 23.6 10.1 3.3 100.0 White Males 21 56 49 47 29 4 206 % 10.2 27.2 23.8 22.8 14.1 1.9 100.0 Total 60 112 128 112 57 13 482 % 12.4 23.2 26.6 13.2 11.8 2.7 100.0 Chi-square Test of Independence Fall Spring Number of Observations 482 464 Chi-square 7.2517 3.3300 Contingency Coefficient 0.1217 0.0844 Degrees of Freedom 5 5 Probability 0.2026 0.6493 Black Females compared to White Females Choice of students of the opposite race to work with was independent of race in comparing black females to white females. A Chi-Square of 7.7871 yielded a contingency coefficient of 0.1265 and a probability of 0.1684. No statistically significant difference was noted from analysis of data from the spring administration of the sociogram. However, the probability for the race variable resulting in a significant measure (0.0666) approached the .05 level of significance resulting from the analysis of the data from the spring administration. Data from the fall administration of the sociogram and data analyses from the fall and spring administrations are Presented in Table 46 on the following page. 111 TABLE 46 Sociogram -- Work With Opposite Race Black Students Compared to White students (Females) N=479 Sex/ Number of students of opposite Race Chosen Race 0 1 2 3 4 5 Total Black Females 39 56 79 65 28 9 276 % 14.1 20.3 28.6 23.6 10.1 3.3 100.0 White Females 21 51 71 42 16 2 203 % 10.3 25.1 35.0 20.7 7.9 1.0 100.0 Total 60 107 150 107 44 11 479 % 12.5 22.3 31.3 22.3 9.2 2.3 100.0 Chi-Square Test of Independence Fall spring Number of Observations 479 458 Chi-Square 7.7871 10.3204 Contingency Coefficient 0.1263 0.1484 Degrees of Freedom 5 5 Probability 0.1684 0.0666 White Males Compared to White Females At the .05 level no significant differences exist for white males compared to white females. White males (89.8%) are only slightly more likely than white females {89.7%) to choose classmates of the opposite race to work with. Statistical analysis of the data yielded a Chi-Square of 89486, a contingency coefficient of 0.1463 and a probability Of 0, 1111. Nho ~hange in the level of significance was noted for student 7 1ce patterns when comparing white males and white females ln the spring administration of the sociogram. A Chi-Square ~f 3,8517 was computed producing a contingency coefficient of ,0977 and a probability of 0.5710. Data are presented in Table 47 on the following page. 112 TABLE 47 Sociogram -- work With Opposite Race Male Students Compared to Female Students (White) sex/ Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total White Males 21 56 49 47 29 4 206 % 10.2 27.2 23.8 22.8 14.1 1.9 100.0 White Females 21 51 71 42 16 2 203 % 10.3 25.1 35.0 20.7 7.9 1.0 100.0 Total 42 107 120 89 45 6 409 % 10.3 26.2 29.3 21.8 11. 0 1. 5 100.0 Chi-square Test of Independence Fall Spring Number of Observations 409 400 Chi-Square 8.9486 3.8517 Contingency Coefficient 0.1463 0. 0977 Degrees of Freedom 5 5 Probability 0.1111 0.5710 113 Play With Students were asked to list five students of the opposite race they would choose to play with. Information from the analysis of the data is provided in Tables 48-55. Disaggregated by Race -- Black Race compared to White Race Student choice to play with a classmate of the opposite race was highly dependent on race. Nearly twice as many black students (24.5%) as white students (12.5%) chose not to play with classmates of the opposite race. A Chi-Square of 42.9302 yielded a contingency coefficient of 0.2116 and a probability of 0.0001. No change in student choices were revealed after the spring administration of the sociograms. Data analysis of the spring administration produced a Chi-square of 64.8128 which yielded a contingency coefficient of 0.2618 and a probability of o. 0001. Data for the fall administration and from the data analyses of fall and spring sociograms are presented in Table 48 below. Table 48 sociogram -- Play with opposite Race Black Students compared to White students N:916 Number of students of opposite Race Chosen Race 0 1 2 3 4 5 Total Black 124 145 131 60 31 16 507 % 24.5 28.6 25.8 11.8 6.1 3.2 100.0 White 51 109 99 89 52 9 409 % 12.5 26.7 24.2 21.8 12.7 2.2 100.0 Total 175 254 230 149 83 25 916 % 19.1 27.7 25.1 16.3 9.1 2.7 100.0 Chi-square Test of :Independence Fall Spring Number of Observations 916 881 Chi-Square 42.9302 64.8128 Contingency Coefficient 0.2116 0.2618 Degrees of Freedom 5 5 Probability 0.0001 0.0001 114 Disaggregated by sex -- Males Compared to Females In choosing to play with students of the opposite race, gender was a dependent variable when comparing males and females. Males, at nearly eighty-five percent (84.7%), were more likely than females, at seventy-eight percent (77.5%) percent, to play with a student of the opposite race. Analysis of the data from the fall administration of the sociograms produced a Chi-Square of 19.2243 yielding a contingency coefficient of 0.1434 and a probability of o. 0017. The same results can be seen from the spring administration of the sociograms. Female students are more likely to choose no students of the opposite race to play with. Analysis of the spring administration data produced a Chi-Square of 38.3384 yielding a contingency coefficient of 0.2042 and a probability of 0.0001. Data from the fall sociograms and analyses of fall and spring sociograms are presented in Table 49 below. Table 49 Sociogram -- Play with Opposite Race Male students compared to Female students N:916 Number of Students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Males 67 107 118 86 47 12 437 15.3 24.5 27.0 19.7 10.8 2.7 100.0 Females 108 147 112 63 36 13 479 % 22.5 30.7 23.4 13.2 7.5 2.7 100.0 Total 175 254 230 149 83 25 916 % 19.1 27.7 25.1 16.3 9.1 2.7 100.0 Chi-square Test of :Independence Fall spring Number of Observations 916 881 Chi-Square 19.224. 38.3384 Contingency Coefficient 0.1434 0.2042 Degrees of Freedom 5 5 Probability 0.0017 0.0001 115 Black Males Compared to Black Females A significant difference existed for black males and females in choosing to play with students of the opposite race. Black males at eighty-one percent (81%) were more likely than black females at seventy-one percent (71%) to play with at least one (1) student of the opposite race. A statistical analysis of the data for the fall administration produced a Chi-Square of 15.2176, a contingency coefficient of 0.1707 and probability of 0.0095. Data from the spring administration of the sociograms revealed that black males were more likely at eighty-five percent (85%) to choose to play with a classmate of the opposite race than were black females at sixty-eight percent (68.2%). Data analysis of the spring administration of the sociograms produced a Chi-Square of 27.2841 which yielded a contingency coefficient of 0.2317 and a probability of 0. 0001. Data for the fall administration and analyses of data from both the spring and fall administrations are presented in Table 50 below. Table 50 Sociogram -- Play with Opposite Race Male Students Compared to Female students (Black) N=507 Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Males 44 59 74 33 13 8 231 % 19.0 25.5 32.0 14.3 5.6 3.5 100.0 Black Females 80 86 57 27 18 8 276 % 29.0 31.2 20.7 9.8 6.5 2.9 100.0 Total 124 145 131 60 31 16 507 % 24.5 28.6 25.8 11.8 6.1 3.2 100.0 Chi-square Test of Independence Fall Spring Number of Observations 507 481 Chi-Square 15.2176 27.2841 Contingency Coefficient 0.1707 0.2317 Degrees of Freedom 5 5 Probability 0.0095 0.0001 116 Black Males Compared to White Males When comparing black males and white males in choosing students of the opposite race to play with, race was a significant variable. Black males at eighty-one percent (81%) were less likely than white males at eighty-nine percent (88.8%) to play with students of the opposite race. Data analysis produced a Chi-Square of 29.3734 yielding a contingency coefficient of 0.2510 and a probability of o. 0001. No significant changes in choice patterns noted in the fall administration were revealed after the spring administration of the sociogram. A Chi-Square of 30.7618 was computed which produced a contingency coefficient of 0.2604 and a probability of 0.0001. Data from the fall administration and analyses of both fall and spring administrations are presented in Table 51 below. Tal\u0026gt;le 51 Sociogram -- Play with Opposite Race Black students Compared to White students (Males) N=437 Numl\u0026gt;er of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Males 44 59 74 33 13 8 231 % 19.0 25.5 32.0 14.3 5.6 3.5 100.0 White Males 23 48 44 53 34 4 206 % 11.2 11.2 21.4 25.7 16.5 1.9 100.0 Total 67 107 118 60 31 16 437 % 15.3 24.5 27.0 19.7 10.8 2.7 100.0 Chi-Square Test of Independence Fall spring Number of Observations 507 481 Chi-Square 29.3734 30.7618 Contingency Coefficient 0.2510 0.2604 Degrees of Freedom 5 5 Probability 0.0001 0.0001 117 Black Males compared to White Females There was no significant difference in the choice patterns of students when comparing black males and white females. However, white females at eighty-six percent (86.2%) were more likely to choose at least one student of the opposite race to play with than were black males at eighty-one percent (80.0%). A slight change was noted from the administration of the sociograms in the spring. Both groups, white females at ninety-one percent (91.1%) and black males at eighty-five percent (85%) were slightly more inclined to choose students of the opposite race to play with. Data from the fall administration and analyses for both the fall and spring administration of the sociograms are presented in Table 52 that follows. Table 52 Sociogram -- Play with Opposite Race Black Male students compared to White Females students N:434 Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Males 44 59 74 33 13 8 231 % 19.0 25.5 32.0 14.3 5.6 3.5 100.0 White Females 28 61 55 36 18 5 203 % 13.8 30.0 27.1 17.7 8.9 2.5 100.0 Total 72 120 129 69 31 13 434 % 16.6 27.6 29.7 15.9 7.1 3.0 100.0 Chi-square Test of :Independence Fall Spring Number of Observations 434 417 Chi-Square 6.2360 4.6025 Contingency Coefficient 0.1190 0.1045 Degrees of Freedom 5 5 Probability 0.2839 0.4663 Black Females compared to White Males There was a significant difference in choice patterns revealed when comparing black females and white males on the fall administration of the sociograms. White males at eighty-nine percent (88.8%) were more likely to choose at least one (1) student of the opposite race to play with than were black females at seventy-one (71%). Data analysis 118 ----------------- - --- produced a Chi-Square of 49.5792 yielding a contingency coefficient of 0.3054 and a probability of 0.0001. Analysis of data from the spring administration of the sociograms produced no significant changes from the fall administration. Data from the fall administration and analyses from the fall and spring administrations are presented in Table 53 below. Table 53 sociogram -- Play with Opposite Race Black Female students compared to White Males students N:482 Number of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total Black Females 80 86 57 27 18 8 276 % 19.0 25.5 32.0 14.3 5.6 3.5 100.0 White Males 23 48 44 53 34 4 206 % 11.2 11.2 21.4 25.7 16.5 1.9 100.0 Total 103 134 101 80 52 12 482 % 21.4 27.8 21. 0 16.6 10.8 2.5 100.0 Chi-square Test of Independence Fall spring Number of Observations 482 464 Chi-Square 49.5792 81. 6820 Contingency Coefficient 0.3054 0.3869 Degrees of Freedom 5 5 Probability 0.0001 0.0001 Black Females compared to White Females Student choice patterns for naming students of the opposite race was dependent upon race when black females and white females were compared. White females, at eighty-seven percent (87.2%) were more likely to choose at least one (1) student of the opposite race than were black females at seventy-one percent (71.0%). No significant change was noted in the spring administration of the sociograms. Data for the fall administration of the sociogram and data analyses for both the fall and spring are presented in Table 54 on the following page. 119 Table 54 Sociogram -- Play with Opposite Race Black Students Compared to White students (Females) N:479 Number of students of opposite Race Chosen Race 0 1 2 3 4 5 Total Black Females 80 86 57 27 18 8 276 % 29.0 31.2 20.7 9.8 6.5 2.9 100.0 White Females 28 61 55 36 18 5 203 % 13.8 30.0 27.1 17.7 8.9 2.5 100.0 Total 108 147 112 63 36 13 479 % 22.5 30.7 23.4 13.2 7.5 2.7 100.0 Chi-square Test of :Independence Fall spring Number of Observations 479 458 Chi-Square 20.6570 40.7185 Contingency Coefficient 0.2033 0.2857 Degrees of Freedom 5 5 Probability 0.0009 0.0001 White Males compared to White Females A significant difference was noted in student choice patterns when comparing white males and white females. White males were much more likely to choose students of the opposite race to play with than were white females. Data from the spring administration revealed that white males, at ninety-six percent (95.6%), were much more likely to choose classmates of the opposite race to play with than were white females at ninety-two percent (92.1%). Data analysis of the spring administration produced a Chi-Square of 17.702 yielding a contingency coefficient of 0.2060 and a probability of 0.0033. Data from the fall administration of the sociogram and data analyses from the fall and spring administrations are presented in Table 55 on the following page. 120 Ta:ble 55 sociogram -- Play with opposite Race Male students compared to Female students (White) N:409 Num:ber of students of Opposite Race Chosen Race 0 1 2 3 4 5 Total White Males 23 48 44 53 34 4 206 % 11.2 23.3 21.4 25.7 16.5 1.9 100.0 White Females 28 61 55 36 18 5 203 % 13.8 30.0 27.1 17.7 8.9 2.5 100.0 Total 51 109 99 89 52 9 409 % 12.5 26.7 24.2 21. 8 12.7 2.2 100.0 Chi-square Test of Independence Fall Spring Number of Observations 409 400 Chi-Square 11. 5229 17.7201 Contingency Coefficient 0.1655 0.2060 Degrees of Freedom 5 5 Probability 0.0419 0.0033 121 CONCLUSIONS Sit With * White students were significantly more likely than black students to name classmates of the opposite race to sit with. * Males were significantly more likely than females to choose students of the opposite race to sit with. * A significant difference in black males and black females for naming students of the opposite race to sit with on the fall administration of the sociograms was not documented on the spring administration. * A significant difference in white males and black males in naming students of the opposite race to sit with in the fall administration of the sociograms was not documented in the spring administration. * A significant difference in black females and white females in naming students of the opposite race to sit with during the spring administration of the sociograms was not documented during the fall administration. * White males were more likely than white females to name students of the opposite race to sit with. Work With * Black students were significantly more likely than white students to name classmates of the opposite race to work with. * There were no significant differences in naming students of the opposite race to work with when comparing males and females. * White females were less likely than any other groups to name classmates of the opposite race to work with. Play With * White students were significantly more likely than black students to name students of the opposite race to play with. * Males were significantly more likely than females to name students of the opposite race to play with. 122 - ---~- ------ * Black females were significantly less likely than black males to name students of the opposite race to play with. * When comparing males, white males were significantly more likely than black males to name students of the opposite race to play with. * When comparing females, white females were significantly more likely than black females to name students of the opposite race to play with. * White males were significantly more likely than white females to name students of the opposite race to play with. over-all conclusions * Black student were more likely than white students to name students of the opposite race to work with. * White students were more likely to name students of the opposite race to sit near or play with. 123 Site Visits A team of eight professionals from Arkansas state University visited the Pulaski County Interdistrict Magnet Schools on May 11 and 12, 1993. The purpose of the visit was to gather data relative to objective \"B\" of the Evaluation Plan. Instruments were developed to gather and codify data from the site visits. A form was developed for collecting data concerning each site and for each classroom visit. Copies of the data collection instruments are included in the appendix of this report. Team members chosen had experience with program evaluation at other magnet schools. Instructions and procedures were provided for all team members prior to the team visit. The purpose for site visits was to collect first-hand data relative to student, staff and other site demographics. Totals presented for students and staff may vary from totals provided by district records because of changes that occur during the school year. The data presented in this report reflects demographics for the day(s) the site visits were made. Certified\\Instructional staff Demographics relative to staffing patterns are presented in this section of the evaluation report. Data was collected by the evaluation team during site visits to the schools and represent data current for the day of the visit, which might account for differences, if any, from other district reports. Almost fifty-three percent (52.5%) of the magnet school certified staff were white females. Black females accounted for twenty-five percent (24.5%). All males accounted for twenty-one percent (21%) and all others, accounted for one percent (1.3%) of the total certified\\instructional staff. Data for certified\\instructional staff are presented in Table 56 on the following page. 124 Ta:ble 56 Magnet School certified\\Instructional Staff By School -- Race -- Sex N:297 Magnet Black White Others All School M - % F - % M - % F - % M\u0026amp;F - % Booker 3 - 6 15 - 30 5 - 10 27 - 53 1 - 2 51 carver 0 - 0 13 - 30 1 - 2 29 - 66 1 - 2 44 Gibbs 1 - 5 8 - 40 2 - 10 9 - 45 0 - 0 20 Williams 1 - 3 8 - 23 0 - 0 26 - 74 0 - 0 34 Mann 13 - 17 13 - 17 19 - 25 30 - 40 0 - 0 76 Parkview 7 - 10 16 - 22 12 - 17 35 - 49 2 - 3 72 Total 25 - 8 73 - 25 39 - 13 156 - 53 4 - 1 297 Classified staff (Custodial -- Food Service -- Aides) Black females at forty-three percent (43.4%) account for the greatest portion of the classified staff. White females accounted for thirty percent (30.3%) with black males accounting for twenty-one percent (20.5). White males accounted for four percent (4%) and others, males and females accounted for two percent (2%). Data relative to classified staff are presented in Table 57 below. Magnet School M - Booker 3 - Carver 4 - Gibbs 2 - Williams 2 - Mann 7 - Parkview 7 - Total 25 - Ta:ble 57 Magnet School Classified Staff By School -- Race -- Sex N=122 Black White % F - % M - % F - % 15 12 - 60 0 - 0 5 - 25 29 7 - 50 0 - 0 3 - 21 14 8 - 57 0 - 0 3 - 21 11 10 - 53 2 - 11 5 - 26 39 6 - 33 2 - 11 2 - 11 19 10 - 27 1 - 3 19 - 51 21 53 - 43 5 - 4 37 - 30 125 Others All M\u0026amp;F - % 0 - 0 20 0 - 0 14 1 - 7 14 0 - 0 19 1 - 6 18 0 - 0 37 2 - 2 122 I Playground Observation The evaluation team recorded the following observations relative to student interaction during the site visit. The purpose of the observation was to assess the incidence, if any, of individual or group isolation based on race and\\or sex. Playground observations were not deemed appropriate for Parkview High School. Free time (lunch time) observations are recorded in the next section. Observations relative to the following questions were recorded. Data for all elementary magnet schools and Mann Junior High School were combined for this report. Each item is listed with the number of responses () that were recorded. * Student play activities were: directed (O)\nnot directed (5) * If play was not directed students tended: to choose playmates without (3)\nwith (2) regard to race\nto choose playmates without (O)\nwith (5) regard to gender. * There was (O)\nwas not (5) evidence of isolation or solidarity during playground activities. * students were (O)\nwere not (5) observed using racial slurs or inappropriate language during play time. Playground activity, although supervised, was not directed. Students tended to choose playmates on the basis of race about half the time and on the basis of gender most of the time. There was little or no evidence of isolation or solidarity during playground activities. No students were observed using racial slurs or inappropriate language. Lunchroom Observations The evaluation team observed students during lunch periods. The purpose of this observation was to assess relationships of students, teachers and staff during non-instructional, directed activity. Seven items were designed to provide consistent data collection procedures for the evaluation team. Each item is listed with the number of responses () for each of the items. * Seating arrangements for eating were based on: choice (4)\nassignment (2) 126 * If seating arrangements were by choice the students tended to: choose seat mates without {3)\nchoose seat mates without (2)\nwith (3) regard to race. with (4) regard to gender. * Teachers remained {2)\ndid not remain (4) with students while the students were eating. * Teachers remained {2)\ndid not remain (4) with students while they (teachers) were eating. * There was (O)\nwas not (6) any visible distinction by race for students who ate free lunch or paid full price. * There was (O)\nwas not (6) any offensive or racial language or behavior observed during the lunch period. * There was (O)\nwas not (6) any racial graffiti observed in the halls, bathrooms or other places in the buildings. Most of the seating arrangements in the lunchrooms appeared to be by student choice. About half of the students' choices appeared to be based on race and about half also on gender. No conclusions could be drawn by the evaluator based on the data collected because of the diversity of the groups by size, grade and age. No distinction was apparent to observers relative to students who ate free lunch or paid full price. No offensive or racial language of behaviors were observed. No graffiti was observed on walls in the halls, bathrooms or other places. Classroom Visits Evaluation team members visited classrooms at each of the magnet schools. The magnet school staff was aware that team members would be present and were asked to proceed with class activities in a normal fashion. Team members were asked to be as unobtrusive as possible. Twenty-eight (28) classrooms were visited. Data gathered from the observations are presented and reflect demographics and the instructional practices in process while the observers were in the classrooms. Items were designed to gather data relative to evaluation objectives and the assessment of the manifestation of a coherent magnet theme in each of the classrooms as evidenced by student activities, instructional activities and physical facilities and equipment. 127 1. Classroom seating Arrangements: Assignment By race: By gender: Assigned Segregated Segregated (16) (5) (7) Unassigned (12) Integrated (22) Integrated (21) Other comments: In some classes, especially activity classes, there was evidence of segregation of students by both race and gender. Most seating arrangements were structured to accommodate particular classroom or instructional activities such as computer instruction, reading and other activities requiring specialized seating arrangements or furnishings. 2. Classroom space and equipment appear to be appropriate for the magnet theme, this particular class and class activities: Yes (23) No (5) 3. Class bulletin boards, displays, posters and banners reflect the magnet theme: Yes (23) No (5) 4. Non-text materials and other resources that support the magnet theme are available in the classroom: Yes (19) No (7) s. Presentations observed: Lecture (7) Student Presentation (4) Guided Practice (15) Independent Work (8) Test ( 1) 6. References to the magnet theme during instructional activities: Magnet theme was mentioned or instructional activity was directly related to the magnet theme in 18 of the 28 classes observed. 128 Conclusions * A majority of the certified staff (53%) are white females. Black females account for twenty-five percent (25%) of the certified staff. * Black females account for the largest portion of the classified staff (43%). White females account for thirtypercent (30%) of the classified staff. * Race appears to have an impact on students during about half of the non-directed activities. Gender tends to be the basis for many student choices. No empirical data was available to support this conclusion. * Students did not exhibit any inappropriate behavior nor use any offensive racial language. * Facilities were free of racial and ethnic graffiti. * Classroom space, instructional equipment and supplies, and materials were available to support the particular needs of the magnet theme. * Teachers were engaged in a wide variety of instructional strategies and activities. * Observation of student\\teacher interactions were without regard to race or gender. * Teaching and other instructional activities generally reflect the existence of a coherent magnet theme. 129 SECTION III Student \u0026amp; Staff Movement and Perceptions ' 1 __ PULASKI COUNTY INTERDISTRICT MAGNET SCHOOL EVALUATION Formative Evaluation: Student and staff Movement and Perceptions BACKGROUND The purpose of this formative evaluation is to gain insight into the assessment of objectives in Expected Outcomes, Number 3, (A, B \u0026amp; C), listed below. To develop procedures to determine the reflections of parents, students and teachers on the magnet schools. A. What are the student and staff movement patterns for the Pulaski County Interdistrict Magnet Schools? B. What are the perceptions of parents, students and staff toward the magnet school as measured by the AASA School Satisfaction Survey? c. How do magnet school parents, students and staff compare to typical school populations? Student \u0026amp; Staff Movement To develop procedures and instrumentation for data collection regarding composition by number and race of magnet school students and staff. Since data relative to staff were collected by the evaluation team during site visits they are reported with other data in Section III of this evaluation report. This section will deal primarily with the number of students that are on the waiting list for each magnet school and from each of the separate districts. Magnet school enrollment is allocated among the three participating districts, Little Rock, North Little Rock and Pulaski County Special, by percentage of total enrollment in each district. The enrollment percentage allotments by district are as follows. (1992-93) Little Rock: 43 % (Elementary) 42 % (Secondary) North Little Rock 15 % (a maximum of 100 students may attend Parkview) Pulaski County Special 42 % (Elementary) 43 % (Secondary) Student racial allocations for the total enrollment for all the magnet schools is approximately 50-50 for minority and non-minority students. Additionally, a \"shadow area\" is 130 designated surrounding each magnet school from which twenty percent (20%) of the students must be assigned. METHODOLOGY Data were furnished to the evaluator by the Magnet Review Office. The reports for each district were submitted to the MRC office by appropriate district personnel. FINDINGS Staff Data relative to staffing patterns for both certified and classified staff are presented in Section III of this report. Findings and conclusions are also presented. No data was available on the movement of staff during the school year. The staff of the Pulaski County Interdistrict Magnet Schools are employees of the Little Rock School District. Recommendations for filling vacancies are made by each building principal and site committee. The personnel office of the Little Rock School District is responsible for contracting magnet school staff subject to approval of the Magnet Review Committee. The personnel office staff are aware of and sensitive to major laws affecting hiring practices including Equal Employment Opportunity, Affirmative Action and others. There have been no negative concerns or dissatisfactions expressed to the evaluation team members by magnet school staff. A sample of staff members completed the school satisfaction survey developed by the National Association of Secondary Principals and administered by the MRC staff during the 1992-93 school year. Magnet school staff satisfaction measures were slightly above national norms when compared with data provided by the national sample. A full interpretation of the school satisfaction results are provided in Section III of this evaluation report. Students Data relative to student movement were gathered by investigating student waiting lists for all magnet schools and the three Pulaski County districts. The waiting list data were disaggregated by district, magnet theme desired and race. Data was not disaggregated by sex. The Tables that follow reflect data provided to the evaluator. 131 I I I I Table 58 below and the graph on the following page present student data for Booker Elementary Magnet School. TABLE 58 Student Waiting Assignment Booker Elementary School District # Waiting # Waiting Black White North Little Rock 36 11 Little Rock 484 66 Pulaski County Special 34 17 Total all districts 554 94 132 # Waiting Total 47 550 51 648 Booker Elementary School Legend Blacks Whites Total Student Waiting Assignment ,._4QQ-1-------Q) .c E ::J Z3QQ-1-------- N. Little Rock Little Rock Pulaski County Total! All Dist Table 59 below and the graph on the following page present student data for Carver Elementary School. TABLE 59 student Waiting Assignment carver Elementary School District # Waiting # Waiting Black White North Little Rock 53 41 Little Rock 434 310 Pulaski County Special 9 24 Total all districts 496 375 134 # Waiting Total 94 744 33 871 Carver Elementary School Legend Blacks Whites Total ..... Q) ..Q E :::::, z Student Waiting Assignment N. Little Rock Little Rock Pulaski County Totall All Dist Table 60 below and the graph on the following page present student data for Gibbs Elementary School. TABLE 60 Student Waiting Assignment Gibbs Elementary School District # Waiting # Waiting Black White North Little Rock 6 0 Little Rock 496 158 Pulaski County Special 6 2 Total all districts 508 160 136 # Waiting Total 6 654 8 668 Gibbs Elementary School Legend Blacks Whites Total Student Waiting Assignment .._ 400--+-------a\u0026gt; ..0 E ::J z 300-+-------- N. Little Rock Little Rock Pulaski County Total! All Dist Data in Table 61 below and the graph that follows depicts student data for Williams Elementary Magnet School. TABLE 61 student Waiting Assignment Williams Elementary School District # Waiting # Waiting Black White North Little Rock 10 3 Little Rock 437 607 Pulaski County Special 5 12 Total all districts 452 612 138 # Waiting Total 13 1044 17 1064 Williams Elementary School Legend Blacks Whites Total Student Waiting Assignment ,.__ Q) ~ 600 -+----------' :::, z N. Little Rock Little Rock Pulaski County Totall All Dist .... Table 62 below and the graph that follows presents student data relative to Mann Junior High School. Data from the North Little rock District were not disaggregated by magnet theme. TABLE 62 student Waiting Assignment Mann Junior School District # Waiting # Waiting Black White North Little Rock 17 4 Little Rock - Arts 479 220 - Science 480 226 Pulaski County Special - Arts 19 1 - Science 12 31 Total all districts 1007 482 140 # Waiting Total 21 699 706 20 43 1489 l Legend Blacks Whites Total Mann Junior High Student Waiting Assignment ,_ (I) E aoo--------------------- :::s z N.L.R. LR Arts LR Sci Pul Arts Pul Sci Total All D Data in Table 63 below and the graph that follows depicts student data relative to Parkview High School. TABLE 63 student Waiting Assignment Parkview senior School District # Waiting # Waiting Black White North Little Rock 17 6 Little Rock - Arts 553 165 - Science 340 68 Pulaski County Special - Arts 12 4 - Science 3 9 Total all districts 925 252 142 # Waiting Total 23 718 408 16 12 1177 Parkview High School Student Waiting Assignment 1200---r-------------------------\\ 800-+-------------------- .... Q) E 600 ---------4 ::, z 400 ---+----- Legend 200-+----- Blacks Whites Total N.L.R. LR Arts LR Sci Pul Arts Pul Sci Total All D Table 64 below and the graph on the following page shows the number of students from each district waiting assignment to magnet schools. TABLE 64 Students Waiting Assignment All Magnets District # Waiting # Waiting Black White North Little Rock 139 65 Little Rock 3703 1860 Pulaski County Special 100 100 Total all districts 3942 2025 # Waiting Total 204 5563 200 5967 Every Pulaski County Interdistrict Magnet School has a waiting list for both minority and non-minority students. Each of the three school districts has both minority and non-minority students on the waiting list for each of the magnet schools. 144 Legend Blacks Whites Total All Magnets Students Waiting Assignment 5000-+---------- ,_ Q) ~ 3000 -+-------- ::::, z 2000-+-------- 1000-+-------- N. Little Rock Little Rock Pulaski County Totall All Dist CONCLUSIONS * Although specific data were not available, there appears to be very little staff movement in the Pulaski County Interdistrict Magnet Schools. * All three school districts in Pulaski County have students on the waiting list for enrollment in magnet schools. * All magnet schools have both minority and non-minority students on enrollment waiting lists from all three districts in the county. 146 CONCLUSIONS * Although specific data were not available, there appears to be very little staff movement in the Pulaski County Interdistrict Magnet Schools. * All three school districts in Pulaski County have students on the waiting list for enrollment in magnet schools. * All magnet schools have both minority and non-minority students on enrollment waiting lists from all three districts in the county. 146 I School Satisfaction Surveys The NASSP Satisfaction Surveys were administered to a selected sample of Pulaski County Interdistrict School students, parents and teachers. The administration was conducted by and at the direction of the MRC staff and school administrators. A selected number of students, their parents and teachers from each of the elementary schools, Mann Junior High School and Parkview Senior High School were surveyed. Satisfaction is the personal, effective response of an individual to a specific situation or condition. In the model developed by the NASSP task force, teacher and parent satisfaction are input variables. student satisfaction is both a mediating variable and an outcome measure: it both influences success and corroborates it. Three instruments for measurement of satisfaction were developed by Neal Schmitt and Brian Laher at Michigan state University: (1) the NASSP student satisfaction Survey, (2) the NASSP Teacher Satisfaction Survey, and (3) the NASSP Parent Satisfaction survey. A copy of the surveys are included in the appendix of this report. student satisfaction survey This instrument provides data about student perceptions on eight subscales. * Teachers. Student satisfaction with the professional behavior of teachers. * Fellow Students. Student satisfaction with peer group relationships. * Schoolwork. Student satisfaction with the range of courses and the nature of classwork in the school. * student Activities. student satisfaction with the number and type of school-sponsored activities and with opportunities for student participation. * Student Discipline. student satisfaction with the degree to which the school is an orderly and safe environment. * Decision-Making Opportunities. student satisfaction with opportunities to provide input on decisions about curriculum, school events, etc. * School Buildings, Supplies and Upkeep. Student satisfaction with the quali\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\u003cdcterms_creator\u003eArkanasas State University. Office of Educational Research and Services\u003c/dcterms_creator\u003e\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n\n\n \n\n\n \n\n\n\n \n\n\n\n "},{"id":"bcas_bcmss0837_606","title":"Monthly meetings with Marie Parker","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":["1992"],"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 enrollment","Meetings"],"dcterms_title":["Monthly meetings with Marie Parker"],"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/606"],"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":["178 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nOFFICE OF DESEGREGATION MONITORING December 3,1992 Discussion Topics Introductions New incentive school monitoring instrument Review of the meeting with the Stephens Elementary conununity/ parents New Futures Four-Year-Old Long Term Plan Parent and Conununity Involvement RecruitingOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72201 MEMORANDUM Date: December 3, 1992 From: Jackie To: ODM Staff Subject: Friday Mornings Meeting Below is a List of Names of People accompaning Marie Parker to the meeting. Troy Cole} Becky Rather} -Recruiters Catherine Gill, Parent Involvement Estelle Matthis, ^Pat Price, 4 Year Old Program Diane Woodruff \u0026lt;\u0026gt;-Janet Bernard Marie Parker called and asked that I give this information to Staff Members.OFFICE OF DESEGREGATION MONITORING December 1992 Discussion Topics Introductions New incentive school monitoring instrument Review of the meeting with the Stephens Elementary conmmnity/ parents New Futures Four-Year-Old Long Term Plan Parent and Coimnunity Involvement RecruitingOFFICE OF DESEGREGATION MONITORING iMaty December-8,1993 Discussion Topics Long Term Four-Year-Old Plan Incentive Schools Staffing Needs Assessment Kings Attendance Zone and Recruitment Biracial Committee/Parent Council Stay Request December 30, 1992 Budget Cuts Ordera FEB 19 1993 Office of Desegregation Koni FORMULA FOR CALCULATING ACCEPTABLE RACIAL RANGE 1993-94 mg Basis of calculations: October 1, 1992 enrollment Elementary: Enrollment Less Magnet Enrl. Total 14,003 2,057 Area School Enrl. 11,946 Black 8994 1140 7854 %Black 64 55.42 65.75 65.75 X .125 8.22 73.97 74.00% Maximum Black % 40.00% Minimum Black % (Set by Plan) Junior High: Enrollment Less Magnet Enrl. Area School Enrl. 6166 849 5317 4138 505 3633 67 59.48 68.33 68.33 X .125 8 . Sli, 76.Q7 76.75% Maximum Black % 68.33 X .25 = 17.08 51.25% Minimum Black % Senior High: Enrollment Less Magnet Enrl. Area School Enrl. 5632 871 4761 3378 501 2877 60 57.52 60.43 60.43 X .125 7.55 67.98 68.00% Maximum Black % 60.43 X .25 15.11 45.32 45.50% Minimum Black %OFFICE OF DESEGREGATION MONITORING November 6,1992 Discussion Topics Introductions/ ODM Overview Incentive School Principals Meeting Four-Year-Old Long Tenn Plan Act 908 (Counselors Law) Incentive Schools Staffing Needs Assessment Recommended Postions Themes Parent Recruiters Parent Council Public Relations (Interdistrict Plan) Biracial Committee Monitoring Report1 f^ 1. t i 1 i, I! **^^ 3 . 1 it \u0026lt;C4st^\u0026lt;2- 14- / J I I y^-3 !1 i^'2\u0026lt;a-^ 'C... ( *t 5 I 7\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n\n\n \n\n\n \n\n\n\n \n\n\n\n "},{"id":"bcas_p15728coll3_429277","title":"National Dunbar Alumni Association newsletters","collection_id":"bcas_p15728coll3","collection_title":"Butler Center for Arkansas Studies Documents Collection","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, California, 37.25022, -119.75126","United States, California, Los Angeles County, Los Angeles, 34.05223, -118.24368"],"dcterms_creator":["National Dunbar Alumni Association of Little Rock, Arkansas"],"dc_date":["1992/2003"],"dcterms_description":["Newsletters from the National Dunbar Alumni Association.","This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School employees","Education--Finance"],"dcterms_title":["Organization structure chart"],"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/660"],"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":["120 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS July 1, 1992 JUL 9 1992 TO: FROM: Boaxd, of Directors C.'^mT\"Bernd, Superintendent of Schools Office of Desegregation Monitoring SUBJECT: EMPLOYMENT OF NEW ADMINISTRATORS I recommend that the Board approve the employment of the following individuals: Janet L. Bernard as Associate Superintendent of School Operations and Climate, effective August 1, 1992, at an annual salary of $68,900 plus car allowance of $1200 per year\nMarie Parker as Associate Superintendent for Organizational and Learning Equity, effective July 27, 1992, at an annual salary of $65,000 plus car allowance of $1200 per year. Estelle Matthis as Associate Superintendent for Educational Programs and Learning Improvement, at an annual salary of $65,000 plus car allowance of $1200 per year. I am attaching biographical information on Ms. Parker. Bernard and Ms. In addition. I am recommending that the Board appoint Earl M. (Chip) Jones as Interim Manager of Support Services at an annual salary equivalent to $60,000, prorated for the number of days he serves in this position. 1, 1992. Mr. Jones' appointment is effective JulyRESOLUTION TO REFINANCE BONDS\nDr. Bernd explained that the District can save approximately $323,632 by refinancing the May 15, 1988 bonds. He recommended that the Board adopt the Resolution authorizing Stephens, Inc. to file application with the State Board of Education to issue bonds in the estimated amount of $5,500,000 for the purpose of refunding the District's bonds issue dated May 15, 1988. moved adoption of the Resolution. Mr. John Moore motion, and it carried unanimously. Mr. Dorsey Jackson seconded the attached to these minutes and made a part hereof. A copy of the Resolution is RESOLUTION ON POLICE RESOURCE OFFICER: Dr. Bernd recommended that the Board adopt the Resolution reiterating its commitment to the Police Resource Officer Program which was approved by the Board of Directors on December 19, 1991. Mr. Dorsey Jackson moved adoption of the Resolution. Ms. Pat Gee seconded the motion, and it carried five (5) to two (2), with Mr. Hamilton and Dr. Mitchell casting the dissenting votes. A copy of the Resolution is attached to these minutes and made a part hereof. APPOINTMENT OF ACTING ASST. SUPERINTENDENT FOR SECONDARY SCHOOLS\nDr. Bernd recommended that Sam Stueart be appointed Acting Assistant Superintendent for Secondary Schools effective October 19, 1992, at a salary of $50,128 plus $1200 per year car allowance. Ms. Pat Gee moved the Superintendent's recommendation. Mr. John Moore seconded the motion, and it carried with five affirmative votes. Dr. Katherine Mitchell and Mr. Bill Hamilton abstained. ADJOURNMENT\nMr. Dorsey Jackson moved to adjourn, the motion, and it carried unanimously. Mr. John Moore seconded ___________________ _ There being no further business to come before the special meeting, the meeting adjourned at 6:05 p.m. 0. 0 : JaaSveTTi\"^ PPrreesident Pat Gee, Secretary APPROVED: SLIP SHEET FOR REGULAR BOARD MEETING ON AUGUST 27, 1992 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS w' .m SB J3 ci Sases-'. H 1 August 27, 1992 TO: Board of Directors FROM: C. M. Bernd, Superintendent of Schools SUBJECT: EMPLOYMENT OF MANAGER OF RESOURCES AND SCHOOL SUPPORT I am pleased to recommend the employment of Gary E. Jones as Manager of Resources and School Support at a salary of $65,000 plus $1200 car allov/ance effective September 14, 1992. A copy of Mr. Jones' resume' is attached for your review. POP*, 3 -x \u0026lt;53? WED Office SEP 1 M2 of Dososregation Monitoring TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS June 24, 1993 Board of Directors 72201 JUN 2 5 1993 OSiice of Desegregation Monttonng bD FROM: SUBJECT: C. M. (Mac) Bernd, Superintendent of SchoolscSJ DIRECTOR OF COMMUNICATIONS POSITION I recommend that Ms. Jeanette Wagner be appointed Director of Communications effective July 1, 1993 on the Administrative Non- Certified Salary Schedule at 04-7, which is a salary of $40,080.00 for the 1992-93 school year.EMPLOYMENT CONTRACT BETWEEN DR. CLOYDE M. BERND AND THE LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS This employment contract is made and entered into this twenty second day of May, 1992 by and between the Little Rock School District Board of Directors (hereinafter referred to as and Dr. II Cloyde M. Bernd Superintendent\"). (hereinafter referred \"Board\"), to as WHEREAS, the Board desires to provide the Little Rock School District Superintendent with a written employment contract in order to enhance administrative stability and continuity within the Little Rock School District, which the Board believes improves the quality of its overall educational program\nand. WHEREAS, the Board and Superintendent believe that written employment contract is necessary to specifically describe their relationship and to serve as the basis of effective communication between them as they fulfill their covenants and administrative functions District\nin the operation of the educational program of the a NOW THEREFORE, the Board and Superintendent, for the consideration herein specified, agree as follows: 1. Term The Contract shall be from the starting date until June 30, 1995. It is mutually understood and agreed between the Board and Superintendent that in the absence of a written notice from one to the other of an intention not to renew this contract, such notice to be given by the parties hereto not sooner than October 31 and not later than December 31 of each calendar year, this Contract shall be automatically extended and kept in full force and effect subject to all its terms and conditions for a three year term commencing on the following July 1. Service of notice shall be by hand delivery or by certified mail, return receipt requested. Should the Superintendent be able to work for the Board prior to July 1, 1992, the Board shall pay for this work on a per diem basis calculated from the Superintendent's annual salary. Travel for the Superintendent to accomplish this work shall be paid for by the Board and shall not count as the \"house hunting\" discussed in Paragraph 3b. below unless the Superintendent's spouse accompanies him on such trips. 2 . Salary The Board shall pay the Superintendent an annual salary of $110,000.00 payable in equal monthly installments for the 1992-93 school fiscal year. JPersonnel Changes Page 5 June 24, 1993 NAME POSITION OR SCHOOL EFFECTIVE DATE SALARY CLASS SALARY Resiqnations/Terminations Non-Certified Employees Taylor, Alexander Reason: None Given Bus Driver Transpoirtation 5-13-93 3-10 9 $ 36.40 per day I Thompson, Tina Reason: Terminated Woods, Kimberly Reason: Medical Abrams, Annie Beasley, Christine Bryant, Axie Myers, Nona Randel, Charlott Spurgeon, Helen Stone, Martha Whiteside, Ida Bus Driver Transportation Custodian McClellan 5-21-93 5-22-93 Retirees Coordinator PAC Nurse Rightsell Secretary Mann Secretary Special Ed Media Clerk Wilson Secretary P/Personnel Secretary Mabelvale Jr Inst Aide Adult Ed 6-15-93 6-14-93 6-16-93 6-30-93 6-14-93 6-30-93 6-25-93 6-10-93 3-10 9 1-01 9.25 7-13 10 2-15 9.25 3-14 10 4-14 12 1-14 9.25 4-14 12 4-14 11.50 5-05 9.25 $ 36.40 per day $7,993 $22,965 $31,416 $15,362 $21,066 $14,484 $16,239 $16,239 $16,768 52.I Personnel Changes Page 2 September 23, 1993 NAME POSITION OR SCHOOL EFFECTIVE DATE SALARY CLASS Resiqnations/Terminations Certified Employees Patty, Barbara Reason: Accepted Another Position Pearson, Susan Reason: Relocating Purdy, Milton Reason: Accepted Another Position Quattlebaum, Steven Reason: Personal Rule, Elizabeth Reason: Accepted Another Position Smith, Natalie Reason: Personal Vanbibber, Cynthia Reason: Personal Wallace, Yulonda Reason: Personal Fike, Sarah Hardin, Richard Koehler, Yvonne Wood, Dianne SALARY Fifth Grade Pul Hgts Jr Counselor Wakefield Voc Elec Metropolitan Civics Mabelvale Jr French Central Sixth Grade Pul Hgts Elem Lrng Fnd Forest Hgts Sixth Grade Forest Park 8-13-93 8-12-93 7-30-93 6-14-93 8-9-93 7-31-93 9-10-93 8-11-93 Retirees Sixth Grade Chicot Music Parkview Phy Ed Booker Math Supv IRC 8-13-93 8-10-93 8-12-93 8-20-93 5-06 9.25 4-08 9.25 1-16 10 4-10 9.25 4-14 9.25 1-03 9.25 1-01 9.25 1-06 9.25 6-20 9.25 3-17 9.25 6-20 9.25 3-20 11 $28,324 $28,846 $32,118 $30,452 $33,664 $21,680 $20,074 $24,089 $40,670 $35,009 $40,670 $50,225 31.\u0026lt;! WILSON JONES COMPANY T70a0UF I PfcparecBy I\nApproved 3y j\ntniikus I Date J L I I J HUOE FH U.S\u0026gt;. ~ r I I- t ! '' h 3 1 C.7^t/4lJJSi4 ll 5 :c ie 1? 2C 21 ii II L.^^ 7ffr/^C k/b\u0026gt;o^j I L n .1 Ik^z ' r 7,3 y^r/^L - II li'^ZlP A-^ rz ??^ d- I* u 54^: xl /f i yW J5S^ to 06 k'jrl^zi b !\u0026gt; II _____LIS^\u0026amp;4 C^^Accoai il i L !^\u0026lt;^^'=^\n ^AU^y i |! ill 1,5^:^^ ^/O^r) C/yt/^Ldd 5]WI^j J___I \n '^) CATtAcuyu I 7c (2/h^/ka\u0026gt;j T'o'ryf-L. l\n|_____1 I i i| __i li-a/ ll 7o'7\u0026gt;}-(^ !! ^7^^ O'O DO \u0026gt;D I lifeg 3 oo| i lal/1teL\nl I H\n5^^l^jL 155^^ y3\u0026lt;y.... ' .^S, - /,A^__. . iJt,- ..a^iiiLiiM Id44^ oc JIW^ '773. : pcJ ? f}'' f Ml. Jjs OT gi J___1^ ^^11 I 1$^ \u0026lt;^1 i ' lyblct*^ LL^ 1 II I ^z:g\u0026gt;^^li I I 1 I il IL k5Wo!i 11:1! 11 tQ\u0026gt;iS\u0026gt; 3^. /,.^.x\u0026gt; jc. y/T 1 S'- I a? I ! I :4l3^^^i ^LzB/I^p^^ IM .1 II! '.c-/tl X. '^7'1 ^19. 0 erC !o2^ / Joo tiiI Communications I Assoc Supt I Oganizational \u0026amp; Lmmrig Equity J Ltiectivo Schools Sluders AssignmerS I Monitors j M ~ tmplementaiiorV Plannmg * EvatuMexi VeKrrteers si PvUc Schools Betore- \u0026lt; .^er School CARE L Parers ReouitmerS Parers Coordinator BOARD OF DIRECTORS I Superintendent 1 ITumair? As\u0026amp;tK. Sijpl. School Opera*. \u0026amp;C\u0026amp;rnate Hsaring Oflicor Ami SifS. Ele me rS ary 15 Schools Principale Teachers I WieetShre Schoote(7) Awl. 8^S. Elementary 14 Sdhoob Asel. Supi. Reading Language Sdanoa Principals PHncftal* Mathematics Teachers Teachers New Figures Atttletica Aflerrulhra Learning Sociel Slucfies Re sources/ ^abgHJsIgignB Assoc. Sl\u0026lt;3t I CtarfaAimA I LiminOhtpwmiJ Rne bstmctioruri Technology Physical Education Ovgt Heatih Education EarV Childhood Shdt Oevelopmenl Little Rock School District Organizational Structure September 1992 1 ' Manager Rasouroes \u0026amp; School S(\u0026lt;f\u0026gt;on I Vocatiofwy ConlroKer R.sk Wan ager*ient _ Federal Programs/ Grants FaoMas Services Procurement Eiceptiortal Children AduH Education Library Services Foreign Language Transportation Food Services Secunty ate Piocvse.ng 1 I I I Assoc. Supt Organizational \u0026amp; Laming Equity I Effective Schools Student Assignment I Monrtorirtg \u0026amp; ImplementatiorV desegregation Plan I Communications I Assoc. Supt. School Operat. \u0026amp;Cfrnate Hearing Officer Asst. Supt. Elementaiy 15 Schools Planning \u0026amp; Evaluation Principals Volunteers in Public Schools Teachers Before* \u0026amp; After-School CARE Parent Recruitment Parent Coordinator BOARD OF DIRECTORS I Superintendent I 1 11 I Schools (7) r Asst. Supt. Elementary 14 Schools Principals Teachers Reading 1 Asst. Supt. Secondary 13 Schools T Prirtcipals Teachers New Futures Athletics Ahematrve Learning Language Arts Science Mathematics Social Studies Human Resources/ Labor Relations Assoc. Supt. Curriculum \u0026amp; I Loaming Imprymt. I Fine Arts Irtstrudional Technology Physicat Education Drug \u0026amp; Health Education Early Childhood Staff Development Little Rock School District Organizational Structure APRIL 1993 1 Manager Resources \u0026amp; School Stpport I Vocational Controller _ Federal Programs/ Grants Facilities Services Procurement Exceptional Children Adult Education Library Services Foreign Language Transportation Security/Risk Management Food Services Information Services Board of Directors Regular Meeting June 24, 1993 6 table the Proposal for \"President's Day\" Holiday, seconded the motion, and it carried unanimously. Ms. Pat Gee B. Approval of Custodian's Agreement Ms, Pat Gee moved to remove from the table the matter of the Custodian's Agreement. and it carried four (4) to two (2) . Mr. Bill Hamilton seconded the motion, John Riggs voted in opposition to the motion. Mr. Dorsey Jackson and Mr. Discussion ensued concerning the financial condition of the District and the financial ramifications of the Custodian's Agreement. Following discussion, Ms. Pat Gee moved to accept the agreement with the custodians. motion, and it carried four (4) to two (2) . Jackson voted in opposition to the motion. Dr. Katherine Mitchell seconded the Mr. Riggs and Mr. C. Approval of Bus Driver's Agreement Ms. Pat Gee moved to remove from the table the matter of the Bus Driver's Agreement. and it carried four (4) to two (2) . voted in opposition of the motion. Mr. Bill Hamilton seconded the motion. Mr. Riggs and Mr. Jackson Discussion ensued in which the same concerns were expressed concerning the financial condition of the District and the financial implications of the Bus Driver Agreement. Hamilton moved to approve the Bus Driver Agreement. Mr. Bill Dr. Katherine Mitchell seconded the motion, and it carried four (4) to two (2). Mr. Riggs and Mr. Jackson voted in opposition to the motion. D. Approval of Agreement on Central High Wellness Clinic Mr. Hamilton moved to approve the Agreement as reflected in the printed agenda. and it carried five (5) to one (1) . opposition to the motion. Dr. Katherine Mitchell seconded the motion. Mr. John Moore voted in E. Administrative Salaries Dr. Bernd directed the Board members' attention to the slip sheet on administrative salaries and recommended that the Board adopt the following: A $68,000 annual salary for the positions of Associate Superintendent and Manager of ResourcesBoard of Directors Regular Meeting June 24, 1993 7 and School Support for FY 1993-94\nA $61,000 Assistant annual Superintendent, salary for the positions of Controller, Student Hearing Officer, and Desegregation Facilitator\nA 1.5 percent base salary increase for all 12-month administrators for FY 1993-94\nA 250 day contract for all 12-month administrators with paid vacation days based on experience in LRSD and PCSSD of 15 days for 0-7 years of service\n20 days for 8-14 years of service\nand 25 days for 15 or more years of service. A 3 percent base salary increase for all administrators on a less than 12-month contract\nand The ability for administrators to accumulate sick leave up to contract. the length of the individual's informed the Dr. is Bernd Board that the Principal's supportive of the pay proposal as outlined. explained that he felt this pay proposal would allow the District Roundtable He to attract quality candidates for top administrative positions. on the budget. the proposal. Discussion ensued concerning the proposal and its impact After discussion, the chair called for a vote on There was no motion nor second, however, the vote on the issue carried five (5) to one (1). Mr. John Riaas voted \"hav \" Mr. John Riggs voted \"nay. June 24, F. 1993-94 Budget Dr. Bernd reviewed the information sent to the Board 1993 marked \"Corrected\" in which he summarized . on the requested budget changes since the submission of the April 26, 1993 tentative budget. The chair asked Board members to state any opposition to a specific item included in the proposed budget. Discussion ensued concerning specific items included in the proposed budget, following which Mr. Jackson moved to adopt the proposed budget with the exception of the $280,000 for police resource officers and the $160,000 for the four assistant principals at incentive schools. for and it carried five (5) Ms. to one (1) . Pat Gee seconded the motion, Mr. John Riggs voted inNAME Linda Watson Othello Faison Leon Adams Mary Jane Cheatham Lavanna Wilson J ' \u0026amp; FROM Student Hearing Officer Alter. Learning Center Fed. Programs/Grants Baseline Elem. Bale Elem. TO J.A. Fair Asst. Principal Coordinator Fed. Program/Grants Arts, Music \u0026amp; Technology Transportation Hippy /Early Childhood LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS JULY 28, 1994 TO: Board of Directors FROM: Dr. Ricf? Director of Human Resources THROUGH: Dr. Henry Williams, Superintendent SUBJECT: Administrative Transfers reassignments of individuals have been completed and are presented for your information. NAME FROM TO Linda Brown Asst. Prin. PHJ Asst. Prin. Mann Othello Faison Principal Alt. Lrng. Center Coordinator Federal Programs Dennis Glasgow Supervisor Science Director IRC \u0026amp; Science/ Acting Director Mathematics Ed Jackson Unassigned Act/Parent Coord Office of Deseg Gene Parker Supervisor Eng/F Lang Acting Director Reading/L-Arts\nF/Lang \u0026amp; ESL Larry Robertson Asst. Supt. Elementary Asst. Supt.'^'^^^^' Student HearingZ .C'U-k Vera Robinson Asst. Prin. Jefferson Asst. Prin. Watson Anna Joiner-Tatum Asst. Prin. Watson Asst. Prin. JeffersonRoger N. Williams Asst. Prin. Henderson Asst. Prin. Mabelvale Jr. Marion Woods Specialist Staff Development Acting Director Staff Developmentr\u0026gt; Regular Board Meeting September 22, 1994 Page 8 The Board returned from Executive Session at 8:45 and reported that no action was taken. p.m. The Superintendent recommended the following personnel changes which were presented on a slip sheet: MAME FROM TO Sadie Mitchell Principal King Acting Asst. Supt. Elementary Tyrone Harris Asst. Principal Terry Elem. Acting Principal King Elementary Othello Faison Coordinator Federal Programs Assist. Prin. Hall High School James Washington Asst. Prin. Hall High School Acting Prin. Henderson Jr. High Karen Buchanan Principal Henderson Jr. High Temporarily Assigned Student Office Assignment Dr. Edwin Jackson Prin. on Special Assignment - Student Assignment Office Principal on Special Assignment - Staff Development Betty Burr Assistant Prin. Fair High School Acting Asst. Voc. Director Metropolitan The following additional personnel changes were recommended: Arbadella Smith Assist. Principal McDermott Robert Jones Director of Safety and Security Alicia Finch Acting Asst. Prin. Fair High School Jacovelli moved that the items recommended by the Superintendent on personnel be approved as presented, seconded by Ms. Gee, and it carried unanimously. Ms.SLIP SHEET TO REGULAR BOARD AGENDA LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS n? ? January 27, 1994 21994 To: From: Brady Gadberry, Board of Directors or, Human Resources Through: Hen lliams. Superintendent of Schools Subject: Personnel Changes I recommend the approval of the following employment of new staff at the indicated positions, salaries and classifications: NAME POSITION OR SCHOOL EFFECTIVE DATE SALARY CLASS SALARY Glowers, Robert Director PRE 1-28-94 6-06 12 E/Stip C/A $22,423.48 1,362.50 408.75 (pro-rated) Hurley, Richard Director Human Resources 2-21-94 ADMUNC 12 C/A $28,287.81 348.75 (pro-rated) Modeste, Leon Sp/Asst/Supt Admin 2-21-94 6-18 12 C/A $22,984.95 348.75 (pro-rated) Personnel Changes Page 2 July 23, 1992 NAME POSITION OR SCHOOL EFFECTIVE DATE SALARY CLASS SALARY Resignations/Terminations Non-Certified Employees Ray, Jim Reason: None Given Bus Driver Transportation 6-5-92 3-02 9 $ 44.24 per day Scott, Chantra Reason: Terminated Bus Driver Transportation 6-12-92 3-01 9 $ 41.70 per day Smith\" Gladys Reason: None Given Food Service Gari and 5-20-92 1-01 9 $ 6.22 per hour Tate, Erma Reason: None Given Supv Aide Watson 4-24-92 25-3 9 $ 5.05 per hour Harris, William Montgomery, Bradford Runyan, Debra New Non-Certified Employees Glazier Mai ntenance Di rector Transportation Secretary Plant Services 6-29-92 7-20-92 6-8-92 6-01 12 6-07 12 3-04 12 $18,490 $44,677.50 pro-rated $14,234 i I II Board of Directors Regular Meeting June 24, 1993 Jeanette Wa?Ser ^P^-^i\"tendent appointed as Director of appointed as Princinai - - School, that Teresa r Carter be 10 recommended that Personnel, that Lilly ' i T_T.... 4 J , sss. Lan Mahony and the retirement of Da^z^i J ' --.oa.yi,auxui on elip sheets provided to Superintendent slip sheets Principal at Watson approve the resignation of provided to the Board in recc^nded that the Board approve the pS^onnei printed agenda. Mr. John Rigjs Pst Gee seconded changes that are contained in the moved the Superintendent's the motion, and it carried the room when the VI. Board. Board are the recommendation. vote was taken. report agenda A. Mr. J^nanimously. Mr. John Moore Desegregation Report Mr. Marvin Zimmerman development report to the exceeded the state members asked B. was out of Board. presented the 1992-93 annual staff requirements for%tafthat the District has questions. elopment hours. Board hours. Status Report This report was given during the section on the agenda. C. Progress Report: H Remarks From Citizens\" Garland Incentive School black males in his school^^and ^^^jj^e^te^d Progress of allowing him to spend his budget on aonrrmri s assistance in school. Board members asked questions!^ materials for his on the VII. CONSENT AGENDA Mr. ___ John Riggs moved consent agenda, r x\\.j.ggs moved approval of all t-ho -i-i- rried Mtchm seconded^S^^S\n, The items approved by the foregoing motion were: (A) Adoption of Policy BDDB, (B) \"School Board Agenda.\" Approval T the submission Local Application of the Carl to the Vocational Perkins and TechnicalLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS TO: FROM: Board of Directors Brady Gadherzry, Di THROUGH: He: aril. SUBJECT: Pers el C November 4, 1993 Human Resources imfeSuperintendent of Schools inges 7 I recommend the approval of the following employment indicated position, salary and classification: of new staff at the NAME POSITION OR SCHOOL EFFECTIVE DATE SALARY CLASS SALARY Glowers, Robert PRE Specialist 11-23-93 PRE 2-06 $20,297.50 , 10.5 Ed/ S t-17786.25 C/A 526.25 (pro-rated) I Assoc. Supt Organizational \u0026amp; Learning Equity T Effective Schoob Student Assignment I Monitonng \u0026amp; ImplementaliorV ubse^regatior^^ Plamir^g \u0026amp; Evaluation Volunteers in Public Schoob Before- A After-School CARE Parent Recruitment Parent Coordinator I Communicat ions I Assoc. Sqpl. School OperaL \u0026amp; Cfrnata Hearing Officer Asst Supt. Elementary 15 Schoob Principals Teachers ktcentfve Schools (7) Asst. Supt. Elementary 14 Schools Principals Teachers 1 BOARD OF DIRECTORS I Superintendent I Reading 1 Asst. Supt. Secondary 13 Schools J Principals Teachers New Futures Athletics Ahemalive Learning Language Arts Science Mathematics Social Studies Human Resources/ Labor Relattons Assoc. S(J0. Curriolumi I Leaning Imprvmt.l Fine Arts Instnxtional Technology Physicd Education Drug \u0026amp; Health Education Early Childhood Staff Development Little Rock School District Organizational Structure APRIL 1993 1 Manager Resources \u0026amp; School Sqcporl 1 Vocational Controller _ Federal ProgramaZ Grants Facilities Services Procurement Exceptional Children Adult Education Library Services Foreign Language Transportation Security/Risk Management Food Services Information Services RECEIVED JUL 2 G LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 July 15, 1993 TO: Mrs. Ann Brown, Monitor Office of Desegregation Monitoring FROM: e Estelle Matthis, Interim Superintendent SUBJECT: ADMINISTRATIVE VACANCIES This communication is a follow-up of the productive meeting that Jerry Malone and I had with you in your office on July 9, 1993. I am providing you a listing of the people who are currently performing responsibilities that were assigned to the top administrators who recently resigned from the District and/or returned to another assignment: Vacated Position Assigned Responsibilities Superintendent Estelle Matthis Assoc. Supt. for School Operations Estelle Matthis (with advice and counsel from Jerry Malone) Assoc. Supt. for Curriculum Dennis Glasgow Manager of Support Services Jerry Malone (providing primary advice and counsel to Mark Milhollen) Asst. Supt.-Secondary Schools Victor Anderson Limited Science Supervisory Activities Annita Paul Mark Milhollen will consult with Bill Mooney on financial matters. The assistant superintendents report directly to me on a daily basis. The assistant superintendents will assume supervisory roles for the Incentive Schools.Maria Palter r ^eanalle WagrMr Communicalions I I ToBeAnnexneed AssockSid, SchodCpei^ BOARD OF DIRECTORS I Estells Manhi* Inlerlm Superintendent I Brady Oadberry Labor Relations I Estate Matthis Assoa D J CurlciMuin 'StLrdent Asejgnment T Rudolph Howard Hearing Offtesr Arma Hart Desegregation Rteilrtator 1 4 Alice Stovall Reading ] { *Rne Arts Debbie Milam Volunteers In Pubilo Settle Margaret Gremillior Aset. Supt.. Elem. ISSchoota Lany S. Roberteon Aset. Supt.. Bern. 14 Schools I To Be irwuncsd Gone Parker PdncFpote I Supt., Seo. 13 Sdioole ? I Arte/ Foreign L^uage - Dennis GJasgow Principals Inatrudiorml Techrwlogy ] } 4 Mariha Rodgers Balore- \u0026amp; After- School CARE Sdenoe terL Teachers Teachers Principals Teachers Physical Education DiartneWood MaJhomatl( Jo Evelyn Elston Drug location L Werie A McNeaJ BecbRafhw I Pannt Bacruitmentl Ooofdinator | Social Studies Pal Price Jncerrtivo Schools \u0026lt;7) Linda Young New Futures Early Childhood _ OonitaHudspoih ^herine Gill Parent Coordinator ] Responsibaily of Appropriate Associate Superinteadeitl SioK Development Athletics Othello Prison AAemathre Leamrno Fy Little Rock School District Organizational Structure JULY 1993 1 To Be Announced HumanResources Carol Green Yocalionai Leon Adama 1 ToBaAnnounoad Man^ReeoKss and Scind Support I 1 _ MarfcMillholfen Controner jPecieri Programa^ Grarrta [ Doug Eatpn Fadlitlea Servicae Charfle NeaJ Procursment Dr. Palty .Kohlor Ibnal Iren PaUehe Uprlln _ *w ivapuiMi Adub Education- 1 _ Brad Morilgo^ry Transporlalton . Lucy Lyon Library Services JacMeBoyMn Food^rvicea Bill Bamhousa SecvrityyRtsk ^an^gmenrt Dave Kngselia Wofmabon BeniceiAnn Brown Memo July 15, 1993 Page 2 The role and responsibilities of Desegregation Facilitator have been clarified and Mrs. Arma Hart will relocate to the Desegregation Office at 501 Sherman in a timely manner. (See Organizational Chart) Bill Mooney will continue to provide technical assistance. Interviews will be held to select principals for the following schools: July 15, July 20, July 21, 1993 1993 1993 Central High School Wakefield Elementary Mitchell Incentive School Mary Jane Cheatham, who is returning from a sabbatical, has been assigned to Baseline Elementary School. The District will need to advertise and select an Assistant Superintendent for secondary schools by the end of August, 1993. These responsibilities cannot be performed by Victor Anderson after school starts. You were most cordial and helpful during our visits. We will make every effort to respond to your concerns and requests in a timely manner. If additional information is needed, please contact me. /bjf cc: Board of DirectorsBoard Of Directors I Dr. Henry P, Williams Superintendent To Be Announced Special Assistfitt to Supt Estelle Matthis Deputy Superintendent Dr. Russ Mayo Assoc. Superintendent lor Desegregation I Sterling Ingram Assodaa tor Instruction to the Deputy Supetlrrtendent Jeanette Wagner Communications I 1 'Student Assignment Margaret QremlNton Larry S. Robertson Asst Suit, Elm. r- AsstStptElem. 16 Schools 14 Schools Dr. Victor Anderson Acting Asst Supt., Sk. 13 Schools Alice Stovall Reading Arma Hart Desegregation Fadiitator Debbie Milam Volunteers in Public School Principals Principals Principals Gene Parker - Lar^uage Arts/ Foreign Language _ Dennis Glasgow Science Bedw Rather Parent Rreeccrruurittmmeeint Coordinator Parent Involvement Brad Montgomery Transportation I I Teachers Teachers Teachers _ To Be Announced Mathematics Incertrve Schools Urxla Yotrng New Futures 'Athletics Othello Faison Alternative Learning Center Responsibility of Appropriate Associate Superintendent Marie A. McNeal Social Studies Dr. Linda Watson Hearing Officer Catherine Gill Parent Involvement Rne Arts 'tnstnjctional Technology physical Educational _ Jo Evelyn Elston Pupil ^rvices Pat Price Early Childhood Donita Hudspeth Stall Development Little Rock School District Organizational Structure December 2,1993 DRAFT #4 Mark MIhollen Acting Manager lor Support Senricss Carol Green Vocational Education Financial Services Leon Adams Federal Programs/ Grants _ Dr. Patty Kohler Ex Coptic Childe trorral ren Paulette Martin Adult Education Lucy Lyon Lbrary Services Doug Eaton Facilities Services Jackie Boykin Food Services Charlie Neal Procuremertt Bill Bamhouse Security/Risk Manaoement To Be Announced! Planning, Research and Evaluation I Dave Ki I InkxTTti ^ingsella Tallon Slices I Busness Systems Student Systems _ Brady Qadberry Labor Relations 1 To Be Announced I Human Resourcer Board Of Directors c Little Rock School District Organizational Structure November 4,1993 DRAFT #2 To Be An nouncod Special Assistant to Supt Dr. Russ Mayo Assoc. Superirrtendent for Des^regatlon Jeanette Wagner Communications I Student Assignment Margaret Gremlllion Asst Supt, Elem. 16 Schools 1 Arma Hart Desegregation Facilitator Debbie Milam Volunteefs in Public School Principals I Parent R Rather Recruitment Teachers Coordinator Parent Involvement Brad Montgomery Transportation Dr, Henry P. Williams Superintendent Estelle Matthis Deputy Superintendent Sterling Ingram Associate for Instruction to the Deputy Superintendent 1 Mark MIhoilen Acting Manager for Support Services It Human Resources To Be Announced Planning, Research and Evaluation I Dave Kingseila Information Services I I Business Systems Student Systems Larry S. Robertson Asst St^ Elem. 14 Schools Or. Victor Anderson Acting Asst Supt, Sec., 13 Schools Alice Stovall Reading Gene Parker Language Arts/ Foreign Language Rne Arts Instructional Technology Principals I Teachers Incentive Schools Principals Teachers Linda Young New Futures 'Athletics Othello Faison Alternative Learning Center _ Dennis Glasgow Science -( Physical Educational Carol Green Vocational Education Leon Adams Federal Programs/ Grants Dr. Patty Kohler Exceptional Children { AnandaJ Services Doug Eaton Facinties Services Jackie Boykin Food Services Brady Gadberry Labor Relations To Be Announced Mathematics Marie A. McNeal Social Studies Dr. Linda Watson Hearing Officer Catherine GiD Parent Involvement _ Jo Evelyn Ebton Pupil ^rvices Paulette Martin Adult Education Charlie Neal Procurement To Be ArwTounced Human Resources Pat Price Early Childhood Donrta Hudspeth Staff Development 1 Lucy Lyon Library Services Bill Bamhouse Security/Risk Management D Robert Glowers Phfswig. Resewdi I kWvin Schwartz Graras Miter } Board Of Directors I \u0026lt;45. Little Rock School District I La Sf\u0026gt;aW Atriium t S\u0026gt;\u0026lt;. Or. C. Rueeelt Uayo Aaeoo. Superhtandent J Suaflen Vann ConMnunteattona I Student Assignment Lhrgaret OremIKon Aset SiipL, Elam. __H?^t I SedbUlohea Aset Supt, Elam. 14 Schools 1 Debbie Mlam Volunteers in Public Sc hod Becky FUlhar Parent Heaulmei Coordnator PrincipaJs I Taachars 1 Prindpsls I Taachars Dr. Henry P. Williams Superintendent Organizational Structure 1994-95 February 7,1995 (Sub)ect to Revtalona) Estelle Matthis Deputy Superintendent Sterthg Ingram Aaeodate tor Inatruotlon Io the Deputy Superbtendant I lnc*ntiv School* Denrrb Snider AaaL Supl., Secondary 13 Schools Gena Pakar Reading Gene Parker Language Arts/ Faaign Language ] Prindpais Teach ars Linda Young New Futures Athletics ] ] Di. Waler MaiMedi Akernafve Leamrig Center __ Dannis Qatgow Sdanoa Danrris Glasgow Mathematics Marie A. McNeal Sod al Studes Larry S. Robertson Hearing Officer Catherine QU Parent Irrvohramant ______J.. . IBA Legal Servtoee *Fine Arts/TAMic 1 Irrstructional Tachndogy Physical Educstiorral _ Jo Evelyn Elston Pi4^l Services Pat Price Early Childhood Marion Woods \"\" StaR DavaloprTtenl Marian Shaad HIPPY Fred Srrith He fie gw ler Support Senrkoae Card Qaen YocationaJ Education L*on A(Um - FadaraJ Programs/ Grants Dr. PaRy KoWar Excapeonal Cfildren Paulette Martin Adult Education Lucy Lyon Library Services Mark Mlhdtan Finarxial Services 1 Doog Eaton Fadtitias Sarvicas Jackie Anderson Food Sarvicas Charite Neat Procurerrrent Bobby Jones Secunty/Risk Manage me ra D Wary .*a*' Dishi Acing Dir. of Transportation 1 1 David Beason Inbimason Services rrp Mrwtt I trr* I Butirwtt SytUrr* Skidanl Systems ] _ Brady Gadbarry Labor Ralations ] 3 Or. Richard Hurlay Hurruan RasocrcatJBoard Of Directors Little Rock School District Organizational Structure 1994-95 \\ (Subject to Revisions) I Leon Modesti Special Assistant to Supt. Or. C. Russell Mayo Assoc. Superintendent Desegregation Jeanette Wagner Communicalions 'Student Assignment -7---------- Margarft( Gfmiliion Asst. Supt. Ekm. 18 Schools Sadie Mitchell Asst. Supt., Elem. 14 Schools TBA Desegregation Facilitator Debbie Milam Volunteers in Public School Principals I Be\u0026lt; Parent )cl^ Rather nt Recruiimenl Coordinator 'Parent involvement TBA - Transportation Cr. Mary Jane Cheatham A^t. Dir. ot Transoortation Teachers Principals I Teachers 'Incentive Schools Responsibility of Appropriate Associate Superintendent Dr. Henry P. Williams Superintendent Estelle Matthis Deputy Superintendent Sterling Ingram Associate for Instruction to the Deputy Superintendent I TBA AssL Supt., Secondary 13 Schools Principals Teachers Linda Young New Futures Athletics Dr. Waler Marshaledt Alternaltve Learning Center DEC 1994 TBA Legal Services Mark Mllhollen Manager lor Support Services Or. Robert Glowers : Planning. Research \u0026amp; Evafuation David Beason In formal ion Services I Business Systems I Office of Desegregafci .,,13 Marvin Schwart: Grants Writer Student Systems TBA Reading Gens Parker Language Arts/ Foreign Language _ Dennis Glasgow Science TBA Mathematics Marie A. McNeal Social Studies Larry S. Robertson Hearing Oflicer Leon Adams Fine Arts\u0026lt;Muslc 'Instructional Technology Physical Educational _ Jo Evelyn Elston Pupil Services Pat Price ~ Earty Childhood 14 TBA Staff Development Carol Green Vocational Education Leon Adams Federal Programs/ Grants Dr. Patty Kohler Excecxional Children Paulette Martin Adult Education Lucy Lyon Lbrary Services TBA Financial Services Doug Eaton Facilities Services _ Jackie Boykin Food Services Charlie Neal Procurement ] Brady Gadberry Labor Relations Dr. Richard Hurley Human Resources Catherine Gill ! Parent Involvement: 1 Marian Shead HIPPY Bobby Jones Security/Risk Management TBA Technology ComponentBoard Of Directors Little Rock School District Dr C Ruaiati Uaya Aieoc. Suparlnianrtant SoMan Vann C am muAka Uon a 1 I iMoUtdaAa Sf\u0026gt;acWAubtaniia Sa/t - 1 \u0026gt;1 Aar\u0026lt;Uiyw\u0026gt;ar ... tdrgarat OrtaJOta AaattMiL.Ua. Udb kUclMl AaiAtif*.. (ha Swcly Raihar Coowuiar 0(4 I Uir^an Sdiwwta I Grarwa Wna I DaUMkUam Voaxa.ar h Pu s\u0026lt;*aat 1. Piincipab IlSdtoob Pnndpati U Sdwwb rrtnc^ S Inoa/aka S^tadt Dr. Henry P. Williams Superintendent IBA AaiUtanl Suparinlartdani Curriculum Support Or. Vkiar Artrtaraait iaA SManOary Gn PvMr nadlng4.anguag Am Oanrtb Glaagow SdanoartAtfhamaila PtiftaptU I) Schooh Carat Obaan Vocatlanal (Nucaiion PaUaSa Manh ArtUiENuatbn O.Wal* UanUbA AkamatnaLoanttng I AMdia Marta A. Uctlaal Social Sludlaa Caihartna OH Parant Invokamanc Bfarty Labor Ralallona Dr. ftkhafrt Hurtay Human Raaotrrcaa Or. Paly KoMar Eaoanienat ChU\u0026lt; 'A Jo Evalyn EUlon Pk44 mrvfoaa SUrtiAQ Ingram Sun Oawkfwnart Pal Pftoa Eart/ ClilUltood Lucy Lyon Ta\u0026lt;Ninotogyrt4a41a Martan Shaart HIPPY Organizational Structure 1995-96 August 22, 1995 (Sub|oc| (o Roylaloru) Lany S. Aobadaen Aathtad Suparlntard^ SludanI Haartrig FnNSrrAli Uanaf It lar Sbpport SarvkM Mark Miltolan Fhnandal Sarvloaa ChartbNaal Proouramari Ooug Ealon Plant Sarrtoaa Bobby Jenaa Saouny/Rlih UanagamarN Mary Jana Chaaiham OIr.ot Tranaportatton Obactor Food Sarvtoaa Oa^M Caaaon hbrautiBA SarvtcM laon Adarvw Programa/ Or anta Lkyrta Young Haw FUutaa o w p 2 n p cr. o 3 P rt zr p \u0026gt; H H \u0026gt; n K 2 w HBoard Of Dlractora Little Rock School District 1 LawHodssla tpadd JWolantto Or. C. Ruaaafl Mayo Asaoe. Supartrtlandard Daoagragstten T tusMan Vm CemmunleaMona Dlrador til SludanI AaalgnmanI I T~- Margarat QramMan As\u0026lt;9up(.,ElaoR. HUhyIg UdtaURchal Aaa1.tu|rt.,EI\u0026gt;ni. HUteoto 1 Or hobail Ctowars Ranr\u0026gt;g Rmadi I EvatuMoi PfhdfMita Pibclpato Marvin Schwartt Oranis WrVa* I I Taachara Taacteft OateWMInm Voixrtaara li Pu^tc Schoob BacWnnlhar ParanI naorulmani Coordinalor | Dr. Henry P. Williams Suparlntandanl I nA Etlella Matthis Deputy Supwinlendenl Starting Irigrnm Assoalala for fnalruetleg M Iha Daguty BupartrHarHlard Lwry notertaen uftarlrdandaM Wudant Kaarintomoar 9chooJf1 tonntolnWw M. k*t, iMoitoi llldieeta OanaParIrar naadbg Oana Psikar Larxiuaga Arts/ Foraign Languaga f Im ArfMjlo 'Inilfudlonat Taohnotogy Pr1ndpt I TaMter t Inda Young Naw Futuraa 1 AthtaHca O WtfWVwtfWadt ARsmiIvS Lstnirig Canlsr Dannb QIaagow Sclanea Dannb Glasgow Malhematica Marta K McNaat Social Sludtaa CattMflna OP Parard Involvamatd physical Education Jo Evatyn EWon PupI Sar^rtcaa PalFfloa Fifty ChMhood Marton Woods Sfaft Oavalopman* Martan Shaad HIPPY Organizational Structure 1994-OS March 15,1005 (Bub|et to nevtolMW) StoSaMi kt topper laikM OavtlBaason Worms Ion Sanbaa Buabaaa Syalama CMilQraan \\AMilanil GduealQn lon Advm - rdnit Ptoortn Qi I PtOOrtmt/ IflM w, raiay nKwohiRte f eM4tonaf ChibrM PauMloMarth Adul Education Lucy Lyoo Library SanXoM Marit MBwIan Fbandal SacAoaa OougEfon JacMa Andarson Food Sarvleoa Chama NmI Pfoeuramanl PobbyJoras SacunryAUilt Managjmard 53.JhraChiWupn IngOfr. ol taportaHon Studard Syslama Prarfy Oadber^ Late) netatlona Or. Richard Hurta^ Human Rasouroo' SLIP SHEET TO REGULAR BOARD AGENDA LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS RC rL?l o**B January 27, 1994 '\"fS 219^4 Office of Dessgrogaiicn Monucring To: From: Brady Gadberry, Board of Directors or. Human Resources Through: Hen Hi ts. Superintendent of Schools Subject: Personnel Changes I recommend the approval of the following employment of new staff at the indicated positions, salaries and classifications: NAME POSITION OR SCHOOL EFFECTIVE DATE SALARY CLASS SALARY C1owers, Robert Director PRE 1-28-94 6-06 12 E/Stip C/A $22,423.48 1,362.50 408.75 (pro-rated) Hurley, Richard Director Human Resources 2-21-94 ADMUNC 12 C/A $28,287.81 348.75 (pro-rated) Modeste, Leon Sp/Asst/Supt Admin 2-21-94 6-18 12 C/A $22,984.95 348.75 (pro-rated) T)eC..,Aiay 11^ 1fiV-Board Of Dlraclora Little Rock School District 1 Leonlkidiala Ipettd Aadttmtte Or. Henry P. Wllllame Suparintendenl I Eatalle Malthla Deputy Superintendent BtarllnQ Ingram Or. e. RueeeH Mayo Aaaoe. Supartntandard Deaegragallon T uaHet) Vatwr CommurrteaUona I 1 AtaoelHla lor tnMruetton t . _ Iha Deputy Su|\u0026gt;f1nfndar4 T IncaolM Schoda] Dlreciorol Student Aaelgrunent Margaret OreriMen AeM. Supt., Elam. KSdtyle tatfta igietMl Aaat.fupt.Elam. KScbeela Dannie tnWar AaalSupt, Saeoni llUhooto3 Dr Robert Ooeera Ramrtg Ramrdi I Eveiuelan PrbdpaM Mardn Schtearlt Oranit Wrier I 1 Prinelpeie Pflndpata Taachare DebMa Mam Vobntaertb Pubhc Schoole ] T T Taechere Teaohare Lbda young NewFutufee 1 Declw Rather Parent Reorulmeni Cmdtnalor I AIhMIca D ytiMdi Alamalve Laarring Center ZZEZ TBA LagrfSarvleaa Lry nebeftaon Aeet. tupertnlendent Wudent Hearing Otnoer OeneParhet Readbg Qene Parker Language Ada/ Foreign Language Dannie Qleegow Sclanee Dennla Olaegow MMhemaitca 11 tine ArteAluaio 'tnatructlonat Technology ThyelcW Educehon Jo Evelyn EWon Pupl9en4cee Marte A KfcNeal Social Studtea CatharbeOl Parent Involvemenl1 Pal Pftoe - Earty Chldhood Marton Woode Staff Oavalopmanl Martan Shead HIPPY Organizationai Structure 1094-05 March 15,1005 (8uMet to Revtalone) Red Maith KhnagvhrMitoert tofkee DavUBaaeon Inlormelon Sarvloae Buebeee Syeteme CereOeen 'Acelenai GdueaVon Marti MBwIen Ftnarwtal SorMoee1 Student Syeleme leer) Adeim - rejanl Ptcgrvra/ QrM O. Pally Kohler ~~ aEaaaea^a\u0026lt;kaimMMaatl CtwtM PauMte Marib Adul Educalloo Lucy Lyon Ltwary Serwtoae OougEelon Fecttlae Sarvlcas . JacMe AMeteon Pood Sarvleoe J Brady Oadberry Labor ReUlone Chama Neal Procurement Bobby Jonee Securty4Uil( a 'JbreChatfkam Acting DIf, ot TmnaportaMon Or. Richard Huday ttuman Raeouroas Board Of Directors Little Rock School District Organizational Structure 1994-95 Draft (Sub|ect to Revisions) 4- i Dr. Henry P. Williams Superintendent I Leon Modest* Special Assistant to Supt. Estelle Matthis Deputy Superintendent TBA Legal Services Or. C. Russel! Mayo Assoc. Superintendent Desegregation Sterling Ingram Associate lor Instruction to the Deputy Superintendent Mark Milhollen Uartagerlor Support Services Or. Robert Clowers Planning, Research \u0026amp; Evaluation 1 David Beason ' Inlorrnalion Services Marvin Schwartz Grants Writer Jeanette Wagner Communications 1 Student Assignment htargarei Gremilllon Asst. Supt,, Elem. 16 Schools 1 Business Systems Student Systems TBA Desegregation Faalltaior Debbie Milam Volunteers in Pudic School Principals I arent Rather ecrunmenl Coordinator Parent Involvement TBA - Transportation D. Mary Jane Cheatham Asst. Dir. ol Transoorlation Teachers Sadie Mitchell AssL Supt.. Elem. 14 Schools TBA AssL Supt., Secondary 13 Schools TBA Reading Gene Parker Language Arts/ Foreign Lartguage Principals 4- Teachers Incentive Schools Responsibility oC Appropriate Associate Superintendent Principals Teachers Linda Young New Futures Athletics Dr. Waler Marshaleck Alternative Learning Center Dennis Glasgow Science TBA Mathematics Marie A. McNeal Social Studies Larry S. Robertson Hearing OWicer Catherine Gil Parent Involvement Leon Adams Fine Arts/Muslc InslrucSlonal Techrwiogy Physical Educational _ Jo Evelyn Elston Pupil Services Pat Price ~ Early Childhood TBA Carol Green Vocational Education Leon Adams Federal Programs/ 1 . SiaH Development Marian Shead HIPPY Grants Dr. Patty Kohler Excecxional Children Paulette Manin Adult Education Lucy Lyon Lbrary Services TBA Financial Services Doug Ealon Facikiies Services Jackie Boykin Food Services Charlie Neal Procurement Bobby Jones -\u0026gt; Secunty/ftisk Management _ Brady Gadberry Labor Relations Dr. Richard Hurley Human Resources TBA Technology Comoonent 1 D Robert Clowar* PWraig. Ranach I ] Board Of Directors Little Rock School District Marvin Schwarts Grarat VWrter } I leoa blodeba SpeoW is detent Ie Sipt Dr. Henry P. Williams Superintendent I Estelle Matthis Deputy Supeiinlendenl TBA legal Servicea Dr. C. Ruaaall Uayo Aaaoo. Suparkvtandant Daaegragelion T Suellan Vanrv Com m un io at ion a I Student Assignirvent Ibrgsrel Okamlllan Asel $MPL, Etam. Sada Ulohe4 Atal Supt, EWfn. 14 Sohoole 1 Dabtsa Mtsm Voluntaart in Public Schc^ Becky Rather Raautmai Parani C^inHof Piincipalt I Taachars Prindpa/t I Taacliars Starling kigram Aaaocleta (or kiatructlon to the Deputy Suparkitandar't I lno*n1tv SchooJi Dannie Snider Aatl. Supt., Secertdery 13 Schools Gene Perkar Reading Gena Parker Language Azts/ Fvaign Language ] Tina Arts/Muaic 'instructional Tachndogy Prindpds _ Daniia Glasgow Sdanc* Physical Educational Taachars Dannis Glasgow Malltenuilics Jo Evelyn Elston Pl4\u0026gt;I Sarvicat linda Young New Futures AUiletics ] ] D W^KUaihdtck Akernsive Liaming Cn)i MndaA MUUal Sodal Studies Pat Price Early Childhood Livry S Fkbertson Hearing Officer Catherine OB Parent involvament Marion Woods Staff Oavafoprrwnt Marian Sira ad HIPPY Organizational Structure 1994-95 February 7,1995 (Subject to Revialona) Fiad Strfdi Msnegir lar Support Sarvloae David Baason Inbimstion Sarvicat Businass Sytiam* Stieda n( System* ] Card Gf^n 7ocaoo*l Education Mark MIhdIan Financial Services ] Laon Adam* - FadaraJ Piogram*/ Grants Doug Eaton Fadlilia* Sarvicat Or. PaR/ Kohlar Exceptional Children Parlelta Martin Aduh Education Lucy Lyon LiLvny Services Jadu* Anderson Food Sarvicat _ Brady Gadbarry Labor Ralationa Charlia PiocuramanI Bobby Jonas Security/Risk Management Ct Ui Usry .***' Oreihem Acting Dir, ol franspcrution ] J _ Or Richard Ihtley Human Rasoctca!]Employees Earning $40,000 or Above DONNA C BROADAWAY EMANUAL BROOKS SHARON A BROOKS KATHLEEN BROTHERTON JAMES BROWN lInda'g brown ROBERT L BROWN JR ETHER L BRUCE-UPKINS DELOIS BRYANT JUDY E BRYANT KAREN J BUCHANAN DOLORES J BUFFINGTON SCOTTIE L BURCHETT BOBBYE H BURK BETTY R BURR EVELYN J CALLAWAY MORM'AN M CALLAWAY ^ATSY R CAMPBELL CHARLENE D CARPENTER RENE T CARSON JODIE T CARTER LILLIE M CARTER________ 'HYLLIS V CARUTH FRANCES H CAWTHON SUSAN L CHAPMAN GUY H CHEATHAM MARY J CHEATHAM GEORGE E CIRKS ELLEAN D CLEVELAND UBRARIAN-ELEM TEACHER (KSSTPRINCPALELEM TEACHER____________ TEACHER *SST PRINCIPAL SEC V ROBERT L CLOWERS SUSAN E CODY-TAYLOR ELEANOR R COLEMAN STEVEN B COLUE MABEL A COLLINS______ ROBERT S CONNOLLY MARY A COOPER SUE J CORKER BILLIE J CORROTHERS THERESA J COURTNEY BERNIE L COX ELEANOR V COX ELEM PRINCIPAL TEACHER COUNSELOR-SEC COUNSELOR-ELEM ELEM PRINCIPAL TEACHER TEACHER TEACHER ASST PRINCIPAL SEC TEACHER_____________ TEACHER COUNSELOR-SEC_____ COUNSELOR-SEC TEACHER SECONDARY PRINCIPAL ELEM PRINCIPAL TEACHER ELEM PRINCIPAL SUP SPED TEACHER_____________ ELEM PRINCIPAL TEACHER ASST PRINCIPAL ELEM DIRPLNG, RES \u0026amp; EVAL TEACHER_____________ COUNSELOR-ELEM \"TEACHER TEACHER SYSTEM MANAGER TEACHER TEACHER TEACHER_________ ELEM PRINCIPAL TEACHER ^AMELA J CRAWFORD BILLIE J CROSS KATHRYN L CROSS SAM H DACE ELEM PRINCIPAL TEACHER__________ TEACHER TEACHER COUNSELOR-SEC $41,728.54 $48,083.14 $42,371.00 $40,670.00 $43,846.74 $39,269.00 '$50,668.20 $40,670.00 $43,891.62 $40,670.00 $50,975.00 $40,670.00 $32,696.44 $33,664.00 $39,883.00 $43,846.74 $36,676.00 $41,791.23 J43,846.74 $45,964.94 $61,018.00 $44,169.40 $40,670.00 $46,336.40 $45,648.10 $40,670.00 $56^086.80 $38,763.00 $42,371.00 $49,370.40 $40,670.00 $12'670.00 $47,438.82 $42,116,22 $43,148,00 $43,846,74 $43,846,74 $40,67060 $42,002.40 $40,670.00 $51,752.80 $45,964.94 $40,670.00 $40,670.00 $41,791.23 $0.00 $661.00 $2,205.60 $0.00 $0.00 $1,731.00 $4,326.00 $0.00 $751.00 ___ $0.00 $2,625.00 $0.00 $9,428.66 $6,732.60 $1,952.00 ____$0.00 $7,648.90 $0.00 $0.00 ____$0.00 $900.00 $2,064.00 ____$0.00 $2,064.00 $2,126.00 $0.00 $2,564.00 $5,034.35 $1,731.00 $900.00 $751.00 $0.00 $6.00 $750.00 $926.00 ____$0.00 $0.00 $0.00 $564.00 $9,376.30 $2,566.00 $658.00 $0.00 $656.61 $0.00 $41,728,54 $48,744,14 $44,578,60 $40,670,00 $43,846,74 $41,000,00 $54,994,20 $40,670,00 $44,642,62 $40,670,00 $53,600,00 $40,670.00 $42,325,10 $40,396,80 $41,635,00 $43,846,74 $44,524,90 $41,791,23 $43,846,74 $45,964,94 $61,918,00 $46,233,40 $40,670,00 $46,400,40 $47,774,10 $40,670,00 $58,650,60 $43,797,35 $44,102,00 $50,270,40 $41,421,00 $40,670,00 $47,438,62 $42,866,22 $44,074,00 $43,646.74 $43,846.74 $40,670.00 $42,566.40 $50,046.30 $54,316.80 $46,622.94 $40,670.00 $41,326.61 $41,791.23 as of 2/22/94Employees Earning $40,000 or Above EMPLOYEE____________ FRANCES M ABLES NANCY L ACRE JANET L ADAMS WAYNE E ADAMS Leon L ADAMS JR MARTHA D ALLEN MARY L ALLEY VICTOR ANDERSON III JOYCE A ARICK JANE G ARTHURS VIRGINIAS ASHLEY CLARA D AUSTIN JUNIOUS C BABBS JR MARY D BARKSDALE CAROL BARNHOUSE WILLIAM G BARNHOUSE V/ANDA F BASKINS V MARJORIE BASSA FRANCES K BATEMAN MICKEY L BATES SHARON A BAUGH EMMA J BEAVERS ... LINDA J BELL RUTH E BERRY IRA L BETTON DANNY H BLACK NANCY P BLACKSTONE BARBARA B BLAINE SAM K BLAIR RITA L BLEDSOE DONALD K BLESSING EDDIE L BOONE DEXTER L BOOTH JACKIE L BOYKIN JUI^ L BOYLE ROBERT L BRACK GAYLE B BRADRDRD MARTHA A BRANCH SAMUEL BRANCH NANCY L BRANDT DENNIS R BRANT DONALD E BRATTON ROSEMARY M BREWER MARILYN J BREWSTER TITLE librarian-JR ' SECONDARY PRINCIPAL TEACHER____________ COORD PLANT SERVICE DIR FED PROGRAMS COUNSELOR-VOC TEACHER____________ ' SECONDARY PRINCIPAL TEACHER TEACHER ELEM PRINCIPAL TEACHER_____________ SECONDARY PRINCIPAL asstprincipaL elem TEACHER_________ DIR SECURITY_________ TEACHER_____________ EVAL SPECIAUST TEACHER TEACHER ASST PRINCIPAL SEC COUNSELOR-SEC TEACHER TEACHER_____________ TEACHER TEACHER TEACHER COUNSELOR-ELEM COUNSELOR-SEC TEACHER TEACHER_____________ TEACHER ASST PRINCIPAL SEC DIR FOOD SERVICES COUNSELOR-SEC TEACHER SECONDARY PRINCIPAL TEACHER_____________ ELEM PRINCIPAL LIBRARIAN-ELEM TEACHER_____________ TEACHER TEACHER_____________ ASSTPRINCIPAL SEC __ BASE $41,728.54 $56,798.00 $40,670.00 $50,781.00 $60,2^.00 $48,083J 4 $40,670.00 $65,676.00 $48,083.14 $43,846.74 $52,837^40 $40,670.00 $62,18200 $42,371.70 $40,670.00 $57,546.00 $46,165.42 $38,400.00 $40^670.00 $40^670.00 $45,474.00 $43,646.74 $40,670.00 $40,670.00 $40,670.00 $36,676.00 $40,670.00 $40,670.00 $47,024.04 $40,670.00 $40,670.00 $32,118.00 $46,088.00 $50,592.00 $42981 48 $40,670.00 $57,962^00 $40,670.00 $42,002.40 $40,905.08 $43,846.74 $40,670.00 $40,670.00 $42,986.00 STIPEND $0.00 $2,300.00 $0.00 $2,013.00 $2,900.00 $0.00 $0.00 $21,294.00 ___$661.00 $430.00 $2,064.06 _____$0.00 $2,400.00 $1,665^06 $750.00 $2,783.00 $661.00 $3,900.00 $0.00 $0.00 $1,840.00 $0.00 $0.00 $0.00 $0.00 $6,893.90 $750.00 $0.00 $751.00 $0.00 $0.00 $7,901.20 $1,952.00 __$900.00 $0 00 $0.00 $2,800.00 _____$0.00 $5,684.00 $0.00 $8,134.00 $0.00 $0.00 $3,709.65 TOTAL $41,728.54 $59,098.00 $40,670.00 $52,794.00 $63,192.00 $46,083.14 $40,670.00 $86,970.00 $48,744.14 $44,276.74 $54,901.46 $40,670.00 $64,582.00 $44,036.76 $4 \u0026lt;420.00 $60,329.00 $46,846.42 $42,300.00 $40,670.00 $40,670.00 $47,314.00 $43,846.74 $40,670.00 $40,670.00 $40,670.00 $43,769.90 $41,420.00 $40,670.00 $47,775.04 $40,670.00 $40,670.00 $40,019.20 $46,040.00 $51,492.00 $42^981 ?46 $40,670.00 $60,762.00 $40,670.00 $47,686.40 $40,905.08 $51,960.74 $40,670.00 $40,670.00 $46,695.85 as of 2/22/94 IEmployees Earning $40,000 or Above MARTHA G DANIEL ROSAUE G DANIEL MABLE L DANIELS JULIE K DAVENPORT DONNA J DAVIS PRANKLIN A DAVIS KENNETH W DAVIS JWERAJDAVIS RICHARD A DAVIS SHARON D DAVIS SHIRLEY A DAVIS SUANNA J DAVIS LONNIE S DEAN JOHN L DEDMAN JR LOiS M DERRINGTON DEBORAH DESJARDIN PATRICIA D DICKINSON DOYLE R DILIAHUNTY TOMMY L DODSON MABLE L DONALDSON FAITH R DONOVAN MARTHA S DOUGLAS JOSEPHINE DUMAS vFTHELB DUNBAR DANA H DUNCAN LENORAADYER MARION O EASTER L.B. EASTER JR DOUGLAS C EATON CAROLYN EIDSON JO E ELSTON GLEN E ESKOLA RICKY L EVANS THELLO O FAISON JEROME FARMER JR VIRGINIA S FAUBEL FREDERICK L FIELDS ALFRED W FLANIGAN EUZABETR T FOTI EARLENE W FOWLER JANICE R FREEMAN DANNY A FULLER LENA A FULMER BRENDA J FUTRELL BRADY L OADBERRY JR TEACHER LIBRARIAN-JR COUNSELOR-SEC ~ ELEM PRINCIPAL_________ ELEM PRINCIPAL ELEM PRINCIPAL TEACHER TEACHER COUNSELOR-SEC_______ ELEM PRINCIPAL_________ COUNSELOR-ELEM TEACHER ELEM PRINCIPAL_________ asst PRINCIPAL SEC JBRARIAN-JR___________ TEACHER TEACHER________________ VOC ADMIN TEACHER GIFTED \u0026amp; TAL SUPERVISOR TEACHER TEACHER_______________ TEACHER EVAL SPECIAUST_________ TEACHER TEACHER TEACHER TEACHER DIR PLANT SERVICES LIBRARIAN-ELEM DIR PUPIL SERVICES TEACHER TEACHER DIR ALT LEARNING CTR TEACHER TEACHER ELEM PRINCIPAL TEACHER________________ TEACHER TEACHER________________ TEACHER TEACHER SUP SPED________________ TEACHER DIR LABOR RELATIONS $40,670.00 $41,726.54 $41,791.23 $48,503.40 $57,169.20 $40,920.00 $36,876.00 $40,925.97 $43,846.74 $50,668.20 $40,670.00 $40,670.00 .$57,169.20 $45,034.00 $41,728.54 $40,670.00 $35,009.00 $55,397W $39,756 42 $47,a4242 $40,670.00 $43,646.74 $40,670.00 $42,371.00 $40,670.00 $43\u0026gt;46.74 $40,670.00 $33,664.00 $57,135.00 $41,728.54 $58,587.00 $40,670.00 $45,037.98 $50,225.00 $38,763.00 $45 829.03 $38,750.80, $33,162.00 $40,670.00 $40,670.00 $40,670.00 $36,876.00 $45,648.10 $48,083.14 $63,347.00 ________$0 00 $0.00 ________$0.00 $2,064.00 ____$2,064.00 $2,825.00 $5.746.90 ________$0.00 $1,000.00 $4,263.20 _______$000 _______$0.00 $4,828.00 $451.49 ________$0.00 $751.00 ____$7,001.80' $6,100.00 ____$1,90 LOO $2,189.00 ________$0.00 ________$0.00 ________$0.00 $2,206.00 ________$0W $0.00 ________$0.00 $6,732.60 $1,200.00 ________$0.00 $2,400.00 $6,897.36 ________$0.00 $1,952.00 $5,985.35 ______ $0.00 $2,064.00 $7,409.60 ________$0.00 ________$0.00 ________$0.00 $6,499.60 $2,169.00 _____$660.57 $2,400.00 $40,670.00 $41,728.54 $41,791.23 _______$50,567.40 _______$59,233.20 _______$43,745,00 _______$42,622.90 _______$40,925.97 $44,646.74 _______$54,931.40 _______$40,670.00 _______$40,670.00 $61,997.20 _______$45,485.49 _______$41,728.54 _______$41,421.00 _______$42,010.60 _______$61,497.00 _______$41,657.42 _______$50,031 42 _______$40,670.00 _______$43,846.74 _______$40,670.00 $44,577.00 ______$40,670.00 _______$43,646.74 _______$40,670.00 _______$40,396.80 _______$56,335.00 _______$41,728.54 _______$60,987.00 _______$47,567.36 _______$45,037.98 _______$52,177.00 _______$44,746 35 _______$45,829.03 _______$40,814.80 _______$40,571.60 _______$40,670.00 _______$40~670.00 _______$40,670.00 $43,375.80 _______$47,837.10 $48,743.71 $65,747.00 as of 2/22/94. Employees Earning $40,000 or Above HELEN B GADDY MARY J GAGE CHARLES W GATES NELUEC GERARD CATHERINE J GILL HARVEY R GILLESPIE DENNIS R GLASGOW RANDALL A GLENN LAVERNE G GOLDSBY MARY R GOLSTON JEAN A GOZA HARRYETTE GRAHAM JAMES T GRANT BARBARA A GRAVES JESSICA A GRAVES CAROLYN W GRAY PEGGY A GRAY__________ CAROL B GREEN_________ CHRISTINE GREEN MARGARET B GREMILUON PAULA E GRIER__________ VIRGINIA A GROCE_______ WILLIAM J GRUMMER . CARLFGRUMMERJR MARY E GUINN__________ RANDY E GULLETT GRACIE J HALL SHIRLEY L HALL ANNE HANSEN SHIRLEY B HARPER ARMA J HART EVERETT M HAWKS STEVE A HAYES ND A L HAYS VERDIA M HENCE BETSY D HENDERSON J C HENRY TEACHER TEACHER TEACHER TEACHER COORD INCENTIVE SCH TEACHER_____________ SCIENCE SUPERVISOR SPEC/LC COUNSELOR-SEC ELEM PRINCIPAL ACCOUNTANT TEACHER TEACHER_____________ SUP SPED COUNSELOR-SEC TEACHER TEACHER_____________ DIR VOCATIONAL ED TEACHER_____________ ASST SUPT - ELEM STAFF DEVELOPMENT TEACHER TEACHER TEACHER ELEM PRINCIPAL TEACHER TEACHER__________ TEACHER__________ ASST PRINCIPAL SEC TEACHER DESEG FACIUTATOR ASST PRINCIPAL SEC SUPV MNT TEACHER TEACHER TEACHER TEACHER RONALD F HESSELSCHWERDT TEACHER =\u0026gt;ATRICIA H HIGGINBOTHAM EDNA W HIGGINS-NORTH BEVERLYJ HINES SELMA P HOBBY SANDRA L HOFF' DOUGLAS B HOFFMAN RALPH G HOFFMAN ELEM PRINCIPAL TEACHER TEACHER EVAL SPECIALIST LIBRARIAN-ELEM TEACHER SECONDARY PRINCIPAL $40,670.00 $40,670.00 $48,083.14 $40,670.00 $57,169.20 $35,270.00 $53^334.91 $40,700.00 $41,791.23 $55,002.20 $42,057.00 $43,846.74 $40,670.00 $45,648.10 $41,791.23 $40,670.00 $40,670.00 $49,270.00 $40,670.00 $61,000.00 $43,949.40 $43,597.62 $41,391.18 $41,250.96 $56,798.00 $37,787.85 $40^670.00 $40,670.00 ,$50,225.00 $40,670.00 $61,000.00 $47,122.00 $40,319.00 $40,670.00 $40,670.00 $36,876.00 $43,846.74 $41,791.23' $57,169.20 $36,876.00 $40,670.00 $45,474.00 $41,728.54 $34,467.00 $60,292.00 $0.00 $0.00 $661.00 $0.00 $900.00 $6,720.00 $2,691.00 $2^064.00 $0.00 $2,064.00 $3,000.00 $0.00 $6,798.34 $2 J 89.00 $0.00 $0.00 $0.00 $2,400.00 $0.00 $1,200.00 $2,189.00 $661.00 $661.00 $0.00 $2,625.00 $9,458.44 $0.00 $0.00 $3,452.00 $0.00 $1,200.00 $2,400.00 $855.00 $0.00 $0.00 $8,126.20 $0.00 $430.00 $2,064.00 $7,375.20 $0.00 $3,706.00 $0.00 $6,893.40 $2,800.00 $40,670.00 $40,670,00 $48,744.14 $40,670.00 $58,069.20 $41,990 00 $56,025.91 $42,764.00 $41,791.23 $57,066.20 $45,057.00 $43,846.74 $47,468.34 $47,837.10 $41,791.23 $40,670.00 $40,670.00 $51,670.00 $40,670.00 $62,200.00 $46,138.40 $44,258.62 $42,052.18 $41,250.96 $59,423.00 $47,246.29 $40,670.00 $40,670.00 $53,677.00 $40,670.00 $62,200.00 $49,522.00 $41,174.00 $40,670.00 $40,670.00 $45,002.20 $43,846.74 $42,221.23 $59,233.20 $44,251.20 $40,670.00 $49,180.00 $41,728.54 $41,360.40 $63,092.00 as of 2/22/94Employees Earning $40,000 or Above ELEANOR L HOLEMAN RUDOLPH HOWARD MARION A HOWEY MARY J HUDDLESTON ELOUISE J HUDSON SHELIA A HUDSON DONITA HUDSPETH MAC W HUFFMAN ANN J HURD STERLING INGRAM CHRiSTAL L ISOM MARGARET V ISUM DELORES S IVEY_______ EDWIN S JACKSON RUBY L JACKSON BRENDA F JAMES CHARLOTTE A JAMES EMOGENEBJAMES RITA A JAMES carol A JENNINGS ARTHURL JOHNSON CHARLIE JOHNSON GERALDINE A JOHNSON MAYREAN S JOHNSON WONDRUE M JOHNSON ANNA M JOINER-TATUM DORIS J JONES JACK A JONES MARY R JONES NANCY C JONES UNDA A KAMARA_______ CLEMENTINE KELLEY JOHN W KELLEY HELEN B KELLY A DOUGLAS KENDALL LINDA L KINDY JERI B KING TERRY G KIRKPATRICK ATRICIA A KOHLER TEACHER_____________ SECONDARY PRINCIPAL TEACHER \"LIBRARIAN-JR_________ ASST PRINCIPAL SEC TEACHER DIR STAFF DEV________ ELEM PRINCIPAL - READING______________ ASSOC TO DPTY SUPT COUNSELOR-SEC LIBRARIAN-ELEM COUNSELOR-SEC \"ELEM PRINCIPAL TEACHER ASST PRINCIPAL SEC TEACHER TEACHER TEACHER_____________ TEACHER NAVY_________________ TEACHER_____________ COUNSELOR-ELEM TEACHER TEACHER_____________ ASST PRINCIPAL ELEM TEACHER_____________ COUNSELOR-SEC TEACHER TEACHER______________ TEACHER TEACHER TEACHER_____________ TEACHER______________ EPA COORD ASST biR ADULT ED TEACHER TEACHER $42,116.22 $64,512.00 $48,083.14 $41,728.54 $40,303.00 $36,073.00 $55,093.00 $57,169.20 *____$40,670.00 $65,000.00 $41,105.52 $41,728.54 ____$43,846.74 $6 \u0026lt;456.00 $40,670.00 $37,815.00 $40,670.00 $40*670.00 $40,670.00 $43,846.74 $46,078.00 $32,118.00 KARIN S KVATERNIK MARIAN G LACEY JESSE J LACEY JR CHARLES H LANCE LAURA P LANDERS BERNICE W LANEY DIR SPECIAL ED TEACHER SECONDARY PRINCIPAL ASST PRINCIPAL ELEM TEACHER_____________ COUNSELOR-SEC COUNSELOR-ELEM $40,670.00 $40,670.00 $43,846.74 $45474?00 $40,383.63 $41,250.96 $40,670.00 $40,670.00 $33,664.00 $40,670.00 $40,670.00 $40,670.00 $55,3K.6O $40,553 31 $46,18542 $47,438.82 $51,599.00 $40,670.00 $61,456.00 $46,576.00 $43,846.74 $48,083.14 $40,670.00 $0.00 $1,700.00 $1,611.00 $0.00 $1,640.00 $7,965.60 $900.00 $564.00 $0.00 $725.00 $750.00 $0.00 $0.00 $3,625\n00 $0.00 $2,432.00 $0.00 $0.00 $0.00 $0.00 $0.00 $9,226.20 $0.00 $0.00 $0.00 $1,731.00 $0.00 ___$0.00 $8,134.00 $751.00 $6,732.80 $0.00 $8,713.30 $0.00 $1,636.46 $0.00 $661.00 $2,650.01 $3,900.00 $0.00 $2,800.00 $3,452.00 $1,791.00 $750.00 $0.00 $42,116.22 $66,212.00 $49,694.14 $41,728.54 $42,143.00 $44,03860 $55,993.00 $57,733.20 $40,670.00 $65,725.00 $41,855.52 $41,726.54 $43,846.74 $65,061.00 $40,670.00 $40,247.00 $40,670.00 $40,670.00 $40,670.00 $43,846.74 $46,078.00 $41,346.20 $40,670.00 $40,670.00 $43,846.74 $47,205.00 $40,383.63 $41,250.96 $46,804.00 $41,421.00 $40,396.80 $40,670.00 $49,363.30 $40,670.00 $57,002 06 $40,553.31 $46,646.42 $50,068.83 $55,499.00 $40,670.00 $64,256.00 $52,028 00 $45,637.74 $48,833.14 $40,67000 as of 2/22/94 1Employees Earning $40,000 or Above NANCY G LESLIE WILHELMINA E LEWELLEN JANICE LEWIS LEE E LEWIS____________ MARY R LOFTON Ladell looper TONALD N LOOPER DOROTHY J LOVELACE JULIA F LOYALL LUCY M LYON SUE MADDISON ANNE P MANGAN RICHARD L MAPLE JR WALTER A MARSHALECK BARBARA A MARTIN PAULETTE H MARTIN CASSANDRA N MASON JAMES D MATHEWS ESTELLE W MATTHIS JAMES L MATTHIS HAZEL L MAY____________ BONNIE B MAYBERRY C RUSSELL MAYO SHERRIE S MAYS HARRIETTE B MAZZANTI EDWINA Y MCCLURKAN ROBERT I MCDONALD THOMAS A MCDONALD SANDRA L MCFADDEN JUDY A MCGRATH LONA G MCKINNON JOANNE B MCLENDON \"REDIE D MCLENNAN PATRICIA A MCMURRAY MARIE A MCNEAL PATRICIA A MCNEIL BARBARA W MEANS MARYAMENKING JUDITH L MILAM MARK D MILHOLLEN EMMAUNE C MILLER SUSAN P MILLER NANCY B MITCHELL SADIE M MITCHELL TEACHER TEACHER TEACHER TEACHER________________ TEACHER ELEM PRINCIPAL__________ STAFF DEVELOPMENT TEACHER TEACHER________________ COORD LIB/INST TECH TEACHER ELEM PRINCIPAL SECONDARY PRINCIPAL___ SECONDARY PRINCIPAL TEACHER DIR ADULT ED ASST PRINCIPAL SEC TEACHER DEPUTY SUPT____________ ASST PRINCIPAL SEC COUNSELOR-SEC________ TEACHER________________ ASST SUPT - DESEG TEACHER TEACHER________________ TEACHER TEACHER________________ TEACHER TEACHER TEACHER______________ TEACHER TEACHER TEACHER ASSTPRINCIPAL SEC SOC STUDIES SUPERVISOR ELEM PRINCIPAL ELEM PRINCIPAL ELEM PRINCIPAL TEACHER________________ MGR SUPPORT SVCS TEACHER TEACHER________________ TEACHER ELLA M MOBLEY ELEM PRINCIPAL TEACHER $43,931.31 $40,670.00 ___$40,670.00 $40,670 00 $40,670.00 $48,503.40 $46,283.40 $41,791.23 ____$40,670.00 $43,895.32 $40,670.00 $49,585.80 ____$65,676.00 $45,151.00 $40,670.00 $46,754.51 $38,849.00 $43,846.74 $85,000.00 $48,576.00 $42,981.48 $40,383.63 $68,000.00 $45,236.56 $40,670.00 $40,670.00 ____$40,670.00 $39,064.00 $32,116.00 $39,193.38 $40,670.00 $40,670.00 $43,597.62 $41,337.00 $45,648.10 $45,251.80 $44,169.40 $52,837.40 $40,670.00 $68000.00 $40,670.00 $36,676.00 $40,670.00 $45,251.60 $40,670.00 $661.00 $0.00 $0.00 $0.00 $0.00 $2,064.00 $2,688.00 $0.00 $0.00 $2,189.00 $751.00 $4,326.00 $2,300.00 $2,600.00 $0.00 $1,500.00 $1,640.00 $950.00 $1,200.00 $2,673.00 $0.00 $0.00 $895.00 $661.00 $0.00 $0.00 $0.00 $1,576.00 $9,003.60 $950.00 $0.00 ____$0.00 $661.00 $1,840.00 $669.00 $2,063.20 $2,380.00 $2,566.00 $0.00 $1,200.00 $0^00 $8,126.20 $0.00 $564.00 $0.00 $44,592.31 $40,670.00 $40,670.00 $40,670.00 $40,670.00 $50,567.40 $50,971.40 $41,791.23 $40,670.00 $46,084,32 $41,421.00 $53,911.60 $67,976.00 $47,951.00 $40,670.00 $50,254.51 $40,669.00 $44,796.74 $66,200.00 $51,249.00 $42,981.48 $40,383.63 $68,895.00 $45,897.56 $40,670.00 $40,670.00 $40,670.00 $40,640.00 $41,121.60 $40,143.38 $40,670.00 $40,670.00 $44,258.62 $43,177.00 $46,337.10 $47,315.00 $46,549.40 $55,403.40 $40,670.00 $69,200.00 $40,670.00 $45,002.20 $40,670.00 $45,615.80 $40,670.00 as of 2/22/94Employees Earning $40,000 or Above FLORA D MOLDEN__________ BRADFORD G MONTGOMERY FRANCILE MOORE SCOTT MORGAN WILUEC MORRIS JIMMY J MOSBY JOANNA M MOSLEY BETTY C MUENCH MARY L MURPHREE DIANA K NAGEL LOU E NAUDEN CHARLES A NEAL JOE A NIVEN BOBBIE J NORMAN LEOLA P NORMAN MICHAEL NORTON 4RTHUR C OLDS MICHAEL E OUVER JUDYKORINTAS MARTHA V PACE WILLIE PAIGE JR PATT J PARKER____________ GENE PARKER JR DAVID H PATTERSON ROSALIE T PATTON ANNITA C PAUL MARY J PEDIGO \u0026lt;ATHY PENN-NORMAN YORIKO U PERRITT MITCHELL PERRY________ MICHAEL W PETERSON EMMA J PEYTON DOROTHY A PHILUPS =^ATRICIA A PHILLIPS TABITHA L PHILLIPS FLORENE J PHIPPS SHIRLEY K PICKLE CELESTNE PIGGEE KRISTANNA D PITTENGER GAIl G PITTS JNDA M PORTER JAMES E POWELL TIS M PRESLAR MARY J PREWIT PATRICIA A PRICE TEACHER_____________ DIR TRANSPORTATON teacher ELEM PRINCIPAL ELEM PRINCIPAL \u0026gt;SST PRINCIPAL SEC JBRARIAN-SEC TEACHER COUNSELOR-SEC TEACHER TEACHER DIR PROCUREMENT SECONDARY PRINCIPAL TEACHER ____ TEACHER TEACHER ELEM PRINCIPAL TEACHER_____________ TEACHER TEACHER_____________ TEACHER ENGLISH SUPERVISOR \u0026gt;SST PRINCIPAL SEC TEACHER_____________ TEACHER TEACHER EVAL SPECIALIST TEACHER TEACHER_____________ \u0026gt;SST PRINCIPAL SEC TEACHER TEACHER TEACHER_____________ Asst PRINCIPAL elem TEACHER TEACHER TEACHER_____________ TEACHER_____________ IKSST PRINCIPAL SEC DOUNSELOR-SEC Asst PRINCIPAL sec ELEM PRINCIPAL TEACHER COORD EARLY CHILD $40,670.00 $49,501.00 $40,670.00 $40,093.00 $42,002.40 $42,371.00 $41,726.54 $40,670.00 $43,846.74 $40,670.00 $40,670.00 $57,546.00 $57,524.00 $40,670.00 $40,670.00 $4O\n67O.OO $33,443.00 $49,585.80 $40,670.00 $40,670W $43,846.74 $43,846.74 $42,664.80 $42,371.00 $34,467.00 $40,670.00 $40,670.00 $40,303.00 $40,670.00 $44,341.44 $41,951.00 $43,846.74 $40,670.00 $40,670.00 $37,200.00 $40,670.00 $35,270.00 $40,670.00 $40,670.00 $36,234.00 $42,637.32 $50,225.00 $57,169.20 $40,670.00 $60,292.00 $0.00 $900.00 $0.00 $563.20 $564.00 $340.00 ____$0.00 $0.00 ____$0.00 ____$0.00 $0.00 $2,179.00 $2,400.00 ____WW $751.00 $0.00 $6,688.60 $2,064.00 $0.00 $0.00 $950.00 $751.00 $2,189.00 $340.00 $6,693.40 $0.00 $0.00 $751.00 $0.00 $0.00 $452.00 $0.00 $0.00 $0.00 $3,052.00 $500.00 $7,054.00 $0.00 $0.00 $2,342.00 $750.00 $5,665.27 $2,064.00 $0.00 $2,400.00 $40,670.00 $50,401.00 $40,670 00 $40,656.20 $42,566.40 $42,711.00 $41,728.54 $40,670.00 $43,846.74 $40,670.00 $40,670.00 $59,725.00 $59,924.00 $40,670.00 $41,421.00 $40,670.00 $40,131.60 $51,649.80 $40,670.00 $40,670.00 $44,796.74 $44,597.74 $45,053.80 $42,711.00 $41,360.40 $40,670.00 $40,670.00 $41,054.00 $40,670.00 $44,341.44 $42,403.00 $43,846.74 $40,670.00 $40,670.00 $40,252.00 $41,170.00 $42,324.00 $40,670.00 $40,670.00 $40,576.00 $43,387.32 $56,090 27 $59,233.20 $40,670.00 $62,692.00 as of 2/22/94Employees Earning $40,000 or Above H. D, PRUETT BEVERLY A RALEY CATHERINE M RAND SUSAN D RAYMOND ELUS E REGISTER________ LUCYLRHODES DPAL E RICE LEAH A RILEY CHARLES J RIPLEY JR LAYMOR B ROBERTS JR AUDRON S ROBERTSON LARRY S ROBERTSON CONSTANCE F ROBINSON JOHN H ROBINSON */ERA L ROBINSON SHIRLEY A ROLAX SHYREL D ROSE__________ PAULA D RYNDERS_______ DORIS L SARVER DOROTHY D SCHEIBNER BRENDA LYNN SCRIMAGER DARRELL L SEWARD GENEVA S SHELLS CHERYL A SIMMONS\" J C SKIPPER_____________ CHARITY O SMITH GARY S SMITH TEACHER TEACHER TEACHER izAULJ SMITH PAULA M SMITH PHYLLIS A SMITH WILLIAM O SMITH ^/ERNON SMITH JR EVELYN H SOO CHARLES S SPRINGER DANNY W STEELE MARY L STEELMAN SARA J STEPHENS ALICE S STOVALL STANTON L STRAUSS ROYCE C STROUD BRENDA J STUCKEY SAM J STU EART CLAYTON L TAYLOR FRANCES D TAYLOR CAROLYN F TEETER COUNSELOR-VOC TEACHER_____________ COUNSELOR-ELEM TEACHER TEACHER_____________ TEACHER_________ TEACHER UBRARIAN-SEC_______ ASST SUPT - ELEM TEACHER_____________ ASST PRINCIPAL SEC ASST PRINCIPAL ELEM TEACHER SUP SPED COORD GIFTED \u0026amp; TAL UBRARIAN-ELEM TEACHER DIR COMM SCHOOL TEACHER_____________ TEACHER ELEM PRINCIPAL TEACHER SECONDARY PRINCIPAL SPEC CBI EVAL SPECIAUST TEACHER TEACHER_____________ TEACHER_____________ ASST PRINCIPAL SEC TEACHER yOC COORD__________ TEACHER SP COORD TEACHER DIR ASST PRINCIPAL ELEM TEACHER TEACHER TEACHER____________ TEACHER TEACHER____________ ELEM PRINCIPAL $40,670,00 $40,670,00 $40,670,00 $40,383,63 $36,876 00 $40,670,00 $40,670,00 $40,670,00 $36,876,00 $43,846,74 $41,728,54 $61,000,00 $43,846,74 $45,054,00 $40,303,00 $40,670,00 $40,155,61 $44,548,71 $41,728,54 $40,670,00 ____$40,255,20 $36,354,00 $40,670,00 $50,975,00 ____$31,165,92 $49,810,00 $39,958,52 $49,387,81 $43,846,74 $42,116,22 $40,670,00 $50,225,00 $45,964,94 $47,189,03 ____$45,829,03 ____$44,958.41\" $40,670,00 $53,928,00 $47\n418,80 $43,8^,74 $43,597,62 $40,670,00 $40,383,63 $40,670,00 $48,503,40 $0,00 $0,00 $0,00 $0,00 $6,749,90 $0,00 $0,00 $0,00 $3,616,00 $0,00 $0,00 $1,200,00 $0,00 $452,00 $1,731,00 $0,00 $2,189,00 $2,189,00 _____$0 00 $0,00 $1,740,00 $5,706,10 $0,00 $3,625,00 $8,933,82 $2,300,00 $2,100,00 $3,751,00 $0,00 $751,00 $0,00 $1,951,50 $656,00 $340,00 $1,412,00 $2,126,00 $0,00 $2,900,00 $4\n32660 $12,568,58 $1,091,00 $0,00 $10,407,88 $0,00 $2,064,01 $40,670,00 $40,670,00 $40,670,00 $40,383,63 $43,625,90 $40,670,00 $40,670,00 $40,670,00 $40,692,00 $43,846,74 $41,728,54 $62,200,00 $43,646,74 $45,506,00 $42,034,00 $40,670,00 $42,344,61 $46,737,71 $41,728,54 $40,670,00 $41,995,20 $42,060,10 $40,670,00 $54,600,00 $40,099,74 $52,110,00 $42,056,52 $53,138,81 $43,846,74 $42,867,22 $40,670,00 $52,176,50 $46,622,94 $47,529,03 $47,241,03 $47,084,41 $40,670,00 $56,628,00 $51,744,60 $56,415,32 $44,668,62 $40,670,00 $50,791,51 $40,670,00 $50,567,41 as of 2/22/94Employees Earning $40,000 or Above DHARLOTTE A TEETER JUDY S TEETER HELEN J THOMAS MICHAEL C THOMAS SHI RLEY A THOMAS NANCY K THOMPSON =EGGYS\"THOMPSON BEVERLY \"BTH^SHER______ BARBARA \"N THRONEBERRY LINDA E TODD SAMMIE N TOLLETTE JUDITH TROWELL MARILYN E TURNER__________ JOYCE M UNDERWOOD ANDREW P VANECKO GLORIA O VENABLE BOY L WADE JEANETTE WAGNER ARDELIA A, WALKER CHERRIE D'WALKER ELLA M WALKER_____________ MILDRED J WALKER COLLEEN S WALLS LIONEL WARD JAMES L WASHINGTON BILLY N WATSON Cl^UDlA G WATSON GLADYSTINE WATSON Linda WATSON MARYLEE R WATSON CLELL WATTS BECKY S WEBB CECIL H WEBB JR VERA WELLER DAISY M WHEELER GLORIA A WHITE SUZANNE D WHITE NONA M WHITTAKER HENRY P WILLIAMS JOYCE YWILUAMS ROGER N WILUAMS EULAMWILUS GLORIA P WILSON LEVANNA M WILSON TEACHER_____________ TEACHER ^SST PRINCIPAL ELEM TEACHER_____________ TEACHER_____________ 'TEACHER TEACHER TEACHER TEACHER\"__________' TEACHER LIBRARIAN-JR MATH SUPERVISOR \"TEACHER \"TEACHER \"TEACHER TEACHER TEACHER_____________ DIR COMMUNICATIONS TEACHER ^SST PRINCIPAL SEC \"TEACHER_____________ TEACHER STAFF DEVELOPMENT ELEM PRINCIPAL IKSST PRINCIPAL SEC TEACHER \"TEACHER TEACHER HEARING OFFICER TEACHER SECONDARY PRINCIPAL TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER TEACHER_____________ SUPERINTENDENT TEACHER \u0026gt;SST PRINCIPAL SEC TEACHER_____________ TEACHER JANE A WINSTON ELEM PRINCIPAL TEACHER |$40,670.00 |$40,670.00 $45,474.00 $36,763.00 ___$40,670.00 $43,846.74 $40,670.00 $40,670.00 $40,670 66 $40,670.00 $41,726.54 $53,334.91 $40,670.00 $40,670.00 $40,670.00 $43,846.74 $38,763.00 $40,682.00 $40,670.00 $38,849.00 $43,846.74 $38,763.00 $47,196.80 $52,637.40 $39,883.00 $40,670.00 $43,646.74 $43,646.74 $61,000.80 $48,083.14 $61,456.00 $40,670.00 $46,083.14 $40,670.00 $40,670.00 $40,670.00 $40,670.00 $40,670.00 ' $115,000.00 $40,670.00 $48,576.00 $41,791.23 $40,670.00 $47,418.80 $40,670 00 ____$0.00 $0.00 $1,731.00 $2,90300 $0.00 $500.00 ____$0.00 ____$0.00 $0 00 $0.00 $0.00 $401.66 $0.00 $0.00 ____$0.00 ____$0.00 $8,277.35 $666.00 ____$0.00 $1,952.00 $1,251.00 $6,503.60 $689.00 $2,064.00 $6,135.50 $751.00 $0.00 $0.00 $900.00 $3,312.00 $2,300.00 $0.00 $661.00 $0.00 $0.00 ____SOW $0.00 $0.W $0.00 $0.00 $1,840.00 $750.00 $0.00 $2^566.00 $0.00 $40,670.00 $40,670.00 $47,205.00 $41,666.00 $40,670.00 $44,346.74 $40,670.00 $40,670.00 $40,670.00 $40,670.00 $41,728.54 $53,736,57 $40,670.00 $40,670.00 $40,670.00 $43,646.74 $47,040.35 $41,370.00 $40,670.00 $40,801.00 $45,097.74 $47,266.60 $47,687.60 $54,901.40 $46,018.50 $41,421.00 $43,846.74 $43,6^.74 $61,900.80 $51,395.14 $63,756.00 $40,670.00 $46,744.14 $40^670.00 $40,670.00 $40,670.00 $40,670.00 $40,670.00 $115,000.00 $40,670.00 $50,416.00 $42,541.23 $40,670.00 $49,984.80 $40,670.00 as of 2/22/94Employees Earning $40,000 or Above CRYSTAL A WOOD MARION E WOODS MAUD E WOODS WILLIE L WOODS JERRY P WORM TEACHER____________ STAFF DEVELOPMENT ASST PRINCIPAL SEC ASST PRINCIPAL SEC ELEM PRINCIPAL ROBERT B WRIGHT LINDA I YOUNG GWENDOLYN S ZEIGLER JUDY R ZINK COUNSELOR-SEC NEW FUTURES ELEM PRINCIPAL TEACHER $40,670.00 $43,949.40 $50,225.00 $48,576.00 $53,919.80 $43,846.74 $48,750.03 $50,668.20 $41,791.23 $0.00 $2,070.81 $452.00 $1,840.00 $2,064.00 $0.00 $2,400.01 $2,064.00 $0.00 $40,670.00 $46,020.21 $50,677.00 $50,416.00 $55,983.80 $43,646.74 $51,150.04 $52,732.20 $41,791.23 as of 2/22/94To: Ann From: Polly MEMO Subject: Comparing LRSD Organizational Charts Date: February 27, 1994 In comparing the April 1993 organization chart (Mac Bernd) to the February 1995 chart (Hank Williams), I have two summaries for your review. Attachment A (^) and Attachment B (5). Because I have gone as far as I can with inhouse resources, I stopped here for you to review the data and decide whether to proceed to the next step, which would be to call LRSD and request salary information. A and B are two different approaches to comparing the organizational charts: A is a simple fact-to-fact comparison\nwhereas B breaks down and analyzes the changes in the organizational charts. A needs very little explanation\nwhereas, B has several areas that need additional explanation. A does not have a bottom line because of the limited inhouse resources\nB does have a bottom line. Both have merits\nhowever, if LRSD chose to do so, B is one way they could argue that little change has occurred in the organizational charts. Attachment A: The first column lists all positions from both organizational charts. The next four columns tell the name of the person holding the position and their salary. Shading notes if a position was not listed on that particular organizational chart. The rest of the chart is self explanatory. Most of the salary information used in this chart is 2/22/94 information, which should not have changed much because LRSD issued only step increases for 1994-95. Attachment B: This summary notes the changes between the two organizational charts, the net loss or gain of employees, and the net loss or gain of those employees salaries. Some of the changes are really clear as to whether they are an addition or deletion. However, some are not easily categorized. One change you need to note is on the first page about 2/3 down from the top, regarding Reading, Language Arts, etc. The net loss of salaries shows the salary of Alice Stovall and Dianne Wood when they retired, not in April 1993\nprobably not a lot of difference, but some. Also, if Hank plans to replace Alice and Diane, then no loss would show\nbut Hanks chart does not list TBA for those positions. The last row on the first page, regarding Mark Milhollen, shows a change with no net loss or gain. Although Mark received a large salary increase between April 1993 and February 1995, the organizational charts only reflect a change in title.Comparing LRSD Organizational Charts February 27, 1995 Page 2 On the second page, the second row down, regarding Catherine Gill, shows a net loss of one employee with a salary of $22,965. As far as the organizational chart, this change is a Move with no net loss or gain. However, Catherine Gill actually replaced Annie Abrams as the PAC Coordinator. Although Annie was not on Macs chart, LRSD lost an employee because of this change. The next row down shows a net loss of one employee, Arma Hart, with a salary of $54,232. Although Arma received a large salary increase a short time after April 1993, the chart reflects Armas salary in April 1993. Summary/Recommendation: If A was complete so that a bottom line was drawn, it would show a greater difference between organizational charts than B shows, mainly, however, because of salary increasesnot because of additional administrators. If the Legal Services position is filled and Reading and Mathematics supervisors are hired, then Hanks chart would be top heavy. At this time though, neither A nor B shows that Hank has more administrators than Bernd had in April 1993. I can continue on and request the additional salary information from LRSD, getting them involved, or we can file this information for later reference in case Hank wants to hire a Legal Services person or additional administrators. I recommend that we file the information for later reference, because at this time I do not see a significant development from continuing this approach. Just let me know the direction you wish to take.Attachment A COMPARISON BETWEEN APRIL 1993 AND FEBRUARY 1995 ORGANIZATIONAL CHARTS Positions April 1993 February 1995 Name Salary Name Salary Superintendent Deputy Superintendent Communications Human Resources Labor Relations Special Assistant to Supt Legal Services Information Services Business Systems Student Systems Assoc Supt Org \u0026amp; Learn Equity Associate Supt Desegregation Assoc Supt Sch Oper \u0026amp; Climate Assoc Supt Curr \u0026amp; Learn Imp Associate to Deputy Supt Manager Res \u0026amp; Sch Support Effective Schools Student Assignment Monitoring \u0026amp; Implem/Deseg Plan Planning \u0026amp; Evaluation Grants Writer VIPS CARE Parent Recruitment Parent Coordinator Hearing Officer Incentive Schools Assistant Supt-Elem Assistant Supt-Elem Assistant Supt-Sec Principals Teachers Mac Bernd 110,000. Hank Williams 115,000. WA N/A Estelle Matthis 86,200. Jeanette Wagner Brady Gadberry N/A N/A Dave Kingsella N/A Marie Parker N/A Janet Benard Estelle Matthis N/A Gary Jones Responsibility only Responsibility only Arma Hart Sterling Ingram N/A Debbie Milan Martha Rodgers Julie Weidower Catherine Gill Rudolph Howard Responsibility oniyi Margaret Gremillion Larry Robertson Sam Stuart Responsibility onlyi ResfXMieibitity only 40,080. 62,764. N/A N/A 57,365. N/A 65,000. N/A 68,900. 65,000. N/A 65,000 N/A N/A. 54,232. 60,292. N/A N/A 55,120. 50,128 N/A N/A Suellen Vann Richard Hurley Brady Gadberry Leon Modeste TBA David Beason Responsibiirty only Responsibiirty only N/A Russ Mayo N/A N/A Sterling Ingram Fred Smith N/A ResponsbiMy only N/A Robert Glowers Marvin Schwartz Debbie Milan ' Not charts Becky Rather N/A Larry Robertson ResponsfeiWy only Margaret Gremillion Sadie Mitchell Dennis Snider Responsibility only iResponsbitrtyonlyi 40,682. 73,000. 65,747. 53,000. 57,135. N/A N/A 68,895. N/A N/A 65,725. 68,000 ' N/Ai .N/Ai N/A , 53,000. 49,501. N/A '- N/A 62,200. \" N/A 62,200. N/A N/AI ' New Futures Linda Young Linda Young 51,150. Athletics i Responsibility only i Responsibility only Alternative Learning Othello Faison Walter Marshaleck 47,951. Reading Alice Stovall 53,928.* Gene Parker 45,054. Language Arts Gene Parker Gene Parker Foreign Language Gene Parker Science Dennis Glasgow Dennis Glasgow 56,026. Math Dianne Wood 50,225.* Dennis Glasgow Social Studies Marie McNeal Marie McNeal 46,337. Fine Arts Res^slbilfty only i N/A Responsibility only Ist/A Music NQitdia,rt6d N/A Instructional Technology Responsibility onlyi N/A ^Responsibility only! I^A Physical Education Responaibtiity only\nN/A ^Responsibility only! N/A Drug \u0026amp; Health Education Jo Evelyn Elston N/A W Pupil Services N/A N/A Jo Evelyn Elston 60,987. Early Childhood Pat Price Pat Price 62,692. Staff Development Marvin Zimmerman Marion Woods 46,020. HIPPY Not charted N/A Marian Shead Vocational Carol Green Carol Green 51,670. Federal Prog ram s/G rants Leon Adams Leon Adams 63,192. Exceptional Children Patty Kohler Patty Kohler 55,499. Adult Education Paulette Martin Paulette Martin 50,255. Library Services Lucy Lyon Lucy Lyon 46,084. Parent Involvement Not charted N/A Catherine Gill 58,069. Controller Mark Milhollen N/A N/A Financial Services N/A N/A Mark Milhollen 69,200. Facilities Services Doug Eaton Doug Eaton 58,335. Food Services Jackie Boykin 55,216. Jackie Anderson 51,492. Procurement Charlie Neal 56,880. Charlie Neal 59,725. Security/Risk Management Bill Barnhouse Bobby Jones Transportation Brad Montgomery Mary Jane Cheatham 58,651. Total * Salary at time of retirement (1993-94)Attachment B Comparison between April 1993 and February 1995 Organizational Charts Below is the breakdown describing how the April 1993 organizational chart differs from the February 1995. From the April 1993 organization chart. Hank Williams: Action Net Loss or Gain of Employees Net Loss or Gain of Base Salary Added: Special Assistant to Superintendent, Leon Modeste Legal Services, TBA Separated: Labor Relations/Human Resources, Brady Gadberry into Labor Relations, Brady Gadberry Human Resources, Dr. Richard Hurley Combined: Assoc Supt School Operations \u0026amp; Climate, Janet Bernard Assoc Supt Curriculum \u0026amp; Learning Imp, Estelle Matthis into Deputy Superintendent, Estelle Matthis then added Associate to Deputy Superintendent, Sterling Ingram Combined: Language Arts, Gene Parker Foreign Language, Gene Parker into Language Arts/Foreign Language, Gene Parker Combined: Reading, Language Arts, Foreign Language from two supervisors to one supervisor Science and Mathematics from two supervisors to one supervisor Changed: Drug \u0026amp; Health Education, Jo Evelyn Elston to Pupil Services, Jo Evelyn Elston Changed: Controller, Mark Milhollen to Financial Services, Mark Milhollen +2 +1 0 0 -1 -1 0 0 +53,000 +??? +73,000 +18,000 0 -53,928 -50,225 0 0Moved: Information Services, Dave Kingseila, from under Manager Resources \u0026amp; School Support 0 0 to answering directly to Superintendent then added under Information Services, David Beason Business Systems Student Systems Removed: Parent Coordinator, Catherine Gill -1 -22,965 Added: Parent Involvement, Catherine Gill (new to chart-replaced the PAC Coordinators position) Removed: Effective Schools, program only Monitoring \u0026amp; Implementation/Deseg Plan, Arma Hart -1 -54,232 CARE (Removed from chart only-position still exists.) Added: HIPPY, Marian Shead (new to chart only-existed previously) 0 0 Moved: Communications, Jeanette Wagner, from answering directly to Supt 0 0 to under Assoc Supt Deseg (Suellen Vann) Added Grants Writer, Man/in Schwartz +1 +49,501 Moved: Hearing Officer, Rudolph Howard, from under Assoc Supt 0 0 to under Assoc to Deputy Supt (Larry Robertson) Total 0 +12,154 + Legal ServicesPersonnel Changes Page 5 April 28, 1994 Name Position School Effective Date Salary Class Annual Salary Bynum, Tyrone Furrer, Glenda Greene, Gregory Harris, Kyan Hunkins, Jeffery Jackson, Kenneth Oliver, Stephanie Roberts, Cindy L. Roston, Casandra Schwartz, Marvin New Non-Certified Employees Bus Driver Transportation Food Service Carver Custodian Cloverdale JH Bus Driver Transportation Bus Driver Transportation Custodian Central Bus Driver Transportation Food Service Pulaski Hghts JH Bus Driver Transportation Grant Writer Administration 2/25/94 3/10/94 3/14/94 2/16/94 3/03/94 4/04/94 2/28/94 3/15/94 2/19/94 05/23/94 3-10 BUSDRV $ 37.14 per day 1-01 FSHRLY 1-02 CUSTDL 3-10 BUSDRV 3-10 BUSDRV 1-01 CUSTDL 3-10 BUSDRV 1-01 FSHRLY 3-10 BUSDRV 6-09 ADMNC $ 6.41 per hour $ 5.77 per hour $ 37.14 per day $ 37.14 per day $ 5.57 per hour $ 37.14 per day $ 6.41 per hour $ 37.14 per day $49,501.00 $ 5,568.75 (PR)I Personnel Changes Page 8 December 15, 1994 h NAME POSITION SCHOOL EFFECTIVE DATE SALARY CLASS ANNUAL SALARY I I I I i Hunter, Sheila Johnson, Gloria McKey, Wendell McTyer, Devonda Mitchell, Eric Nutt, Dorothy Phillips, Anthony Ray, Dwight Reece, Curtis Rodgers, Pakita Smith, Freddie Superv Aide DODD Custodian MCCLELLAN Custodian MANN Food Service MABELVALE JR Bus Driver TRANS Custodian PUL HGTS JR Bus Driver TRANS Custodian ROCKEFELLER Bus Driver TRANS Custodian HALL Manager-Finan RESOURCES \u0026amp; 11-07-94 10-31-94 10-31-94 11-01-94 10-18-94 10-31-94 11-03-94 10-31-94 10-10-94 10-20-94 12-15-94 SUPPORT SERVICES 1-01 SVA5 1-01 CUS925 1-01 CUS925 1-01 FSH5 3-01 BUSDRV 1-01 CUS925 3-01 BUSDRV 1-01 CUS925 3-10 BUSDRV 1-01 CUS925 11-01 AUNC12 CA 4.70 per hr 5.57 per hr 5.57 per hr 6.41 per hr 42.54 per day 5.57 per hr 42.54 per day 5.57 per hr 37.14 per day 5.57 per hr 68000.00 annual 36992.00 prorated . 1200.00 annual 652.80 proratedRECEIVE?) SEP 2 9 1995 LITTLE ROCK SCHOOL DISTRICT SUPERINTENDENTS OFFICE 810 West Markham Little Rock, AR 72201 Office of Desegrogaitwi Date: September 27, 1995 To: Ann Brown, Federal Monitor Office of Desegregation Monitoring From: i 11 i^^m^^upehntei^ Superintendent Re: LRSD Organizational Chart The position that has been questioned, which appears on the new organizational chart, is one that was originally proposed for Estelle Matthis. This position was suggested prior to her decision to take long-term sick leave and ultimately retire once her accumulated sick leave and vacation time have been exhausted. As a reminder, I indicated in court that once I had the opportunity to evaluate the Districts needs, I would make some recommendations to the Board as to how I would reorganize the area of curriculum and instruction and what positions might be required. I have now had the opportunity to consider the needs of the District in this area and I believe that a position is needed. Once a business case has been developed it will be forwarded to you as a matter of course to be shared with appropriate parties and for the Court records. Should you have any further questions, please do not hesitate to call.(3//^ CyMrJ) RECEiV^l5 SEP 2 9 1995 LITTLE ROCK SCHOOL DISTRICT SUPERINTENDENTS OFFICE 810 West Markham Little Rock, AR 72201 Offics of DesegregatiOfi Date: September 27, 1995 To: Ann Brown, Federal Monitor Office of Desegregation Monitoring From: I i^in^^uperintei^i Superintendent Re: LRSD Organizational Chart The position that has been questioned, which appears on the new organizational chart, is one that was originally proposed for Estelle Matthis. This position was suggested prior to her decision to take long-term sick leave and ultimately retire once her accumulated sick leave and vacation time have been exhausted. As a reminder, I indicated in court that once I had the opportunity to evaluate the Districts needs, I would make some recommendations to the Board as to how I would reorganize the area of curriculum and instruction and what positions might be required. I have now had the opportunity to consider the needs of the District in this area and I believe that a position is needed. Once a business case has been developed it will be forwarded to you as a matter of course to be shared with appropriate parties and for the Court records. Should you have any further questions, please do not hesitate to call...T LI M - 0 5 - 9 e. WED ? : O 1 P . O 1 Southujcst Office Supplies i Senice * Convenieccs * SeiecdOQ 4723 Base Lins Road Linis Rock, AR 72209 (501)562-6621 FAX (501)562-2466 FAX COVER SHEET DATE\nTIME: TO: # CALLED\nFROM: : 4 TOTAL NUMBER OF PAGES INCLUDING COVER SHEET: ~r IF THERE ARE ANY PROBLEMS RECEIVING TRANSMISSION, PLEASE CALL (501)562-6621 REMARKS: rJ LI N - 0 kJ E n 05 0 1 F' , 0 2 Witnessing the submission of the reorganization plan to the School .Board last Thursday night was one of the most iiTesponsibie actions of the superintendent that has been done lately. Not surprisingly, he tried to persuade the Board to approve the plan without a great deal of discussion or explanation Tills plan is a major play by two, maybe tluee players. The players include Dr. Williams, Brady Gadberry, and perhaps Linda Young. None of these people actually know what the staff of the curriculum departments have done or attempted to do in our schools. Dr. Williams seldom goes to the IRC to discuss issues dealing with the curriculum, or has .Brady Gadbeny made it Iris objective to find out what goes on in the schools. Is he even qualified? Does being principal of a junior Irigh make him an expert in curriculum? Does being a Labor Relations Director make him an expert? I don't think so. Yet, he has placed himself as Assistant Superintendent of Curriculum. 1 wonder what he knows about the National or State Frameworks for Math, Science, Social Studies, English, or Reading. What does he know about integrating the curriculum and making it applicable for our students today? Since his illness has often sidelined him for long periods of time, I wonder what he knows about these topics or what goes on in our schools. Linda Young has been made a Director. What exactly does her duties as a Director of New Futures include? The Special Assistant to the Superintendent will be placed under her jurisdiction to do what duties? Tliis seems to be a lofty title for someone who was liired as a liaison for a special giant program only nine years ago. Does planning a reception tor the superintendent and solicting funds for the party deserve being named a director? Serving on committees and advising the superintendent seems to go a long way. Does working in four junior high schools and organizing the teaming approach for these junior high schools deserve the title of a Director? Someone seems to think so. When does dedication to schools and qualification for the job count? How has she worked with the curriculum people in reorganinzing the schools? Communication with most of the supervisors has been very limited. Gene Parker has seemed to be the only supervisor who has worked with her. Where does he fit into the structure? Word has it that he may resign since he was not placed in a Itigh position. Sour grapes??? He is allowed to \"do Ins work at home\" since the stress of the District bothers him. Ooooo, nice perks for someone who seems so tempermental at times. How cooperative a player is he? Whose team is he playing for? He often doesnt show for meetings at the time set by the group and wants the time changed for his convenience. disjointidness. This seemed to an area of It seems as if responsibilities for the curriculum, the central theme of our schools, is getting left out of the whole plan. No one from the upper level of the administration has made it their task to find out what is going on in the trenches. Margaret GremiUion, Sadie Mitchell, and Vic Anderson are in the schools almost everyday. Ask them how much the curriculum staff works in the schools\nask the principals who haved asked for assistance. A comment which was included in the nanative of the business case states that 'the efforts of the present structure of the curriculum is disjointed.\" I wonder how any one would know that as a fact. How much communication has been done with all the,instructional supervisors or the specialists who are in the schools on a daily basis? What discussion has. TIJ N - 0 5 WED P . 0 3 taken place with the principals who requested assistance or the teachers who have been helped? Staff development has been orchestrated by the various curriculum departments. This inservice has been the best in the state. No other school district in this state has specialists who can deliver inservice like the teachers in our district are receiving. Other districts must rely on coop stalT or other paid consultants. Our needs as the largest and most integrated District in the state are special. Did any of the upper level stafl' see, hear, or participate in this training? No, I don't tliink so. Tliis staff development was done with a dedicated staff that planned and conducted the inservice with the liighest level of professionalism. Teachers were provided with instruction, supplies, and guidance. Where else in this State could this much preparation be done and instruction be delivered? Planning was done jointly and cooperatively. All areas of the curriculum were Involved. Dividing the instructional staff' up will be detrimental to continued joint planning. Will the current assistant superintendents continue to oversee the everyday operation of their schools, as well meet with the curriculum teams assigned to tliem, plan curriculum inservice, and advise building level administrators? Nothing was etcplained in the plan as to how or who would supervise, advise, or oversee the teams other than just saying they would operate under an assistant superintendent. Would the curriculum department still remain intact or would these teams by split up and placed in different areas? How can, or will, joint planning take place? Who will be placed on these teams? What personnel will be cut or moved'? Nothing has been explained. Does the \"appointed\" assistant superintendent in charge of curriculum know about the strategies that have been implemented in our schools? Not since Dennis Glasgow worked as acting\" assistant superintendent for curricuiura has the instructional staff felt as if they were a pan of the school district. Issues were discussed openly, decisions were made jointly, no secrets were discussed behind closed doors, and efforts were made to do the best tilings for the students and the school district. Maybe this is why Dr. Williams removed Mr. Glasgow from this position. Integrity and honesty apparently count for nothing in the eyes of our superintendent. I guess qualifications aren't worth much either, since Mr. Glasgow has the credentials needed to fulfill the position of an assistant superintendent for curriculum. I hope the Board takes a long and hard look at the reorganizational structure that Dr. Williams is proposing. If his contract is bought out by the Board, his structure should not be put in place for someone else to reorganize. Confusion and a feeling of being unsettled would exist again in our District. Should the superintendent and/or Board have some discussion with the staff and other people who will be affected by this plan? This Distiict has some 25,000 students that will be affected by this reorganization. Is this the best tiling for our District? It seems that cutting some of the top administration would address cutting the Special Assistant to the Superintendent and some of the Director level positions. Most of the instructional staff are teachers, working at the same salary level of the teachers in the district. Moving the instructional staff as a curriculum team under an assistant superintendent does cut cost. Many people do not realize that most of the peopleJ LI H - O 5 WED O 3 F' . 0 4 at the tRC are not on administration level contracts. These people work longer hours than most classroom teachers and are paid as a teacher. The Board asked the superintedent to make cuts as tar away from the students as possible, but making certain people directors and retaining special assistants does cut away from the students. Our students benefit from the specialists going into the classrooms because they get special programs, and their teachei s get on the job training in the latest techniques in teaching strategies. Check into the creditials of the specialists in our District. Most of them are award winning teachers, on the state and national level, who have continued their special training to enrich their education and provide better service for our students and our District, It seems as if the superintendent must have something to hide since he wanted this plan approved so quickly. What is Iris underlying message? 'Does he want some of liis special\" people placed in \"special\" places before he leaves? Most of the Board doesn't seem surprised at this action. Is tills another one of his actions which may prove deadly to our District? Does he even care? How much has he cared about our District since he came here? Lip service doesn't show concern. The fact that this will be discussed and possibly voted on at a luncheon meeting next Thursday frightens most teachers. This should be done at a regular session. He says he has done what he was hired to do, get us out of court. He hasn't done that. He is riding on the coat tails of the people in the trenches who have worked with our students for many years. Who has done the ultimate work in the schools? Surely he doesn't think he has, How many davs has he spent in the schools since he was hired compared to the number of days he has spent looking for another job? Making token visits to a school does not help one understand what is being done on a day to day basis. Let him teach in a junior high class for a week, see the new strategies used in an elementary classroom, or do a hands-on activity in a liigh school class. He needs to understand that it has taken many people and many years to get out of coun. Tliis District needs a leader who cares about ail facets of learning, visits with the staff, takes a true interest in the community, is not afraid to listen and imderstand, not one who acts so arrogant and oblivious to the needs of the entire community, Verbiase doesn't become action unless the person is truly dedicated to making this school district the best in the State. Our students and teachers deserve the best! had the best that someone has to offer! We all wish that we1 1990 J BOARD OF DIRECTORS SUPERINTENDENT OF SCHOOLS Special Assistant Labor Relations Communications Technology Administrative Services School Services Instruction I Operations Discipline Alternative Education Student Assignment Pupil Services Human Resources chart 04*23-98 Elementary Assistant Secondary Assistant^ Accelerated Learning Athletics Reading/Language Arts Mathemalics/Science Social Studies Stall Development HIPPY Career \u0026amp; Technical Adult Education Early Childhood Planning/Research/Evaluation Exceptional Children Grants Writer New Futures Federal Programs Parent Involvement VIPS Financial Servicesv**^ Internal Auditor Procurement Plant Services Safety/Security Child Nutrition Transportation LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 June 28, 1999 TO: John Walker, Attorney at Law FROM: SUBJECT: RECEIVED JUN 3 0 1999 OFFICE OF DESEGREGATION MONITORIMG Dr. Bonnie Lesley, Associate Superintendent for Instruction Your Request for Organization Chart There have been several drafts of a proposed reorganization plan for the Division of Instruction. One draft was distributed to the staff at a meeting on Thursday, June 17. After their feedback, I made some changes and sent out another draft on Friday, June 18. As I told you, the plan is very much still a draft document and I have made several minor changes since then, a couple after a brief meeting with Dr. Carnine at the end of last week. I am attaching a hard copy of the most recent draft that I have sent to Dr. Carnine. Keep in mind that more changes are likely to occur as we receive more input and think about it. I also have a copy of this latest draft on a disk that you may pick up at my office at your convenience. You may certainly compare the hard copy with what is on my computer, but again, we are changing it almost daily. BAL/adg Attachment cc: Dr. Les Carnine Junious Babbs Brady Gadberry Chris Heller, Esq. Clay Fendly, Esq. zXnn Brown, ODM Reorganization Proposal, June 1999 Division of Instruction, Little Rock School District This proposal to reorganize the Division of Instruction is informed by the following: 1. 2. 3. 4. 5. 6. A one-year observation and study of the performance of existing staff, their strengths and interests\nAn identification of gaps in current staffing, leaving several key areas without designated leadership\nAn analysis of \"the work\" to be done, as per the Strategic Plan, the Revised Desegregation and Education Plan, the Campus Leadership Plan, Title I, ACSIP, the NSF Project, and Smart Start\nExperience in other urban school districts and reorganizations in those districts\nStudy of recommendations coming from organizations emphasizing quality management principles, teaming, and providing support and services for internal customers (e.g., schools)\nRecommendations from the AA(5T Study presented to the Board of Education in March 1999. The current organizational chart has several weaknesses\n1. 2. 3. 4. 5. There are too many people reporting directly to the Associate Superintendent for efficient and effective management\nPeople are organized according to function, not in multi-disciplinary teams required to do the work identified in the District priorities\nThe current organization does not address the needs to support Campus Leadership teams, to provide coordinated planning, to provide coordinated and targeted technical assistance for school improvement, to coordinate elementary/middle/high school curriculum decisions, etc.\nSeveral people are not in the jobs where they can do their best work and make their most positive contributions\nCurrent organization contributes to a lack of coherent, consistent, aligned decisions in some areas. 1Proposal The following proposal organizes the entire staff of the Division of Teaching and Learning (formerly the Division of Instruction) into multi-disciplinary teams to which the Work Plan Priorities will be assigned in 1999-2000. Instead of each team reporting directly to the Associate Superintendent, some will report to her through team leaders and some through team leaders under the Assistant Superintendent. Although the staff may continue to work in current departments and in current assigned space (to avoid cost and the loss of significant amounts of time required to move offices), the bulk of their work and energy will be with their newly assigned teams. The plan is transitional. In two-three years the Division should again be reorganized, shifting more and more staff to roles more directly supportive of school improvement. There should also be some reductions in the need for central staff at that time. Further, as positions become vacant, each one should be evaluated to determine its future need and whether it is at the appropriate level. The following teams shall be established directly under the Associate Superintendent: PreK-12 Curriculum/Instruction Team (Team Leaders to be Assigned According to Tasks) Dennis Glasgow, Director of Mathematics and Science Vanessa Cleaver, Director of NSF Project Marie McNeal, Director of Social Studies Gene Parker, Director of Secondary English Language Arts Patricia Price, Director of Early Childhood and Elementary Literacy TBN, Coordinator of ESL and Foreign Language Carol Green, Director of Career and Technical Education Patty Kohler, Director of Exceptional Children Mable Donaldson, Supervisor of Gifted/Talented Education Leon Adams, Director of Federal Programs TBN, Coordinator of Fine Arts Ray Gillespie, Physical Education 2Lucy Lyon, Director of Libraries/Media Centers and Instructional Technology Barbara Barners, Special Education Supervisor Susan Chapman, Special Education Supervisor Note: According to need, especially for planning curriculum implementation, thematic curriculum, and professional development, teams for elementary, middle, and high school will be formed to include members of the PreK-12 Curriculum/Instruction Team, as well as others from other teams. Also, curriculum audit teams will be formed as schools are identified for sanctions to include members of the Curriculum/Instruction Team, building-level representatives, and representatives from the School Improvement Department. Planning and Development Linda Young, Director of Planning and Development, Team Leader Randy Slenn, Special Education Supervisor VIPs and Parent Involvement Team Debbie Milam, Director of VIPS, Team Leader Coordinator, Title I Parent Involvement Elma Hasberry, Special Education Supervisor Paulette Martin, Director of Adult Education Marion Baldwin, Director of Community Education Department of School Improvement The proposal also includes a recommendation that the department name of Planning, Research, and Evaluation (PRE) be dropped in favor of a new department called School Improvement to be supervised by Dr. Kathy Lease, Assistant Superintendent. The teams reporting directly to her will be as follows: Testing and Program Evaluation Team Ed Williams, Supervisor, Team Leader TBN, NSF Program Evaluation Specialist TBN, Title I/ESL Program Evaluation Specialist Yvette Dillingham, Testing Specialist Kathy Penn-Norman, Special Education Supervisor 3Professional Development Team AAarion Woods, Coordinator, Team Leader Selma Hobby, Specialist Sue Walls, Specialist Sary Smith, Special Education Supervisor Eunice Smith, Special Education Supervisor Technical Assistance Team AAona Briggs, ACSIP (formerly COE) and CDP Coordinator, Team Leader Sayle Bradford, Campus Leadership Eddie McCoy, Title I Specialist Cassandra Steele, Special Education Coordinator This new department pulls together a multi-disciplinary group of people, all of whom are responsible to support school improvement and accountability. Depending on the work that needs to be done, all may be working on professional development, test administration, program evaluation, or other assigned tasks. Yet each team includes the necessary levels of expertise and specialization to provide leadership in the assigned areas. These teams will also work closely with those reporting directly to the Associate Superintendent. The following actions will be necessary to implement the proposal: Promotions Pat Price from Coordinatorto Director of Early Childhood Education and Elementary Literacy, 12-month contract. (In addition to her current early childhood duties, she will assume responsibility for PreK-5 Literacy, will oversee and supervise the elementary reading specialists, and will oversee the HIPPY program and supervise Marian Shead-Jackson.) Marie McNeal from Coordinatorto Director of Social Studies, 12- month contract. (She is the only curriculum leader who is not a director.) 4Ed Williams from PRE Specialistto Supervisor of Program Evaluation and Testing and Team Leader (He will supervise the two new program evaluators to be hired into this team, and he will oversee any evaluation services that are contracted out.) Linda Youngto a 12-month contract (Her new duties will require her to be on board all year.) Mono Briggs from PRE Specialistto Coordinator, Technical Assistance and Team Leader Debbie Milam from Coordinatorto Director, Parent and Community Programs (She is currently a Coordinator, with coordinators reporting to her) Regssignments Linda Young from New Futures Liaisonto Director of Planning and Development\n Sene Parker from Director of Reading/English Language Artsto Director of Secondary English Language Arts\n Eddie McCoy from Title I Specialist in Federal Programsto Title I Specialist in the Technical Assistance Team\n Ann Freeman from Science/Smart Start Specialistto Elementary Reading Specialist\n Renee Kovach from Title I Specialist in Federal Programsto Title I Specialist in the Early Childhood and Elementary Literacy Department\n IMS Clerk in Federal Programsto Technical Assistance Team\n Title I Parent Involvement Staff from Federal Programsto Parents and Community Team Marian Shead-Jackson, HIPPY Supervisor, to report directly to Pat Price\n Mable Donaldson from Exceptional Children, to report directly to the Associate Superintendent. Lucy Lyon Neal and her staff from Technology Departmentto Curriculum/Instruction Team. Neglected/Dependent Staff in Federal Programsto Pupil Services. Liz Lucker from New Futures Departmentto Division of Administrative Services to work with Communities in Schools. 5Note: Sayle Bradford's new position was formerly on the chart as Director of Professional Development. This new plan eliminates that old position. Funding in budget will be used for the new position. New Staff Required Coordinator, ESLas per OCR recommendations Coordinator, Fine Artsidentified need Program Evaluator, NSF1/2 funded through NSF\n1/2 LRSD Program Evaluator, Title I/ESL3/4 funded through Title I\n1/4 from state allocation for LEP programs Secretary, Early ChildhoodDirector of Early Childhood is currently the only administrator without clerical assistance Specialist, Secondary Mathematicsto replace Vanessa Cleaver 4 Elementary Mathematics Specialists2 to be funded through Class- Size Reduction Allocation\n1 to be funded through Title VI\n1 to be funded through funds yet to be identified\n 1 Elementary Language Arts Specialistperhaps to be funded through Reading Excellence Act funds, available in late summer or from Poverty Index funds\nThe determination and commitment of LRSD to improve student achievement significantly, as per the various planning documents and mandates, especially compliance with the Revised Desegregation and Education Plan and the collective responsibility requirements of Campus Leadership, require more resources and more focus on teaching and learning and on support for school improvement than in the past. Every effort has been made to seek alternative funding sources for new staff (as indicated above) to reduce the stress on the local operating budget. Implementation Timeline This proposed reorganization should be implemented August 1,1999, or immediately upon approval. 6LRSD Adult Education ESL and Foreign Language Early Childhood Fine Arts org chart draft.doc 07-27-00 kD O o o f7J r . BOARD OF DIRECTORS o 5 E J SUPERINTENDENT OF SCHOOLS Q. \"J U3 in LU U U u. o O) co Q CO Ct Special Assistant Communications Administrative Services School Services r* chart I I Labor Relations J Technology Instructror 2 Operations Disa'piine Alternative Education Student Assignment Pupil Services Human Resources Elementary Assistant Secondary Assistant Acceteraled Learning Athletics Reading/Latiguage Arts Mathematics/Science Social Studies Staff Devefcpmenl HIPPY Career \u0026amp; Technical Adult Education Early Childhood Planning/ResearcWEvaluatlon ExcepBcral Children Grants Writer New Futures Federal Programs Parent Involvement VIPS Financial Services Internal Atidibr Proctremenl Plant Services Safety/Security Child IVutrilion Transportation *RECEIVED MAR 1 2005 OFRCEOF DESEGREGATiOfiuflNITnRINR RECEIVED MAR 1 ?M5 . Qcapr f)[: DESEiGl-Etj-i\n'.u.:.-u i.iUa,HITORINR Little Rock School District Organizational Audit March 2005 Consultants\nDennis M. Smith, Ed.D. Robert Klempen Leland Newcomer, Ed.D. n* CONTENTS Historical Overview of the Little Rock School District. 1 Superintendents 100-Day Entry Plan 2 Consultant Team Charge and Methodology 3 Findings and Recommendations 4 Implementation Strategy 7 Organizational Charts Summary of Position Changes 10 20 ACKNOWLEDGEMENTS The consultants wish to acknowledge the support and cooperation received from Superintendent Roy Brooks and the entire transition team in the preparation of this report.\u0026lt; LITTLE ROCK SCHOOL DISTRICT ORGANIZATIONAL AUDIT MARCH 2005 HISTORICAL OVERVIEW OF THE LITTLE ROCK SCHOOL DISTRICT _cu uu uiv commencement of a system which will fully meet the w'ants of the whole community, the first public school in Little Rock opened its doors on August 29 1853, under the direction of the City Council of Little Rock s Committee on Schoo . In February 1869, following closure of public schools during the Civil War, the citizens ofTjtt e Founded on the hope Rock voted to establish a school district and elect a Board of Directors as provided by legislation passed by the Arkansas General Assembly that same year. schools were added to accorranodate expanding population, and in 1987, As years passed, new 14 schools from the Pulaski County Special School Distnct were annexed subsequent to legal proceedings initiated by the Little Rock School District. The district now boasts 47 schools along with alternative programs that serve approximately 26,000 students. While the district experienced great stability in its top leadership for many years (e.g.. Superintendent R. C. Halls tenure from 1909 to 1941 and the employment of eight individuals as Lperintendent from 1960 to 1990), recent years have presented a different picture. Since 1990JO individuals have served in the districts top administrative position as supenntendent and/or interim superintendent. The year 1990 also proved to be a watershed year for student enrollment in Little Rock Public 2000, the city of Little Rock experienced a population growth of 4?^6^7175 J95 to 183433). During that same period LRSD enrollment declined, ^ile African Anrericans comprise 40p=rce,\u0026gt;. ottoe city's nercent of the students enrolled in public schools are.----------- , . It is also significant to note that, as of 2003, almost 10,000 of the city s children are enrolled in private schools, and that number is increasing. African American (24 percent Caucasian). In May of 2000 the citizens of Little Rock approved an school building repairs, renovations and expansions d._ established a dedicated building maintenance fund. aimual 5 mil tax increase earmarked for district-wide, technology upgrades, and Also of historical importance is the LRSD desegregation case. Almost 50 years ago the Little Rock School District began the process to desegregate its schools. The governor s attempt to __ KOCK icnooi u c r /-oTitroi Miah \u0026lt;\nrhnnl in Sent ember o block the integration of schools resulted in the crisis c,, _ , , 1957. Federafcourts have been involved in LRSD schools for much of the past three decades. Rock at Central High School in September of 1In 2002 the federal judge held that the district had substantially complied with all of its obligations except those related to evaluating programs, policies and/or procedures desired to improve and remediate African-Am eric an achievement. The court has ordered the distnct to complete specified program evaluations with assistance of outside evaluators and file a on or before October 15, 2006. Objections, if any, must be compliance report with the court--------------- . filed by November 15,2006. Subsequently, the federal court will hold a compliance heanng to determine if the district has met its obligations and should be released from further supervision and monitoring. SUPERINTENDENTS 100-DAY ENTRY PLAN During his first 100 days as superintendent of the Little Rock School District, Dr. Roy Brooks fulfilled his commitment to visit each school in the district at least once and, in fact, visited some as many as ten times. These school and department site visits provided the supenntendent opportunities to hear directly from staff members about their concerns, challenges, and hopes for the district Of note were the breakfast and lunch meetings at four schools and four administrative sites which provided the superintendent opportunities for personal interaction with more than 300 staff members. The community forums, neighborhood coffees, and meetings with teachers, ministers, business leaders, PTA Council and Superintendents Student Cabinet facilitated dialog with another 900 interested community members. The primary issues brought forward during these meetings related to accountability\nstudent achievement\ncurriculum\nleadership stability\nparent and community involvemerit\nschool choice options- West Little Rock school\nstudent discipline and attendance\nunequal, and yguably inequitable, funding among schools\nteacher attendance\nclass size\nlack of matenals, books and other resources\nneighborhood issues such as boarded-up houses near schools\ncustomer service\nextended year education\nalternative schools\nportable classrooms\nsite-based management\nschool renovation and maintenance needs\ntechnology assistance\nlimited ESL resources\nand inadequate professional development. This information along with input garnered from surveys completed by members of the Superintendents Student Cabinet, the PTA Council, and Teachers of the Year was considered in the development of orgamzational audit recommendations. It is important to note that, despite serious concerns, community members expressed support for LRSD schools and the accomplishments of teachers in the classrooms. The consultants would also be remiss if they did not acknowledge the professionalism demonstrated by teachers and staff members alike. Although the Little Rock School District has some of the best performing schools in the state, it is also clear that many schools are challenged and struggling. In fact, as a result of the most recent No Child Left Behind legislation, 27 of the 47 schools within the Little Rock Schotfr District are failing in performance and have been placed on the school improvement list. The Superintendent and the Board of Education are committed to establishing a system which fully meets the wants of the whole community. With that in mind, the Board recognizes the pivotal 2role the Superintendent plays in providing vision and focus in achieving the following priorities\nincreased student opportunities and achievement, a safe and positive learning environment a competent and professional staff, wise and efficient use of public monies, provision of state-of- the-art facilities, and increased responsiveness and accountability to LRSD parents, sWents, staff and the community. In turn, the Board supports the Superintendent in these endeavors by setting clear expectations and identifying the parameters within which he must operate as he achieves results. CONSULTANT TEAM CHARGE AND FRAMEWORK FOR AUDIT The consultants were hired to provide the Little Rock School District Board of Education and Superintendent an independent, objective analysis of the dishict. In doing so, the consuhants were to specifically compare the most effective school practices with those m the Little Rock school system and detail areas of strength and specific recommended areas for improvement. To that end the consultants were to conduct interviews, analyze the Little Rock school system, and report on those results to the school board in March 2005 with a specific recoi^ended action plan. The focus of the consultants efforts was to be on identifying practices that will lead to increased and improved student achievement in the Little Rock School District. BRIEF OVERVIEW OF THE METHODOLOGY EMPLOYED The consultants were hired in September 2004 by the Board of Education at the recommendation irganizational audit of the Little Rock school system. To 250 individuals within the Little Rock School of the Superintendent to conduct an oi accomplish this, the consultants interviewed over . District and community. Interviewees included classroom teachers, school pnncipals, distnct administrators, union officials, the educational foundation, community members, business leaders, each of the individual board members, and the superintendent. The interviews ranged from 30 minutes to 2 hours. Questions were asked relative to each of the six identified areas o effective schools\napplied governance and management, strategic planning, performance^d accountability system, issue resolution and decision making, defined organizational structure. and standardized protocols. consultants worked closely with the transition team of district staff consisting of In addition, the consultants worked closely witn me iransuioi icam Beverly Williams, Director of Human Resources\nSadie Mitchell, Associate Supennfrndent for School Services\nKaren DeJamette, Director of Planning, Research and Evaluation\nOlivine Roberts, Associate Superintendent of Curriculum and Instruction\nSuellen Vann, Director of Communications\nand Mark Milhollen, Manager of Financial Services. The consultants give oreat credit and appreciation to the transition team for the invaluable assistance they provided e consultants, particularly as it applies to the reorganization structure^ Additionally the consultants maintained close communication with the Friday Law Firm to ensure that a recommendations are compatible with Arkansas law. o' 3FINDINGS AND RECOMMENDATIONS Strategic Planning The strategic plan developed by the Board of Education in 2003 was reviewed by the consultants and discussed with stakeholders. Although the objectives of the LRSD strategic plan are laudable portions of the plan are not results-based and data-driven. The consultants found little evidence of an accountability system tied to the strategic plan. Furthermore, in their interviews with staff the consultants found that the current LRSD strategic plan seems to have little influence on the day-to-day actions of administrators or their decision making. It is, therefore, recommended that the Little Rock School District consider revamping the strategic plan to clearly identify the highest priorities as well as an accountability system in which executive staff are able to report back specific evidence of results. This plan must be linked with the budgeting process to ensure that goals established by the Board are driving the human and physical resources of the district. Applied Governance and Management In their review of the district, the consultants found that the school board is a highly involved, caring group of individuals who place the children of the Little Rock School District as their highest priority In July 2004 the school board hired a new superintendent, signaling an apparent mandate to address inefficiencies within the school system and concerns relative to inconsistent student achievement. The consultants review of the governance and management practices within the district found that the Board has done an excellent job of providing the Superintendent with the authority and freedom to work with staff to accomplish the major priorities within the school system. The Board and Superintendent would be well served to engage in Board govemance/management training to refine and reinforce the role of the governing board m relation to the role of the Superintendent to ensure the optimal operation of the school system. Performance and Accountability System The consultants found that, although an evaluation system is in place, a direct linkage between the evaluation system and the goals established by the Superintendent and Board of Education is not evident. Therefore, the priorities of the Board and the Superintendent should be aligned with the performance and accountability system for individuals within the district. The consultants observations point to an over-reliance on accountability for processes and activities as opposed to results. The Little Rock school system must establish clearly identified, results-oriented objectives for staff as well as develop an evaluation system that directly links staff accountability to the achievement of these results. 4The consultants also received significant feedback regarding the physical location of central services for the LRSD. Services such as student registration, curriculum and instruction, special education, facilities, transportation, and others are housed in 10 different locations across the greater Little Rock area. This lack of consolidation and coordination is fundamental to many ot die communication problems experienced by staff and community members alike and creates a disjointed system of administrative services to stakeholders. It is the recommendation of the consultants that consideration be given to the consolidation of all the administrative services into one facility. It is recognized that this will require extensive review and it is recommended that a blue ribbon task force that would include business leaders be involved in examination of this situation. Issue Resolution and Decision Making The consultants found many outstanding and dedicated individuals within the Little Rock School District administration whose efforts reflect a general desire to support teachers, staff, and members of the public. Having said that, there does not appear to be an institutionalized passion and strategy in place to assist individual managers in addressing complex and oftentimes emotional issues, making difficult decisions, and reducing the likelihood of risks based on systematic and sound rational thinking practices. It appears, by the bureaucracy that has been created, the first and only alternative considered when a problem anses is to add central services staff. It is essential that the district provide the training for problem solving and decision m^ng to assist staff in addressing the myriad of challenging situations that occur. These analytic skills and management tools will be essential as leaders at all levels embrace the new philosophy. This emphasis on bureaucratic processes and procedures has diminished the focus on the tme mission of the administrative staff, which is to support the organizational missionstudent achievement. Standardized Protocol The most effective school systems have clearly defined and standardized practices in place which address both daily operational issues and crisis situations which may occur within the organization. These practices and procedures are essential to eliminate guesswork when an issue o7crisis arises. Generally, these protocols will be in writing, or at the least, be well known to all within the organization as a result of effective communication. The Little Rock school system suffers from having a vast bureaucracy with multiple layers embedded within that bureaucracy. There is not an understanding of who can provide needed direction, and there are often mixed messages conveyed to staff, teachers principals et^ resulting confusion about how to respond and react to a given situation. For the most part, there is little evidence that there are consistent, uniform, and standardized protocols in place across h district. 5Following the reorganization of the Little Rock School Districts administrative structoe priority must be placed on establishing specific protocols and practices in the areas of budge , finance, facilities, communications, and Board governance and management. Organizational Structure and is fundamental to many In the opinion of the consultants, this is the area of greatest concern of the problems being experienced within the school district. The LRSD is cle^ly overstaffed at the central office level. This overstaffing has resulted in the inability of the school system to effectively serve the needs of its clientsthe children, teachers, and pnncipals at its school sites. In fact contrary to the intent, the continual adding of positions has produced an opposite effect, that of providing less effective service to those who need it the most. The consultants extensive review of the organization also indicated the multiple and\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_908","title":"Personnel Directory, North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","North Little Rock School District","Education--Arkansas","School administrators","School board members","School employees","School management and organization","School principals","School superintendents","Teachers"],"dcterms_title":["Personnel Directory, North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/908"],"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":["82 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nI ff ff ff ff ff ff ff ff ff ff PERSONNEL DIRECTORY NORTH LITTLE ROCK SCHOOL DISTRICT Office of the Superintendent 1992 - 1993 SCHOOL ADMINISTRATIVE OFFICES 2700 Poplar Street North Little Rock, Arkansas BOARD OF EDUCATION Mable Mitchell, President (September, 1995) East LR Community Complex Pat Blackstone, Vice President (September, 1993) New Futures for LR Youth Prentice Dupins, Secretary (September, 1994) Sylvan Hills High School Lynn Hamilton, Member (September, 1994) Arkansas Democrat-Gazette, LR Dixie Harrison, Member (September, 1993) Oak Grove High School J. w. Johnson, Member (September, 1994) Shiloh Baptist Church, NLR Marty Moore, Member (September, 1995) 5006 Glenview Blvd. 72117 3409 Bunker Hill 72116 431 McCain Blvd. F-23 72116 4103 Arlington 72116 One Shady Valley Court 72116 437 West Fourth Street 72114 4417 Central 72118 TOTAL NUMBER OF SCHOOLS IN DISTRICT Secondary: Senior High-----------Middle Schools--------- 1 3 Elementary------------------ 16 Handicapped Center---------- 1 Alternative School---------- 1 TOTAL 22 945-2431 753-5128 791-0267 758-2209 753-1461 771-4506 758-3181 ADMINISTRATIVE OFFICES AND SCHOOLS (Addresses/Telephone Numbers) Supeiintendent's Office---------- 2700 Poplar Street --- 771-8000 Smith, James ............................ 771-8006 Superintendent of Schools Bolling, Scharmel ..................... . Coordinator-InformationqJ. Services ~lbli'i~a=e, Jig\nt\ntye .. ft.Y.I~ . '\"9l~t\u0026gt;),.s=-\u0026lt; . ... Secretary /B.94-.rd Mjltte.F~ ~ V ~Amil , -1taS i\"1= -.~f ~1-. M . ~ . . . . . . . . . . . . . Ass't Superintendent-Desegregation Wooldridge, Avis ...................... . Secretary Morris, James ......................... . Director-Personnel Collins, Sandra ....................... . Secretary Ander son, Donna ....................... . Receptionist/Substitute Teachers 771-8013 771-8006 771-8016 771-8017 771-'8066 771-8018 771-8000 Office of Instr~t~onal e~vices - 2700 Poplar Street _ Jones, Geae ~'3{.. ~ ................ 771-8019 Ass't Superintendent-Instruction Smith, Virginia ........................ 771-8020 Secretary Crawford, Esther ...................... . Director-Elementary Education Platt, Yolanda ........................ . Secretary Chadwick, Dana ........................ . Director-Secondary Education Williams, Sharon ...................... . Facilitator-Drug/Alcohol Program Wasson, Doyalene ..................... Secretary Dyer, Jim ............................. . Director-Instructional Services Pharo, Jann ........................... . Area Specialist-Chapter I Scott, Paul ........................... . Parent Coordinator Barnett, Michelle ..................... . Secretary Martin, Letitia ....................... . Coordinator-Instructional Computers Staggs, Nova .......................... . Coordinator-Language Arts McCauley, Gloria ...................... Secretary Kincl, Ann ............................ . 771-8021 771-8022 771-8023 771-8037 771-8024 771-8048 771-8161 771-8161 771-8049 771-8045 771-8046 771-8047 771-8054 Supervisor-Gifted/Talented Gilkey, Barbara ...................... 771-8055 PAC/Social Worker Hickman, Christine ..................... 771-8072 Parent Coordinator Richbourg, Mary .................... 771-8056 Secretary --- 771-8020 Instructional Services continued: Wise, Eugene ........................... 771-8051 Supervisor-Vocational Education Matthews, Annette ...................... 771-8052 Vocational Evaluator Naylor, Janet .......................... 771-8052 Paraprofessional Mills, Dean ............................ 771-8053 Paraprofessional (Special Services--Administrative Annex) Phaup, Steve ........................... 771-8032 Director-Special Services Stokes, Phyllis 771-8033 Secretary Smith, Gloria .......................... 771-8038 Supervisor-Special Education Dillinger, Rellia 771-8034 Supervisor-Special Education Hudson, Nell ........................... 771-8036 Secretary Chambers, Deane ........................ 771-8057 Secretary Moore, Nancy ........................... 374-6943 Psychologist Camp, Drew ............................. 771-8040 Psychological Examiner Spencer, Deborah ....................... 771-8042 Psychological Examiner Woodard, James ......................... 771-8041 Psychological Examiner McMillen, Martha ....................... 771-8068 Homebound Teacher Harris, Cathy .......................... 771-8059 Homebound Teacher Bray, Pandora .......................... 771-8039 Secretary Instructional Materials Center at Administrative Annex 22nd and Poplar--------------------------------- 771-8070 Stewart, Jo ................... 771-8071 Coordinator-VIPS/Media Specialists Boardman, Petrevia ..................... 771-8070 Secretary Smith, Bill ............................ 771-8073 Electronics Technician Duvall, Billy .......................... 771-8073 Electronics Technician Student Affairs------------- 2700 Poplar Street-------- 771-8010 Acklin, Bobby .......................... 771-8009 Ass't Superintendent-Student Affairs Juckett, Sandra ........................ 771-8010 Secretary Haynie, John ........................... 372-6703 Supervisor-Transportation DuPriest, Johnnie ...................... 372-6703 Secretary Business Office--------------~--- 2700 Poplar Street --- 771-8012 Donald Watkins .......... ~ .............. 771-8012 Ass't Superintendent-Business Services Mushinski, JoAnn .... -................... 771-8012 Secretary Daniels, Greg .......................... 771-8025 Director-Computer Services Holloway, Jim .......................... 771-8026 Computer Programmer Morris, Nancy .......................... 771-8027 Secretary Mitchell, Ruby ......................... 771-8028 Head Bookkeeper Cochran, Theresa ....................... 771-8029 Bookkeeper Black, Mikki ........................... 771-8031 Bookkeeper Campbell, Murielene .................... 771-8067 Bookkeeper Wirges, Elizabeth ...................... 771-8030 Bookkeeper Ward, Doyne ............................ 771-8014 Director-Purchasing Ness, Margaret ........................ 771-8015 Secretary Williams, Tonya ........................ 771-8044 Production Clerk Athletic Department--------------- Stadium-------------- 771-8154 Goss, Gary, ........................... 771-8153 Director-Athletics Coble, Ruby ............................ 771-8154 Secretary Maintenance Department------------ 2600 Poplar Street --- 771-8075 Massey, Jerry .......................... 771-8076 Director-School Plant Services Crownover, Alan ........................ 771-8077 Supervisor-School Plant Services Stone, Georgia Ann ..................... 771-8075 Secretary McMunn , Kim . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 71- 8 0 7 8 Secretary School Food Services------------- 2400 Poplar Street---- 771-8060 Pearson, James ......................... 771-8061 Director-School Food Services Satterfield, Marsha .................... 771-8062 Coordinator-Nutrition Glover, Pam ............................ 771-8060 Secretary NORTH LITTLE ROCK SCHOOL DISTRICT Secondary - 5 NORTH LITTLE ROCK HIGH SCHOOL, 11th/12th West Campus .............. 101 West Twenty-Second .. 771-8100 Thompson, Gregg, Prin ..... 1412 Cornflower ........ 834-4829 NORTH LITTLE ROCK HIGH SCHOOL, 9th/10th East Campus .............. 2400 Lakeview Rd ....... 771-8200 Kirspel, Ken, Principal .. 5904 North Hills Blvd ... 835-3369 LAKEWOODM IDDLE SCHOOL.. ..... 2300 Lakeview Road ..... 771-8250 Wiseman, Ginny, Principal. 1211 Silver Creek ...... 834-0929 RIDGEROAD MIDDLE SCHOOL.. .... 4601 Ridge Road ......... 771-8155 Arthur Tucker, Principal ... 9714 Ithica, LR ........ 565-3005 ROSE CITY MIDDLE SCHOOL.. .... 5500 Lynch Drive ........ 945-1446 Cook, Kathy, Principal ..... 1707 Crestwood Rd ....... 771-1901 Elementary - 16 AMBOY Elementary .......... . Ford, Jane, Principal ... . BELWOOD Elementary ........ . Walker, Jess, Principal .. BOONE PARK Elementary .-.... . Siegel, Pat, Principal .. . CENTRAL Elementary Lowe, Kaye, Principal ... . CRESTWOOD Elementary ...... . Wilson, Linda, Principal .. GLENVIEW Elementary ....... . Allen, Harold, Principal .. INDIAN HILLS Elementary .... Jackson, Susie, Principal. LAKEWOODE lementary Power, Portia, Principal .. LYNCH DRIVE Elementary .... . Kelso, Beverly .......... . MEADOWP ARK Elementary .... . Zeigler, James, Principal. NORTH HEIGHTS Elementary ... Jackson, Fran, Principal .. PARK HILL Elementary ...... . Snowden, Dana, Principal .. PIKE VIEW Elementary ...... . Crites, Diane, Principal .. REDWOODE lementary ........ . Chancellor, Linda, Prin .. . ROSE CITY Elementary ...... . Tweedle, I?a~erine, Prin .. SEVENTH ST. Elementary .... . Paul, Marsha, Principal .. . Special Schools: 2400 W. 58th .......... . 26 Coronado Circle ..... . 3902 Virginia Lane .... . 20 Patty Lane, Sherwood. 1400 Crutcher ......... . 1712 War Eagle ........ . 2300 Poplar Street .... . 6605 Allwood .......... . 1901 Crestwood Dr ..... . 5708 Dublin Street .... . 4841 Edmond ........... . 412 West Twenty-Second. 6800 Indian Hills Dr .. . 6407 Sherry Dr. LR ..... . 1800 Fairway Ave ....... . 17 East Lake Dr ....... . 5800 Alpha Street ..... . 4120 Royal Oak Drive .. . 2300 Eureka Gardens ... . 1517 Pulaski, LR ...... . 4901 No. Allen ........ . 2108 Whyte Drive ...... . 3801 JFK Blvd., ....... . 2500 Vancouver, LR .... . 441 McCain Blvd ....... . 5101 N. Hills Blvd .... . 401 Redwood ........... . 1801 Reservior Rd ...... . 100 Earle Street ...... . 2011 Aztec ............ . 1200 East Seventh ..... . 59 Kings Park, LR ..... . 771-8185 835-5591 771-8195 835-7498 374-8630 834-2982 771-8275 753-0439 771-8190 771-1951 945-3467 758-6512 835-5622 664-1729 771-8270 771-2395 945-3549 758-8082 945-7612 374-3517 771-8180 945-2240 771-8175 228-7036 771-8170 758-8738 945-2185 227-5026 945-1962 835-8749 372-4660 227-4055 BARING CROSS CENTER ........ 901 Parker ............. 374-1286 Kellar, Johnny, Principal. Box 186, Wooster ....... 335-7105 ALTERNATIVE SCHOOL ......... 1301 Main Street ....... 374-6943 Hawkins, Russell, Prin ... 2000 Schiller, LR ...... 374-1869 NAME TELEPHONE LOCATION NORTH LITTLE ROCK SCHOOL DISTRICT NORTH LITTLE ROCK, ARKANSAS 1992 - 1993 ALPHABETICAL LISTING OF PERSONNEL ADDRESS ASSIGNMENT CITY ABRAHAM, FRED L. JR. ZIP 225-1027 7820 W MARKHAM, #606 LITTLE ROCK AR 72207 WAREHOUSE MAINTENANCE HELPER ACKLIN, ANETTE 834-8614 9 GREENVIEWC IRCLE SHERWOODA R 72116 BOONE PARK CHAPTER I AIDE ACKLIN, BOBBY J. 329-9838 211 HIGHWAY3 65 CONWAYA R 72032 ADMN. OFFICE ASST. SUPT.-STUDENT AFFAIRS ACLIN, CAROL ANN 758-4802 1717 BERESFORD NO LITTLE ROCK AR 72116 CENTRAL ELEM FIFTH YEAR ADAMS, DON A. 771-4490 3108 N CYPRESS NO LITTLE ROCK AR 72116 WAREHOUSE MAINTENANCE HELPER ADAMS, JESSIE L. 758-1004 1717 BEECH ST. NO LITTLE ROCK AR 72114 NLRHS-11/12 FOOD SERVICE ASSISTANT ALBRIGHT, BETTYE JO 753-4659 4513 OLIVE NO LITTLE ROCK AR 72116 ADMN. OFFICE SECRETARY, SUPERINTENDENT ALEXANDER, CATHERINE L. 758-4260 21 VALERIE CT. NO LITTLE ROCK, A 72118 PARK HILL SECOND YEAR ALEXANDER, RICHARD C. 835-8207 6005 GLENHAVEN PL NO LITTLE ROCK AR 72116 NLRHS-09/10 PHYSICAL EDUCATION I *13/12 ALEXANDER, ROBERT D. 945-7494 7802 HWY 70 NO LITTLE ROCK AR 72117 BUS DRIVER ALFORD, LEO 758-0044 6122 ESS LANE NO LITTLE ROCK AR 72118 PARK HILL CROSSING GUARD ALLEN, CAROLYN H. 835-6154 401 CLUB RD., C-17 SHERWOODA R 72116 AMBOY THIRD YEAR ALLEN, DINAH M. 835-1968 7709 FLINTROCK NO LITTLE ROCK AR 72116 INDIAN HILLS FIFTH/SIXTH YEARS ALLEN, EVA M. 2400 MCCAIN #1004-1 NO LITTLE ROCK AR 72116 REDWOOD H.O.T.S. TEACHER ALLEN, HAROLD BLAKELY 758-6512 412 W 22ND NO LITTLE ROCK AR 72114 GLENVIEW PRINCIPAL-ELEMENTARY 1 NAME TELEPHONE LOCATION ALLEN, SHIRLEY ADDRESS ASSIGNMENT CITY ZIP 376-6578 1624 SCHAER NO LITTLE ROCK AR 72114 NLRHS-11/12 FOOD SERVICE MANAGER ALLEN, SYLVIA JO 758-6512 412 W 22ND ST NO LITTLE ROCK AR 72114 NLRHS-11/12 ENGLISH III ALLGEYER, DAVID C. 758-6173 5901 J.F.K. BLVD APT 3221 NO LITTLE ROCK AR 72116 NLRHS-09/10 FOUN. ART, DESIGN I, II ALSUP, BARBARA K. 758-1971 120 E. 23RD STREET NO LITTLE ROCK AR 72114 RIDGEROAD FOOD SERVICE MANAGER AMICK, KAREN Y. 771-2782 4909 LAKEVIEW RD NO LITTLE ROCK AR 72116 CRESTWOOD LUNCH PERIOD AIDE AMICK, KAREN Y. 771-2782 CRESTWOOD AMIS, GLEN P. 843-8858 NLRHS-11 / 12 AMIS, PAUL F. 4909 LAKEVIEW ROAD NO LITTLE ROCK AR 72116 PARENT/HOMEWORCKE NTER AIDE RT 2 BOX 46 AUSTIN AR 72007 PHYSICS, PHYS. SCIENCE II, PRINCIPLES OF TECH. 982-2271 821 MCHENRY ST NLRHS-11/12 ELECTRONICS ANDERSON, DONNA S. 758-0235 3116 N. MAGNOLIA ADMN. OFFICE RECEPTIONIST/SUBSTITUTE ANDERSON, SHARON A. 834-1552 1609 SARATOGA CRESTWOOD SIXTH YEAR ANDREWS, GINGER 753-6109 NLRHS-11 / 12 ANDREWS, MARY E. 5509 MCARTHUR #5 FOOD SERVICE ASSISTANT 758-6274 4009 ORANGE NORTH HEIGHTS FOOD SERVICE ASSISTANT ARENDT, CONNIE M. 753-1934 5825 NO. CEDAR INDIAN HILLS COMPENSATORYA IDE ARMAN, MARY K. JACKSONVILLE AR 72076 NO LITTLE ROCK AR 72116 TEACHERS NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72116 945-0530 412 MEADOWP ARK NO LITTLE ROCK AR 72117 MEADOWP ARK PARENT/HOMEWORCKE NTER AIDE, COMPUTERL AB AIDE ARMBRUST, STEFANIE T. 450-9953 #8 BRIERWOOD CONWAY. AR 72032 ADMN. OFFICE EARLY CHILDHOOD-SPECIAL EDUCATION ARNOLD, MICHAEL 843-7500 17 TALBERT DR CABOT AR 72023 WAREHOUSE LEAD ELECTRICIAN ARNOLD, SHEILA 945-7546 2201 WASHINGTO~ NO LITTLE ROCK AR 72114 REDWOOD CHAPTER I LAB/KINDERGARTEN AIDE *49/45 2 NAME TELEPHONE LOCATION ASHLEY, KATHY M. ADDRESS ASSIGNMENT 771-4994 #4 CANYON CT. ALT CENTER SPECIAL ED K-6 ASHMORE, REGINALD L. 371-0564 803 WALNUT BUS DRIVER ASHMORE, TIMOTHY D. 371-0564 803 WALNUT CITY NLRHS-11/12 FOOD SERVICE ASSISTANT ASKEW, NATHANIEL L. 371-0851 1523 W. 22ND ST BARING CROSS SELF CONTAINED MR ATHERTON, RITA M. 945-4745 #2 FLOWERS LANE CENTRAL ELEM SECOND YEAR ATWOOD, WILLIAM E. 758-6523 47 SUNSET DR AMBOY CROSSING GUARD AUSTIN, CLYDELL 374-7522 2103 PRATT RD BOONE PARK CUSTODIAN BABB, DENNIS D. 982-4179 1408 TAMARA PARK HEAD MECHANIC BABB, JULIE D. 982-4179 1408 TAMARA PARK BUS DRIVER BACCUS, GLORIA BELL 945-9483 1000 F STREET SEVENTH STREET FOOD SERVICE ASSISTANT BADGETT, SUSAN R. 227-5683 8101 CANTRELL #1904 SEVENTH STREET SECOND YEAR BAHIL, ELIZABETH ANN 758-2485 17 EMERALD CR NLRHS-09/10 MEDIA SPECIALIST BAILEY, PAULETTE 835-7104 5805 EAGLE CREEK RD NLRHS-09/10 KEYBOARDING, ENG. II BAILEY, REBECCA S. 758-3620 6008 FOXBORO DRIVE BELWOOD SECOND/THIRD YEARS BAKALEKOS, RAYMA J. 753-1707 5511 SONORA DR. AMBOY LUNCH PERIOD AIDE BAKER, EUGENIA R. ZIP NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72114 NO LIT'1'LE ROCK AR 72114 LITTLE ROCK AR 72202 NO LITTLE ROCK AR 72117 NO LITTLE ROCK AR 72118 LITTLE ROCK AR 72206 JACKSONVILLE AR 72076 JACKSONVILLE AR 72076 NO LITTLE ROCK AR 72114 LITTLE ROCK AR 72207 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72118 NO LITTLE ROCK, A 72118 945-1689 806 \"G\" ST NO LITTLE ROCK AR 72114 CAFE. OFFICE FOOD SERVICE ASSISTANT-SUBSTITUTE BAKER, KATHERINE A. 945-1049 708 EAST BETHANY NO LITTLE ROCK AR 72117 ADMN. OFFICE HIPPY PARAPROFESSIONAL 3 NAME TELEPHONE LOCATION BAKER, LORIE A. ADDRESS ASSIGNMENT CITY ZIP 224-4457 #16 FONTENAY LITTLE ROCK AR 72211 ADMN. OFFICE SPEECH THERAPIST EARLY CHILDHOOD BAKER, SHARON D. 753-6873 3902 SUSAN CIRCLE NO LITTLE ROCK AR 72118 PIKE VIEW EARLY MORNING AIDE BAKER, SHARON D. 753-6873 3902 SUSAN CIRCLE NO LITTLE ROCK AR 72118 PIKE VIEW TEACHER AIDE BAKER, SHEILA M. 661-8897 PO BOX 4122 NO LITTLE ROCK AR 72116 ALT CENTER PRE-EMPLOYMENTS KILLS COORDINATOR 1504 W. 13TH ST. BAKER, TONYA R. 374-1397 NLRHS-09/10 BALLARD, CHERYLL. FOOD SERVICE ASSISTANT 664-1729 6407 SHERRY DR AMBOY CHAPTER I AIDE *31/32 BALLARD, FREIDA C. 753-3397 2605 SHILL CT PIKE VIEW SECOND YEAR BANKS, SHERECIA L. 374-7074 201-B E 16TH NORTH HEIGHTS FOOD SERVICE ASSISTANT BARNES, REGINALD E. NO LITTLE ROCK AR 72114 LITTLE ROCK AR 72204 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72114 753-3920 2401 LAKEVIEW RD. APT P-7 NO LITTLE ROCK AR 72116 NLRHS-09/10 ATHLETICS, HEALTH BARNES, SCARLETT A. 834-0124 105-C ALMOND COVE BELWOOD SIXTH YEAR BARNETT, JEAN M. CRESTWOOD BARNETT, JUDY K. 5011 OAKLAWND R. LUNCH PERIOD AIDE 753-5869 804 SILVER HILL RD. AMBOY SECRETARY BARNETT, LOU ANN 834-3417 8313 TOLTEC COVE INDIAN HILLS KINDERGARTEN BARNETT, MICHELLE S. 835-6464 4 WINCREST DR ADMN. OFFICE SECRETARY-DIRECTOR BARNETT, PATRICIA B. SHERWOODA R 72116 NO LITTLE ROCK, A 72116 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72120 835-1766 6713 PONTIAC NO LITTLE ROCK AR 72116 RIDGEROAD GUIDANCE/OFFICE SECRETARY BATTLES, AUTREANA M. 945-4230 913 BRANTLEY AVE. NO LITTLE ROCK AR 72117 BOONE PARK KINDERGARTEN BATTLES, REVA T. 329-5573 1028 DAVIS CONWAYA R 72032 NORTH HEIGHTS ELEM COUNSELOR *41(.91)/42(.09) 4 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT BAUMAN, ERNESTINE 374-1124 1311 W. 8TH ST. BOONE PARK EARLY MORNING AIDE BEACH, SUE M. 753-7792 4822 ARLINGTON NLRHS-11/12 ENGLISH III BEAIRD, GARY W. 490-0183 P.O. BOX 641 LAKEWOODM IDDLE CUSTODIAN BEARD, WILLIAM C. 758-3637 2203 COORS DR NLRHS-11/12 SPANISH I, III BEARDEN, KARYL S. 227-9367 1720 SANFORD, #4 ROSE CITY ELEM FIRST/SECOND YEARS BEAVERS, ESTHER L. 835-2667 6004 WOODVIEWS OUTH LAKEWOODM IDDLE SPECIAL EDUCATION BECK, LEE CITY ZIP NO LITTLE ROCK, A 72114 NO LITTLE ROCK AR 72116 COLLEGE STATION A 72053 NO LITTLE ROCK AR 72118 LITTLE ROCK, AR 72207 SHERWOODA R 72116 224-3503 701 GREENMOUNTAIND R 1612 LITTLE ROCK, AR 72211 ADMN. OFFICE ELEMENTARY/PFEIFER CAMP BEESON, D. GAYLE 835-3342 116 WILD OAK DR SHERWOODA R 72120 INDIAN HILLS THIRD/FOURTH YEAR BELEW, REBECCA J. 985-2941 102 FOX DELL CR. JACKSONVILLE AR 72076 NLRHS-09/10 SPECIAL EDUCATION BELL, ANGELIA M. 758-7746 1723 W. 19TH NO LITTLE ROCK AR 72114 BOONE PARK FOOD SERVICE ASSISTANT BELL, ANITA J. 490-1860 NLRHS-09/10 42 PLANTATION DR COUNSELOR A. LITTLE ROCK AR 72206 1207 W. SCENIC APT T-14 FOOD SERVICE ASSISTANT BELL, PATRICIA 758-2188 NLRHS-11/12 BENEDICT, TAMMY P. NO LITTLE ROCK AR 72114 794-2191 8125 ZUBER RD BENTON AR 72015 BOONE PARK KINDERGARDEN BENIGHT, PATRICIA A. 771-2616 310 EAST \"A\" NO LITTLE ROCK AR 72116 NLRHS-09/10 SPECIAL EDUCATION BENNETT, LINDA S. 834-1212 218 ALANBROOKA VE SHERWOODA R 72116 PIKE VIEW GIFTED/TALENTED RESOURCE *44(.70)/45(.30) BENNETT, PAMELA J. 327-2908 2470 MISTY LN CONWAYA R 72032 RIDGEROAD C.O./PERS.-LIVING SKILLS BENNETT, SUE 758-0743 NLRHS-09/10 4104 BUNKER HILL NO LITTLE ROCK AR 72116 GUDIANCE COUNSELOR, DEPT. CHAIR. 5 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT BENSON, PRISCILLA L. CITY ZIP 834-8589 8209 TALL OAKS SHERWOODA R 72116 NLRHS-11/12 THEATRE TECH I,II,III, SR. CABINET BEST, JAMES PAUL ALT CENTER BEVILL, EDDIE C. 13200 CHENAL PKWY #205 SCIENCE TEACHER 7-12 835-2371 6708 PONTIAC INDIAN HILLS FOURTH YEARS BIBLES, DANNA I. 945-3167 908 GREENDALE ROSE CITY ELEM FOOD SERVICE ASSISTANT BILLINGS, JAMES M. LITTLE ROCK AR 7 2211 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72117 791-0371 5200 CEDAR NO LITTLE ROCK AR 72116 NLRHS-11/12 T.V. PRObUCTION, I, II, DEPT CHAIR BILLINGS, LEE ANN 791-0731 5200 CEDAR NO LITTLE ROCK AR 72118 ROSE CITY SPECIAL EDUCATION BISHOP, ROY G 372-3770 2216 W LONG 17TH NO LITTLE ROCK AR 72114 LAKEWOODM IDDLE AMERICANH ISTORY, DEPT. CHAIR. BITTLE, DIEDRA E. 758-7717 2112 MIDDLETON DR. NO LITTLE ROCK AR 72116 ROSE CITY EARTH SCIENCE, DEPT. CHAIR BLACK, HAZELL. 791-2510 2036 FENDLEY DR. NO LITTLE ROCK AR 72114 SEVENTH STREET COMPUTER LAB AIDE - CHAPTER I .SO/DISTRICT .50 BLACK, MICHEELA J. 753-5542 221 TEXAS AVE. NO LITTLE ROCK AR 72118 CAFE. OFFICE BOOKKEEPER BLACKMON, LYNN 834-2016 5310 GENERAL SAMULES #20 JACKSONVILLE AR 72076 CENTRAL ELEM COMPENSATORYE DUCATIONA IDE BLACKWELL, MARY N. 835-0458 1227 COOLHURST SEVENTH STREET FIFTH/SIXTH YEARS BLANKENSHIP, WILLIAM 9809 SOUTHWEST CRESTWOOD CUSTODIAN BLUE, RODRICK A. 1915 PULASKI LYNCH DRIVE LUNCH PERIOD AIDE BOARDMAN, PETREVIA A. SHERWOODA R 72116 LITTLE ROCK AR 72209 LITTLE ROCK AR 72206 758-5196 4518 CRESTLINE DR NO LITTLE ROCK AR 72116 ADMN. OFFICE SECRETARY-INSTRUCTIONAL MATERIALS/TEXTBOOKS BONA, DIANNA H. 661-9959 4301 SOUTH LOOKOUT LAKEWOODM IDDLE ART (.43) BONA, S. RENEE 758-0376 REDWOOD 3519 N. CYPRESS FIRST YEAR 6 LITTLE ROCK AR 72205 NO LITTLE ROCK AR 72116 NAME TELEPHONE LOCATION BONNER, ELAINE 565-2494 ADDRESS ASSIGNMENT M. LAKEWOODE LEM #1 BROOKVIEW CIRCLE KINDERGARTEN L. CITY ZIP LITTLE ROCK AR 72209 BORDERS, MYRTLE 945-4216 -6505 FARMSTEAD CROSSING GUARD NO LITTLE ROCK AR 72117 LYNCH DRIVE BORDERS, MYRTLE L. 945-4216 6505 FARMSTEAD NO LITTLE ROCK AR 72117 LYNCH DRIVE LUNCH PERIOD AIDE BOUTWELL, STEVE 225-3986 ROSE CITY BOWERS, BILLY A. R. 801 S RODNEY PARHAM Al0-G LITTLE LIFE SCIENCE, EARTH SCIENCE ROCK, AR 6813 FAIRFIELD DR. LITTLE ROCK AR NLRHS-11/12 P.E. I, II, ATHLETICS, SENIOR CABINET BOWERS, SHIRLEY I. 565-6741 6813 FAIRFIELD DR LITTLE ROCK AR RIDGEROAD SPECIAL EDUCATION, DEPT. CHAIR. BOYD, MICHAEL L. 945-8192 2501 E WASHINGTON AVE NO LITTLE ROCK GLENVIEW LEAD CUSTODIAN BRADFORD, BRIANO. AR 945-1450 3908 ROGERS ROSE CITY ELEM CUSTODIAN BRADFORD, PATRICIA R. NO LITTLE ROCK, A 753-5286 4205 DUNKELD CENTRAL ELEM READING RECOVERY BRADLEY, DORAL. 221-2955 13316 WHITE FIR RIDGEROAD READING BRADLEY, JERRY, JR. 663-5312 1321 S PIERCE BUS DRIVER BRADLEY, MARIE 771-4922 529 MELANIE LANE SEVENTH STREET NURSE BRADLEY, PAULAS. 327-5680 1640 SO. DONAGHEY MEADOWP ARK KINDERGARTEN BRADSHAW, DONNA G. 834-8091 5103 RHOADS LANE NLRHS-09/10 TEACHER AIDE-SPECIAL BRANCH, BOBBY J. 835-3614 73 SPRING GROVE DR. NLRHS-09/10 PHYSICAL SCIENCE BRANCH, GLENN D. ED NO LITTLE ROCK AR LITTLE ROCK AR LITTLE ROCK AR NO LITTLE ROCK AR CONWAYA R NO LITTLE ROCK AR NO LITTLE ROCK AR 72205 72209 72209 72114 72117 72116 72212 72204 72ll8 72032 72120 72116 73 SPRING GROVE DR NO LITTLE ROCK AR 72116 NLRHS-09/10 BRANCH, SUSAN I. CRESTWOOD SPECIAL EDUCATION, DEPT. CHAIR 4006 WOODDALE OR. GIFTED/TALENTED 7 LITTLE ROCK, AR *42(.70)/40(.30) 72209 NAME TELEPHONE ADDRESS CITY LOCATION ASSIGNMENT BRANNON, WILLIAM O. 758-7423 4201 REDDING LANE CRESTWOOD LEAD CUSTODIAN BRANT, PAULETTE 753-9190 3525 LAKEVIEW RD NLRHS-09/10 SPANISH I BRAY, CHERYL PANDORA 945-9434 13 SANDLEFOOT COVE ADMN. OFFICE SECRETARY BRENTS, HELEN A. 753-4261 5016 PARKER BUS DRIVER BREWER, BARBARA 945-5934 #5 KNIGHT DRIVE ROSE CITY FOOD SERVICE ASSISTANT BRIGGS, ANGELA MARIE 791-2336 431 MCCAIN NPV 112C CENTRAL ELEM THIRD YEAR BRIGGS, MAE KATHERINE 851-2115 #6 VALLEY VIEW CT GLENVIEW SPEECH THERAPIST BRIGHT, WANDA L. 753-1716 916 W 51ST SEVENTH STREET CHAPTER I AIDE BROADWAY, JOSALYN L. 771-0264 5516 CRESCENT DR BOONE PARK BA AIDE BROOKS, DONNA S. 835-8646 16 SALLISAW CT *46/40 ZIP NO LITTLE ROCK AR NO LITTLE ROCK, A NO LITTLE ROCK AR NO LITTLE ROCK AR NO LITTLE ROCK AR NO LITTLE ROCK A MAUMELLE AR NO LITTLE ROCK AR NO LITTLE ROCK AR NO LITTLE ROCK, A INDIAN HILLS MULTIPLE HANDICAPPED AIDE BROOKS, DONNA S. 835-8646 16 SALLISAW CT NO LITTLE ROCK AR INDIAN HILLS EARLY MORNING AIDE BROOKS, EDDIE L. 758-6218 1924 MOSS-APT B NO LITTLE ROCK AR RIDGEROAD CUSTODIAN BROOKS, FAY M. 758-0272 125 SHERIDAN NO LITTLE ROCK AR PARK HILL EARLY MORNING AIDE BROOKS, GWENDOLYNB . 835-0460 75 CREEKWOOD JACKSONVILLE AR NLRHS-11/12 DRAMA I, TECH THEATRE, COS./MAKEUP BROSH, LEE ANN 868-4066 BOONE PARK 9524 TWIN MT. LANE SPEECH THERAPY A. ROLAND AR 72118 72116 72117 72118 72117 72116 72202 72118 72118 72116 72116 72114 72116 72076 72135 BROUGHTON, JUDY 758-7198 GLENVIEW 6601 COUNTRYSIDE SIXTH YEAR NO LITTLE ROCK AR 72120 BROWN, ANGELIA M. 753-9772 929 ROSECLAIR CAFE. OFFICE FOOD SERVICE NO LITTLE ROCK AR 72117 ASSISTANT-SUBSTITUTE 8 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT BROWN, BARBARA E. L. CITY ZIP 753-0708 4209 NO CYPRESS NO LITTLE ROCK AR 72116 ROSE CITY C.O. (.50) BROWN, CANDY R. 945-1370 4219 CORAL ST NO LITTLE ROCK AR 72117 AD.MN. OFFICE HIPPY PARAPROFESSIONAL BROWN, CHRISTINE 771-0154 2206 COORS LANE NO LITTLE ROCK AR 72118 AMBOY LUNCH PERIOD AIDE BROWN, CHRISTINE 771-0154 2206 COORS LANE NO LITTLE AMBOY PARENT/HOMEWORCKE NTER AIDE BROWN, ELLEN J. 771-1202 3505 DUNKELD NO LITTLE NLRHS-09/10 GIRLS P.E., HEALTH BROWN, JEFFREY D. 834-5694 1212 KOEHLER SHERWOOD, LAKEWOODM IDDLE ATHLETICS, EARTH SCIENCE BROWN, PAUL W. 834-2311 117 ALMOND COVE NO LITTLE NLRHS-09/10 ATHLETICS, CIVICS, WORLD PROBLEMS BROWN, PAUL W. 834-2311 117 ALMOND COVE NO LITTLE BROWN, RONNIE D. NLRHS-11/12 BROWN, SHARI L. BUS DRIVER 912 W 51 STREET NO LITTLE SPECIAL EDUCATION, DEPT. CHAIR ROCK AR ROCK AR AR ROCK AR *13/12 ROCK AR ROCK AR 834-5694 1212 KOEHLER SHERWOOD, AR LAKEWOODM IDDLE SPECIAL EDUCATION BRUMMETT, NETTIE S. 72118 72116 72116 72116 72116 72118 72116 758-4635 5805 WALNUT NO LITTLE ROCK AR 72116 NLRHS-09/10 TURNING POINT COORDINATOR BRYANT, J. RONALD 753-6028 4201 HAZELWOOD NO LITTLE ROCK AR 72116 ROSE CITY BAND DIRECTOR, DEPT. CHAIR BRYANT, RUTH M. 676-3403 CRESTWOOD BRYANT, RUTH M. RT. 2, BOX 191-A EARLY MORNING AIDE 676-3403 RT. 2, BOX 191-A CRESTWOOD THIRD YEAR BUCK, LEE ANNETTE 835-8266 107 RED RIVER AMBOY MEDIA SPECIALIST BUCKELEW, CYNTHIA L. 945-1911 125 MARVIN ST. REDWOOD SECOND YEAR BUIE, DANA D. ENGLAND AR 72046 ENGLAND AR 72046 SHERWOODA R 72116 NO LITTLE ROCK, A 72117 945-4367 108 COMPTON NO LITTLE ROCK AR 72117 ADMN. OFFICE HIPPY PARAPROFESSIONAL 9 NAME TELEPHONE LOCATION BULL, CHARLOTTE 835-6677 NLRHS-11 / 12 BUNN, GARY O. 664-6076 ROSE CITY BURKE, FAITH C. ADDRESS ASSIGNMENT s. CITY ZIP 15 THRUSH RIVER CR. NO LITTLE ROCK AR 72116 SPECIAL EDUCATION, STUDENT COUNCIL ADVISOR 2420 RIVERFRONT, #94 LITTLE ROCK, AR 72202 MATH 7/8, STUDENT COUNCIL, PRE-ALG., ALG. I 753-8672 4100 ROYAL OAK NO LITTLE ROCK AR 72116 LAKEWOODM IDDLE SPECIAL EDUCATION, DEPT. CHAIR. BURL, GREGORY E. 758-4674 #19 SILVER RIDGE COVE NO LITTLE ROCK AR 72118 NLRHS-11/12 SPECIAL EDUCATION, ATHLETICS, DEPT. CHAIR BURL, GREGORY E. 758-4674 #19 SILVER RIDGE COVE NO LITTLE ROCK AR 72118 BUS DRIVER BURNETT, JACKIE E. 851-1290 1120 LYRIC LANE NO LITTLE ROCK AR 72118 ROSE CITY PERSONAL LIVING SKILLS/CO BURNETT, JUDY C. 791-2558 3800 FOX HILL RD. NO LITTLE ROCK, A 72116 CRESTWOOD FOURTH/FIFTH YEARS BURNETT, SCHARMEL R. 225-7290 10224 CHARTERHOUSE LITTLE ROCK AR 72207 ADMN. OFFICE COORDINATOR-INFO. SERVICES BURNS, L. LUANNE 753-3559 126 LEE ST NO LITTLE ROCK AR 72118 INDIAN HILLS PARAPROFESSIONAL BURNS, VALDA JEAN 758-5803 1121 WATERSIDE NO LITTLE ROCK AR 72116 BELWOOD SECRETARY BURRALL, SHARON S. 753-3485 4916 PIKE AVENUE NO LITTLE ROCK AR 72118 RIDGEROAD CHORAL MUSIC BURRIS, KATHY A. 753-7296 5901 JFK BLVD, APT. 4003 NO LITTLE ROCK AR 72116 NLRHS-09/10 PHYSICAL SCIENCE BURROW, SHIRLEY ANN 758-9136 5215 GLENMERE NO LITTLE ROCK AR 72116 ROSE CITY SECRETARY BURTON, BETTY JEAN 945-2985 919 'I' STREET NO LITTLE ROCK AR 72114 MEADOWP ARK FOOD SERVICE MANAGER BURTON, CORNELIUS L. 945-3675 905 'I' ST. NO LITTLE ROCK AR 72114 WAREHOUSE GENERAL LABOR-STADIUM ATTND BURTON, CORNELIUS L. 945-3675 905 \"I\" ST. NO LITTLE ROCK AR 72114 SECURITY MONITOR BURTON, M. LYNN 835-1336 109 ILLINOIS BAYOU SHERWOODA R 72116 AMBOY THIRD/FOURTH YEARS 10 NAME TELEPHONE LOCATION BUSH, NEDRA A. 753-2384 NLRHS-11 / 12 BUTCHER, THOMAS 888-1746 CENTRAL ELEM ADDRESS ASSIGNMENT 1912 CRUTCHER CITY FOOD SERVICE ASSISTANT 21115 MAPLE CREEK RD SPECIAL EDUCATION BUTLER, BRENDA SUE 568-5254 10529 DIAMOND DR NLRHS-11/12 MR/LD RESOURCE BUTLER, DEBRA L. 834-3863 127 SPRINGOAK DR RIDGEROAD SPECIAL EDUCATION BUTTS, CAROL A. 988-1595 3009 CAROLYN DR LYNCH DRIVE FIRST YEAR BYNUM, DEEDRA L. 945-7530 220 EAST 47TH NORTH HEIGHTS MR/LD RESOURCE BYNUM, MABLE W. 945-7530 220 E. 47TH ZIP NO LITTLE ROCK, A HENSLEY AR LITTLE ROCK AR SHERWOODA R CABOT AR NO LITTLE ROCK AR NO LITTLE ROCK AR ADMN. OFFICE ASST. SUPT. - DESEGREGATION BYRD, ROXIE LEE 72114 72065 72209 72120 72023 72117 72117 945-4418 419 GLYNN LANE NO LITTLE ROCK AR 72117 NORTH HEIGHTS LEAD CUSTODIAN CALDWELL, DEBRA M. 758-3549 600 WEST 35TH ST. NO LITTLE ROCK AR 72118 PIKE VIEW FOOD SERVICE ASSISTANT CALDWELL, VALERIE D. 225-5434 12410 TIMBER BEND DR LITTLE ROCK AR 72211 NLRHS-11/12 SPECIAL EDUCATION CALLAHAN, DORIS A. 835-8453 #4 DOVE CREEK CIRCLE NO LITTLE ROCK AR 72116 ROSE CITY ELEM COUNSELOR *47(.50)/32(.50) CALLAWAY, DEXTER D. 375-5554 2216 CHESTER LITTLE ROCK AR 72206 NLRHS-09/10 CUSTODIAN CALVER, GAYLE A. 227-4593 12824 MORRISON RD. LITTLE ROCK AR 72212 ROSE CITY SPECIAL EDUCATION, DEPT CHAIR CALVIN, JONATHAN D. 371-0092 613 WALNUT NO LITTLE ROCK AR 72114 ROSE CITY LIFE SCIENCE CAMERON, ANITA K. 753-5466 134 SHERIDAN NO LITTLE ROCK AR 72116 NLRHS-11/12 CCE COORDINATOR, ACT. DIRECTOR CAMMACK, LOUISE W. 753-3965 P.O. BOX 4456 NO LITTLE ROCK AR 72116 NLRHS-11/12 AMERICAN HISTORY, AMERICAN GOVT/ECON CAMP, DREW C. 663-4706 710 N. PALM LITTLE ROCK AR 72205 ADMN. OFFICE PSYCHOLOGICAL EXAMINER 11 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT CAMPBELL, MURIELENE 753-2618 3501 FLORA ADMN. OFFICE GENERAL BOOKKEEPER CAMPBELL, RUBY A. CITY 758-1623 2000 PARKWAY, APT #307 ADMN. OFFICE HIPPY PARAPROFESSIONAL CAMPBELL, SANDRA K. 753-7705 3600 ROYAL OAK DR NLRHS-11/12 NURSE CARDILLO, CARISSA L. 834-8320 9901 BROCKINGTON RD G-21 GLENVIEW FOURTH/FIFTH YEARS CAREY, BERNADETTE 371-0092 613 WALNUT NLRHS-09/10 FOOD SERVICE ASSISTANT CARMICAL, PHYLLIS A. 753-7189 5512 NO ALLEN INDIAN HILLS LUNCH PERIOD AIDE CARR, KENNETH N. 557-2830 23050 GRAVEL RIDGE RD WAREHOUSE OPERATIONS MONITOR CARR, PATRICIA V. ZIP NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72120 NO LITTLE ROCK AR 72114 NO LITTLE ROCK AR 72118 MABELVALE AR 72103 565-0106 10414 INDEPENDENCE LN LITTLE ROCK AR 72209 LAKEWOODM IDDLE CHD DEV/PAR, PERS. LIVING SKILLS CARROLL, JOAN D. 843-8913 10 SEVEN POINT LANE CABOT AR 72023 NLRHS-09/10 HOME EC. I, FAMILY DYNAMICS CARROLL, VICKI L. 945-1807 321 CHERYL ST. NO LITTLE ROCK, A 72114 MEADOWP ARK FOOD SERVICE ASSISTANT CARTER, KAREN M. 375-3360 BLDG, #4, APT 40 SHORTER NO LITTLE ROCK AR 72114 BUS DRIVER CARTER, PAMELA R. 758-6934 2102 MAPLE, APT B NO LITTLE ROCK AR 72114 PARK HILL LUNCH PERIOD AIDE CASEY, JACK W. 753-3056 1013 W. 48TH, APT B NO LITTLE ROCK AR 72118 ROSE CITY BOY'S P.E., ATHLETICS CASEY, RITA K. 758-1761 5621 WESTVIEW NO LITTLE ROCK AR 72116 BUS DRIVER CASEY, RITA K. 758-1761 5621 WESTVIEW NO LITTLE ROCK AR 72116 BARING CROSS SPECIAL EDUCATION CASEY, SARA J. 225-5250 11101 BIRCHWOOD DR LITTLE ROCK AR 72211 LAKEWOODM IDDLE MATH 8, ALGEBRA, PRE-ALG. CASTEEL, HELEN M. 354-4033 301 SO. CHESTNUT MORRILTON AR 72110 NLRHS-11/12 ALGEBRA II, GEOM. 12 NAME TELEPHONE LOCATION CAUSEY, SUSAN J. ADDRESS ASSIGNMENT 9403 DORSEY RD CITY ROSE CITY ELEM SPEECH THERAPIST *47/33 CHADWICK, DANA G. ZIP JACKSONVILLE AR 72076 758-0723 3801 LAKESHORE DR NO LITTLE ROCK AR 72116 ADMN. OFFICE DIRECTOR OF SECONDARY EDUCATION CHAMBERS, DEANE 835-3886 ADMN. OFFICE CHAMBERS, DEANE 835-3886 716 W KIEHL SECRETARY 716 W. KIEHL BUS DRIVER CHAMBERS, ROBBI S. 758-9616 4207 LOCHRIDGE RD LYNCH DRIVE KINDERGARTEN/FIRST YEAR CHANCELLOR, LINDA J. 227-5026 1801 RESERVOIR RD #308 REDWOOD PRINCIPAL-ELEMENTARY CHANDLER, BEULAH 25 SILVER CITY COURTS BOONE PARK LUNCH PERIOD AIDE CHANDLER, KELLIE. NO LITTLE ROCK AR 72120 NO LITTLE ROCK AR 72120 NO LITTLE ROCK AR 72116 LITTLE ROCK AR 72207 NO LITTLE ROCK AR 72114 224-6084 11716 PLEASANT RDGE Al901 LITTLE ROCK AR 72212 PARK HILL THIRD YEAR CHANDLER, RUTH L. 375-5654 1009 HIGH SEVENTH STREET READING RECOVERY CHAPMAN, NORA L. 4704 LYNN LANE, APT. D LAKEWOODE LEM FOOD SERVICE MANAGER CHENAULT, SHEILA S. 753-7559 4916 CANDLEWICK BOONE PARK PER-SCHOOL CENTER AIDE CLARK, ANGELIA C. 758-2483 15 THERESA DRIVE INDIAN HILLS FOOD SERVICE ASSISTANT CLARK, DELOIS J. 375-7218 P.O. BOX 5872 NLRHS-09/10 FOOD SERVICE ASSISTANT 2605 W. 58TH FOOD SERVICE ASSISTANT LITTLE ROCK AR 72202 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72116 NO. LITTLE ROCK\n72118 NO LITTLE ROCK, A 72119 NO LITTLE ROCK AR 72118 CLARK, EDITH M. 758-3544 NLRHS-09/10 CLARK, LYNNE E. 3674 \"H\", MCCAIN PARK DR. NO LITTLE ROCK AR 72116 MEADOWP ARK FIFTH YEAR CLARK, ROBERT L. 753-6632 5901 JFK, APT 2022 NO LITTLE ROCK AR 72116 ROSE CITY ELEM FOOD SERVICE ASSISTANT CLEMANS, KATHRYN A. 835-5244 1813 OSCEOLA NO LITTLE ROCK AR 72116 SEVENTH STREET FIFTH YEAR 13 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT CITY CLEMONS, PEGGY 753-5206 NLRHS-09/10 CLINTON, RUTH 753-0501 RIDGEROAD J. COATS, ANGELA 791-0236 GLENVIEW COBLE, RUBY J L. K. #77 KINGS RIVER RD GEOM, INT. ALG. 422 W 52ND MEDIA SPECIALIST 2020 VIRGINIA DR FOURTH YEAR 834-7663 1213 KOEHLER ATHLETIC OFFICE SECRETARY COBURN, DARLA KAY 834-0039 101 WILLOW GROVE CT INDIAN HILLS SIXTH YEAR COCHRAN, THERESA L. 758-7920 5706 DEL PRADO ST ADMN. OFFICE BOOKKEEPER COHEN, PERRY I. 666-0113 2519 NO. PIERCE ROSE CITY EARLY MORNING AIDE COHEN, PERRY I. 666-0113 2519 NORTH PIERCE ROSE CITY COLEMAN, ROSIE A. CO, EITE 374-5001 1859 SO PULASKI ROSE CITY ELEM EARLY MORNING AIDE COLEMAN, ROSIE A. 374-5001 1859 SOUTH PULASKI ROSE CITY ELEM MR/LO RESOURCE COLEMAN, YVONNE 945-6001 704 PARKDALE ROSE CITY HEAD CUSTODIAN COLLIE, JACKIE L. 988-2303 7218 WEST REPUBLICAN RD WAREHOUSE MAINTENANCE CARPENTER COLLIE, MICHAEL D. 835-3126 9109 SYLVAN HILLS HWY h'AREHOUSE GENERAL LABOR FOREMAN COLLIE, SUSAN R. ZIP NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72118 SHERWOOD, AR 72116 SHERWOODA R 72120 NO LITTLE ROCK AR 72118 LITTLE ROCK AR 72207 LITTLE ROCK AR 72207 LITTLE ROCK AR 72206 LITTLE ROCK AR 72206 NO LITTLE ROCK AR 72117 JACKSONVILLE AR 72076 SHERWOODA R 72120 835-6448 2301 OZARK DR NO LITTLE ROCK AR 72116 CRESTWOOD COMPUTER LAB AIDE - CHAPTER I .SO/DISTRICT .50 COLLIER, JONNIE 227-5795 2903 DORSET NLRHS-11/12 CCE COORDINATOR COLLIER, TAMMY L. 835-5510 2505 OZARK INDIAN HILLS FIRST YEAR COLLINS, SANDRA K. 758-5564 1205 LAKESHORE,.PL ADMN. OFFICE SECRETARY, DIRECTOR 14 LITTLE ROCK AR 72204 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 OF PERSONNEL NAME TELEPHONE LOCATION CONDRAY, GEORGE 753-5370 NLRHS-09/10 CONDRAY, GLYNNA ADDRESS ASSIGNMENT H. 6204 EASTRIDGE DR ALG I, INT. ALG. CITY ZIP NO LITTLE ROCK AR 72118 753-5370 NLRHS-09/10 CONKLIN, EUNICE 834-7603 6204 EASTRIDGE NO LITTLE ROCK AR 72118 KEY BOARDING, REC. KEEPING, CIVICS PARK HILL CONLEY, KATRINA AMBOY COOK, KATHY L. 945-1446 ROSE CITY COOKSEY, RUBY J. J. 1611 MANOR DR. FOOD SERVICE MANAGER L. 2600 JOHN ASHLEY DR G-102 FOOD SERVICE ASSISTANT 5500 LYNCH DR. PRINCIPAL-SECONDARY 945-7773 PROTHO MANOR APT. #24 BOONE PARK LUNCH PERIOD AIDE COOKSEY, TAMMIE R. 374-1609 1300 E POPLAR CENTRAL ELEM FOOD SERVICE ASSISTANT COONEY, EDWARD 372-2727 LAKEWOODE LEM COPELAND, ELTON 909 E. 13TH CROSSING GUARD 835-0069 RT 3, 118B, BOX 67 NLRHS-11/12 CUSTODIAN COPELAND, JAIRUS L. NLRHS-09/10 COPELAND, JOE B. 10 CARDINAL VALLEY DR BOYS' P.E. I, ATHLETICS 753-4669 5021 OAKLAWN WAREHOUSE MAINTENANCE HELPER COPELAND, KATHY S. SHERWOOD, AR 72116 NO LITTLE ROCK AR 72114 NO LITTLE ROCK AR 72117 NO LITTLE ROCK, A 72117 NO LITTLE ROCK AR 72114 NO LITTLE ROCK, A 72114 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72120 *13/12, SOCCER NO LITTLE ROCK, A 72116 758-1967 4609 MARION CAFE. OFFICE OFFICE SECRETARY-FOOD NO LITTLE ROCK AR 72118 SERVICES CORNWELL, DEBRA 851-3969 55 STONELEDGE DR MAUMELLE, AR 72113 CENTRAL ELEM SPEECH THERAPIST/MR/LO CORROTHERS, DONNA M. 945-5018 5107 GLENVIEW NO LITTLE ROCK AR 72117 INDIAN HILLS SECOND YEAR COTTRELL, MELISSA L. 225-1969 7802 EVERGREEN LITTLE ROCK, AR 72207 BOONE PARK KINDERGARTEN COUCH, BEVERLY JO 758-1857 314 W 20TH NO LITTLE ROCK AR 72114 NLRHS-11/12 FOOD SERVICE ASSISTANT COULTER, S. PAIGE 1912 CLAPBOARD HILL LITTLE ROCK, AR 72207 MEADOWP ARK FIRST YEAR 15 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT COUSINS, ELIZABETH H. 223-8040 . 1819 FOREMAN DR. CITY CENTRAL ELEM G/T *38(.60)/32(.40) COWART, ANN MARIE NLRHS-11/12 COY, EARLINE E. 945-4343 CRANE, MAXINE 59 KINGS RIVER RD AMERICAN HISTORY 139 SAUNDERS DR. BUS DRIVER ZIP LITTLE ROCK AR 72207 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72117 771-4943 1908 MAGNOLIA NO LITTLE ROCK, A 72114 NLRHS-09/10 FOOD SERVICE ASSISTANT CRAWFORD, ESTHER C. 758-2090 5901 J.F.K. NO LITTLE ROCK AR 72116 ADMN. OFFICE DIRECTOR, ELEMENTARYE DUCATION CRESSWELL, RAYMONDD . 776-1075 1722 NO HWY2 29 TRASKWOODA R 72167 MECHANIC CREWS, VERNELLE 835-9636 1411 SILVER CREEK DR NO LITTLE ROCK AR 72116 GLENVIEW SECOND YEAR CRITES, DIANE 758-8738 5788 CACHE RIVER NO LITTLE ROCK AR 72116 PIKE VIEW PRINCIPAL-ELEMENTARY CRITSELOUS, PAULA K. 663-2721 1411 CHERRY BROOK DR LITTLE ROCK AR 72211 BARING CROSS SPEECH THERAPY CROSS, BARBARA J. 376-1230 1409 PINE NO LITTLE ROCK AR 72114 ADMN. OFFICE EVEN START PARAPROFESSIONAL CROSS, LYNDA JEAN 982-8819 110 PINEHURST COVE JACKSONVILLE AR 72076 PIKE VIEW SECOND/THIRD YEARS CROSS, SHEILA ANN 758-3167 5105 WALNUT, APT. E NO LITTLE ROCK, A 72116 BOONE PARK FOOD SERVICE ASSISTANT CROWNOVER, ALAND. 961-2920 P.O. BOX 17172 NO LITTLE ROCK AR 72117 ADMN. OFFICE SUPERVISOR OF PLANT SERVICES CROWNOVER, JEAN P. 961-2920 P.O. BOX 17172 NO LITTLE ROCK AR 72117 SEVENTH STREET SECRETARY CRUMBY, JEAN A. 758-2968 NLRHS-09/10 CRUMPLER, CLAIR 329-0943 MEADOWP ARK 21 SOMERSET DR NO LITTLE ROCK, A 72118 FRENCH I, II J. #5 OVERLOOKT RAIL CONWAYA R 72032 COUNSELOR *40(.55)/30(.35)/32(.10) CRYMES, MARILYN H. 835-3887 7009 FLINTROCK RD NO LITTLE ROCK AR 72116 NLRHS-09/10 ENGLISH II 16 - NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT CULBERSON, ALICE L. 753-1897 809 W. 21ST BUS DRIVER CULPEPPER, BARBARA I. 851-3882 9901 BROCKINGTON J-21 INDIAN HILLS SIXTH YEAR CUMMINGS, L. CHARLENE 835-6357 103 MARKHAVEN LAKEWOODE LEM MEDIA CLERK *32/42 CUNNINGHAM, ROBIN LYNN 753-5309 3744 LOCH LANE BELWOOD FIRST/SECOND YEARS CURRY, JERRY R. 843-7811 27 SUMMIT WAREHOUSE MAINTENANCE PLUMBER DACE, JUDY F. CITY ZIP NO LITTLE ROCK, A 72114 SHERWOODA R 72120 SHERWOOD AR 72120 NO LITTLE ROCK AR 72116 CABOT AR 72023 327-1011 49 DACE PL. CONWAY, AR 72032 LAKEWOODM IDDLE CAREER ORIENTATION, DEPT. CHAIR. DAILEY, WILLIAM 372-3690 P.O. BOX 2004 LITTLE ROCK AR 72203 DALE, JOANN 758-0842 ALT CENTER DALTON, LEWIS 771-29 30 BELWOOD o. BUS DRIVER 824 W. 51ST K-6 TEACHER P.O. BOX 1621 LEAD CUSTODIAN DANAHER, KEVIN H. 771-0335 901 E. 53RD PL NLRHS-09/10 ASSISTANT PRINCIPAL-SEC DANAHER, NITA K. 771-0335 901 E. 53RD PL. CENTRAL ELEM PRE-SCHOOL CENTER AIDE DANIELS, GREGORY N. NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72115 NO LITTLE ROCK AR 72116 NO LITTLE ROCK, A 72116 227-6018 910 GREEN MTN. DR LITTLE ROCK AR 72211 ADMN. OFFICE DIRECTOR COMPUTER SERVICES DANIELS, PEGGY 753-8143 NLRHS-11/12 DARBY, RANDA E. 834-3118 NLRHS-09/10 DARLING, MARY B. 819 W 42ND SECRETARY P. O. BOX 4267 COUNSELOR 835-2217 6520 CORSICA ROSE CITY MATH 8, PRE-ALGEBRA DAVIDSON, JERRY D. 945-3376 118 BLENDEN DR. NLRHS-09/10 FOOD SERVICE ASSISTANT DAVIS, BETTIE L. 753-8592 508 WISTERIA DR. MEADOWP ARK FIRST YEAR 17 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 NO LITTLE ROCK, A 72117 NO LITTLE ROCK AR 72118 NAME TELEPHONE LOCATION DAVIS, BRENDA 375-7662 J. ADDRESS ASSIGNMENT 1509 SYCAMORE CITY CAFE. OFFICE DAVIS, DANNA 224-0549 RIDGEROAD DAVIS, DEBRA J. FOOD SERVICE MANAGER 771-0864 PIKE VIEW DAVIS, GARY LEE 834-3369 DAVIS, GARY LEE #5 DEL RAY CCVE 7, CCVE 8 6605 RUSTIC LN LUNCH PERIOD AIDE 3514 HOLLMORE #5 BUS DRIVER 834-3369 3514 HOLLMORE #5 ALT CENTER ATHLETICS, BASEBALL DAVIS, I. JAN ZIP NO LITTLE ROCK AR 72114 LITTLE ROCK AR 72207 NO LITTLE ROCK AR 72118 SHERWOODA R 72120 SHERWOODA R 72120 375-1321 1310 N FRANT ST NO LITTLE ROCK AR 72114 ADMN. OFFICE HIPPY PARAPROFESSIONAL DAVIS, JUDY F. 758-0651 5400 N. WALNUT NO LITTLE ROCK AR 72116 LAKEWOODE LEM SECOND YEAR DAVIS, KATHY L. 758-3407 5309 NO. LOCUST NO LITTLE ROCK, A 72116 PIKE VIEW LUNCH PERIOD AIDE DAVIS, LEON B. 753-8592 508 WISTERIA DR NO LITTLE ROCK AR 72118 LAKEWOODM IDDLE GEOGRAPHY,A M. HISTORY DAVIS, MONICA D. 835-2904 130 WHITEWOOD NO LITTLE ROCK AR 72120 NLRHS-11/12 EARTH SCIENCE, ECOLOGY, BIOLOGY DAVIS, ONEADER 945-5235 2509 LANSBROOK NO LITTLE ROCK AR 72117 BUS DRIVER DAVIS, ROY L. 843-6644 P.O. BOX 474 CABOT AR 72023 INDIAN HILLS CUSTODIAN DAVIS, SHERRY H. 329-2422 #2 WOODSIDED R 1-D CONWAYA R 72032 GLENVIEW KINDERGARTEN DAVIS, VETRICE L. 562-8059 8701 I-30, APT. 228 LITTLE ROCK AR 72209 ALT CENTER CROSSING GUARD DAVIS, VONDA K. 945-5427 2203 E WASHINGTON AVE NO LITTLE ROCK, A 72114 BUS DRIVER DAWSON, CORNELIUS W. 534-7234 2709 CLAREMONT PINE BLUFF AR 71601 RIDGEROAD MATH 8, PRE-ALGEBRA 8 DAY, PATRICIA A. 945-0958 2600 E. WASHINGTON AVE. NO LITTLE ROCK AR 72114 BELWOOD FOOD SERVICE MANAGER 18 NAME TELEPHONE LOCATION DEAL, DIANNA J. ADDRESS ASSIGNMENT CITY ZIP 771-4565 . 4705 WEST STREET NO LITTLE ROCK AR 72116 PIKE VIEW FOURTH YEAR DEATON, SARILEA 851-7908 #10 TARA COVE MAUMELLE, AR EARLY CHILDHOOD - SPECIAL EDUCATION ANN 72113 ADMN. OFFICE DEJESUS, CINDY 771-4817 4413 WEST DR. NO LITTLE ROCK, A 72118 ADMN. OFFICE DELONEY, HAZEL B. SECRETARY-EARLY CHILDHOOD 2104 HUNTER RD NLRHS-09/10 DENNIS, JAMESETTA CIVICS, WORLD PROB. 664-9386 1700 N. HUGHES #14 BOONE PARK COMPUTER LAB AIDE - DENT, BETTY ANN 851-2620 NLRHS-09/10 DERDEN, ROBERT 835-5821 NLRHS-09/10 DERRICK, ANITA 753-2261 INDIAN HILLS DERRICK, ANITA 753-2261 20 PINE FOREST DRIVE KEY BOARDING, ACCT. c. 12 SALLISAW CIRCLE BAND DIRECTOR *12/25 E. 209 W. MILITARY DR EARLY MORNING AIDE E. INDIAN HILLS DESHLER, NONA L. 209 W. MILITARY DR FIFTH YEAR NO LITTLE ROCK AR 72117 LITTLE ROCK AR 72207 CHAPTER I .SO/DISTRICT .50 MAUMELLE AR 72113 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72118 228-0899 13500 CHENAL PKWY. #350B LITTLE ROCK AR 72211 AMBOY FIFTH YEAR DETTOR, OLIVETTE C. 666-9077 1601 N BRYANT, #38 LITTLE ROCK AR 72207 NLRHS-09/10 SPECIAL EDUCATION DEVORE, RHONDA L. 758-6633 1000 REGAL NO LITTLE ROCK AR 72118 PIKE VIEW KINDERGARTEN DICKERSON, BOBBIE J. 945-7859 215 MOSLEY ST NO LITTLE ROCK AR 72117 GLENVIEW LUNCH PERIOD AIDE DICKERSON, TINA R. 372-4105 800 N BEECH,BLDG.4,APT 33 NO LITTLE ROCK AR 72114 BUS DRIVER DICKSON, FLORENCE JANE 851-4109 5 SUGARLOAF LOOP LAKEWOODM IDDLE LIFE/EARTH SCIENCE DIFFY, DEBRA K. 758-3449 CENTRAL ELEM DILLARD, SHERMON 5206 PIKE AVE THIRD YEAR MAUMELLE AR 72113 NO LITTLE ROCK AR 72118 758-5901 3900 MCCAIN PK,BLD#8, 242 NO LITTLE ROCK AR 72116 CAFE. OFFICE WAREHOUSE ASSISTANT, FOOD SERVICE 19 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT CITY DILLINGER, 225-6147 RELLIA A. ADMN. OFFICE DILLON, DARLENE 13121 MORRISON RD. LITTLE ROCK AR SUPERVISOR - SPECIAL EDUCATION ZIP 72212 753-5212 201 SHAMROCK NO LITTLE ROCK AR 72118 INDIAN HILLS DINGLER, DIANE J. COMPUTER LAB AIDE - CHAPTER I .SO/DISTRICT .50 834-5563 310 FORK RIVER RD. SHERWOODA R 72116 NORTH HEIGHTS SIXTH YEAR DIPIETRO, LOUISE M. 758-3884 5815 GREENHURST NO LITTLE ROCK AR 72116 LAKEWOODE LEM FIRST YEAR DIRDEN, ROSE LEE 375-1329 216 BARTON LITTLE ROCK AR 72205 REDWOOD ELEMENTARYC OUNSELOR* 49(.55)/45(.40)/46(.05) DISON, MANUEL SR. 945-3220 2301 E. 2ND ST NO LITTLE ROCK AR 72114 SEVENTH STREET CROSSING GUARD DIXON, ANNIE P. 945-5234 6414 HOLMAN LANE NO LITTLE ROCK AR 72117 REDWOOD FOOD SERVICE MANAGER DIXON, GENEVA M. 945-4046 6413 HOLMAN LANE NO LITTLE ROCK ROSE CITY ELEM COMPUTER LAB AIDE *47(.70) 11(.30) DOKES, JOCELYN 374-0981 1217 E 15 ST NO LITTLE LYNCH DRIVE PARENT/HOMEWORCKE NTER AIDE DOKES, VERONICA L. 565-3713 PO BOX 5404 NORTH HEIGHTS CHAPTER I KINDERGARTEN DOMBROSKI, TERRI R. 758-4372 BELWOOD DONAHUE, ANITA 753-4943 RIDGEROAD DOREY, WILLIAM 834-1586 WAREHOUSE DOSS, LISA B. 2504 S BERKLEY FOURTH YEAR 10016 NATURAL TRAIL FOOD SERVICE ASSISTANT L. 2521 MCCALLUMD R. LEAD HEATING \u0026amp; AC NO LITTLE AIDE NO LITTLE NO LITTLE NO LITTLE ROCK ROCK ROCK ROCK ROCK AR AR AR AR AR AR 988-1996 NLRHS-11 / 12 DOTSON, JIMMIE 568-8119 RIDGEROAD 7617 BATESVILLE PIKE JACKSONVILLE AR BAND 10, BAND ASST. 11/12 *12/24 s. 6824 CAROLINA DR SPECIAL EDUCATION DOUGLASS, MAURI T. LITTLE ROCK AR 72117 72114 72119 72118 72113 72116 72076 72209 834-2043 1721 OKMULGEE NO LITTLE ROCK AR 72116 BOONE PARK GIFTED/TALENTED RESOURCE *33(.60)/47(.40) DOWNING, EULIN C. 982-2266 RT 1, BOX 103 . JACKSONVILLE AR 72076 NLRHS-11/12 AUTO SHOP I,II 20 NAME. TELEPHONE LOCATION ADDRESS ASSIGNMENT DREHER, BILLIE ANN CITY ZIP 835-6007 1718 WEWOKA NO LITTLE ROCK AR 72116 LAKEWOODM IDDLE ART DUDLEY, BARBARA L. 835-6757 100 OVERCUP SHERWOODA R 72120 LAKEWOODM IDDLE MATH 8, PRE-ALGEBRA 8, DEPT. CHAIR. DUGAS, MARTHA L. 835-0126 9004 PATRICIA LYNN LANE SHERWOODA R 72120 PARK HILL MR/LD RESOURCE *43(.80) 32(.20) DUKE, STEPHEN 329-7231 10 SYLVIA RD. CONWAYA R 72032 LAKEWOODM IDDLE SPECIAL EDUCATION DUMAS, SHARON D. 758-6157 4925 LONGVIEW DRIVE NO LITTLE ROCK AR 72118 NORTH HEIGHTS LUNCH PERIOD AIDE DUNN, SHERRY M. 758-2693 6404 ALLWOOD NO LITTLE ROCK AR 72118 CENTRAL ELEM MEDIA SPECIALIST DUPRIEST, JOHNNIE A. 758-4492 1400 W LONG 17TH NO LITTLE ROCK AR 72114 SECRETARY DUPRIEST, JOHNNIE A. 375-9303 1400 W LONG 17 NO LITTLE ROCK AR 72114 BUS DRIVER DURNAL, CYNTHIA A. 397-7143 7005 GUM RD HENSLEY AR 72065 BUS DRIVER DUVALL, BILLY C. 758-8621 145 AUBURN NO LITTLE ROCK AR 72118 ADMN. OFFICE ELECTRONICS TECHNICIAN DYER, A. LORENE 329-5310 2700 NUTTER CHAPEL RD CONWAY AR 72032 ROSE CITY READING DYER, JIM 666-7934 4816 CRESTWOODD R LITTLE ROCK, AR 72207 ADMN. OFFICE DIRECTOR - INSTRUCTIONAL SERVICES EARNHART, BETTY N. 753-1838 901 W 50TH NO LITTLE ROCK AR 72118 CENTRAL ELEM CHAPTER I AIDE EAST, MARY CAROLYN 224-1589 89 KINGSPARK ROAD LITTLE ROCK AR 72207 SEVENTH STREET GIFTED/TALENTED RESOURCE*35(.7) 37(.3) EDMONDS, JUNE M. 227-0830 2914 CHARTER OAK LITTLE ROCK AR 72207 PIKE VIEW THIRD YEAR EDMONDS, WILLARD J. 982-1959 428 NO. OAK JACKSONVILLE AR 72076 LAKEWOODM IDDLE HEAD CUSTODIAN EDOGUN, PATRICIA G. 374-0907 P.O. BOX 5964 NO LITTLE ROCK, A 72119 REDWOOD LUNCH PERIOD AIDE 21 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT EDOGUN, PATRICIA S. CITY ZIP 374-0907 P.O. BOX 5964 NO LITTLE ROCK AR 72119 REDWOOD CROSSING GUARD EDRINGTON, JODY L. 227-8411 320B NEBLING RD LITTLE ROCK AR 72205 CENTRAL ELEM PRE-SCHOOL PROGRAM EGGENSPERGER, TAMI G. 771-5044 3413 SEVIER DR NO LITTLE ROCK AR 72116 AMBOY KINDERGARTEN ELDRED, SHARON L. 221-1641 #8 CHRISTOPHER COVE LITTLE ROCK AR 72212 BOONE PARK MR/LD RESOURCE ELLIOTT, BARBARA J. 771-1502 1012 TALIHANA NO LITTLE ROCK AR 72116 CAFE. OFFICE OFFICE SECRETARY-FOOD SERVICES ELLIOTT, DONNA E. 753-7044 4700 VINE ST NO LITTLE ROCK A 72116 RIDGEROAD SPECIAL EDUCATION, PEP CLUB SPONSOR ELLIOTT, LINDA KAY 835-6925 704 GROSVENOR SHERWOOD, AR 72116 CENTRAL ELEM FIFTH YEAR EMANUEL, MARY ANN 666-3999 2400 RIVERFRONT DR A-2621 LITTLE ROCK AR 72202 ROSE CITY GEOGRAPHY/AMERICANH ISTORY ERVIN, MARGARET A. 753-6302 17 FOX DEN CT. NO LITTLE ROCK AR 72118 SEVENTH STREET KINDERGARTEN ESKRIDGE, ROSEMARY 375-0078 124 NO. HAZEL NO LITTLE ROCK AR 72114 BELWOOD LUNCH PERIOD AIDE ESKRIDGE, ROSEMARY 375-0076 124 NO HAZEL NO LITTLE ROCK AR 72114 BELWOOD PARENT/HOMEWORCKE NTER AIDE EVANS, BARBARA 771-4551 6613 RUSTIC LN NO LITTLE ROCK AR 72118 ROSE CITY ELEM CHAPTER I AIDE EVANS, DEBORAH R. 834-4242 32 DONNELL NO LITTLE ROCK AR 72120 SEVENTH STREET SIXTH YEAR EVANS, EDWINA A. 945-4662 211 MOSLEY NO LITTLE ROCK AR 72117 AMBOY LUNCH PERIOD AIDE EVANS, MARY B. 224-1042 8516 LA BETTE DR LITTLE ROCK AR 72204 LYNCH DRIVE SIXTH YEAR EVANS, MICHELLE w. 835-0368 1205 CORNFLOWER SHERWOODA R 72116 AMBOY FIRST YEAR EWART, KAY T. 753-0846 37 OAK TREE CIRCLE NO LITTLE ROCK AR 72116 NLRHS-11/12 ALG. II, GEOMETRY, SR. CABINET CHAIR. 22 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT L. CITY ZIP FALLIS, CHERYL 758-4162 NLRHS-11/ 12 FARMER, LEE M. 501 LINDENHURST NO LITTLE ROCK AR 72118 PRE-CALCULUS, GEOMETRY, CALCULUS 663-6029 1924 PINE VALLEY RD. LYNCH DRIVE SECOND YEAR FARZLEY, FRANCES A. 758-7011 4516 AUSTIN DRIVE LAKEWOODM IDDLE ENGLISH 8 FAULK, MARTHA J. 771-0494 4008 MT VERNON LAKEWOODM IDDLE B.A. AIDE FELTON, LINDA L. 771-4296 3500 GUM BOONE PARK FOOD SERVICE ASSISTANT FENDLEY, SUSAN C. LITTLE ROCK, AR 72207 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72118 758-1452 4525 SOMERS AVENUE NO LITTLE ROCK AR 72116 LAKEWOODM IDDLE GIFTED - ENGLISH 7,8, DEPT. CHAIR. FERGUSON, MARY LOU 666-5769 3700 CANTRELL RD #406 LITTLE ROCK AR 72202 NORTH HEIGHTS GIFTED/TALENTED *41(.70)/46(.30) FERGUSON, PAMALA ANN 11222 KANIS LITTLE ROCK AR 72211 LAKEWOODM IDDLE SPECIAL EDUCATION, CHEERLEADING, PEP CLUB FEWELL, MARTHA J. 771-1275 1913 MILL CREEK NO LITTLE ROCK AR 72116 AMBOY NURSE FINN, BRENDA V. 834-2114 RIDGEROAD 117 WHITEWOOD DR. SHERWOOD AR 72120 KEY BOARDING, C.O., ENG 7, DEPT CHAIRPERSON 4811 SYCAMORE PHYSICAL SCIENCE FLAKE, R. LARRY 758-9244 NLRHS-09/10 FLEMING, ALICE A. 758-1912 2209 MIDDLETON LAKEWOODM IDDLE AMERICAN HISTORY FLORES, HESTER M. P.O. BOX 17136 BUS DRIVER FOLEY, CHRISTOPHER 228-6119 701 GREEN MTN DR #1403 NLRHS-09/10 BAND/ELEMENTARYM USIC FOOTS, THELMA 945-5148 REDWOOD FORD, MARTHA J. 835-5591 AMBOY 801 'E' ST, DIXIE ADD LEAD CUSTODIAN 26 CORONADO PRINCIPAL-ELEMENTARY FORD, MIRIAM SMITH 375-0544 2422 GAINES MEADOWP ARK FOURTH/FIFTH YEARS 23 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72117 LITTLE ROCK AR 72211 NO LITTLE ROCK AR 72114 NO LITTLE ROCK AR 72116 LITTLE ROCK AR 72206 NAME TELEPHONE LOCATION FORSTER, NANCY ADDRESS ASSIGNMENT 666-1168 5326 SHERWOODR D ALT CENTER DRUG ED COUNSELOR FORT, LAURA K. 227-7091 #8 OHIO COVE AMBOY KINDERGARTEN FORTNER, LYNN L. 835-9622 7505 GERONIMO CR. INDIAN HILLS CHAPTER I AIDE FORTNER, SUE 753-8926 6612 GREENBANK PIKE VIEW COMPUTER LAB AIDE FOSSUM, KIM K. 225-7191 68 SUMMIT RIDGE CT. AMBOY FOURTH YEAR FOSTER, JANET L. 851-6814 35 EDGEHILL COVE CITY ADMN. OFFICE EARLY CHILDHOOD-SPECIAL FOWLER, MATTHEWO . 778-0305 3203 S. BEGGS. RD. WAREHOUSE GENERAL LABOR LEADER FOWLER, ROBBIE M. 985-2866 SAS SIMMONS #41 M HOWELL GLENVIEW FOOD SERVICE ASSISTANT FOWLER, SHIRLEY A. 753-3606 134 EASTGATE TERRACE PARK HILL LUNCH PERIOD AIDE FOWLKES, ELIZABETH A. 758-0703 4001 ORANGE ST CENTRAL ELEM SECOND YEAR FRAZIER, BRENDA J. 945-7584 #10 GOODWIN CIRCLE PIKE VIEW FOOD SERVICE ASSISTANT FREEMAN, SHIRLEY M. 758-1602 710 NO \"M\", #101 LAKEWOODE LEM FOOD SERVICE ASSISTANT FRIEDRICH, DOLLY J. 758-3037 301 E 18TH LYNCH DRIVE FOOD SERVICE ASSISTANT FROST, PATRICIA A. 945-3686 6616 FARMSTEAD RD. REDWOOD FOOD SERVICE ASSISTANT FULLER, AUDREY W. ZIP LITTLE ROCK AR 72207 LITTLE ROCK AR 72207 NO LITTLE ROCK, A 72116 NO LITTLE ROCK AR 72118 LITTLE ROCK AR 72211 MAUMELLEA R 72113 EDUCATION BENTON AR 72015 JACKSONVILLE AR 72076 NO LITTLE ROCK, A 72114 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72117 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72114 NO LITTLE ROCK AR 72117 753-8509 6301 CMP ROBINSON RD 242F NO LITTLE ROCK AR 72118 SEVENTH STREET SECOND YEAR FULLER, LINDA S. 753-4639 4004 GLENMERE NO LITTLE ROCK AR 72116 NLRHS-11/12 GUIDANCE COUNSELOR, DEPT. CHAIRPERSON FULMER, KENNETH R. 945-2815 729 HEALY NO LITTLE ROCK AR 72117 NLRHS-09/10 MAINTENANCE CUSTODIAN 24 NAME TELEPHONE LOCATION FULMER, MARY M. ADDRESS ASSIGNMENT CITY ZIP 758-6891 809 W. 25TH NO LITTLE ROCK, A 72114 CRESTWOOD FOOD SERVICE ASSISTANT FULTON, ELIZABETH H. 663-9380 6600 HAWTHORNE LITTLE ROCK, AR 72207 NLRHS-11/12 BIOLOGY, ZOOLOGY, AP BIOLOGY, DEPT. CHAIR. FURLOUGH, LORETTA J. 455-6251 9920 GODWIN DR LITTLE ROCK AR 72204 BOONE PARK SIXTH YEAR FUSELIER, ANITA K. 835-8722 110 MARKHAVEN SHERWOODA R 72120 CRESTWOOD SECOND YEAR GAINES, REGINA B. 945-4452 4608 ATKINS NO LITTLE ROCK AR 72117 ADMN. OFFICE HIPPY PARAPROFESSIONAL GAMBLE, NORA JEAN 376-2847 3123 ARCH LITTLE ROCK AR 72206 REDWOOD FOURTH/FIFTH YEARS GARDNER, REBECCA W. 758-2996 6313 ROLLING HILLS NO LITTLE ROCK AR 72118 AMBOY ASSISTANT PRINCIPAL *31/41 GARRETT, CAROLYN FAE 329-2329 1301. COLLIER DR CONWAYA R 72032 ROSE CITY SPECIAL EDUCATION GARRETT, GERALDINE 375-3959 1801 VANCE LITTLE ROCK AR 72206 NLRHS-11/12 HOME ECONOMICS I, CLOTHING, C.D. GARRETT, SARAH M. 470-0982 27 PARADISE CR, BOX 91M MAYFLOWERA R 72106 BOONE PARK LUNCH PERIOD AIDE GARRETT, SARAH M. 470-0982 27 PARADISE CR, BOX 91M MAYLFOWERA R 72106 BOONE PARK EARLY MORNING AIDE GARRISON, JANET 221-1874 4 REGAL CT LITTLE ROCK AR 72211 ROSE CITY BEHAVIOR ADJUSTMENT GARRISON, REBECCA V. 758-8028 605 WESTFIELD NO LITTLE ROCK AR 72118 MEADOWP ARK MEDIA CLERK *40/46 GARRISON, STEVEN D. 758-8028 605 WESTFIELD NO LITTLE ROCK AR 72118 LAKEWOODM IDDLE EITE 7/8 GARVIN, WILLIAM E. 982-2661 P.O. BOX 1135 NO LITTLE ROCK AR 72115 NLRHS-11/12 ENGLISH IV GARY, RAYMOND 945-2850 2506 E. 2ND NO LITTLE ROCK AR 72114 MECHANIC HELPER GATES, CARROLL L. 372-4340 506 WATER NO LITTLE ROCK AR 72117 ROSE CITY CUSTODIAN 25 NAME TELEPHONE LOCATION GATES, JUDIE A. NLRHS-09/10 GATES, JUDY F. 835-1682 ADDRESS ASSIGNMENT 8301 WOODVIEWW EST SECRETARY 7618 TOMAHAWDKR AMBOY READING RECOVERY GATEWOOD, ADA 376-8863 REDWOOD GATEWOOD, ADA LEE 2501 BATTERY SECOND YEAR LEE 376-8863 REDWOOD GIBBS, BETTY A. 945-5844 MEADOWP ARK GIBSON, CECIL R. 2501 BATTERY EARLY MORNING AIDE 6316 HOLMAN LANE COMPUTER LAB AIDE 375-8964 1109 PARK DR. MEADOWP ARK LUNCH PERIOD AIDE GILBERT, RHONDA F. 758-8301 1708 N OLIVE CENTRAL ELEM CHAPTER I AIDE GILKEY, BARBARA J. CITY ZIP SHERWOODA R 72116 NO LITTLE ROCK AR 72116 LITTLE ROCK AR 72206 LITTLE ROCK, AR 72206 NO LITTLE ROCK AR 72117 NO LITTLE ROCK, A 72114 NO LITTLE ROCK AR 72114 562-4162 P.O. BOX 164316 LITTLE ROCK AR 72216 ADMN. OFFICE HIPPY COORDINATOR/SOCIAL WORKER GILLESPIE, BEVERLY I. 371-9900 905 E 16TH ST NO LITTLE ROCK AR 72114 MEADOWP ARK FOOD SERVICE ASSISTANT GILLISON, SARAF. 228-6908 67 LEFEVER LITTLE ROCK AR 72207 NORTH HEIGHTS KINDERGARTEN GILMORE, FREDERICK D. 753-5222 1901 W. 20TH NO LITTLE ROCK AR 72114 ALT CENTER TEACHER AIDE GIMBLET, ELAINE M. 753-0840 4800 N CYPRESS NO LITTLE ROCK AR 72116 NLRHS-09/10 CIVICS GLADWIN, MARLA JO 771-0315 224 DOOLEY NO LITTLE ROCK AR 72116 PIKE VIEW ELEMENTARYC OUNSELOR GLASS, THELMA J. 771-0359 5618 SHAMROCK NO LITTLE ROCK AR 72118 NORTH HEIGHTS FOOD SERVICE MANAGER GLOVER, PAMELA D. 753-3136 5912 MEADOWBROOK NO LITTLE ROCK AR 72118 CAFE. OFFICE SECRETARY-FOOD SERVICES GLOVER, WILLIAM R. WAREHOUSE MAINTENANCE HELPER GOLDSBY, OPAL J. 753-6022 412 W 21ST NO LITTLE ROCK AR 72114 CENTRAL ELEM THIRD YEAR 26 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT GOSS, FRANCENE S. CITY ZIP 753-4173 3101 OLIVE NO LITTLE ROCK AR 72116 NLRHS-09/10 FOUND. IN ART, DWG. I, II, VR \u0026amp; 10TH DRILL TEAM GOSS, GARY F. 753-4173 3101 OLIVE ATHLETIC OFFICE DIRECTOR OF ATHLETICS GRANDERSON, JANET L. 834-1169 108 CEDARWOOD LAKEWOODM IDDLE BAND DIRECTOR GRAVETTE, RICKS. NO LITTLE ROCK AR 72116 SHERWOODA R 72120 221-2136 216 W PINE LONOKE AR 72086 NLRHS-11/12 ART, DES. I, II, 3-D SCU GRAY, JIMMIED. 835-1364 1200 DYSON DR. SHERWOODA R 72116 NLRHS-09/10 PSYCHOLOGY, STUDENT COUNCIL CHAIR GRAYSTON, LARHONDAJ . 329-7357 8A W. CADRON RDGE. RD. RIDGEROAD COUNSELOR GREEN, KAY 835-0210 CENTRAL ELEM GREEN, LUTHER 945-0402 INDIAN HILLS GREEN, NANCY C. 7300 COMANCHE COMPUTER LAB AIDE 1509 BEN STREET LEAD CUSTODIAN GREENBRIER, AR 72058 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72117 834-3952 REDWOOD 122 AUDUBON COVE \"C\" NO LITTLE ROCK AR 72120 SPEECH THERAPIST *49(.50) 42(.50) GREENWAY, PATRINA NLRHS-11/12 FRENCH I,II,III,IV, AM. GREENWOOD, KRISTEN LEIGH 753-0651 5637 APPLEWOOD DR AMBOY THIRD YEAR GRIFFITH, STEPHANIE 834-1750 112 ROBINGLEN REDWOOD KINDERGARTEN GRIFFO, LARRY L. 376-2544 1868 IZARD STREET ALT CENTER KEY BOARDING GRISSOM, KIMBERLY D. 758-2779 5900 GREEN VALLEY NORTH HEIGHTS FIRST YEAR GRUBBS, JACKIE A. 753-1126 1522 WEST 36TH BELWOOD FOOD SERVICE ASSISTANT GUNDAKER, LINDA A. 843-9143 RT. 1, BOX 102A GLENVIEW SECOND/THIRD YEAR GUNN, MARY H. HISTORY NO LITTLE ROCK, A 72118 SHERWOODA R 72120 LITTLE ROCK AR 72206 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72118 AUSTIN, AR 72007 372-7767 302 E. 13TH NO LITTLE ROCK, A 72114 INDIAN HILLS FOOD SERVICE ASSISTANT 27 NAME TELEPHONE ADDRESS CITY ZIP LOCATION ASSIGNMENT HALE, NORA M. 753-7959 4200 W. MOSS NO LITTLE ROCK, A 72118 RIDGEROAD FOOD SERVICE ASSISTANT HALL, CHERYLL. 834-7589 6013 ELK RIVER RD NO LITTLE ROCK AR 72116 INDIAN HILLS SPEECH THERAPIST HALL, DONNA K. 834-0328 124 ALMONDC OVE SHERWOODA R 72116 NLRHS-09/10 TECH. THEATER I,II HALL, LAURA C. 1605 OSAGE NO LITTLE ROCK AR 72116 NLRHS-09/10 JOURN., CR. WRITING, N.P. AVD./LIT. MAG ADV HALLMAN, KELLIE 374-6210 1622 SYCAMORE NO LITTLE ROCK AR 72114 PIKE VIEW FOOD SERVICE ASSISTANT HAMILTON, ANNIE W. 372-2769 823 PINE NO LITTLE ROCK AR 72114 NLRHS-11/12 BUS. LAW, RECORD KEEPING,KEYBOARDING HAMILTON, SHANNON E. 225-0466 911 N SHACKLEFORD RD LITTLE ROCK AR 72211 LAKEWOODM IDDLE GUIDANCE COUNSELOR HAMPTON, CYNTHIA 664-2832 1305 SOUTH CLEVELAND LITTLE ROCK AR 72204 NLRHS-11/12 KEYBORADING, COMP TECH, WORD PROCESS HAMPTON, JACQUELINE A. 376-2253 3123 GAINES STREET LITTLE ROCK AR 72206 GLENVIEW MEDIA SPECIALIST *46/40 HAMPTON, NORA LEE 375-7523 1714 S BROADWAY LITTLE ROCK AR 72206 ROSE CITY COUNSELOR HANDLE, THERESA L. 758-9813 4004 CAMP ROBINSON NO LITTLE ROCK AR 72118 CAFE. OFFICE FOOD SERVICE ASSISTANT-SUBSTITUTE HARDCASTLE, MARGARET L. 758-2718 209 LATONA LANE NO LITTLE ROCK AR 72118 PARK HILL SIXTH YEAR HARDER, MARILYN J. 758-5987 5140 LOCHRIDGE NO LITTLE ROCK AR 72116 CAFE. OFFICE OFFICE SECRETARY-FOOD SERVICES HARDIN, JUDY A. 771-0947 2417 MOSS ST. NO LITTLE ROCK AR 72114 SEVENTH STREET LUNCH PERIOD AIDE HARDISON, DEBORAH J. 834-0813 33 CORONADO NO LITTLE ROCK AR 72116 LAKEWOODM IDDLE SPECIAL EDUCATION HARDY, REGINA R. 834-3915 6705 PONTIAC NO LITTLE ROCK AR 72116 INDIAN HILLS ELEMENTARY COUNSELOR HARKENREADER, LYNDA K. 661-8709 6803 PETERS RD JACKSONVILLE AR 72076 BUS DRIVER 28 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT HARMON, CYNTHIA A. CITY ZIP 835-9318 1732 OSCEOLA DR NO LITTLE ROCK AR 72116 ADMN. OFFICE EARLY CHILDHOOD - SPEECH HARPER, JIMMY N. 758-0224 3300 LAKEVIEW NO LITTLE ROCK AR 72116 NLRHS-11/12 PARENT LAB/PCP TEACHER *12/13 HARPER, MILTON L. 513 WITTS DR SHERWOODA R 72120 INDIAN HILLS LUNCH PERIOD AIDE HARRELL, CHARLES W., JR 834-1489 2316 BATESVILLE PIKE NO LITTLE ROCK AR 72120 NLRHS-11/12 CUSTODIAN HARRINGTON, DOROTHY J. 663-5992 2107 S. TAYLOR LITTLE ROCK AR 72204 BOONE PARK FIFTH YEAR HARRIS, ALEXANDRAR . 758-0705 3 HERITAGE PARK NO LITTLE ROCK AR 72116 CRESTWOOD SECOND YEAR HARRIS, ARTHUR, JR. 945-4655 5215 CHIQUITO NO LITTLE ROCK AR 72117 REDWOOD CROSSING GUARD HARRIS, CHARLES JR. 835-4801 300 BEVERLY SHERWOODA R 72116 WAREHOUSE WAREHOUSEM AN/DELIVERY HARRIS, CHARLES JR. 835-4801 300 BEVERLY NO LITTLE ROCK, A 72116 SECURITY MONITOR HARRIS, DONNETTA 771-4314 5601 PARKER ST NO LITTLE ROCK AR 72118 NLRHS-11/12 FOOD SERVICE ASSISTANT HARRIS, JOE N. 771-2357 303 E 18TH ST NO LITTLE ROCK AR 72114 CENTRAL ELEM CROSSING GUARD HARRIS, KATHY L. 945-4062 709 BLOSSOM NO LITTLE ROCK -AR 72117 ROSE CITY ELEM LUNCH PERIOD AIDE HARRIS, KATHY L. 945-4062 709 BLOSSOM NO LITTLE ROCK AR 72117 ROSE CITY ELEM PARENT/HOMEWORCKE NTER AIDE HARRIS, KATHY L. 945-4062 709 BLOSSOM NO LITTLE ROCK AR 72117 ROSE CITY ELEM EARLY MORNING AIDE HARRIS, LILTON C. 376-7503 720 N. PINE ST NO LITTLE ROCK AR 72114 BUS DRIVER HARRIS, MARYL. 945-4655 5215 CHIQUITO NO LITTLE ROCK AR 72117 GLENVIEW CROSSING GUARD HARRIS, NINA C. 753-2923 4536 SOMERS AVE ADMN. OFFICE HOMEBOUNDTE ACHER NO LITTLE ROCK AR 72116 29 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT HARRIS, PATRICIA W. 664-4593 5121 W. 23RD RIDGEROAD ENGLISH 7 HARTL, ELSA MARIE 262-2566 161 WESTINGHOUSE LAKEWOODM IDDLE MATH HARTWICK, BARBARA J. 771-0451 1611 GROVE HILL BELWOOD THIRD/FOURTH YEARS HARVELL, LINDA M. CITY ZIP LITTLE ROCK, AR 72204 HOT SPRINGS AR 71901 NO LITTLE ROCK AR 72116 771-0953 3801 FOX HILL NO LITTLE ROCK AR 72116 PIKE VIEW FIFTH YEAR HASKELL, BARBARA J. 372-7101 800 N BEECH, BLDG 9, #129 NO LITTLE ROCK AR 72114 CAFE. OFFICE FOOD SERVICE ASSISTANT-SUBSTITUTE HASSELL, LORETTA M. 758-8213 4508 AUSTIN DR. NO LITTLE ROCK AR 72116 BOONE PARK KINDERGARTEN/FIRST YEARS HATLEY, SANDRA M. 758-8491 205 WEST 47TH NO LITTLE ROCK AR 72118 ADMN. OFFICE HIPPY PARAPROFESSIONAL HATLEY, SANDRA 758-8491 RIDGEROAD HAVER, GARY L. M. 205 W 47TH LUNCH PERIOD AIDE NO LITTLE ROCK AR 72118 753-4187 19 OAK TREE CR NLRHS-11/12 MARKETING, MARKETING NO LITTLE ROCK AR 72116 LAB, GOLF HAWKINS, RUSSELL D. 374-1869 2000 SCHILLER LITTLE ROCK AR 72202 ALT CENTER PRINCIPAL-SECONDARY HAYNES, GAYLE D. 568-6041 5519 PECAN LAKE ROAD LITTLE ROCK AR 72204 RIDGEROAD LIFE SCIENCE HAYNIE, JOHN C. 868-4337 8012 GUENTHER RD ROLAND AR 72135 SUPERVISOR OF TRANSPORTATION HAYNIE, VICKIE 771-2129 CRESTWOOD HAYS, MARK A. L. 8306 PINE CANYON RD. SECRETARY 568-4499 4301 VINSON RD NLRHS-09/10 ATHLETICS, HEALTH HAZELWOOD, LINDA I. 753-3158 4600 VINE ST. NLRHS-09/10 PE, GIRLS COACH HEATHCOCK, REBECCA SUE 851-2154 7 YUKON COVE LAKEWOODE LEM SPEECH THERAPIST *32/43 HENDERSON-PRICE, PATRICIA 5817 PETIT JEAN RIVER RD PARK HILL CHAPTER I AIDE 30 NO LITTLE ROCK AR 72118 LITTLE ROCK AR 72206 NO LITTLE ROCK AR 72116 MAUMELLEA R 72113 SHERWOODA R 72116 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT DONNA MARIE CITY ZIP HENDERSON, 758-2583 431 MCCAIN, HIGHCLIFF C32 NO LITTLE ROCK AR 72116 ATHLETICS, HEALTH, P.E. SUSAN ROSE CITY HENDERSON, LISA 327-1427 1815 TYLER APT 1 CONWAYA R 72032 ADMN. OFFICE HENRY, JIM D. 753-7604 EARLY CHILDHOOD - SPECIAL EDUCATION 5313 N. LOCUST MECHANIC J. NO LITTLE ROCK AR 72116 HENSLEY, PAMELA 327-0299 ROSE CITY HENSLEY, SUSAN 791-0943 AMBOY 36 FRANCES DR ART, ENGLISH CONWAYA R 8, BEG. ART 8 72032 M. #4 NUGGET CR KINDERGARTEN L. NO LITTLE ROCK AR 72118 5600 ALTA VISTA NO LITTLE ROCK HENSON, GUYANA 758-2309 LAKEWOODE LEM HENSON, SANDRA K. 72118 COMPUTER LAB AIDE, CHAPTER I /DISTRICT 851-2060 5 TREVINO DR. ROSE CITY ENGLISH 7 HERMAN, RUSTY 758-3518 126 E. 23RD WAREHOUSE MAINTENANCE HELPER HERRICK, CAROLYN A. 843-2407 16 HUNT LN. ALT CENTER KINDERGARTEN THRU SIXTH HERRING, JOHN C. 753-2794 #60 OAKVIEW DR BUS DRIVER HERRON, CYNTHIA D. 562-8214 #33 HARROW HESS, CARMA L. 758-5701 NORTH HEIGHTS HIBBARD, JANICE 753-1080 BUS DRIVER 1700 GROVE HILL SECRETARY SUE 1925 TOPF RD ADMN. OFFICE MUSIC PROGRAM HIBBLEN, DORIS S. 835-5976 2609 OZARK DR TEACHER NLRHS-09/10 CIVICS, DEPT. CHAIR. HICKMAN, CHRISTINE 945-2709 5013 N WOODLAND ADMN. OFFICE HIPPY PROGRAM ASSISTANT HICKMAN, DOROTHY F. 753-4220 5704 ALTA VISTA INDIAN HILLS LUNCH PERIOD AIDE HICKS, MARYE. MAUMELLE, AR 72113 NO LITTLE ROCK, A 72114 CABOT, AR 72203 NO LITTLE ROCK AR 72116 LITTLE ROCK AR 72209 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72117 NO LITTLE ROCK, A 72118 753-3946 1613 CIRCLEDALE.. NO LITTLE ROCK AR 72116 NLRHS-09/10 G/T FACILITATOR, ENGLISH II, DEPT. CHAIR 31 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT CITY HIGGINS, ELFRIEDE A. 204 BLUEBELL DR. AMBOY FOOD SERVICE ASSISTANT HILL, KIMBERLY P. 758-4013 405 WEST \"M\" ST NORTH HEIGHTS FIRST/SECOND YEARS HODGE, LORETTA 374-7915 2004 EAST 2ND STREET REDWOOD FOOD SERVICE ASSISTANT HODGES, TAMARA 834-1762 105 KING PINE RD BOONE PARK FIRST YEAR HOGAN, AMY D 666-6230 309 ROSETTA DR BOONE PARK FOURTH YEAR HOGAN, BETTY 758-9772 3800 MELLENE NLRHS-09/10 FOOD SERVICE MANAGER HOGAN, KATHLEEN 227-8048 8100 CANTRELL #1106 AMBOY KINDERGARTEN HOKE, CHARLOTTE R. 758-4131 510 WEST \"M\" ST. INDIAN HILLS MULTIPLE HANDICAPPED HOLDERFIELD, CATHY L. 758-1177 324 COLLEGE PARK DR ZIP NO LITTLE ROCK, A 72118 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72114 SHERWOOD, AR 72120 LITTLE ROCK AR 72205 NO LITTLE ROCK AR 72118 LITTLE ROCK AR 72207 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72114 ADMN. OFFICE EVEN START PARAPROFESSIONAL HOLLAND, ANITA Z. 791-0398 31 OAKTREE CR NO LITTLE ROCK AR 72116 CRESTWOOD KINDERGARTEN/FIRST YEAR HOLLAND, MARY R. 945-4703 3 QUILLEN CAFE. OFFICE FOOD SERVICE NO LITTLE ROCK AR 72117 ASSISTANT-SUBSTITUTE HOLLEY, KELLI J. 70 SOMERSET NORTH HEIGHTS HOLLEY, SCHULA M. LUNCH PERIOD NO LITTLE ROCK, A 72118 AIDE 664-4679 1415 SOUTH MARTIN LITTLE ROCK AR 72204 ALT CENTER SOCIAL STUDIES/ALTERNATIVE CENTER HOLLISTER, MARTHA 376-8379 1817 W 16TH BOONE PARK LUNCH PERIOD AIDE HOLLISTER, MARTHA 376-8379 1817 W 16TH BOONE PARK CROSSING GUARD HOLLISTER, MARY J. 376-8379 1817 W 16 PARK HILL LUNCH PERIOD AIDE HOLLISTER, RAY 376-8379 250 MELROSE CR. ROSE CITY ELEM LUNCH PERIOD AIDE 32 NO LITTLE ROCK AR 72114 NO LITTLE ROCK, A 72114 NO LITTLE ROCK AR 72114 NO LITTLE ROCK AR 72114 NAME TELEPHONE LOCATION HOLLISTER, RAY ADDRESS ASSIGNMENT CITY ZIP 562-5032 8701 I-30, APT 96 LITTLE ROCK AR 72209 MECHANIC'S HELPER HOLLOWAY, ANGELA M. 375-5267 612 N. WALNUT NO LITTLE ROCK, A 72114 BOONE PARK FOOD SERVICE ASSISTANT HOLLOWAY, JIMMY R. 835-0245 24 WATERFRONT NO LITTLE ROCK AR 72120 ADMN. OFFICE COMPUTER PROGRAMMER-OPERATOR HOLLOWAY, MARION 753-6006 1420 W. 36TH ST NO LITTLE ROCK AR 72118 LAKEWOODE LEM SECRETARY HOLMES, DARLENE V. 758-4463 1017 NICOLE DR. NO LITTLE ROCK AR 72118 REDWOOD COMPUTER LAB AIDE *49(.50) 11(.50) HOLT, BRENDA S. 679-3299 BOX 61, #16 BOLDEN HILL GUY AR 72061 BARING CROSS SECRETARY HOLT, FRANKIE Y. 834-0197 #5 CUSTER PLACE NO LITTLE ROCK AR 72120 SEVENTH STREET MEDIA SPECIALIST HOMAN, ROSETTA M. 835-4256 8904 WILHITE LANE SHERWOODA R 72120 CENTRAL ELEM FIRST YEAR HONORABLE, CONSTANCE L. 945-9482 122 MORNING GLORY NO LITTLE ROCK, A 72117 RIDGEROAD CUSTODIAN HOPKINS, MYRNA GAIL 758-0526 1020 MCCAIN NO LITTLE ROCK AR 72116 NLRHS-11/12 JOURNALISM, ENGLISH III,YEAR BOOK SPONSOR HOPPER, JACQUELINE M. 758-6319 6301 CAMP ROBINSON H-109 NO LITTLE ROCK AR 72118 SEVENTH STREET COUNSELOR *35(.81)/33(.19) HORNE, JAMES 945-7438 323 TIE PLANT LN NO LITTLE ROCK AR 72117 ROSE CITY ELEM CROSSING GUARD HORTON, DEBORAH J. 835-1439 23 WINDSTONE DRIVE NO LITTLE ROCK AR 72120 CENTRAL ELEM ELEMENTARY COUNSELOR HOUSER, RICHARD C. 988-0090 9226 CENTINAL JACKSONVILLE AR 72076 WAREHOUSE ROOFER HOUSTON, CURTIS A. 771-0457 4720 MASSIE NO LITTLE ROCK A 72118 NLRHS-11/12 LEAD CUSTODIAN HOUSTON, LINDA L. 851-3257 HEMLOCK CTS., #33 NO LITTLE ROCK AR 72114 NLRHS-09/10 FOOD SERVICE ASSISTANT HOWARD, GRACIE L. 2111 FRANKLIN ST. NO LITTLE ROCK, A 72114 AMBOY FOOD SERVICE ASSISTANT 33 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT HOWARD, HARVEY B. 835-7183 1205 KOEHLER CITY NLRHS-09/10 BOYS P.E., ATHLETICS HOWARD, LENORA SUE 835-7183 1205 KOEHLER REDWOOD THIRD YEAR HOWELL, LOU ANN ZIP SHERWOODA R 72116 SHERWOODA R 72116 676-6003 305 E 3RD LONOKE AR 72086 ROSE CITY GIRLS' P.E., HEALTH, CHEERLEADING/COACH, DPT CH HOWELL, NANNETTE LEE 470-0339 #13 VALLEY H LANE MAYFLOWERA R 72106 NLRHS-09/10 ENGLISH I HOYER, JEANE. 758-3704 PARK HILL HUDDLESTON, 758-6281 NLRHS-09/10 HUDSON, BETTY 753-4865 5201 FAIRWAY #7 COUNSELOR 37(.50) JEFFREY R. NO LITTLE ROCK AR 72116 *43(.50) 2410 NORTH BERKLEY ENGLISH I, FOUND. NO LITTLE ROCK AR 72118 ART 5901 JFK BLVD.,APT. 5521 SECRETARY NO LITTLE ROCK AR 72116 ALT CENTER HUDSON, NELL C. 835-1949 ADMN. OFFICE HUDSON, TOMMYW . 7208 PONTIAC DR SECRETARY 778-9316 2444 LEE CR NLRHS-09/10 CIC I, II/TECH ED HUGHES, LOUISE E. 753-5135 5609 TARIL LANE RIDGEROAD FOOD SERVICE ASSISTANT HUMPHREY, JAMES O. 945-9363 #40 CALM LANE RIDGEROAD ATHLETICS, HEALTH, P.E. HUNTER, CAROL F. 771-0882 5901 JFK BLVD, #1621 GLENVIEW KINDERGARTEN HUNTER, CAROLYN 945-3920 724 GRAHAM ST. LYNCH DRIVE LUNCH PERIOD AIDE HUNTER, CHRISTIE A. NO LITTLE BENTON AR NO LITTLE NO LITTLE NO LITTLE NO LITTLE 753-8656 349 GOSHEN NO LITTLE AMBOY SPEECH THERAPIST 31(.90) 45 (.10) HUTCHINSON, CONNIE T. ROCK ROCK ROCK ROCK ROCK ROCK 835-5483 307 N DEVON SHERWOODA R NORTH HEIGHTS COMPUTER LAB AIDE *41(.50) 11(.50) HUTSON, RENEE D. 225-3495 315 SHADOW RIDGE DR LITTLE ROCK AR REDWOOD KINDERGARTEN HYDE, BETTYE L. 455-3166 13300 MEYER ROAD MABELVALE AR MEADOWP ARK CHAPTER I AIDE 34 AR 72116 72015 AR 72118 AR 72117 AR 72116 AR 72117 AR 72116 72116 72211 72103 NAME TELEPHONE LOCATION INGALLS, ASHLEY 753-3993 ALT CENTER INGRAM, ELAINE 227-5754 ADMN. OFFICE INGRAM, RONALD ADDRESS ASSIGNMENT A. 25 SUGAR CREEK BEHAVIOR ADJUSTMENT KAY 19 WOOD HILL DR. SPEECH THERAPIST CITY NLRHS-11/12 IRVING, WANDA 945-1655 6 511 STERLING DR BASKETBALL COACH, WORLD NELL 308 CHERYL PIKE VIEW ISGRIG, KIMBERL. FOOD SERVICE MANAGER 888-6021 10820 DREHER RD. ROSE CITY ENGLISH, 'GT FACILITATOR ISGRIG, MICHAEL 888-6021 ALT CENTER ISGRIG, MICHAEL 888-6021 10820 DREHER ROAD PARAPROFESSIONAL A. 10820 DREHER RD. BUS DRIVER ISRAELITT, JEANINE H. 835-7171 11 WAR EAGLE COURT ZIP NO LITTLE ROCK AR 72116 LITTLE ROCK AR 72211 LITTLE ROCK AR 72204 PROBLEMS NO LITTLE ROCK AR 72114 LITTLE ROCK, AR 72206 LITTLE ROCK AR 72206 LITTLE ROCK, AR 72206 NO LITTLE ROCK AR 72116 RIDGEROAD LIFE SCIENCE, EARTH SCIENCE IVORY, LORINE 565-5325 PARK HILL JACKSON, BETH L. 3115 WARE FOURTH YEAR 834-0008 507 A, OAKDALE ROAD BOONE PARK MR/LD RESOURCE JACKSON, FRANCICAL 374-7979 721 N. HICKORY NORTH HEIGHTS PRINCIPAL-ELEMENTARY JACKSON, GLORIA J. 374-9175 608 HICKORY ST BUS DRIVER JACKSON, HOSEA JR. 374-7979 1008 E. 16TH BUS DRIVER JACKSON, HOSEA JR. 374-7979 1008 E. 16TH LAKEWOODE LEM JACKSON, JANE B. LUNCH PERIOD AIDE LITTLE ROCK, AR 72204 NO LITTLE ROCK AR 72120 NO LITTLE ROCK AR 72114 NO LITTLE ROCK AR 72114 NO LITTLE ROCK AR 72114 NO LITTLE ROCK, A 72114 753-4307 36 DESOTO CIRCLE NO LITTLE ROCK AR 72116 RIDGEROAD EARTH SCIENCE, DEPT. CHAIR JACKSON, KATHRYN L. 758-0453 4408 ARLINGTON NO LITTLE ROCK AR 72116 INDIAN HILLS FOURTH YEAR JACKSON, LORETTA P. 4813 ATKINS NO LITTLE ROCK AR 72117 LYNCH DRIVE FOOD SERVICE ASSISTANT 35 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT CITY JACKSON, SUSIE 664-1729 B. INDIAN HILLS JACKSON, TINA C. 6407 SHERRY DR PRINCIPAL-ELEMENTARY ZIP LITTLE ROCK AR 72204 982-7496 1901 LINDA LANE JACKSONVILLE AR 72076 LYNCH DRIVE DEAF EDUCATION/MR/LO *37/47 JACOBS, DOROTHY J. 372-6501 2710 BATTERY PARK HILL FOOD SERVICE ASSISTANT JACOBS, SONYA Y. 664-7608 1218 WASHINGTON LAKEWOODE LEM EARLY MORNINGA IDE JACOBS, SONYA Y. 664-7608 1218 WASHINGTON LAKEWOODE LEM LUNCH PERIOD AIDE JAMES, JACQUELYN R. 771-4720 605 WEST SCENIC, #L23 NLRHS-09/10 MEDIA AIDE JAMES, MELVIN LITTLE ROCK AR 72206 LITTLE ROCK AR 72204 LITTLE ROCK AR 72204 NO LITTLE ROCK AR 72118 1503 GUM ST. NO LITTLE ROCK, A 72114 PIKE VIEW CUSTODIAN JASPER, THELMA 224-6076 1400 OLD FORGE RD LITTLE ROCK AR 72207 ADMN. OFFICE COORDINATOR EARLY CHILDHOOD PROGRAM JEFFREY, RICHARD L. 2909 STEPHANIE DR. LITTLE ROCK AR 72206 BUS DRIVER JENKINS, GLADYS M. 758-7318 1711 POPLAR ST NO LITTLE ROCK AR 72114 CAFE. OFFICE FOOD SERVICE ASSISTANT-SUBSTITUTE JENKINS, LYNDA G. #5 RHODES AVE. NO LITTLE ROCK AR 72117 JERROD, ERMA MEADOWP ARK BUS DRIVER 706 WALNUT THIRD YEAR JOHNSON, ALMA M. 565-9426 PO BOX 45522 RIDGEROAD JOHNSON, BUFORD 945-7973 WAREHOUSE JOHNSON, BUFORD 945-7973 JOHNSON, CAROLE 758-2530 BOONE PARK JOHNSON, CLARA 376-0035 ADMN. OFFICE SECRETARY L. 816 N. \"D\" ST. GENERAL LABOR L. 816 N. \"D\" ST. SECURITY MONITOR M. P . 0 . BOX 112 4 PARENT/HOMEWORKCE NTER o. 800 BEECH BLDG 4 APT 35 PARAPROFESSIONAL 36 NO LITTLE ROCK AR 72114 LITTLE ROCK AR 72214 NO LITTLE ROCK AR 72114 NO LITTLE ROCK AR 72114 NO LITTLE ROCK AR 72115 NO LITTLE ROCK AR 72114 NAME TELEPHONE LOCATION JOHNSON, DELORIS ADDRESS ASSIGNMENT 372-7256 300 E 13TH ST CITY NLRHS-11/12 FOOD SERVICE ASSISTANT JOHNSON, DONNA M. 758-1181 RT 1 BOX 15-B MEADOWP ARK FIFTH/SIXTH YEARS JOHNSON, ERICA A. ZIP NO LITTLE ROCK AR 72114 SCRANTON AR 72863 945-7251 908 \"G\" ST NO LITTLE ROCK AR 72114 CAFE. OFFICE FOOD SERVICE ASSISTANT-SUBSTITUTE JOHNSON, FRED L. 679-3971 160 JOHNSON LOOP GREENBRIER AR 72058 NLRHS-11/12 INT. ALG., MATH III, ALG. II JOHNSON, JANNIE V. 945-4219 2112 HUNTER RD. NO LITTLE ROCK AR 72117 REDWOOD FOOD SERVICE ASSISTANT JOHNSON, JOYCE M. 375-2244 1305 VINE STREET NO LITTLE ROCK AR 72114 LYNCH DRIVE FOOD SERVICE MANAGER JOHNSON, KARLA A. 664-5746 2420 RIVERFRONT DR., #128 LITTLE ROCK AR 72202 GLENVIEW ELEMENTARY COUNSELOR *46(.50)/42(.50) JOHNSON, KARLA A. 664-5746 2420 RIVERFRONT DR., #128 LITTLE ROCK AR 72202 CRESTWOOD EARLY MORNING AIDE JOHNSON, MARTHA 945-5268 512 PARKDALE SEVENTH STREET LUNCH PERIOD AIDE JOHNSON, MARYL. NO LITTLE ROCK AR 72117 374-4723 1027 E 11TH NO LITTLE ROCK AR 72114 LAKEWOODE LEM PARENT/HOMEWORCKE NTER AIDE JOHNSON, MARY LOUISE 374-4723 1027 E. 11TH ST. LAKEWOODE LEM LUNCH PERIOD AIDE JOHNSON, NADINE 945-9629 GLENVIEW JOHNSON, OZETTA 75 8-6872 NLRHS-09/10 JOHNSON, ROBERT 5113 N. WOODLAND LUNCH PERIOD AIDE #8 GREY CT. COVE ENGLISH I L. 945-9629 GLENVIEW JOHNSON, ROBERT 945-9629 GLENVIEW JOHNSTON, CARL B. 5113 N. WOODLAND EARLY MORNING AIDE L. 5113 N. WOODLAND LUNCH PERIOD AIDE NORTH LITTLE ROCK 72114 NO LITTLE ROCK AR 72117 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72117 NO LITTLE ROCK AR 72117 888-6059 1301 W. DIXON RD., LOT 15 LITTLE ROCK AR 72206 LYNCH DRIVE CUSTODIAN JOHNSTON, CATHY L. 75 3-3855 4800 GREENWAYD .R. NO LITTLE ROCK AR 72116 PIKE VIEW KINDERGARTEN 37 NAME TELEPHONE ADDRESS CITY ZIP LOCATION ASSIGNMENT JONES, CHARLES L. 758-2856 6217 NORTH ALLEN NO LITTLE ROCK AR 72118 NLRHS-11 / 12 ADMINISTRATIVE ASSISTANT-SEC JONES, DAVID A. 376-3967 616 E 7TH ST APT #5 LITTLE ROCK AR 72202 LAKEWOODE LEM SIXTH YEAR JONES, DENISE 945-4403 315 PARKDALE NO LITTLE ROCK AR 72117 LAKEWOODE LEM FOOD SERVICE ASSISTANT JONES, EARNESTINE 945-2736 710 MILLS NO LITTLE ROCK AR 72114 BUS DRIVER JONES, ELLEN M. 835-2935 6713 PONDEROSA NO LITTLE ROCK AR 72116 LAKEWOODM IDDLE COMMUNICATIONS7 /8 JONES, FAITH R. 758-2856 6217 N. ALLEN NO LITTLE ROCK AR 72118 NLRHS-11/ 12 JONES, MARGUERITE PAL, COMPUTER LAB MANAGER, READING TEACHER 753-8046 1704 HAZEL NO LITTLE ROCK AR 72114 CENTRAL ELEM FOOD SERVICE MANAGER JONES, ORVAL GENE 759-2569 RT. 1, BOX 147 BIGELOW AR 72016 ADMN. OFFICE ASST. SUPT.-INSTRUCTIONAL SERVICES JONES, RICKEY E. 834-7204 126 KING PINE RD SHERWOODA R 72120 ROSE CITY ADMINISTRATIVE ASSISTANT JONES, SANDRA A. 753-6555 6009 BUCKLES DR NO LITTLE ROCK AR 72118 PARK HILL FIRST YEAR JONES, SANDRA K. 753-2854 521 WISTERIA NO LITTLE ROCK AR 72118 NLRHS-09/10 SECRETARY JONES, TAMMY L. 835-5829 12441 MARYLANDP LACE SHERWOODA R 72120 BOONE PARK KINDERGARTEN JORDAN, JOSEPH 374-5964 814 NO CEDAR NO LITTLE ROCK AR 72114 SEVENTH STREET EARLY MORNING AIDE JORDAN, JOSEPH 374-5964 814 NO. CEDAR NO LITTLE ROCK, A 72114 SEVENTH STREET PARENT HOMEWORCKE NTER AIDE JORDAN, KATHRYNE A. 945-5858 4604 E. PUCKETT NO LITTLE ROCK AR 72117 ALT CENTER BA AIDE JORDAN, MARCUS D. 375-4127 803 VENTURA LAKEWOODE LEM LEAD CUSTODIAN JORGENSON, LIZBETH A. 758-5290 821 SILVER HILI,,, RD. NORTH HEIGHTS READING RECOVERY 38 LITTLE ROCK, AR 72202 NO LITTLE ROCK AR 72118 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT CITY ZIP JOSHUA, WILLIE 771-4979 E. JR. ADMN. OFFICE JOYCE, SANDRA M. RT. 6, BOX 228 LEAD CUSTODIAN 834-6202 2109 BLACK RIVER RD. NLRHS-11/12 MEDIA CLERK JUCKETT, SANDRA K. 835-6965 1801 E. LEE ADMN. OFFICE SECRETARY-ASST. SUPT. JUKES, REBECCA J. 758-4310 924 W. 45TH ST. NLRHS-09/10 FOOD SERVICE ASSISTANT KAISER, PATRICIA A. 835-6701 #6 CUSTER PLACE NLRHS-09/10 SPECIAL EDUCATION KAUFMAN, DAVID L. 753-0784 4521 NORTH CYPRESS NLRHS-11/12 AMERICAN HISTORY KELLAR, JOHNNY S. 679-5012 P.O. BOX 186 BARING CROSS PRINCIPAL KELLEY, DARLENE W. 945-5178 #12 GOODWIN CR. AMBOY SECOND YEAR KELLEY, NANCY L. 771-44 71 3808 LAKEWOODV ALLEY DR PIKE VIEW FIRST YEAR KELLY, ARTHUR D. 945-4146 1518 W 14TH WAREHOUSE MAINTENANCE HELPER KELLY, SHIRLEY K. 982-2089 24 PRESTON CT PARK HILL THIRD YEAR KELSO, BEVERLY A. 758-8082 4120 ROYAL OAK DRIVE LYNCH DRIVE PRINCIPAL-ELEMENTARY KENNEDY, DINAH L. 753-2548 6304 ALLWOOD NO LITTLE ROCK, A NO LITTLE ROCK AR SHERWOOD, AR FOR STUDENT AFFAIRS NO LITTLE ROCK AR SHERWOOD AR NO LITTLE ROCK AR WOOSTER, AR NO LITTLE ROCK AR NO LITTLE ROCK AR LITTLE ROCK AR JACKSONVILLE AR NO LITTLE ROCK AR NO LITTLE ROCK AR NLRHS-09/10 ALGEBRA I, ALGEBRA II/TRIG KENNEDY, ROGER LEE 945-6070 4708 HAYWOODS T NO LITTLE ROCK AR LAKEWOODM IDDLE CUSTODIAN KETCHER, RENETTA G. 75 3-78 82 21 EAST LAKE NO LITTLE ROCK AR NLRHS-11 / 12 GUIDANCE CLERK KIEKLAK, RONALD J. 758-6092 4613 DAWSON DRIVE NO LITTLE ROCK AR NLRHS-09/10 PSYCHOLOGY, WORLD HISTORY KILLGORE, SHEILA K. 834-8002 9101 WOODBINE SHERWOOD AR RIDGEROAD p .E , ATHLETICS, DEPT. CHAIR. 39 72118 72116 72116 72118 72120 72116 72181 72117 72116 72204 72076 72116 72118 72114 72116 72116 72120 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT KIMBRELL, SHARRON J. 753-4911 5521 CRESCENT NLRHS-09/10 GEOMETRY, INT. ALG. CITY ZIP NO LITTLE ROCK AR 72118 KINCL, ANN B. 758-0888 3108 CLEBURNE PLACE NO LITTLE ROCK AR 72116 ADMN. OFFICE KINCL, CAROLYN 835-6001 NLRHS-11 / 12 KING, ANGELIA M. SUPERVISOR-GIFTED/TALENTED *03/25 L. 917 COULTER SECRETARY 945-8906 100 HEMLOCK COURT ADMN. OFFICE HIPPY PARAPROFESSIONAL KING, JOE D. SHERWOODA R 72116 NO LITTLE ROCK AR 72114 327-2689 P.O. BOX 10287 CONWAYA R 72032 RIDGEROAD EITE KIRBY, CYNTHIA D. 851-1584 10206 POMEGRANATEA VE NO LITTLE ROCK AR 72118 NLRHS-09/10 BIOLOGY, DEPT. CHAIR. KIRBY, MARJORIE H. 753-7089 4007 HILLSIDE DR NO LITTLE ROCK AR 72118 NLRHS-11/12 FOODS/CONS ED, FAM DYNAMICS KIRKWOOD, CATHY S. 945-7824 1124 HEALY NO LITTLE ROCK AR 72117 ROSE CITY MEDIA CLERK (.50) KIRSPEL, KENNETH A. 835-3369 5904 NORTH HILLS BLVD. NO LITTLE ROCK AR 72116 NLRHS-09/10 PRINCIPAL-SECONDARY KLEITSCH, PAMELA A. 758-8849 3911 LOCHRIDGE NO LITTLE ROCK, A 72116 ROSE CITY ELEM SECOND YEAR 512 RICKY RACCOON DR JACKSONVILLE AR KNIGHT, RENA 835-8553 NLRHS-11 /12 KOETTEL, PATTI A. 72076 WORLD HISTORY, DEPT CHAIR 834-2475 11 PATTY LANE SEVENTH STREET KINDERGARTEN KOHLER, CLAIRE M. 227-4740 1921 CALGARY TRAIL BELWOOD FIFTH YEAR KOONE, BARBARA 753-7413 LYNCH DRIVE KOONE, VALARIE 753-7413 723 WEST 'A' FOURTH/FIFTH KAY 723 WEST A CENTRAL ELEM KINDERGARTEN LAIRY, VERDA J. YEARS NO LITTLE ROCK AR 72116 LITTLE ROCK AR 72211 NO LITTLE ROCK AR 72116 NO LITTLE ROCK, A 72116 945-7998 1521 BEN ST. NO LITTLE ROCK, A 72117 ROSE CITY FOOD SERVICE ASSISTANT LAMAR, DIANNA G. 758-1575 2024 ORANGE NO LITTLE ROCK AR 72114 BUS DRIVER 40 NAME TELEPHONE LOCATION LANES, QUILLA M. ADDRESS ASSIGNMENT 835-0509 1620 SARATOGA DR NLRHS-11/12 COUNSELOR LANGFORD, SALLIE F. CITY ZIP NO LITTLE ROCK AR 72116 834-2888 6905 FLINTROCK NLRHS-11/12 SPEECH, DEBATE, NO LITTLE ROCK AR 72116 SR CABINET, BUS. COMM. LANGRELL, GWENNETHK . 835-5521 7824 POWELL SHERWOODA R 72116 AMBOY CHAPTER I AIDE LAREY, JILL A. 6401 GREENBANK NO LITTLE ROCK AR 72118 CRESTWOOD MEDIA SPECIALIST *42/32 LARSON, PAT A. 835-0889 7409 EAGLE PT DR NO LITTLE ROCK AR 72116 NORTH HEIGHTS FIFTH YEAR LASHBROOK, BARBARA J. 834-6339 300 INDIANHEAD COVE, #50 NO LITTLE ROCK, A 72120 ALT CENTER TEACHER AIDE LASTER, GREGORY L. 945-5789 2114 EDMONDS ST. NO LITTLE ROCK AR 72117 CAFE. OFFICE WAREHOUSEA SSISTANT, FOOD SERVICE LAWHON, JILL M. 455-0016 12021 BLACK WALNUT CR LITTLE ROCK AR 72209 Al-'.iBOY SECOND YEAR LAWRENCE, JUNE 771-1032 3600 NORTH HILLS BLVD NLRHS-09/10 CCVE, 1/2 ACT DIRECTOR LEBLANC, ANN-MARIE 791-0901 143 PLAINVIEW CIRCLE NLRHS-11/12 SPEECH TEACHER LEE, BRENDA K. 376-8996 800 N BEECH BLDG 1 APT13 NLRHS-09/10 FOOD SERVICE ASSISTANT LEE, DEBORAH A. 562-8468 11121 LEGION HUT RD. BOONE PARK FOOD SERVICE MANAGER LEE, GLORIA 753-3275 2208 W. 38TH BELWOOD LEE, GLORIA 753-3275 BELWOOD LEE, HELENE. 835-6229 PIKE VIEW LEE, HELENE. 835-6229 PIKE VIEW LEE, PHILIP E. LUNCH PERIOD AIDE 2208 W. 38TH EARLY MORNING AIDE 1206 KOEHLER EARLY MORNING AIDE 1206 KOEHLER CHAPTER I AIDE NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72114 MABELVALEA R 72103 NO LITTLE ROCK, A 72118 NO LITTLE ROCK AR 72118 SHERWOODA R 72116 SHERWOODA R 72116 228-7755 #4 JOSEPHINE C~T LITTLE ROCK AR 72211 NLRHS-09/10 PHYSICAL SCIENCE, BIOLOGY 41 NAME TELEPHONE LOCATION LEFEAR, BILL 223-0626 RIDGEROAD LEFEAR, BILL ADDRESS ASSIGNMENT 3009 DORSET DR. COACH, GEOG. 223-0626 3009 DORSET DR BUS DRIVER LEMOINE, BURTON A. CITY ZIP LITTLE ROCK, AR 72204 LITTLE ROCK AR 72204 753-2058 5004 STRATFORD RD. NO LITTLE ROCK AR 72116 BUS DRIVER LENARD, IZIH JR. 666-0867 1505 W. TWIN LAKES DR. BUS DRIVER LEWIS, FRANCIS LITTLE ROCK, AR 72205 835-7287 6308 CHIPPEWA NO LITTLE ROCK AR 72116 LAKEWOODM IDDLE GIRLS P.E.,/ATHLETICS LEWIS, LINDA S. 945-5464 119 BLENDEN NO LITTLE ROCK, A 72117 NLRHS-09/10 CUSTODIAN LEWIS, NAVEDA D. 753-6276 704 EAST MILITARY NO LITTLE ROCK, A 72118 LAKEWOODE LEM BEHAVIOR ADJUSTMENTA IDE LEWIS, STELLA M. 753-6766 4615 ORANGE ST. NO LITTLE ROCK AR 72118 AMBOY FOOD SERVICE ASSISTANT LILES, CAROLE G 758-7724 4421 GREENWAYD R NO LITTLE ROCK AR 72116 NORTH HEIGHTS SECOND/THIRD YEARS LILLY, CAROLYN SUE 758-7132 10750 CRYSTAL HILL RD.,K MAUMELLE, AR 72113 ROSE CITY ELEM FOURTH/FIFTH YEARS LIPSMEYER, L. LOUENE 664-2244 312 NO. WOODROWST . LITTLE ROCK AR 72205 CENTRAL ELEM SIXTH YEAR LISTER, KATHY L. 568-3640 8004 DANWOOD LITTLE ROCK AR 72204 NLRHS-11/12 CHEMISTRY LITTLE, DARLENE C. 568-9420 5702 TRENTON LITTLE ROCK AR 72209 NLRHS-09/10 SPECIAL EDUCATION LIVELY, BOBBYE 758-3716 2821 DELMAR NO LITTLE ROCK AR 72116 LAKEWOODM IDDLE SECRETARY LOFTON, DWIGHT A. 758-6955 5901 J.F.K. APT. 3322 NO LITTLE ROCK AR 72116 NLRHS-09/10 CIVICS, ATHLETICS, WORLD PROBLEMS LONDON, CYNTHIA C. 834-3171 3610 E. MARYLAND# 1313 SHERWOODA R 72120 ROSE CITY SPEECH THERAPIST LONG, GAYEL. 758-7384 3516 N. OLIVE ST NO LITTLE ROCK AR 72116 NORTH HEIGHTS SPEECH THERAPIST *41/24 42 .... NAME TELEPHONE LOCATION LONG, MARY P. 945-0674 NLRHS-09/10 LOOMIS, NANCY 834-3270 PARK HILL ADDRESS ASSIGNMENT .2313 LANSBROOK CCVE L. 502 AUTUMNBROOKC R. CHAPTER I AIDE LOPEZ, CHARLENE L. 758-3497 5513 GRANBY RD REDWOOD MR/LO RESOURCE CITY ZIP NO LITTLE ROCK AR 72117 NO LITTLE ROCK AR 72120 NO LITTLE ROCK AR 72118 LOTT, LISA M. 228-5425 RIDGEROAD LOVE, CAROLYN 758-0500 AMBOY 90 WOODLORE CR LITTLE ROCK AR 72211 ENGLISH/SOCIAL STUDIES, STUDENT COUNCIL ADVISOR 4401 SCHAER ST NO LITTLE ROCK AR 72118 FOOD SERVICE MANAGER 2010 CRUTCHER NO LITTLE ROCK AR 72114 LOWE, BETTY A. 758-06 65 AMBOY EARLY MORNING DUTY AIDE LOWE, CAROLYN W. CAFE. OFFICE LOWE, CATHERINE 664-3730 RIDGEROAD LOWE, KAYE 753-0439 CENTRAL ELEM LUCAS, REVA 945-2018 REDWOOD LUTES, SALLY 223-8707 REDWOOD ANN LUTHY, FRED A. 2501 N FRANKLIN OFFICE SECRETARY-FOOD T. 9 BEVERLY PLACE FRENCH 6605 ALLWOOD PRINCIPAL-ELEMENTARY 2603 E. WASHINGTON LUNCH PERIOD AIDE 4710 SAM PECK RD #1020 SIXTH YEAR NO LITTLE ROCK AR 72114 SERVICES LITTLE ROCK AR 72207 NO LITTLE ROCK AR 72118 NO LITTLE ROCK A 72114 LITTLE ROCK AR 72212 753-0104 4008 MELLENE NO LITTLE ROCK AR 72118 NLRHS-09/10 LEAD CUSTODIAN LYBARGER, CINDY L. 753-4124 5416 BELLE POINT NO LITTLE ROCK AR 72116 CENTRAL ELEM CHAPTER I COMPUTER LAB AIDE LYMAN, JOYCE 227-9127 41 FOREST CR. LITTLE ROCK AR 72211 LAKEWOODM IDDLE LIFE SCIENCE, EARTH SCIENCE LYNCH, NANCY 945-3811 6613 WHIPPORWILL NO LITTLE ROCK AR 72117 LYNCH DRIVE FOOD SERVICE ASSISTANT LYONS, FREDERICK D. 753-9598 804 \"I\" ST. DIXIE ADD NO LITTLE ROCK AR 72114 NORTH HEIGHTS CROSSING GUARD LYONS, FREDERICK D. 817 W. 53RD NO LITTLE ROCK, A 72114 NORTH HEIGHTS CUSTODIAN 43 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT MACKLIN, DIANA LYNN 843-4317 17 LINDULAKE DRIVE PIKE VIEW FIFTH YEAR MAGNESS, SHIRLEY V. 945-1950 2 WRIGHT CR LYNCH DRIVE SECRETARY MAHER, JIMMY D. 470-0376 #29 CIRCLE DR. WAREHOUSE MAINTENANCE HELPER MALONE, FRANCES 224-6675 REDWOOD MALONE, FRANCES 224-6675 REDWOOD N. 3306 BOYD SELF CONTAINED MR N. 3306 BOYD EARLY MORNING AIDE MANN, PAMELA ROSE 758-3442 210 W. 51ST ST. BUS DRIVER K. 612 W 36TH CITY MANNING, SHEILA 771-2250 CENTRAL ELEM MANZ, ALEXANDER 568-6901 NLRHS-09/10 MARLIN, CAROLYN FOOD SERVICE ASSISTANT A. 5911 TIMBERSIDE RD. GERMAN I,II (.50) 945-4860 503 WATER ROSE CITY ELEM THIRD YEAR MARSHALL, LEONARD E. 376-8306 800 BEECH, APT. #45 BUS DRIVER MARSHALL, LEONARD E. 376-8306 800 BEECH ST, APT #45 RIDGEROAD FOOD SERVICE ASSISTANT MARSHALL, NANCY L. 851-4837 3 CRYSTAL MTN. LANE SEVENTH STREET MR/LD RESOURCE MARSHALL, SHIRLEY A. 375-4064 P.O. BOX 4652 ROSE CITY SPECIAL EDUCATION MARSHALL, TWANA D. ZIP CABOT AR 72023 NO LITTLE ROCK AR 72117 MAYFLOWER, AR 72106 LITTLE ROCK AR 72204 LITTLE ROCK, AR 72204 NO LITTLE ROCK AR 72118 NO LITTLE ROCK, A 72118 LITTLE ROCK AR 72204 NO LITTLE ROCK AR 72117 NO LITTLE ROCK, A 72114 NO LITTLE ROCK AR 72114 MAUMELLE, AR 72113 LITTLE ROCK AR 72204 376-1735 1816 PARKER NO LITTLE ROCK, A 72114 ROSE CITY ELEM FOOD SERVICE ASSISTANT MARTIN, BETTY F. 753-1467 1108 NELBROOK NO LITTLE ROCK AR 72118 ALT CENTER TEACHER AIDE MARTIN, BRENDA K. 982-2991 26 WRIGHT CIRCLE JACKSONVILLE AR 72076 PIKE VIEW MEDIA SPECIALIST MARTIN, CALVIN J. 374-5942 1204 PARK DR NO LITTLE ROCK AR 72114 SKILLS CENTER LEAD CUSTODIAN 44 NAME. TELEPHONE LOCATION ADDRESS ASSIGNMENT 607 HEMPHILL CITY MARTIN , CARVIN. 835-9078 NLRHS-11 / 12 MARTIN, DEBORAH 945-1312 NLRHS-09/10 MARTIN, JAMES JR. MAINTENANCE CUSTODIAN 5223 SO. WOODLAND LEAD CUSTODIAN 945-1312 5223 SO. WOODLAND GLENVIEW CUSTODIAN MARTIN, LETITIA R. 834-1469 7907 PINTO TRAIL ADMN. OFFICE INSTRUCTIONAL COMPUTER MARTIN, MICHAEL L. 897-4710 P.O. BOX 174 NORTH HEIGHTS CUSTODIAN MARTIN, MICHELLE V. 945-0092 1101 W. 22ND SEVENTH STREET FOOD SERVICE MANAGER MARTIN, NANCY A. 771-4983 3420 FIESTA PARK HILL EARLY MORNING AIDE MARTIN, NANCY A. 771-4983 3420 FIESTA PARK HILL PARENT/HOMEWORKC ENTER MARTIN, TERI L. 834-2800 LAKEWOODE LEM MARTIN, VALERIE 791-0120 AMBOY MARTIN, YOLANDA 2500 SEMINOLE TRAIL THIRD YEAR D. 431 MCCAIN, RC-F21 LUNCH PERIOD AIDE ZIP SHERWOODA R 72120 NO LITTLE ROCK AR 72117 NO LITTLE ROCK AR 72117 SHERWOODA R 72116 COORDINATOR WRIGHTSVILLE AR 72183 NO LITTLE ROCK AR 72114 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 AIDE NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 945-4299 400 N. PALM, APT. 73 NO LITTLE ROCK AR 72117 ALT CENTER FOOD SERVICE ASSISTANT MASCUILLI, KATHY L. 221-1262 15 RED MAPLE COURT ROSE CITY ELEM SECOND/THIRD YEARS ~lASCUILLI, SAM JOSEPH LITTLE ROCK, AR 221-1262 15 RED MAPLE CT LITTLE ROCK AR NLRHS-11/12 PSYCHOLOGY, PEER LEADERSHIP, TENNIS MASSEY, BILLIE JUNE 72211 72211 753-7727 4501 LAKEVIEW RD NO LITTLE ROCK AR 72116 INDIAN HILLS SECRETARY-ELEMENTARY* 48/38 MASSEY, CHARLOTTE A. 834-3265 7817 NORTH HILLS NO LITTLE ROCK AR 72116 LAKEWOODM IDDLE KEYBOARDING, DEPT CHAIR *25/26 MASSEY, JERRY D. 834-3265 7817 NORTH HILLS BLVD. NO LITTLE ROCK AR 72116 ADMN. OFFICE DIRECTOR, SCHOOL PLANT SERVICES MASTERSON, OSCAR E. 843-2212 #12 LINDULAKE RD CABOT AR 72023 WAREHOUSE HEATING \u0026amp; A/C MAINTENANCE 45 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT MATTHEWS, ANNETTE 851-3159 13 OAK FOREST LOOP CITY ADMN. OFFICE VOCATIONAL EVALUATOR MATTHEWS, BETTIANNE H. 851-2567 14708 LONE PINE RD CENTRAL ELEM SIXTH YEAR MATTOCKS, JUANITA 116 PULASKI ST. SEVENTH STREET LEAD CUSTODIAN MATTOX, MARGIE 771-0358 4716 BUNKER HILL DR SEVENTH STREET FIRST/SECOND YEARS MAXAM, DENISE G. 835-5089 6904 INCAS INDIAN HILLS KINDERGARTEN MAXWELL, JIMMY L. 834-3463 6328 HOPI BOONE PARK EARLY MORNING AIDE MAXWELL, JIMMY 834-3463 L. BOONE PARK MAXWELL, SARAC. 6328 HOPI MEDIA 834-3463 6328 HOPI NLRHS-09/10 SPECIAL EDUCATION MAY, FAYE LOUISE 835-3052 6301 IROQUOIS INDIAN HILLS FOOD SERVICE MANAGER MAYERHOFF, CAROLL. 851-8760 #1 HOGAN DR. AMBOY SECOND/THIRD YEARS MCADAMS, CAROL ANN ZIP MAUMELLEA R 72113 NO LITTLE ROCK AR 72118 JACKSONVILLE AR 72076 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 MAUMELLEA R 72113 664-7419 2006 CANAL POINTE LITTLE ROCK AR 72202 NLRHS-11/12 DRAMA II, III, IV, PR SPEECH/DRAMA, DEPT. CHAIR MCAFEE, MARJORIE E. 225-7491 47 KINGSBRIDGE WAY LITTLE ROCK AR 72212 NLRHS-09/10 ALG. I, INT. ALG. MCALPINE, MARVA L. 223-2486 13419 POMPANO DR LITTLE ROCK AR 72211 LAKEWOODE LEM SECOND YEAR MCCANN, CONNIE S. 851-3772 50 OPHELIA DR MAUMELLE, AR 72113 NLRHS-09/10 DWG. I, II, FOUND. IN ART *13/25 MCCAULEY, GLORIA L. 753-3737 4904 N VINE NO LITTLE ROCK AR 72116 ADMN. OFFICE SECRETARY MCCLAIN, VIVIAN D. 568-4999 9500 SO HEIGHTS, #139 LITTLE ROCK AR 72209 CAFE. OFFICE FOOD SERVICE ASSISTANT-SUBSTITUTE MCCLINTON, JANE P. 835-1586 7905 BEECHFIELD NO LITTLE ROCK AR 72116 PIKE VIEW SECOND YEAR 46 NA..E TELEPHONE LOCATION s. ADDRESS ASSIGNMENT CITY ZIP MCCOLLUM, ANN 758-2434 NLRHS-09/10 MCCOLLUM, LEAH 758-9410 GLENVIEW MCCONNELL, AVA 4521 AUSTIN DR GUIDANCE COUNSELOR NO LITTLE ROCK AR 72116 B. 5901 JFK BLVD. APT 5533 NO LITTLE ROCK, A 72116 FIRST/SECOND YEARS 945-2735 509 ELLEN DR NO LITTLE ROCK AR 72117 ROSE CITY MCCONNELL, GAIL 221-9512 AD.MN. OFFICE MCCORD, AUBREY FOOD SERVICE MANAGER SUZANNE 720 BOW~JANR D. LITTLE ROCK AR 72211 SPEECH THERAPIST EARLY CHILDHOOD PROGRAM I. 758-5015 2020 AUGUSTA CUSTODIAN NO LITTLE ROCK, A 72114 AMBOY MCCORKLE, RUTH A. 753-6020 5700 SUMMERTREE #SG12 NO LITTLE ROCK AR 72116 GLENVIEW SELF CONTAINED MR MCCOY, DARRELL G. 834-8187 101 SPRINGOAK ST SHERWOODA R 72120 NLRHS-11/12 DRAFTING I, II, MATH II MCDONALD, PATRICIA A. 771-0355 6301 CAMP ROBS RD A-153B NO LITTLE ROCK AR 72118 LAKEWOODM IDDLE COMPUTERL AB MANAGER* 25/24 MCDONALD, PATRICIA S. 753-4263 3004 MARTINEAU NO LITTLE ROCK AR 72116 LAKEWOODM IDDLE MEDIA SPECIALIST MCDOWELL, LAURAL. 758-1785 4201 BUNKER HILL NO LITTLE ROCK AR 72116 LAKEWOODM IDDLE HEALTH, DEPT. CHAIR. MCDOWELL, ROYS. 374-4602 722 SHERMAN LITTLE ROCK AR 72202 NLRHS-09/10 COMP SPEECH, DRAMA I, II, DEPT CHAIR MCELROY, GAYLA D. 945-1682 4812 HAYWOOD NO LITTLE ROCK AR 72117 FOOD SERVICE ASSISTANT R. ROSE CITY MCGEE, SHIRLEY 753-2241 5124 CHANDLER NO LITTLE ROCK AR 72118 PIKE VIEW MCGHEE, LAURA T. COMPUTER LAB AIDE - CHAPTER I .SO/DISTRICT .SO 758-6468 #5 VALERIE COURT LAKEWOODM IDDLE GEOGRAPHY, STUDENT MCGINLEY, DONNAS K. 851-3978 10216 CLEMATIS NLRHS-11/12 OHE, OHE LAB, INT. MCGINNIS, CAROLYN SUE 843-8299 16 SUNSET LANE BOONE PARK FIFTH/SIXTH YEARS MCGLOTHIN, DENA 758-0795 3724 LOCHRIDGE LAKEWOODM IDDLE ENGLISH 7, ACTIVITY 47 NO LITTLE ROCK AR 72118 COUNCIL NO LITTLE ROCK AR 72118 REL/PARENT CABOT AR 72023 NO LITTLE ROCK AR 72116 DIRECTOR II I NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT RT. 4, BOX 486C LUNCH PERIOD AIDE MCGUIRE, BESSIE 945-7080 CENTRAL ELEM MCGUIRE, LUVENIA 945-7080 RT. 4, BOX 486C CENTRAL ELEM LUNCH PERIOD AIDE MCKAIG, ANN C. 753-6371 ALT CENTER MCKINLEY, DAVID 2517 FRANKLIN PARAPROFESSIONAL 562-5321 8222 SPANISH RD BUS DRIVER MCMILLEN, MARTHA B. 679-4844 46 ROBINSON RD. ADMN. OFFICE HOMEBOUNDTE ACHER MCMILLION, KATHRYN L. 753-8972 100 ARIZONA AVE. REDWOOD CHAPTER I AIDE MCMORAN, JULIE A. CITY ZIP NO LITTLE ROCK AR 72117 NO LITTLE ROCK AR 72117 NO LITTLE ROCK AR 72114 LITTLE ROCK AR 72209 GREENBRIER, AR 72058 NO LITTLE ROCK AR 72118 758-4383 4405 WESTRIDGE DR NO LITTLE ROCK, A 72116 CRESTWOOD FOOD SERVICE MANAGER MCMUNN, KIMBERLY D. 758-6121 5204 SCHAER NO LITTLE ROCK, A 72118 WAREHOUSE SAFETY COORDINATOR MCMURRY, JAMES A. JR. 835-7624 132 VERONAC IRCLE SHERWOODA R 72116 NLRHS-11/12 MARKETING MGT., FASH. MERCH. MCMURRY, NANCY R. 835-7624 132 VERONAC IRCLE SHERWOODA R 72116 NLRHS-11/12 MEDIA SPECIALIST MCPHERSON, DAVID M. 327-2302 1905 BERRY PLACE CONWAYA R 72032 BARING CROSS CCE COORDINATOR MCPHERSON, JO ELLEN 327-2302 1905 BERRY PLACE CONWAYA R 72032 BARING CROSS SELF-CONTAINED MR MCRAE, CHRISTINE C. 666-0020 3230 OZARK ST. LITTLE ROCK AR 72205 NLRHS-11/12 GT FACILITATOR, ENGLISH III, IV MEABON, LEVERTA 945-5144 P.O. BOX 17003 NO LITTLE ROCK AR 72117 GLENVIEW COMPUTER LAB AIDE - CHAPTER I .SO/DISTRICT .50 MEDLEY, JAMES H. 4218 W. 25TH SEVENTH STREET CROSSING GUARD MELTON, CYNTHIA SUE 758-0176 5 FOXBORO CT. AMBOY MR-LD RESOURCE MENARD, THELMA LITTLE ROCK, AR 72203 NO LITTLE ROCK AR 72118 758-7948 602 W 22ND NO LITTLE ROCK AR 72114 NLRHS-11/12 FOOD SERVICE ASSISTANT 48 NAME TELEPHONE LOCATION MEYERS, YVETTE ADDRESS ASSIGNMENT 982-0639 1310 SMITHWICK #235 GLENVIEW CHAPTER I AIDE MICHAEL, KAY C. 221-1577 701 CEDAR RIDGE DR. NORTH HEIGHTS KINDERGARTEN MILLER, MARY C. CITY ZIP JACKSONVILLE AR 72076 LITTLE ROCK AR 72211 753-7429 6501 RUSTIC LN NO LITTLE ROCK AR 72118 PIKE VIEW LUNCH PERIOD AIDE MILLER, SUSAN M. 663-1116 2815 N. PIERCE LITTLE ROCK AR 72207 NLRHS-09/10 SPEECH THERAPY MILLS, DEAN W. 758-0584 3805 ORANGE ST NO LITTLE ROCK AR 72118 ADMN. OFFICE VOCATIONAL PARA-PROFESSIONAL MISEE, TOMMYH . 327-0747 272 MILLPOND DR CONWAYA R 72032 WAREHOUSE LEAD PLUMBER MITCHELL, DEBORAH A. 753-2886 3906 HILLSIDE DR NO LITTLE ROCK AR 72118 BOONE PARK CHAPTER I AIDE MITCHELL, RUBY F. 753-4863 610.9 GREEN BANK RD NO LITTLE ROCK AR 72118 ADMN. OFFICE SUPERVISOR OF BOOKKEEPING MITCHELL, TERESA D. 663-9372 2400 RIVERFRONT #1234 LITTLE ROCK AR 72202 CENTRAL ELEM SPECIAL EDUCATION MOMPHREY, BETTY J. 945-8172 2910 E. 2ND ST. NO LITTLE ROCK AR 72114 CENTRAL ELEM FOOD SERVICE ASSISTANT MONK, E. CAROL 771-0165 5431 PIKE AVE. NO LITTLE ROCK, A 72118 AMBOY 1/2 PARENT CTR COOR-1/2 MEDIA CLERK *31/49 MONTGOMERYN, ANCYA . 753-6009 4505 DAWSON DR NO LITTLE ROCK AR 72116 REDWOOD FIRST YEAR MOODY, SHARI R. 771-0368 6208 EAST RIDGE NO LITTLE ROCK AR 72118 BOONE PARK FIRST YEAR MOODY, SHERLENE 961-1728 CAFE. OFFICE MOORE, CARL 758-4896 NLRHS-11 / 12 MOORE, KAY A. 758-0474 BOONE PARK 908 WHITEHEAD WAREHOUSEM ANAGER 222 EAST E. ST AMERICAN HISTORY, 6509 ALLWOOD H.O.T.S. TEACHER MOORE, MARGARETL . NO LITTLE ROCK AR 72117 NO LITTLE ROCK AR 72116 PSYCHOLOGY NO LITTLE ROCK AR 72118 851-1217 #7 PAR DR. MAUMELLEA R 72113 LAKEWOODM IDDLE LIFE SCIENCE, EARTH SCIENCE, PAWS, DEPT. CHAIR. 49 NAME TELEPHONE LOCATION MOORE, NANCY H. ADDRESS ASSIGNMENT CITY ZIP 224-9730 17 WALNUT VALLEY DR LITTLE ROCK AR 72211 ALT CENTER PSYCHOLOGIST - ALTERNATIVE SCHOOL MORGAN, ANNIE M. 661-1761 66 FLAG RD LITTLE ROCK AR 72205 LAKEWOODE LEM THIRD YEAR MORRIS, DANA L. 835-7859 114 ALMOND COVE NO LITTLE ROCK AR 72116 BELWOOD FIRST YEAR MORRIS, JAMES C. 851-7565 112 OAK RIDGE COVE MAUMELLEA R 72113 ADMN. OFFICE DIRECTOR OF PERSONNEL MORRIS, JOHNNY LEE 771-4670 4901 VAUGHN NO LITTLE ROCK AR 72118 BUS MECHANIC MORRIS, NANCY E. 888-2789 74 INDIAN SPRINGS DRIVE ALEXANDER AR ADMN. OFFICE SECRETARY, COMPUTER SERVICES MORRIS, PATSY S. 758-3551 1809 MILLCREEK RD LAKEWOODM IDDLE MATH 8, PRE-ALGEBRA MORRISON, CHARLES W 835-5214 108 CALLAWAY WAREHOUSE LEAD CARPENTER MORROW, JANET LEA 796-8401 31 GOFF LAKEWOODE LEM FIFTH/SIX YEARS MORROW, NORMA J. 753-4546 2221 CRESTWOODR D AMBOY SIXTH YEAR MURDAUGH, DOTTIE A. 835-4193 6609 CURRY CT INDIAN HILLS FIRST YEAR MURPHY, BEN 945-0810 ROSE CITY ELEM MUSE, JANICE M. 835-4535 600 WATER CROSS ING GUARD 7924 CLAREMONT NORTH HEIGHTS CLERK/OFFICE *41/44 MUSHINSKI, JO ANN NO LITTLE ROCK 8, ALGEBRA 8 SHERWOODA R VILONIA AR NO LITTLE ROCK NO LITTLE ROCK NO LITTLE ROCK, SHERWOODA R 72002 AR 72116 72120 72173 AR 72116 AR 72116 A 72117 72116 771-0581 6513 ROLLING HILLS DR NO LITTLE ROCK AR 72118 ADMN. OFFICE SECRETARY, ASST. SUPT.-BUSINESS SERVICES MYERS, DOROTHY I. 982-9259 15 FOXFIRE COVE JACKSONVILLE AR NLRHS-09/10 SPECIAL EDUCATION NAGEL, HAMIYET 988-5461 NLRHS-09 /10 NARKINSKY, JOHN 835-1122 NLRHS-11/12 4506 MADDOXR D #6 BIOLOGY c. 500 BURNTWOOD FOOTBALL COACH, 50 JACKSONVILLE AR SHERWOODA R MATH II, III 72076 72076 72116 NAME TELEPHONE LOCATION s. ADDRESS ASSIGNMENT CITY ZIP NAYLOR, JANET 835-1883 6401 PAWNEE NO LITTLE ROCK AR 72116 ADMN. OFFICE NELSON, LAURAL. VOCATIONAL PARA-PROFESSIONAL 758-5610 116 LATONA LANE, APT. #26 NO LITTLE ROCK, A 72118 CAFE. OFFICE FOOD SERVICE ASSISTANT-SUBSTITUTE NELSON, NORMAL. 868-5494 8302 HIDDEN VALLEY ROAD LYNCH DRIVE FIFTH/SIXTH YEAR NESBITT, TOMMIE W. 375-1943 #26 GRANITE MTN. CR. BUS DRIVER NESS, MARGARETA . 835-6291 5716 WOODRIDGEL N ADMN. OFFICE SECRETARY NEUMEIER, SHANON KAY 851-1861 32 VICTORIA SEVENTH STREET FOURTH YEAR NICHOALDS, DELLA M. 758-9072 P.O. BOX 1328 ROSE CITY SAC MANAGER NICHOLS, JOYCE J. 224-7485 111405 MARA LYNN #14 PIKE VIEW MR/LD RESOURCE NIVENS, CORA A. 565-7770 7019 REDWOODD R MEADOWP ARK SECONDY EAR NOAH, JUDY G. 834-2909 108 ROBIN GLEN NLRHS-09/10 SPECIAL EDUCATION NOBLETT, BARBARA J. 961-9469 615 DORTCH LOOP BUS DRIVER NOBLETT, BARBARA J. 961-9469 615 DORTCH LOOP BARING CROSS SPECIAL EDUCATION AIDE NOEL, MINNIE M. LITTLE ROCK AR 72212 LITTLE ROCK, AR 72206 SHERWOODA R 72120 MAUMELLE, AR 72113 LITTLE ROCK AR 72203 LITTLE ROCK AR 72211 LITTLE ROCK AR 72209 SHERWOODA R 72120 NO LITTLE ROCK AR 72117 NO LITTLE ROCK AR 72117 758-4468 3703 MCCAIN DR., #K NO LITTLE ROCK, A 72116 NORTH HEIGHTS FOOD SERVICE ASSISTANT NOEL, TERRY P. 758-4468 3703 K MCCAIN PARK DR NO LITTLE ROCK AR 72116 INDIAN HILLS CROSSING GUARD NOLAND, JOHN M. 834-3503 2118 N. MAIN NO LITTLE ROCK AR 72114 NLRHS-09/10 COMMUNICATIONSU R., DRAMAI NORMAN, VIRGINIA L. 835-1355 2604 SEMINOLE TR NO LITTLE ROCK AR 72116 CENTRAL ELEM KINDERGARTEN/FIRST NORWOOD, CAROL R. 834-2526 #1 SHELLEY RD., APT. 512 SHERWOOD, AR 72120 BOONE PARK THIRD/FOURTH YEARS 51 NAME TELEPHONE LOCATION NOVAK, BONNIE 843-0255 E. ADDRESS ASSIGNMENT . P O BOX 190 BOONE PARK FIFTH YEAR NUNLEY, THERON S. 601 CENTER NORTH HEIGHTS FIFTH/SIXTH O'DELL, CONNIE J. YEARS 676-2911 RT. 3, BOX 301-10 NORTH HEIGHTS FOURTH YEAR O'DELL, DAVID W. CITY 676-2911 REMINGTON RT3, BOX 301-10 WAREHOUSE MAINTENANCE HELPER OBERLE, SANDRA J. 835-0561 30 JACKSON OAKS PIKE VIEW FIRST YEAR ODOM, BARBARA C. 753-4027 1310 W 49TH GLENVIEW FOOD SERVICE ASSISTANT ODOM, FELICIE P. 758-4531 6608 GREEN BANK RD ROSE CITY ELEM FIRST YEAR OGDEN, CLARENCE LEE JR. 834-7254 114 HEMLOCK WAREHOUSE MAINTENANCE HELPER OGDEN, JOY FAYE 843-4917 41 BRIARWOOD CENTRAL ELEM LEAD CUSTODIAN OLIGER, BEVERLY C. 842-1920 85 QUEENS RD LAKEWOODM IDDLE ENGLISH *25/24 OLIGER, JANELLE 753-8898 5709 MARION BOONE PARK SECRETARY ORMAN, LELA G. 490-0651 6405 PECAN ROSE CITY FOOD SERVICE ASSISTANT ORR, ROBERT C. 835-4627 1201 LOOP RD. ALT CENTER MATH 7-12 OTWELL, D. SHARON 221-7193 #3 TREASURE HILL CR ROSE CITY CCVE PACE, SHERRYL. 1403 STARFIELD NORTH HEIGHTS SECOND YEAR PAPINEAU, DEBORAH A. 851-7124 #1 OAK FOREST LANE BOONE PARK SELF CONT. B.A. PARKER, BENJAMIN 945-2095 6520 MEDFORD MEADOWP ARK LUNCH PERIOD AIDE 52 ZIP CABOT AR 72023 CONWAY, AR 72032 LONOKE AR 72086 LONOKE AR 72086 NO LITTLE ROCK AR 72120 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72118 SHERWOODA R 72120 CABOT AR 72023 ENGLAND AR 72046 NO LITTLE ROCK AR 72118 LITTLE ROCK, AR 72206 NO LITTLE ROCK, A 72120 LITTLE ROCK AR 72205 NO LITTLE ROCK AR 72116 MAUMELLEA R 72113 NO LITTLE ROCK AR 72117 NAME TELEPHONE LOCATION PARKER, BENJAMIN ADDRESS ASSIGNMENT CITY ZIP 945-2095 6520 MEDFORD NO LITTLE ROCK AR 72117 MEADOWP ARK CROSSING GUARD PARKER, BRENDA A. 791-0872 2000 PARKWAY VLGE, #305 NO LITTLE ROCK RIDGEROAD CUSTODIAN PARKER, BRENDA SUE 835-9655 #48 TENNYSON CT NO LITTLE ROCK INDIAN HILLS PHYSICAL THERAPIST 48/30 PARKER, EDITH F. 945-0189 2000 PARKWAY, #539 NO LITTLE ROCK CAFE. OFFICE FOOD SERVICE ASSISTANT-SUBSTITUTE PARKER, MARY ANN 982-5839 6309-10 PETERS RD CRESTWOOD FOOD SERVICE MANAGER PARKER, RENITA G. 565-7543 6804 ASHER AVE., APT. 62 PIKE VIEW SIXTH YEAR PARSLEY, CARRIE A. 758-7819 200 LEE ST MEADOWP ARK SPECIAL EDUCATION PARTRIDGE, PATRICIA J. 771-2041 4528 VALLEY BROOK ALT CENTER WORK SKILLS, CO PAUL, MARSHA Y. 227-4055 8002 EVERGREEN SEVENTH STREET PRINCIPAL-ELEMENTARY PEACOCK, MARY K. 835-7763 1704 OKMULGEE SEVENTH STREET LUNCH PERIOD AIDE PEARSON, JAMES E. 835-4711 7608 TOMAHAWKD R CAFE. OFFICE DIRECTOR, SCHOOL FOOD PEARSON, PATSY JACKSONVILLE AR LITTLE ROCK AR NO LITTLE ROCK NO LITTLE ROCK LITTLE ROCK AR NO LITTLE ROCK NO LITTLE ROCK SERVICES AR 72118 AR 72116 AR 72118 72076 72204 AR 72118 AR 72116 72207 AR 72116 AR 72116 835-4711 7608 TOMAHAWKD R NO LITTLE ROCK AR 72116 NLRHS-11/12 COE I, II,COMPUTER TECHNOLOGY, DEPT. CHAIR PECK, CASSANDRA M. 945-1852 6211 SYDNEY ROAD NO LITTLE ROCK AR 72117 ROSE CITY ELEM FIFTH YEAR PEDERSON, SHIRLEY 374-8554 320 W. 14TH NO LITTLE ROCK AR 72114 CENTRAL ELEM CROSSING GUARD PEDERSON, SHIRLEY 374-8554 320 WEST 14TH NO LITTLE ROCK AR 72114 CENTRAL ELEM LUNCH PERIOD AIDE PERDUE, STEVEN 835-9735 RIDGEROAD PERKINS, MARLA E. 6200 PONTIAC AMERICAN HISTORY c. 513 GLYNN LANE BUS DRIVER 53 NO LITTLE ROCK AR 72116 8' DEPT CHAIR NO LITTLE ROCK AR 72117 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT CITY PERKINS, MARLA C. 513 GLYNN LANE NO LITTLE BARING CROSS SELF CONTAINED MR PETROSS, JULIE A. 753-2892 4419 ORANGE NO LITTLE BARING CROSS SPECIAL EDUCATION AIDE PETTIT, JEAN 842-3762 PO BOX 831 NO LITTLE NLRHS-11/12 GUIDANCE SECRETARY-REGISTRAR PETTIT, SHERRI 945-8860 6612 STONEHEDGE NO LITTLE REDWOOD SECRETARY PFLUGHAUPT, MARY J. 835-5162 15 CARDINAL VALLEY DR NO LITTLE RIDGEROAD MATH 7, MATH 8, DEPT. CHAIR. PHARO, M. JANN ZIP ROCK AR 72117 ROCK AR 72118 ROCK AR 72115 ROCK AR 72117 ROCK AR 72120 771-4116 3674V, MCCAIN PARK DR NO LITTLE ROCK AR 72116 ADMN. OFFICE COORDINATOR - EVEN START PROGRAM PHAUP, STEPHEN 753-1517 6 DESOTO CR N LITTLE ROCK, AR 72116 ADMN. OFFICE DIRECTOR - SPECIAL SERVICES PHAUP, VALERIE B. 753-1517 6 DESOTO CR NO LITTLE ROCK AR 72116 LYNCH DRIVE MEDIA SPECIALIST *37/47 PHELPS, LARRY G. 565-9595 5011 GREENFIELD DR LITTLE ROCK AR 72209 WAREHOUSE ENERGY SPECIALIST PHENNA, ALISA A. 375-1029 201 W 14TH LITTLE ROCK AR 72202 ADMN. OFFICE EVENSTART PARAPROFESSIONAL PHILLIPS, BOBBIE LU 329-7817 #48 CHATEAUV ILLAGE CONWAYA R 72032 NORTH HEIGHTS SELF CONT. B.A. PICKENS, CAROL A. 835-6352 8313 EDMAR NO LITTLE ROCK AR 72117 ADMN. OFFICE HIPPY PARAPROFESSIONAL PICKETT, JAMES R. 758-8648 NLRHS-09/10 PIGGEE, LOVETTA 228-6782 CENTRAL ELEM PIGGEE, LOVETTA 5109 RANDLOPH RD NO LITTLE ROCK AR 72116 ATHLETICS, WORLD PROBLEMS, CIVICS GAIL 2104 SCOTTY CT LITTLE ROCK AR 72204 PRE-SCHOOL CENTER AIDE GAIL 228-6782 2104 SCOTTY CT LITTLE ROCK AR 72204 CENTRAL ELEM EARLY MORNING AIDE PIKER, ALETHA 753-0856 5913 GRANBY LAKEWOODM IDDLE GUIDANCE SECRETARY PINKERTON, K. MARK 376-2238 1409 NANNETTE ROSE CITY ATHLETICS, P.E. 54 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72114 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT PLATT, YOLANDA A. CITY ZIP 835-5881 . 6 NORTHAVENP L SHERWOODA R 72120 ADMN. OFFICE SECRETARY-DIRECTORO F ELEMENTARYE DUCATION PLOSZAY, JANE 753-0338 725 W. \"A\" NO LITTLE ROCK AR 72116 SEVENTH STREET THIRD YEAR PONDER, ANNE S. 753-4982 NLRHS-09/10 POOL, RHONDA R. #5 MCKEE NO LITTLE ROCK AR 72116 ALG. II, GEOM. (.86) *13/25 12 OAKBROOKE SHERWOOD, AR 72120 INDIAN HILLS SECOND YEAR PORTER, NANCY JO 851-4501 10411 POMEGRANATEA VE NO LITTLE ROCK AR 72118 AMBOY COMPUTER LAB AIDE *31(.50) 11(.50) PORTER, NATALIE 945-0674 2313 LANSBROOK NO LITTLE ROCK AR 72117 LAKEWOODM IDDLE ENGLISH 7, ENGLISH 8 POWELL, HOLLY H. 227-9981 215 BROOKSIDE DR LITTLE ROCK AR 72205 BELWOOD MR/LD RESOURCE POWELL, JOHN R. 791-2758 209 LINDENHURST NO LITTLE ROCK AR 72118 BOONE PARK FOURTH YEAR POWER, MARY M. 834-4947 603 PEMBROKE SHERWOODA R 72116 NLRHS-11/12 WORD PROCESSING,COMP. ACCOUNTING II, KEY BOARD. POWER, PORTIA L. 771-2395 #17 EAST LAKE DR NO LITTLE ROCK AR 72116 LAKEWOODE LEM PRINCIPAL-ELEMENTARY PRATT, SANDRA M. 945-7170 216 CHERYL ST. NO. LITTLE ROCK, 72114 NLRHS-09/10 FOOD SERVICE ASSISTANT PRICE, JUANITA 945-0425 2409 AMBERLY NO LITTLE ROCK AR 72117 BUS DRIVER PRIEST, CHARLES L. 758-6002 P . 0. BOX 16 5 4 NO LITTLE ROCK AR 72115 CENTRAL ELEM CUSTODIAN PROFIT, CYNTHIA D. 753-7084 #89 EASTGATE TERRACE NO LITTLE ROCK, A 72114 CENTRAL ELEM CROSSING GUARD PRUETT, KIM A. 753-4569 800 NICOLE NO LITTLE ROCK AR 72118 RIDGEROAD SPECIAL EDUCATION PURIFOY, FONDA L. 374-8184 1312 NANNETTE ST NO LITTLE ROCK AR 72114 BELWOOD CHAPTER I AIDE PURTLE, DAMARIS K. 758-9910 5704 RANDOLPH NO LITTLE ROCK AR 72116 NORTH HEIGHTS MEDIA SPECIALIST 55 NAME TELEPHONE LOCATION QUARRY, CINDY A. ADDRESS ASSIGNMENT 1923 RAINWOOD COVE LAKEWOODM IDDLE COUNSELOR QUATTLEBAUMJ, UDITH ANN CITY ZIP LITTLE ROCK AR 72212 225-2474 26 KINGSBRIDGE WAY LITTLE ROCK, AR 72212 NLRHS-09/10 ENGLISH I, II RAGLAND, KATHY A. 758-8953 5925 VALERIE DR NO LITTLE ROCK AR 72118 AMBOY MEDIA/OFFICE CLERK (*31/35 RAINEY, HAZEL I. 753-7746 4313 N. LOCUST NO LITTLE ROCK AR 72116 LYNCH DRIVE SELF CONTAINED MR RAMEY, KATHRYN R. 753-7974 2704 DONAGHEYD R NO LITTLE ROCK AR 72116 NLRHS-09/10 ALGEBRA I, GEOMETRY, DEPT. CHAIR. RAMSEY, LEE 753-2361 3801 ORANGE NO LITTLE ROCK AR 72118 PARK HILL CUSTODIAN RASUL-LLAH, BETTY 945-2073 5106 S. WOODLAND NO LITTLE ROCK AR 72117 DISPATCHER RATLIFF, SHERRY ANN 835-0383 103 CORONADOP LACE NO LITTLE ROCK, A 72116 ROSE CITY GEOGRAPHY, AMERICAN HISTORY, ACT DIR,DEPT CHAIR REAVES, BIRLEATHER 374-3977 422 W 32ND LITTLE ROCK AR 72206 NORTH HEIGHTS FOURTH YEAR REBSAMEN, PATRICIA A. 753-6208 5008 RANDOLPH NO LITTLE ROCK AR 72116 GLENVIEW SECRETARY REDDEN, CLARA L. 664-5630 2005 S HARRISON LITTLE ROCK AR 72204 GLENVIEW FIRST YEAR REED, MARY ANN 834-2013 109 CORKWOOD R. JACKSONVILLE, AR 72076 ROSE CITY ELEM FOURTH YEAR REED, REBECCA A. 771-4731 2401 LAKEVIEW, P6 NORTH LITTLE ROCK 72116 NORTH HEIGHTS THIRD YEAR REED, URSULA L. 375-8067 800 BEECH ST NO LITTLE ROCK AR 72114 PIKE VIEW LUNCH PERIOD AIDE REED, URSULA N. 377-6689 P.O. BOX 164644 LITTLE ROCK AR 72216 ADMN. OFFICE EVEN START PARAPROFESSIONAL REEVES, MELISSA MICHELLE 758-6836 209 TIMBERLINE NO LITTLE ROCK, A 72118 AMBOY FOURTH YEAR REYNOLDS, A. JOHNETTE 470-3219 #58 SNUGGS CIRCLE MAYFLOWERA R 72106 ROSE CITY ENGLISH/SOCIAL STUDIES 56 NAME. TELEPHONE LOCATION ADDRESS ASSIGNMENT REYNOLDS, SUZZETTE CITY ZIP 5208 SYCAMORE NO LITTLE ROCK AR 72118 NLRHS-11 /12 RHOADES, PATSY 758-0878 BARING CROSS COMM ART, PAINTING I, II, VOCATIONAL, SR. CAB. A. 4806 SCHAER NO LITTLE ROCK 72118 SPECIAL EDUCATION AIDE RICE, BERTHA 945-3912 ROSE CITY RICE, JOHN W. 961-9122 RIDGEROAD RICE, JOHN W. P.O. BOX 17485 NO LITTLE ROCK AR 72117 961-9122 RIDGEROAD RICH, LARRY G. FOOD SERVICE ASSISTANT 14102 OLD RIVER RD EARLY MORNING AIDE 14102 OLD RIVER RD ATHLETICS, GEOGRAPHY SCOTT AR 72142 SCOTT AR 72142 2022 ROMINE RD LITTLE ROCK AR 72205 ADMN. OFFICE SATURDAY DETENTION SUPERVISOR RICHARDSON, FANNIE J. 224-8484 PO BOX 165891 LITTLE ROCK AR 72216 PIKE VIEW CROSSING GUARD RICHBOURG, MARY SUE 835-3956 118 VERNONAC R SHERWOODA R 72116 ADMN. OFFICE SECRETARY RICHEY, TRACY MARIE 758-6149 2402 WILSHIRE DR NO LITTLE ROCK AR 72118 BELWOOD KINDERGARTEN RIGGINS, BOBBIE J. 945-5198 5003 GLENVIEW NO LITTLE ROCK, A 72117 ADMN. OFFICE SOCIAL WORKER RIGSBY, A. WILENE 753-4073 4306 IDLEWILD NO LITTLE ROCK AR 72116 RIDGEROAD EARTH SCIENCE RITCHIE, SUZANNE E. 758-5408 3420 N OLIVE NO LITTLE ROCK AR 72116 NLRHS-09/10 ENGLISH I ROBBINS, DON JAMES 834-8349 103 SHADY GROVE SHERWOODA R 72120 NLRHS-11/12 AM. HIST, WORLD GEOG. ROBBINS, JON 791-0444 3690 M MCCAIN PARK DR. NO LITTLE ROCK A 72116 NLRHS-11/12 CHEMISTRY ROBERTS, PATTRICE M. 945-4272 P.O. BOX 1612 NO LITTLE ROCK AR 72115 ADMN. OFFICE EVEN START PARAPROFESSIONAL ROBERTSON, ARLEAN M 375-2698 803 E. 13TH ST NO LITTLE ROCK AR 72114 NLRHS-09/10 SPECIAL EDUCATION ROBERTSON, CAROLYN 375-4660 1618 SCHAER NO LITTLE ROCK AR 72114 PIKE VIEW FOOD SERVICE ASSISTANT 57 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT ROBERTSON, VICKY W. CITY ZIP 835-4899 6708 FLINTROCK NO LITTLE ROCK AR 72116 SEVENTH STREET CHAPTER I LAB AIDE ROBINSON, ALFRED 758-7679 2600 JOHN ASHLEY DR F-106 NO LITTLE ROCK AR 72114 BUS DRIVER ROBINSON, ARTHUR LEE JR. 375-6837 609 HICKORY NO LITTLE ROCK AR 72114 REDWOOD FIFTH/SIXTH YEARS ROBINSON, JOYCE L. 758-4763 19 THERESA DR NO LITTLE ROCK AR 72118 LYNCH DRIVE CHAPTER I AIDE ROBINSON, LISA R. 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OFFICE SPEECH THERAPIST EARLY ROSE, CAROL ANN LITTLE ROCK AR CHILDHOOD 72116 72205 72126 72211 834-1645 7216 FLINTROCK NO LITTLE ROCK AR 72116 LAKEWOODM IDDLE READING 7, CCVE 7/8 ROSS, TRACY L. 945-0539 4406 ATKINS ROSE CITY MUSIC 58 NO LITTLE ROCK, A 72117 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT 110 PARKVIEW DR. RUDKIN, BERT 771-0326 CENTRAL ELEM RUDKIN, BERT 771-0326 CENTRAL ELEM RUGGLES, CAROLL. CROSSING GUARD 110 PARKVIEW DR LUNCH PERIOD AIDE 758-0215 3518 LOCH LANE LAKEWOODM IDDLE READING RUSCH, CINDY LYNN 329-0879 1803 INDEPENDENCE GLENVIEW THIRD YEAR CITY ZIP NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72116 CONWAY, AR 72032 RYAN, JACKIE 834-0421 NLRHS-11 / 12 SADLER, TONY J. 7700 NO HILLS, #607 NO LITTLE ROCK AR 72116 ENGLISH rv, CHEERLEADER, SR CABINET 945-5726 2112 EDMOND NO LITTLE ROCK AR 72114 GLENVIEW FOOD SERVICE ASSISTANT SAIN, JOYCE DENISE 663-3816 4519 W 27TH LITTLE ROCK, AR 72204 BOONE PARK PRE-SCHOOL CENTER AIDE SALLIS, ROSEANNE 835-0476 20 OAKBROOK SHERWOOD, AR 72116 NLRHS-11/12 ATHLETICS, PE II, HEALTH, VOLLEYBALL SALTMARSH, JEANIE M. 834-0598 117 LAGRUE SHERWOODA R 72116 CRESTWOOD FIRST YEAR SANDEFUR, RANDY H. 758-9114 3521 N. 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LONG 17TH BOONE PARK CROSSING GUARD SEIDL, CATHERINE 821-2238 1011 WHISPERING PINE RD INDIAN HILLS KINDERGARTEN SELF, LINDA A. 834-0266 #7 ARBOR OAKS DR NORTH HEIGHTS FOURTH/FIFTH YEARS SERBOUSEK, MARY 753-5031 374 GOSHEN BARING CROSS SPECIAL EDUCATION AIDE SERIO, SHARON NO LITTLE ROCK AR 72114 NO LITTLE ROCK AR 72114 NO LITTLE ROCK, A 72114 LITTLE ROCK AR 72210 NO LITTLE ROCK AR 72120 NO LITTLE ROCK AR 72116 13111 W. MARKHAM#4 1 LITTLE ROCK AR 72211 ALT CENTER GUIDANCE COUNSELOR *20(.80)/38(.20) 60 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT M. CITY ZIP SETTLES, DORIS 771-14 76 605 WEST 55TH ST NO LITTLE ROCK AR 72118 NORTH HEIGHTS SETZLER, NANCY J. PARENT/HOMEWORKCE NTER AIDE 834-0543 1409 WEWOKA NO LITTLE ROCK AR 72116 CENTRAL ELEM FOURTH YEAR SHADLE, ANNE P. 835-8864 8700 MERRYMEN SHERWOODA R . 72120 REDWOOD MEDIA SPECIALIST *49/45 SHAUNFIELD, SUSAN A. 835-5477 1605 WEWOKA NO LITTLE ROCK AR 72116 AMBOY GIFTED/TALENTED RESOURCE 31(.70) 49(.30) SHEEHAN, NANCY 666-2177 4812 CLUB RD LITTLE ROCK AR 72207 RIDGEROAD ENGLISH 8 SHEFFIELD, KELLIE L. 758-4092 67 KINGS RIVER RD NO LITTLE ROCK AR 72116 RIDGEROAD MATH 7, CHEERLEADING 8, ALG I SHELTON, PAULE. 568-9916 6716 VERBENA LITTLE ROCK AR RIDGEROAD SOCIAL STUDIES SHEPPARD, KATHYE. 753-5579 127 W. \"F\" BUS DRIVER SHEPPARD, KATHY E. 753-5579 127 WEST \"F\" INDIAN HILLS SHERROD, HARRIETT LUNCH PERIOD AIDE 834-7253 6205 PAWNEE DR. CENTRAL ELEM SECOND YEAR SHIELDS, .ADIE LEE 375-3360 BLDG 6, APT 43 SHT GDNS BUS AIDE SHOEMAKER, PATRICIA A. NO LITTLE ROCK, NO LITTLE ROCK, NO LITTLE ROCK NO LITTLE ROCK 868-5620 #53 MAYWOODY .ANOR LITTLE ROCK AR PIKE VIEW SPEECH THERAPIST/MR/LO SHORT, ANNA F. 945-7617 NLRHS-09/10 SHUFFIELD, MARY 758-4797 APT. 88, PROTHO MANOR CUSTODIAN E. 2405 N. BERKLEY BELWOOD SHUFFIELD, 771-0149 WAREHOUSE MEDIA CLERK (*45/43 ROBERT D. SICKS, LARRY A. 4402 WESTRIDGE DR MAINTENANCE ELECTRICIAN 279-9147 28 SHERWOODL OOP BUS DRIVER SICKS, LARRY A. RESOURCE NO LITTLE NO LITTLE NO LITTLE SEARCY AR 279-9147 28 SHERWOODL OOP. SEARCY AR RIDGEROAD MATH 7, PRE-ALGEBRA 7-8, MATH 8 61 ROCK ROCK ROCK 72209 A 72116 A 72116 AR 72116 AR 72114 72212 AR 72117 AR 72118 AR 72116 72143 72143 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT SIEGEL, PATRICIAN. 834-2982 1712 WAR EAGLE CITY BOONE PARK PRINCIPAL-ELEMENTARY SIEMS, LINN L. 945-1637 P.O. BOX 17091 AD.MN. OFFICE HIPPY PARAPROFESSIONAL SIFFORD, DEBORAH K. 771-4124 5901 JFK #3201 LAKEWOODE LEM KINDERGARTEN SIKES, MELANIE K. 771-2008 1507 GARLAND AVE BOONE PARK SECOND YEAR SIMMONS, SUE H. 753-3959 44 DESOTO CRESTWOOD FIFTH YEAR SIMS, REATHA M. 374-3097 1208 E. 17TH CENTRAL ELEM LUNCH PERIOD AIDE SIREK, CATHY F. 753-9216 5200 SUMMERTREEC T SB22 BELWOOD FOOD SERVICE ASSISTANT SISCO, CAROL G. 834-7543 108 FORK RIVER RD SEVENTH STREET FOURTH YEAR SLATON, PHYLLIS R. 565-4014 #4 GLENMERE DR PIKE VIEW THIRD YEAR SLATTERY, LESLIE D. 834-5641 58 DOVE CREEK CR CRESTWOOD MR/LD RESOURCE SLATTON, THOMAS W. 835-1912 3107 SEMINOLE TRAIL NLRHS-09/10 BIOLOGY SLATTON, THOMAS W. 835-1912 3107 SEMINOLE TRAIL SMART, ANNE 945-5024 GLENVIEW SMITH, ANDREW 945-7911 T. ADMN. OFFICE SMITH, ANITA J. 666-1042 CENTRAL ELEM SMITH, ANNE D. BUS DRIVER 519 MIDDLE ST FOOD SERVICE MANAGER 128 1/2 DAVIS ST. LEAD CUSTODIAN 7513 APACHE KINDERGARTEN ZIP NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72117 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72112 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72114 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 LITTLE ROCK AR 72204 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72117 NO LITTLE ROCK AR 72117 LITTLE ROCK AR 72205 NLRHS-09/10 SMITH, BILLY J. 753-2439 2401 LAKEVIEW RD APT P-4 NO LITTLE ROCK AR 72116 SPECIAL ED., CHEERLEADING, DRILL TEAM 203 SHAMROCK .. NO LITTLE ROCK AR 72118 AD.MN. OFFICE ELECTRONICS TECHNICIAN 62 NAME TELEPHONE ADDRESS CITY ZIP LOCATION ASSIGNMENT SMITH, BILLY RAY 758-2318 1700 MAGNOLIA ST NO LITTLE ROCK AR 72114 BUS DRIVER SMITH, CAROLYN M. 753-7439 P.O. BOX 4022 NO LITTLE ROCK AR 72116 NLRHS-09/10 KEYBOARDING SMITH, DEBRA K. 835-6963 5009 RIXEY RD. NO LITTLE ROCK AR 72117 BUS DRIVER SMITH, E. GRANT 771-2439 5201 FAIRWAY #12 NO LITTLE ROCK AR 72116 NLRHS-09/10 ASSISTANT PRINCIPAL-SEC SMITH, ELIZABETH A. 835-4156 14928 HWY 107 JACKSONVILLE AR 72076 RIDGEROAD NURSE SMITH, FRANK J. 945-7567 801 GREENLEA NO LITTLE ROCK AR 72117 MEADOW PARK LEAD CUSTODIAN SMITH, GLORIA A. 753-4940 801 VALERIE NO LITTLE ROCK AR 72118 ADMN. OFFICE SUPERVISOR-SPECIAL EDUCATION SMITH, HAZEL BOYD 372-2385 1855 IZARD LITTLE ROCK AR 72206 ROSE CITY GEOGRAPHY SMITH, JAMES H. 945-7809 704 ELLEN DR. NO LITTLE ROCK AR 72117 MEADOW PARK CUSTODIAN SMITH, JAMES R. 835-3036 8328 WINDSOR VALLEY DR. NO LITTLE ROCK AR 72116 ADMN. OFFICE SUPERINTENDENT OF SCHOOLS SMITH, JERRY L. 374-0837 2005 W. 20TH BUS DRIVER SMITH, KATHY H. 227-4346 6 COACHLIGHT DRIVE NLRHS-11 /12 ENG. IV, JV CHEERLEADERS SMITH, MARY ANN 374-6866 108 E 14TH RIDGEROAD FOOD SERVICE ASSISTANT SMITH, PATRICIA A. 835-3429 2905 SALLISAW DR PIKE VIEW FIRST YEAR SMITH, PEGGY A. 835-3036 PIKE VIEW SMITH, ROBERT 771-4046 P. SMITH, SAMMYE L. 8328 WINDSOR VALLEY DR. FOURTH/FIFTH YEARS 4925 AUGUSTA CR., APT F BUS DRIVER 843-1089 1307 EAST MAIN PARK HILL FIRST YEAR 63 NO LITTLE ROCK, A 72114 LITTLE ROCK AR 72207 NO LITTLE ROCK AR 72114 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72118 CABOT AR 72023 NAME TELEPHONE LOCATION SMITH, SHEILA A. ADDRESS ASSIGNMENT CITY ZIP 834-1127 1004 CHEPSTOWL ANE SHERWOODA R 72116 NLRHS-11/12 P.E. I, II, ATHLETICS, HEALTH, GIRLS TRACK SMITH, SHERRY B. 771-1940 4420 GREENWAY NO LITTLE ROCK RIDGEROAD ENGLISH, SCHOOL NEWSPAPER SMITH, SHERYLL D. 851-4896 8005 MARCHE LATERAL RD. NO LITTLE ROCK CENTRAL ELEM ASSISTANT PRINCIPAL-ELEMENTARY *38/41 SMITH, VIRGINIA L. 753-2439 203 SHAMROCK NO LITTLE ROCK ADMN. OFFICE SECRETARY-ASST. SUPT. INSTRUCTION SNEED, BETTY M. 329-9230 31 KENSINGTOND RIVE CONWAYA R NLRHS-11/12 SNIDER, MARGIE A. AM. HISTORY, WORLD HISTORY 835-7507 40 JACKSON OAKS NO LITTLE ROCK NLRHS-09/10 PHYSICAL SCIENCE, PRIN. TECH. SNOWDEN, DANA K. 228-7036 2500 VANCOUVERD RIVE PARK HILL PRINCIPAL-ELEMENTARY SOCIA, ALLISON C. 221-2827 4121 SCOTT SALEM #2L SEVENTH STREET EARLY MORNING AIDE SOCIA, ALLISON C. 221-2827 4121 SCOTT SALEM #21 SEVENTH STREET SECOND YEAR SOTO, DONNA G. LITTLE ROCK AR BENTON AR BENTON AR AR AR AR AR 72116 72118 72118 72032 72120 72204 72015 72015 2000 PARKWAY, APT #203 NO LITTLE ROCK, A 72118 NORTH HEIGHTS FOOD SERVICE ASSISTANT SOUTHARD, COURTNAY A. 778-2539 322 5TH STREET BENTON AR 72015 CENTRAL ELEM FIRST YEAR SOUTHERLAND, DORIS J. 945-7318 4126 BAUCUM NO LITTLE ROCK AR 72117 PARK HILL LEAD CUSTODIAN SPENCER, DEBORAH M. 821-2316 23701 KANIS RD LITTLE ROCK AR 72211 ADMN. OFFICE PSYCHOLOGICAL EXAMINER SPIVEY, JEANNE S. 835-7147 7704 FLINTROCK NO LITTLE ROCK, A 72116 ALT CENTER ENGLISH 7-12 SPRADLIN, ROY H. 227-7500 17 NOB HILL COVE LITTLE ROCK AR 72205 NLRHS-11/12 COMP. SCI., COMP PROG II, DEPT CHAIR SPRUIELL, EUVELLE 378-0814 1417 W. 12TH NO LITTLE ROCK AR 72114 AMBOY CUSTODIAN ST. CLAIR, OPAL MARGARET 753-9822 719 W. 34TH NO LITTLE ROCK, A 72118 BOONE PARK FOOD SERVICE ASSISTANT 64 NAME TELEPHONE ADDRESS CITY ZIP LOCATION ASSIGNMENT STACEY, QUINZELLA 945-8120 101 HEMLOCK CT NO LITTLE ROCK AR 72114 REDWOOD EARLY MORNING AIDE STACEY, QUINZELLA 945-8120 101 HEMLOCK CT. NO LITTLE ROCK AR 72114 REDWOOD LUNCH PERIOD AIDE STAFFORD, KIMBERLY S. 771-2854 917 NICOLE NO LITTLE ROCK AR 72118 SEVENTH STREET FIRST/SECOND YEARS STAGGS, NOVA N. 835-9191 7817 OAKRIDGE SHERWOOD AR 72116 ADMN. OFFICE COORDINATOR OF LANGUAGE ARTS STANBERY, DANA L. 753-8964 2400 MCCAIN, #1018-3 NO LITTLE ROCK AR 72116 INDIAN HILLS FOOD SERVICE ASSISTANT STANDLEY, MILDRED M. 851-2549 6321 SUNSET TRAIL NO LITTLE ROCK AR 72118 NLRHS-11/12 ENGLISH III, ENGLISH IV STANFIELD, JOYCE L. 945-4386 3900 MCCAIN PRK DR,B9A257 NO LITTLE ROCK AR 72116 PIKE VIEW SIXTH YEAR STARK, HAROLD D 753-4374 NLRHS-11 / 12 STARKS, LESLIE 753-3219 5901 JFK, #2931 NO LITTLE ROCK AR 72116 COORDINATED CAREER EDUCATION, ART/CRAFT PARK HILL STATEN, LYNN 225-1825 A. 1408 W. 58TH KINDERGARTEN #9 CEDAR BRANCH CT ADMN. OFFICE SPEECH THERAPIST STEADMAN, VICKI L. 758-5774 1517 CRESTWOOD NORTH HEIGHTS THIRD YEAR STEMPLE, JENNIFER J. 758-2289 5412 WALNUT RD. LYNCH DRIVE SECOND YEAR NO LITTLE ROCK, A 72118 LITTLE ROCK AR 72212 NO LITTLE ROCK AR 72116 NO LITTLE ROCK, A 72116 STEWART, JOG. 753-1674 ADMN. OFFICE STEWART, LINDA 904 SKYLINE NO LITTLE ROCK AR 72116 COORDINATOR INSTRUCTIONAL MATERIALS/MEDIA 03/43 794-1004 ADMN. OFFICE STEWART, SCOTTY ROSE CITY P. 7558 CARRIE DR BENTON AR EARLY CHILDHOOD - SPEECH THERAPIST 1504 E 2ND NO LITTLE BA AIDE STEWART, TAMMY R. 376-4177 1612 MAGNOLIA NO LITTLE NLRHS-11/ 12 CUSTODIAN STEWART, WALTER EUGENE 3100 N. MAIN NO LITTLE CENTRAL ELEM CUSTODIAN 65 72015 ROCK AR 72114 ROCK AR 72114 ROCK AR 72116 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT STINSON, MARGARETE. CITY ZIP 376-2573 1316 NANNETTE NO LITTLE ROCK AR 72114 BOONE PARK SECRETARY STOKES, PHYLLIS B. 758-9630 5704 SORENSON, APT. C NO LITTLE ROCK AR 72118 ADMN. OFFICE SECRETARY, SPECIAL SERVICES STOLL, SANDRA S. 771-0577 3404 BUNKER HILL INDIAN HILLS SECOND YEAR STONE, GEORGIA ANN 835-5277 2201 SEMINOLE TRAIL ADMN. OFFICE SECRETARY STORY, ARCLISTA J. 666-1059 6218 BRENTWOOD ROSE CITY ELEM SIXTH YEAR STOUGH, ELIZABETH T. 758-3341 5004 RANDOLPH CRESTWOOD FIFTH/SIXTH YEARS STOVALL, PAUL B. 4908 STRATFORD NLRHS-11/ 12 STRAWN, JEAN M. 945-3687 ASSISTANT PRINCIPAL-SEC ROSE CITY STURCH, RONDA J. 100 GARNER RD O.H. AIDE 758-2626 917 W 47 ST NORTH HEIGHTS EARLY MORNING AIDE SUMLER, JACQUELINE W. 796-8503 #7 YOUNG LANE BARING CROSS OCCUPATIONAL THERAPIST SUTTERFIELD, LAGATHA 835-5971 3 CARDINAL VALLEY RIDGEROAD SPECIAL EDUCATION SWEEDEN, PATRICIA E. 968-3251 RT. 7, BOX 56 GLENVIEW FIFTH YEAR SWEERE, KATHI L. 336-8833 2450 KRYSTAL KREEK LYNCH DRIVE EARLY MORNING AIDE SWEERE, KATHI L. 336-8833 2450 KRYSTAL KREEK LYNCH DRIVE THIRD YEAR TABOR, SUSAN 753-2922 2100 BLACK RIVER SEVENTH STREET SIXTH YEAR TACKETT, DANA L. RD. NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 LITTLE ROCK AR 72207 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72116 NO LITTLE ROCK AR 72117 NO LITTLE ROCK AR 72118 VILONIA AR 72173 *30/48 NO LITTLE ROCK AR 72120 RUSSELLVILLE, AR 72801 CONWAYA R 72032 CONWAYA R 72032 NO LITTLE ROCK AR 72116 758-5392 709 SKYLINE DR LAKEWOODM IDDLE EARTH SCIENCE, NO LITTLE ROCK AR 72116 VOLLEYBALL/TRACK COACH TALLEY, ALLAM. 376-4348 ALT CENTER 1523 W 15TH NO LITTLE ROCK AR 72114 FOOD SERVICE MANAGER 66 NAME TELEPHONE LOCATION ADDRESS ASSIGNMENT TALLEY, JOHNNY JR. CITY ZIP 664-6173 5 HUGHES CT LITTLE ROCK AR 72204 ALT CENTER ATHLETICS, SAC MGR *12 (.33)/20 (.67), TRACK TATE, JOHN P. 758-9751 NLRHS-09/10 TAYLOR, CHESTER 945-0425 2109 ORANGE PHYSICAL SCIENCE TAYLOR, DOROTHY 758-8381 NORTH HEIGHTS TAYLOR, ELLA L. 110 EMILY ST. BUS DRIVER A. 609 PAULA DR. LUNCH PERIOD 945-9266 4609 BOYER AIDE ROSE CITY ELEM FOOD SERVICE MANAGER TAYLOR, EVELYN Y. 375-6837 2106 MULDROW ADMN. OFFICE HIPPY PARAPROFESSIONAL TAYLOR, GWENDOLYNF . 758-0672 2502 S. BERKLEY DR. BUS DRIVER TAYLOR, JAY L. NO LITTLE ROCK AR 72114 NO LITTLE ROCK AR 72117 NO LITTLE ROCK AR 72118 NO LITTLE ROCK AR 72117 NO LITTLE ROCK AR 72117 NO LITTLE ROCK AR 72118 771-2063 2600 JOHN ASHLEY DR G211 NO LITTLE ROCK, A 72114 BUS DRIVER TAYLOR, ..ARY C. 758-2335 4524 PURNELL DR. NLRHS-11/12 GUIDANCE COUNSELOR TAYLOR, RONALD O. 376-7703 3254 BATTERY BUS DRIVER TEAGUE, JENNIFER L. 834-4227 8404 EASY ST. NLRHS-09/10 ALG. I, INT. ALG. TENNER, MARGARET D. 374-7842 128 MELROSE CR BUS DRIVER NO LITTLE ROCK AR 72116 LITTLE ROCK, AR 72206 SHERWOODA R 72116 NO LITTLE ROCK AR 72114 TERRY, NORA J. 753-3207 CAFE. OFFICE THIBAULT, BETTY 753-8317 139 EASTGATE FOOD SERVICE JO NO LITTLE ROCK AR 72114 ASSISTANT-SUBSTITUTE PIKE VIEW THOMAS, BRYAN K. 400 LATONA LANE SECRETARY 945-1650 4501 HAYWOOD RID\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_683","title":"Program budget","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1992/1994"],"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","School management and organization","Education--Finance"],"dcterms_title":["Program budget"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/683"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["28 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nfiled COURT . 4STFRN OlSTpirx Arkansas i JAN 21-1992 tfc' IN THE UNITED STATES DISTRICT COURT'\"''f EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION ay. S55NTS. CLERK . OEP CLi IK I fl Si 4 LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER On November 14, 1991, the United States Court of Appeals for the Eighth Circuit remanded the cause to the Court to review the parties' proposed modifications [May submissions] to the 1989 plans. 1 Little Rock. School District, et al., Nos. 91-2640EA, 91- 2648EA, 91-2655EA, 91-2683EA, slip op. (8 th Cir. November 14, 1991). In response to the order of the Eighth Circuit, the Court scheduled a hearing to begin on December 18, 1991. It informed the parties involved that, prior to reviewing their proposed modifications, it would ask the Pulaski County Special School District [PCSSD] to report on its financial situation and hear a ^The three school districts involved, Little Rock School District [LRSD], Pulaski County Special School District [PCSSD], and North Little Rock School District [NLRSD], and the Joshua Intervenors submitted proposed modifications to the settlement plan approved by the Eighth Circuit in Little Rock School District v. Pulaski County Special School District Ro. 1, 921 F.2d 1371 (8th Cir. 1990).report from the Office of Desegregation Monitoring on the budgetary- processes for desegregation expenditures which are employed by the three school districts involved in the matter. The Court determined that before it could consider proposed modifications to the settlement plans, it needed to learn whether there are district budgetary processes in place which will enable the Court to monitor the implementation of the plans. At the conclusion of the second day of the hearing, the Court expressed concern about its ability to effectively monitor the settlement plan without budgets that reflect the three school districts' intentions, goals. and priorities regarding their desegregation efforts. The Court specifically mentioned the state of the Little Rock School District's [LRSD] budgetary process. In its opinion approving the settlement plans of the three districts, the Eighth Circuit noted the parties have committed to \"solemn undertakings\" and stated: We accept these undertakings, again with the reminder that compliance with them will be closely monitored. If the District Court becomes convinced in the future that money is being wasted, and that desegregation obligations contained in the settlement plans are being flouted, it will be fully authorized to take appropriate remedial action. Little Rock School District V. Pulaski County Special School District Ro. 1, 921 F.2d 1371, 1390 (Sth Cir. 1990). The Eighth Circuit further directed the Court to \"monitor closely the compliance of the parties with the settlement plans and the settlement agreement, to take whatever action is appropriate, in its discretion, to ensure compliance with the plans and agreement, -2-and otherwise to proceed as the law and the facts require.\" Id. at 1394. The Court monitors the use of settlement monies through the Office of Desegregation Monitoring [ODM] . In October 1991, the ODM informed the LRSD that it must be able to provide the Court with information which (1) accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the district's legal requirements and the fiscal underwriting of those requirements\n(3) describes desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation obligations. a [Document # 1517] Pursuant to the directives from and the considerable latitude and discretion given the Court by the Eighth Circuit, the Court finds that the LRSD's current budgetary process does not meet the above requisites and that it is necessary for the LRSD to submit 2 revised cost figures to the Court. Therefore, (1) The LRSD must submit a revised 1991-92 budget which is directly correlated to the specific provisions of the settlement plan and which are reflected on updated implementation timelines contained in the plan. 2 In a note to its May submissions, the LRSD indicated that the cost figures originally submitted with its desegregation plan were outdated and it would provide revised cost figures in a separate desegregation budget. To date, the Court is unaware of any such revised figures having been submitted or filed. -3-a (2) The LRSD must submit a long-range budget projection on per annum basis which covers all anticipated desegregation expenditures over the entire term of the desegregation agreement. (3) The LRSD must submit.a long-range revenue projection covering the same period of time, which includes revenues anticipated not only from the settlement monies and settlement loan, but also from state and millage revenues and any other money sources. This long-term projection will provide a clear picture of the district's financial future and, thereby, enable the LRSD to predict with accuracy if and when a millage increase will be needed. The amount and time of any anticipated millage increase is to be indicated along with the date when the district will present a millage increase to the voters. (4) The LRSD has maintained that a significant portion of desegregation expenditures are \"start up.\" The district must specifically identify which desegregation costs are \"start up\" and when these start up costs will terminate. (5) The revised budget shall be prepared in consultation with the Office of Desegregation Monitoring and shall be submitted to the Court within thirty (30) days after the Court rules either from the bench or in a written order on the proposed modifications. \" By this Order, the Court confirms its oral approval of the construction of the interdistrict school at the Crystal Hill site. Further, the Court confirms oral instructions made to the parties to explore alternative sites for the construction of King -4-Interdistrict School along the 1-630 corridor. c^/^^ay DATED this of January, 1992. 'id., \"ONITED stated DIsTRZCT J 'R2CT JUDGE iPLi.\nheet in I FRCP ON -5- r/y/t. IT* Garland. 3615 W. 25th Uttle Rock. AR 72204 Incentive ' Mr. Robert L. Brown. Jr.. Principal ' , Phone: (501) 671-6275 'Simpli/ Transformational\" ,\n! jii Ltjj Jii lip fC i hi Ann Brown, Director Office of Desegregation 201 E. Markham Little Rock, Arkansas 72201 I 1994 O'fics of Desegrogai iV: u-inofing iipril pitfsj\nt Dear Mrs. Brown: The enclosed documents are being sent to inform the Court of discrepancies in the LRSD FY 93-94 PROGRAM BUDGET DOCUMENT. Seventeen pages of entries documenting the efforts or performance towards the strategies were not included on the printed document. Although my response may not be accurate, I view the exclusion as retaliatory. I suspect other incidents which have occurred since my testimony to be retaliatory as well. Consider the following: Carla Miranda, an instructional aide, received a new classroom assignment when she returned to work from a medical leave on January 31, 1994. On February 2, 1994, at approximately 1:00 p.m., Larry Robertson and Brady Gadberry came to my building to investigate alleged charges of discrimination against a handicapped person. They were sent by Estelle Matthis. When I asked Estelle why she was circumventing the Policy and Procedures guidelines, she said she was trying to avoid serious problems with the 504 Law. When I emphasized the \"Due Process\" procedures, clause in the contract agreements, she told me you have to use common sense for some things. I told her that I was obligated to follow LRSD PoUcy and insist upon my staff doing the same. On February for a MACDUO Powerbook. , 1994, I received a copy of a P.O. Requisition Attached to the requisition was two 1987 directives written by Vance Jones, focused on the USE OF SCHOOL EQUIPMENT. The directives The second directive listed the consequences for personal use: suspensionwith a possible recommendation for termination. I consulted Mr. Neal and was informed that he customarily sends those directives to principals who purchase laptops. A list of principals was requested but not returned in his response. The principals with laptops were located and stated that they never received the \"Vance Jones\" directives from Mr. Neal. The Parent Council monitored my building on the 22nd of February. Ms. Dazzle Mattison, a former teacher who was terminated last school year, served as the chairman of a two man team. According to some staff members, she badgered them during the interview process. She found many areas of non compliance in three of the five classrooms visited. have never received such a negative report. When I called the LRSD Desegregation Office to see who made the decision to send her to Garland, I received an evasive response. Now we have a Program Budget Document, which really doesn't address the issue of a needed budget process, being doctored to reveal only favorable efforts by selected schools. If you would like to have a copy of the documents referred to in the letter, please let me know and I will send them to you. You will find enclosed a copy of those entries not credited to Garland or not entered into the document shared with the Court of Friday, February 25, 1994. Dr. Williams is scheduled to meet with the local practitioners of Garland Incentive School on Tuesday, March 1, 1994. A staff member made the suggestion that a member of your team attend the meeting. If that can be arranged, we would appreciate the involvement of your office, meeting will be held at 7:00 p.m. in Garland's cafeteria. The I Thank you for your interest and support for the incentive schools. Respectfully, Robert L. Brown, Jr.Pngm S^q ft 52 Pzogra Saaa: Inceotiva School Operations: Prograa Coda: Pragraa Goel: Plan Rafeceaca Page Bnabar 180 L 180 LRSD PTf 93-94 PROGRAM BUDGET DOCUMEfTT Peer Tutoring/Retlred Teacher Mentor , Prlaazy Teeder\nC. Russell Mayo, Jr. nefiiiwlery Leaiter\nBvi*iaa Data\nArae Bart 2 February 25, 1994 To develop sn^^iort pEugraae aad pcocadiiraa which will allow 4w. to prorida eBihanrad edocatiaaal for lU 2.0 3.0 Objectiwea Strataglee Beginning Date Ci^letloa Data aapoBBlhllity Svalnatloe To netsMlsh training for paar tstore aad an pear tutoring prograa for snslepts. -ro 2.1 Tea iMia and stodaata will raeelve training in peer tutoring. \u0026amp; Bdal will ba pot in place, coonselor will eupatvina the proceas. A peer-tutoring aodel Is developed In the counselors prograas. The 07/01/93 06/30/94 Staff. Deval., Aaet. Snpts., Cooc. of Inosatlva sctoolB To naa the of retired teerher aeators to tntor and SpCOSCir 3.1 Mentors will volunteer or may be paid a stipend. They will provide extra support to students and suppleoent teacher worK. (Office of Dasag., Ed. Prograas, VIPS, Counselors, Teachers) 2.0 (All students will inprove acadeaically on teacher made tests and Abacus assessnant by assisting peers in various subject areas.) 2.1 (Copy of training nodal, schedule of training, naaes of teachers) 2.1 (Observing the pear tutoring training nodal and process to datemine aCfactlvanass) 3.0 (Through the support of retired teacher oentors, students In sponsored clubs will gain acadealc support and show iBproveaent in classroan related subject areas, on quarterly report cards to parents and Abacus assessnant.)Progran Seq 45 Page: Progran Haise: Foreign Language Prograa Revision Date: Pabruary 25, 1994 Prograa Code: Prioary Leader: C. Rusaell Prograa Mayo, Jr. Secondary Leader: Ama Bart Goal: The Intent education of for the aU acadenic students prograoB, la instructional the Incentive Schools.] netbodologies or extended and day. instructional Appropriate teebnology staff to will bo proaote bired. excellence la Plan Page Beference Rumber Objectives Strategies Beginning Dato Coopletlo n Date Responsibil Evaluation Criteria B. Evaluate software DUltlaedla package usage. bilingual for I. software Evaluate for foreign use language Lab classrooa In Mnltioedia Hultiaedia PCPage: Pregran Sq : 41 Revision Date: Fabnucy 25, 1994 Program Raoa: Office of laeenclve Schools Program Coda: 51 Primary loader: Sacoodary Laadar: PTograa Goal: Esrabllsb aa Incaariva School Plaa Page Reference Nofflber loplaaaatatloa oe Zacaatlvi Offici School that Program. will sarvi to assist baildlag priaclpals aad staff la uadarstaadlag aad Objactivas Strategies Boglanlag Data Coaipletio a Date Rosponslbll Svaluatioa Criteria B. Thi School meetings la 1.1 1.2 (To principal not of aware Garland of the Jan 1994 A. or agenda facilitate caaBBUnicatioa eoBn\u0026amp;ittaas Schools.) la mantlonad efforts with July 1993 1, June 1994 30, tba Incentive (Assoc. Supt. of 1.2 (Dates and A. Sent meeting members. letters with and Parent scheduled Council Oct. 1993 28, Oeseg., Pareats, Conlttae Neabara, Daseg Facilitator ) Monthly meetings will ba held. agendas coBBtittae hold) of aeetlngs 57^LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Paga: 2 Pngxaa 8^ fi 42 Ravlsica Data: Febnary 25, 1994 Pzogna Baaa: writing to Raad Laba Prograa Code: 52 Priaary Leader: C. Rassell Mayo, Jr. Secondary Loader: Ama Hart Prugrae Goal: The intent of the acadeaic pzogrsaa, laatructloaal aatbodolagisa and use of instractlCBal tochnology ia the XacoBtlve Schools la to prwta stndsDts la tba inceDtive for all L Plan Refamoe Pago uabox 152 ObjoetiToa Stratagiaa Bei^lBiilng Data Cc^lotioa Data neapnia1h\u0026lt;llty B SvaloatixB Criteria 1.2 (To augaent the acadeaic prograa) with spacial stodents aetivltleo sad social stems bonding progrsB to noot tbo cognitive eccisl, eootional, and istoraot noods of stadOBts. (An instructional technology prograa, such as Writing to Read, will be iopleaented at each Incentive School for K-2 students. (K-l) A.- Labs were installed in every school. Coapleted, 1991-92 school year loot B. Oa-golag salateoaBce provided for upkeep of labs. c. Materials aod supplies to nalntaio and enhance the Writing to Read lab needed. Joly 1, 1993 Jono 30, 1994 1991-92 SSI (Assoc. Supt. for Curt., Asst. Supt., Deseg Facilitator, Instructional Technology Dept., Instructional Aides, Principal, Teachers) (Prograa exists in all Incentive Schools)Pag*: 3 Pzogm Sq *: 48 Bvrisloa Data: February 25, 1994 Prograa Baaa: Field Tripe Prograa Coda: 59 Priaary Loader: C. Russell Haye, Jr. SaoDodary '^nartiir: Ama Bare Prograa Coal: daralop sup|HuX progrssa and pcooedarea Mdcta will allow iaoeatlTa schools to prorida adncaticaial opportonltii tta all stadasts. L Plan Bafereoca Page Boabar 180\u0026gt;181 ttrjactlvaa Strategies Beginning Data Coapletloa Data naspTWiBl.Mlity KralaatloB Critarla (Ceasnnity aceass/flald trips are to ba arranged for (relnforcament or earlchaeat) for stndsBts. (Visits to historical, scientific and cultural events and exhibits within the city aad around the state and region with appropriate chaperons to provide educational input.) A. Cosanwlty access field trips are taken each month or as needed. Ccsitpletioa: 5% B. CK^Hunity access for field trips that ocenr on Sundays for parfoEBing groups at Carland are being proridad by the transpartatloB iliniii, t sent of the Pulaski County Spacial School District. Joly 1, 1993 JnzM 30, 1994 (Principals and staff, VIPS, parents) (Review relationship of field trips to subject area taught and students* educational, social and enotlonal needs and detemlne the effectiveness through iBproveaent in ciassrooB perfonaance, Abacus assessBant and teacher-Bads tests.) Dee 12, 1993 Dec. 19, 1993 Jan. 1, 1994Fxuyxw Soq *: 54 Progm Kaaias Exteadad Year Pragra Coda: 65 Prograe Goal: Plan Rafarance Page Himber L 172 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prlaacj Leader: C. Ruaaall Mayo, Jr. To develop anpport pngrana aad procadnraa which will allow iacanaiva achoola to prowida ttijactivaa Strategiea Page: 2 Bvl*laa Date: Pabrnary 25, 1994 Secondary ^nartnr: Begiimiag Date Atm Hart opportnnitiaa tar atedanta. CiiiieLluu Date Daapnnalbllltj Svalaation Critazla (To develop a program for year round school including enrichment and remediation options.) (Sunmar segments in remediation/enrichment prescriptiona Cor courses to be taken. (The Students Education Plan (SEP) and parent and staff input determines the course offerings.) Transportation may ba provided.) Suflner School BBrichaant and raaadial courses ware offered and completed at Rockefeller and Franklin School. Completion: 1004 A. Propaad plan Cor Year-Round Education at Garland will be presented for study/approval during the 1993-94 school year. Joly 1, 1993 Joly 1, 1993 Jima 30, 1994 Aug., 1993 Ed. Prograam Coardinator of laoaatlva Schools (VIPS Volunteer Cor Incentive Schools, Oesag. Facilitator, Transportation/ Cafeteria Director, Asst. Supt., Principals, Teachers, Parents) (Annual Saner School Report will indicate ImproveBant in student participation and behavior on sumar school reports to parents.) 61^Page: 3 Prograa Seq : 55 Revision Date: February 25, 1994 Program Raina: RecogolcioB Prograns Program Code: 66 Primary Leader: C. Russell Secondary Leader: Ama Bart Mayo, Jr. Program Goal: To develop Cor all ) support students. programs and procedures which will allow incentlvi schools to providi enhanced educational opportunities Plan Page ReCerence Number Objectives Strategies Beginning Date Completio n Date Rasponslbil ity Evaluation Criteria A. Cor Monthly students awards assemblies school to accomplishments. are recognize held at each students' Completion: 45% B. Teachers student' Bobcat each Rids will month Club. nominate Cor the one C. whan Parents their recognized identiCied will child (based ba has notlCied been on criteria). 6Prograa Seq #: 56 Prograa Raaa: Incantlva School Oparations Caap Pfeifer Program Coda: * Primary Leader: C. Russell Mayo, Jr. Secondary Laadar: Prograa Goal: To develop for all \u0026gt; support studants. programs and procedures which will allow incentlvi schools to provldt Plan Reference Page Ruaber Objectives Strategies Beginning Date Completlo n Data 12.2 Work with Director to target incentive students. July 1993 1, June 1994 The aeslstant superintendents are beginning and principals student 30, identification. B. include Attempts have bean made to candidates C.. students Garland designated receive present 12.3 at for has as services cycle. Work with Paga: Revision Dana: Arma Bart enhanced 3 February educational Responsibil tty 25, 1994 opportunitins Evaluation 12.2 students Incentivi (The who for th: Criteria number in schools saleeted program) of Caap not Garland Pfeifer, been school during other as Dec. 1993 13. to the groups projects. to undertake coBBiunlty similar July 1993 June 1994 30. 12.3 (Bvldonc involvwBant in of other projects.) (.nPrograa Seq : 60 Program Naoe: Extended Week Prograa Code: Program Goal: To reassess Individual school LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: C. Russell Hayo, Jr. Secondary Leader: Revision Date: Aroa Bart 2 Pobruary 25, 1994 policies and procedures they relati to meeting the needs of all students. Plan Page Reference Number Objectives Strategies Beginning Date Coopletio n Date Responslbll ity Evaluation Criteria 188 2.0 for Areas possible to be investigated plan inclusion. (Saturday programs. developed level needs based and students These but field enrichaent Programs the on the will building interests to programs enhance will be educational of learning. Include shall not ba limited to: July 1993 1, June 1994 30, Assoc. Supts., Asst. Snpts. (Principals , teachers, parents) 1.0 (School coomunity (input meabers of the from school snabers cooeninity) the (An increase number of in students participating Saturday 1.1 in Prograa.) (Students activities, make-take, trips, enrichaent tutoring, book . fairs. parent PE educational will be growth evidenced by improveaeot Abacus and on assessment teacher-made tests.) A. Saturday scheduled ' suggested weekly programs activities. and are include 1.2 provided attending Transportation will be for B. for children extended day. Transportation students provided activities as is needed. provided Transportation if the result is Extended not Week opportunities performances. for in SundayPzograa Saq *: 63 Program Baae: Teacher TTtlpani1r/Tnai-rlce Progm Code: 74 Progm Goal: Plan Reference Page 9aBber Page 194 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prieary Leader: C. Ruaaall Mayo, Jr. Secondary : ID pznrUa qoallt, staff dmlnpMiir aipuliaKie. n that staff ii il is ata prsfiaiad to aeUan Isesatlsa Setsaol ji-___ Objactiane Stratagiae Begimiiag Data C^^letloe Data Page: 2 BarlaXoa Data: Arma Bart February 25, 1994 to aoccenafully lapleeant piiaji ana and cnrriculne. naacaiaHilliry RealnaTlm Criteria 1.0 (Additional inservice training for staff will be provided prior to the start of school, or when appropriate, based on staff needs.) Joly 1, 1993 June 30, 1994 (Director of staff Development, Principals, Teachers, staff Development Comlttee, IRC Specialist, Asst. Supt., Controller) 1.0 (TMchar knowledge of programs and curriculum will increase as evidenced by positive feedback on Inservice evaluations and clasarocm monitoring reports.) 1.1 InosBtlve school teacbers will report back to work five days earlier for inaarrice (training]. (Appropriate inservice training will be provided needed.) Teacbers reported to work early to develop themes following the 1992-93 school year. 1.2 (Teachers will receive separate stipends (for returning to work ahaml of schedule.) A. Teacbers who reported to work received stipends. 1.3 Monday has been set aside for teacher inservices throughout the school year. B. Inservice stipends for teachers reduced from $30,000.00 during the 1993-93 school year to $11,189.38 for the 1993-94 school year. c. COE plans for identified staff inservice needs are being met under a revision in staff development plans without paying teachers a stipend due to the unexplained budget decrease. Joly 1, 1993 July 1, 1993 Sep. 10, 1993 Jone 30, 1994 Jan 30, 1994 (Director of Staff Development, Principals, Teachers, Staff Development Committee, IRC Specialist, Aset. Supt., Controller) (Director of Staff Development, Principals, Teachers, Staff Development Committee, IRC Specialist, Asst. Supt., Controller) 1.1 (Agenda and dates of staff inservice\nteacher sign-ins) 1.2 (DoeuDentatlon of stipends received) (a5'~\u0026gt;Progm Soq *x 63 Pag.\n3 Pregm Waeas Taar^iaf S^ponds/ZosazTlca SairlBica Dates Pabruary 2S, 1994 Pxuyxaa Codas 74 Priaary laadar\nC. Puasall Maye, Jr. Prograa Goal: laaMtar: TO proTlda qoaUtr :ff dmlofmo nzporioocoo Oat .taff _mi m i\u0026gt;ni|ar.d to kU... Incmln Arna Bart aclMiol goal, ual to nccaaamUT \u0026lt;Wlnt ptogm and corricolna. Plan Bafaraaea Paga BiiBter Objactivaa Stratagii aagiwwing Data Coaplatloa Data BaapfaialTh^^ttj Braloatloa Czltaria D. Tha raductloB Ib tba allocatioo of fUBds for iBBarvlca tralBlBg w\u0026lt;n result 1b tba scbools Inability to fully ioplaaant the staff devalopaant e\u0026lt;Mponnr of tba school inprovenent plan. PxijyiOB Saq *s 64 Pnigcaa Baaa: IneantiTa Sehool Tbaaaa Prograa Coda: 75 Prograa Goal: Plan Rafereaca Page nabar L 153 LRSD FY 93-94 PROCRAM BUDGET POCVMEWT Priaarr Tander: C. Ruasall Mayo, Jr. Memndary Taadar\nPa9\u0026gt;: 2 RarlaioB Data: Atm Hart Fabruary 25, 1994 ? \" -i' ltmeloil -thodologl- and lB,trncUo1 t-amology, I. to proot. 1B0.U.00. in tao.tK for U ratat. io (ttr}actlvaa Stratagiaa Beginning Data Cc^letloo Data neatiraialhtllty tba Incaotlva Kaalnatloa Crltarla 1.0 School thMoe will bo davmlopad (as a recruitment and educational vehicle to attract parents into the schools) at tba local bonding level by parents and staff sod are zeco^aendad to be Integrated Into tba total corricoliiB. Jaly 1, 1993 Jnaa 30, 1994 (Principal, staff, Desegregation Facilitator, Associate Sept, of Curr., Asst. Supts.) 1.0 (laproved racial aaki up of atudaats. Thaaos are fully developed at every school.) 11 (Principals and staff will survey parents and determine interest for theme selection.} 1.1 (Feedback froa eurvay) A. ' Parents were surveyed in 1992-93 school year. Conpletion: 100%. 1.2 (Themes will be selected from the highest response received by principals.) Jan. 17, 1993 1.2 (Tally of rasponses Indicated theme selection) A. Thenes were selected during the 1992- 93 school year. Completion: 100%. B. Theme specialists have been employed for all incentive schools. February 1993 C. No materials/supplies have been purchased to support the infusion of themes. Jan. 4, 1994 D. District level personnel ware not involved at the ground level of planning. E. A major component of the plan, determined as essential in recruitment efforts, has not received District level support\nplanning for extended year programming with flexible scheduling. GC\u0026gt;LRSD FY 93-94 PROCHAM BUDGET DOCUMENT 2 Picograa 70 BerlalaA Datat February 2S, 199* Ptotfcee Beae: Incentive ai-Hrwwi opantioae - Sapport Serricoe Prograa Code: Prieary Leader: Estelle Nettbis Seeondary Leader: C. Russell Maye, Jr./Anna Hart Prograa Coal: TO \u0026lt;1wlop fopport prograae aad proeednree wblcb *m allow iaesatlve scboola to provide eabancad adaeatiiaial opportnaltiee foe all atndanta. L Z. Plan Refereaee Page IubImu ISO-181 160-181 180-181 180-181 Objectives Strategli Beginning Data Coi^letioa Data Bee[ws\u0026gt;Bll\u0026gt;ll1,\u0026gt; J Svalnatlon Criteria 7.0 Cceenaity access/field tripe are to be arranged for (relnforceaeat or enrichaent) for stndeets. 8.0 To bn-i Id a prograa of cc^Bunity Involveaent provided for stadents with access to i arganinatlana and volunteer eocperlences. Joly 1, 1993 Joae 30, 1994 (Principals and staff, VIPS, parents) 7.0 (Review relationship of field trips to subject areas taught and students' educational, social and eaotlonal needs and detemlne the effectiveness through improvoBent in classroom performance and student achievenent on standardized tests) 7.1 Vlsita to bloterical, scientific and cultural eveots and oKbiblta within tbe city and around tbs state aad region with appropriate chaperons to provide educational input. A. Preaently, the LBSD provldee support If casBoniCy access uppnitnulties occur any day other than Sunday. B. I^Iaentaticm baa been poealble through the support of tbe Pulaahl County Special School District Transportation Department. 8.1 Sstabllsb Girl/Bay Scout Prograas at each school. 6?^ Joly 1, 1993 Joly 1, 1993 Joly 1, 1993 JOM 30, 1994 June 30, 1994 Jone 30, 1994 vipa, Bdncatloaal PtiMjLsas, Curriealua Deaegregatian (Parents, Teachers, Principal) Asst. Snpt., Coord, of Incentive Schools (VIPS) Quapaw Council, Asst. Snpt., Coordinator of Incentive Schools (Parent Coordinator of Incentive Schools) 7.1 (Copy of building level culalnatlng activities and corresponding field trips) 7.1 (Students will demonstrate mastery of stated objectives of subject areas as related to field trips on teacher-made tests and Abacus assessment) 8.0 (An increase in the number of students who participate in consBunlty organizations will be evident) 8.1 (Copy of program and participants and community activities) 8.1 (An increase in the number of students who will participate in scouts in each school)Prograa Seq 72 Prograa Naoa: School Policies and Procedures Prograa Cede: Prograa Goal: To reassess individual school LRSD FY 93-94 PROGRAM BUDGET Primary Leader: Estelle Matthis policies and procedures as they DOCUMENT Secondary Leader: relate to oeeting the needs Page: Revision Date: C. Russell of all 2 February Mayo, students. 25, Jr./Ama 1994 Bart Plan Page Reference Number Objectives Strategies Beginning Date L 188 L 188 L 188 188 1.0 To prograsBlng incentive complies establish a flexible approach school at Coarpletlo n Date Respqnslbll Ity Evaluation Criteria also needs. with which each July 1993 June 1994 30, Principal Staff 1.0 neets standards individual and student student (Increased on teacher tests, achievement made Abacus 1.1 (or. Allow other for team assessments, classroom observation standardized strategy} scheduling. effective by means teaching teaching of July 1993 June 1994 30, (Principal Staff) team the or 1.2 for classes periods Provide students for to opportunities for as romain extended needed. in time July 1993 June 1994 30, (Principal Staff) 1.3 Develop individualized a plan for within the instructions specific building. July 1991 June 1994 30, (Principal Staff) 1.4 for flexible addressed Local extended Practioners' year adainistration. scheduling by LRSD school must plan with be Jan. 1993 17, and tests) (Evidence teaching building other teaching 1.2 nuober of at level affective strategy) (Increase of participating extended Saturday Extended Programs) teachers plans in students in day, or Year (ClassrooB and Education include strategies lesson student's Individualized instruction Plan specific and will the needs 70^ children) of to E all meetPaga: Program Saq #s 72 Ravision Data: Fabrxiary 25, 1994 Prograa Naoa: School Pollclas aad Procedures Prograa Coda: Primary Leader: Estella Matthia Secondary Leader: C. Bussell Hayo, Jr./Arma Bart Prograa Goal: To reassess Individual school policies and procedures they relate to oaetlng the needs of all students. Plan Page Reference Number Objactives Strategies Beginning Data Ccopletlo n Date Rasponslbil Ity Evaluation Criteria L 188 L 188 188 L 188 L 188 L 188 2.0 for Areas to be possible plan investigated Inclusion. July 1993 June 1994 30, Assoc. Supts., Asst. Supts. 2.0 (Final recoBBseadations from the school 2.1 Permanent substitute school needed. 2.2 At to in be least assistant the 2.3 A. assignad each Incentive available one-half principal. RecoBendation LRSD Board Uniforms Uniforms required climate efforts. 2.4 as time to and Standard teachers. 2.S Encouraged denied (at least of for need Directors. students to be by July 1993 July 1993 July 1993 June 1994 30, (Assoc. Supts., Asst. Supts.) 1, June 1994 June 1994 30, 30, enhance recruitment school two dress PTA for attendance (Principal Asst. Supt.) Assoc. Supts., Asst., Supts. caaoBittae available) 2.1 (Job description and filled) 2.2 ari written position (Staffing reflective Businass of Casa recoBBandations) 2.3 (Students parents idea \u0026lt; of evidenced results) 2.3 racial (An occur) and support uniforms the as by survey acceptable balance will year for for (2) staff) parents/all meetings meetings per July 1993 July 1993 June 1994 June 1994 30, 30, (Parents, Principal, Staff) (Principal, Staff) 2.4 (Teachers participate establishing dress code building) 2.5 of will in In each (Documentation parent participation PTA reflect Beatings In will the number 7/ S of parents attending)Program Seq *: 72 Page: Program Name: School Policies Revision Date: Fabruary 25, 199 aad Procedures Program Code: Primary Leader: Estelle Matthls Secondary Leader: C. Russell Mayo, Jr./Arma Bart Program Goal: To reassess Individual sehool policies and procedures as they relate to meeting th needs of all students. Plan Page Reference Number Objectives Strategies Beginning Date Completlo n Data L 188 Responsibil ity Evaluation Criteria 2.6 Student available individual handbooks in every that will school school. be aad July 1993 June 1994 30, (Principal, Staff) 2.6 Bandbooks {Student used to parents about will inform Informed sehool programs, and bo {3.0 to I \u0026gt; To provide staff.) compensation regarding children) procedures policies their (3.1 will Additional be given teachers/prlncipals to compensation who extra incentive periods of time at work the A. at on school.} Teachers are an hourly rate educational experience ranging $12,000.00 with from B. compensated of hours pay and based salaries $6,000.00 per year. to Principals compensated receiving a have equitably, standard yet to be of $2,200.00 stipend per year. July 1993 1, June 1994 30, (3.1 records) Payroll\u0026lt;\u0026gt;F-. d RECEIVSn MAR 8 1994 Office of Desegregaiion Mcniicring TO: Mr. Larry Robertson, Assistant Superintendent FROmT^V^Robert L. Brown, Jr., Principal DATE: March 4, 1994 SUBJ.: Results of Personal Investigation in Program Budget Document Censorship Please be advised Mr. Sterling Ingram is responsible for censoring the input from Garland's Program Budget Document. At this time, I am asking you to secure for me the \"legitimate\" reason(s) for his authorization of this school's document. If at all possible, I would appreciate a response before my meeting with Dr. Mayo. If you are able to attend that meeting, March 9, 1994 at 3:30 p.m., I would like for you to be present. Thank you for your help. cc: Sterling Ingram Estelle Matthis Dr. Henry Williams Ann Brown John WalkerI. n. m. IV. V. VI. vn. PROGRAM BUDGET DOCUMENT WORKSHOP Welcome 5, 1994 and September 6, 1994 AGENDA Introduction/Purpose Background and History WordPerfect and PBD Examples Questions and Answers Adjournment tf [-s'?'4^ 7^ 7 '*4' 1 -tii* OCT 0uiC3 oi Robert Glowers Bill Mooney Robert Glowers Robert Glowers 51994 litorii tPROGBUD.DOC DISKETTE 9 THERE IS A METHOD TO THE PROGRAM BUDGET DOCUMENT PROCESS LITTLE ROCK SCHOOL DISTRICT Planning, Research and EvaluationLittle Rock School District Planning and Budgeting Process Program Planing and Budgeting Process Manual (Gray Book) Project Management Tool Monthly Court Submission The Tool Program Budget Document Quarterly Report (Rainbow Book) Task analysis of the Program Planning and Budgeting Document (Gray Book) Program achievements Identifies when activities are scheduled and completed I . Quarterly Expenditures Forces communication among departments because the tasks are interrelated1 Planning \u0026amp; Budgeting Time Line MAY JUN JLY AUG SEP Prog. Inventory I T I OCT NOV DEC JAN FEB MAR APR MAY JUN 2 3 4 5 6 7 8 I I I Prog. Evaluation Needs Assessment Goals Prog. Devel. I I I I I I I I Budgeting I I I I Monitoring \u0026amp; Reporting I I I I I I I I I Reassessment of Planning Process \u0026amp; Organization I I I I I Lidie Rock School District AUG I I JLY R. Mayo Fiscal Year 1994-95 QUARTERLY REPORTING ACHIEVEMENTS First Quarter 07-01-94/09-30-94 Accomplishments, efforts performance toward strategies Diskettes Due: 10-14-94 Placed under Strategies column Returned: 11-21-94 PROGRAM Alphabet precedes each achievement COMPLETION DATE Documents when an achievement is completed, in the format MM/DD/YY Give approximate, educated guess for percent of completion for achievements started but not finished. Give actual date upon 100% completion. BUDGET DOCUMENT PROCESS BEGINNING DATE Every achievement should have a corresponding Beginning Date Documented in format MM/DD/YY Documents when an achievement beginsPBD MAINTENANCE ACTIVITY DIRECTIONS: Fill in the blanks with the correct word(s). 1. The Program Budget Document provides planning information about_____________ information about the programs. and 2. The Program Budget Document diskettes are reported at intervals or periods. 3. _______________________ are efforts, tasks, evidence, performance, or actions undertaken which contribute to the accomplishment of the strategy. 4. If an achievement or activity toward the accomplishment of a strategy has been started but not completed during a reporting period, then a of completion should be entered in the \"Completion Date column. ir 5. Each achievement should have corresponding ______________ date information and________ date information or a percent indication for the date.DISKETTE FLOW INFORMATION Completed Diskettes Returned to: Incentive Schools Principals Sterling Ingram Elementary Schools Principals Margaret Gremillion Sadie Mitchell Secondary Schools Principals Robert Glowers Primary Leaders, Secondary Leaders, Program Managers Robert Glowers IInstructions For Entering Data Into The Progbudl.Doc Step 1 - Press rhe F5 key. Step 2 - Type a\nand press ENTER Step 3 - Press the DOWN ARROW key to move the cursor and the red highlight bar down. Progbud. 1 must be highlighted in red. Step 4 - Type 1 for Retrieve. The table will load onto the screen. Step 5 - Use the ARROW keys to move the cursor under the 'P\" in Program Name. Step 6 - Press the TAB key once. This will move the cursor under the \"S\" in School Operations. With your cursor under the \"S' type your school name, comma, and the press space bar once. The spacing will automatically adjust. Step 7 - Press the TAB key six (6) times and type your principal's name. Step 8 - Press the PAGE DOWN key once to move to the second page. This is the beginning of the table. Step 9 - Use the DOWN ARROW key to move into the table. Press the TAB key two (2) times to move to the Strategies column (column 3). Step 10 - Press the ALT key and the DOWN ARROW key together - 3 times. The cursor will move under the in 1.2 in the Strategies column (column 3). You are now ready to insert rows for the achievements corresponding to strategy 1.1. Step 11 - Press the ALT key and the F7 key together. You are now in the Table Edit screen.Page 2 Step 12 - Press the INSERT key. Type 1 for rows. Type in the number of rows you need to insert and press ENTER. To figure out the number of rows look to see how many achievements there are for the first strategy and insert one row for each achievement. For example, if you have two (2) achievements for the first strategy you will insert two (2) rows. . Step 13 - Press F7 to exit the Table Edit screen. Step 14 - Type the achievements for that strategy using the following format with A. being the achievement for 1.1. Strategies eginnino Date Cospletion Date 1. To review organizational structure in schools and central office to anaure sufficient sifiport for students and staff success and for the iapleaantation of the desegregation plan. 1.1 Appoint school-based biracial coaaiittees to aonitor iapleaamtation and data. (Report to faculty) A. School Biracitl Conmittee established (July 1, 1993) July 1, 1993 09/13/93 (June 30, 1994) 30, 1994 09/16/93 1.2 A district-wide biracial coaittee will laonitor district-wide desegregation efforts and data and (report to Board) July 1, 1993 30, 1994Page 3 Step 15 - You are ready to type the Beginning Date and the Completion Date. Step Step Step 16 - Press the TAB key once and type the Beginning Date. 17 - Press the TAB key once and type the Completion Date. 18- Press the TAB key five (5) times. This will move the cursor to column 3 in the Strategies column. You are ready to type in the next achievement. Step 19 - Before starting on the next achievement you will need to save your work. Press FIO to save. Type in a\nand your document name - then press ENTER. This name can be Budget 1 or your school name, although, you will only be allowed to use eight characters. Step 20 - Repeat steps 10 through 18. Please note that in Step 10 you will move the cursor to the next Plan Reference and Page Number in column 1 that matches the strategy for your next achievement. Step 21 - Continue in this manner until you have entered all achievements. Step 22 - To Exit WordPerfect press F7. Then you will answer Y (yes) or N (no) to save: document name will appear - press ENTER: Y (yes) or N (no) to replace: Y (yes) or N (no) to exit WP51. ADDITIONAL INFORMATION Text will wrap around when typing within a column. When retrieving your document you can look at the date the document was saved to decide which document you worked on last. It is a safe practice to save about every 15 minutes. To do this press FIO then press ENTER, press Y. If something goes wrong with the document simply exit without saving. Do this by pressing F7 and type N for No.ADDING ROWS AT THE END OF A TABLE This should only be used when you have reached the double lines at the end or the bottom of a table and there is no space available to type text. BE SURE TO READ THE DIRECTIONS AND MESSAGES ON THE SCREEN WHILE FOLLOWING THESE STEPS. Step 1 - Press the ALT key and the F7 key together. This will open the table edit screen. Step 2 - Press the HOME key twice then the DOAVN ARROW key. The cursor will move to the last cell in the table. Step 3 - Type 1 for SIZE. Step 4 - Type 1 for ROWS. Step 5 - The current number of rows in the table will appear on the screen. Type the new size of your table. For example, the number of rows is currently 23 and you need three (3) more rows - type 26 (23 3 26) and press ENTER Step 6 - Press F7 to exit the table edit screen. Step 7 - Move the cursor to the column you need to type in and type your text.How To Move The Cursor In A Table In Document Screen Use the Following Key Strokes In Edit Screen Use the Following Key Strokes To get to the Edit Screen [Ait} 4- (F7 Q + Q One Cell Down Qor (Alt} + Q Shift) 4. [Tati) or (Ait} + Q One Cell Left Q or Shift + or + Q Tati) or (AjD + One Cell Right Qor (Tati) or Sl + Q + One Cell Up CD or Home), [Home). (Home). (^ First Cell In A Row Home). (Home). (^ or Home I, (Home). (Home). Q Last Cell in A Row Home End) I, (Home). [^ or Last Cell in the Table Specific Cell + (EED Cell Location (e.g., Al) To exit the Edit Screen 11} 4-CURSOR CONTROL Character left Character right Line up Line down I I Commind Card Basic WordPerfect Features DELETE TEXT/CODES Character left of cursor BACKSPACE Character at cursor Word at cursor Word Left Word Right Left end of line Right end of line CTRL \u0026lt;- CTRL HOME HOME \u0026lt; HOME HOME - or END Characten right of cursor to end of line Characters right of cursor to end of P*g Sentence, paragraph, page Block DEL CTRL BACKSPACE DELETE EOL (CTRL . END) DELETE EOP (CTRL PGDN) CTRL F4 Undelete Block text DEL. Y n, 1 Left end of tcreen Right end of screen Top of JCToen Bonom of screen HOME. - HOME,-* HOME. * or - (numeric keypad) HO.stE. i or + (numeric keypad) Top of current page Bonom of current page Top of page number Top of previous page Top of next page CTRL HOME. T CTRL HOME, i CTRL HOME. pagenu/nber PGUP PGDN Beginning of document HOME HOME, I HOME HOME i End of doctimeoi SAVE DOCUMENT And Remain in Document 1. Flo 2. Enter filename 3. Y/N (if resaving) And Clear the Screen 1. F7.Y 2. Enter filename 3. Y/N (if resaving) 4. N And Exit WordPerfect 1. F7,Y 2. Enter filename 3. YZN (if resaving) 4. Y BLOCK TEXT/CODES 1. Cursor on first character 1. ALTF4 3. Cunor on last character RETRIEVE DOCUTvfENT Directly 1. SKUTAFIO 1, Enter filename From Lbt Files 1. F5. Enter drive/directory 2. Highlight file, 1 PRINT Text from Screen 1. Position curscr 2. SK!rT-F7 3. 1 for full document. 2 for page Block from Screen 1. Block text 2. SHIFT * F7. Y Document from Disk 1. SHIFT + F7.3 1. Enter document name 3. Enter range of pages Document from Li.ct Files (Disk) 1. F5. enter directory 2. Highlight file, 4 3, Enter range of pagesC.aocei Print Job 1. SJOFr .FT, 4, 1 2. Enter print job number CENTER (OR FLUSH RIGHT) 1. Poiidon cursor 2. SHIFT P6 (or ALT * PS) UNDERLINE (OR BOLD) While Typing 1. Pl (or PS) 2. Typo text 3. FI (or PS) Existing Text 1. Block text 2. Pl (orP6) CHANGE LINE SPACING 1. Posidon cunor 2. SHIFT FR, 1, 6 3. Enter apacing, FT RESET MARGINS Left/rtgiit 1, Posidoa cunor 2, SHIFT * Pl, 1,7 3. Enter margdni, FT Top/bottom 1. Pondoncunor 1. SHnT*PI.2,5 3. Enter margin*. F7 RESET TABS 1. Poiidon cunor 2. 3. 4. SHIFT. PI, 1.8 Cle*rT*b() Set Ub(), FT. F7 SEARCH TEXT/CODES 1. Posidon cunor. Fl 2. Type learch icing. Fl REPLACE TEXT/CODES 1. Poiidon cunor 2, AJJT * Fl, Y/N for confirmation 3. Type eared itiing, F2 4. Type replace icing. Fl INSERT HEADERS (OR FOOTERS) I. Poiidon cunor it top of page 2. SHIFT PS, 2.3 (or 4) 3. Select I or 2 for type of header (or footer) 4. Select frequency 5. Type the text, FT, F7 INSERT PAGE NUMBERS 1. Poiidon cunor at top of page 2, SHIFT * Pl, 2, 7 3. Select page number poiidon, FT MOVE(ORCOPY) Sentence, Paragraph, Psge 1. Posidon cunor 2. CTRL. F4, 1 or 2 or 3 3. I(ot2) 4. Posidoa cunor, ENTER Block of Text 1. Block text 2. CTRL.F*, 1 3. I(or2) 4. Poiidon cunor, ENTER CHECK SPELLING 1. Posidoa cunor o 3. CTRL . Pl, 1 4. 1 for word, 2 for page, 3 for document 5. Respond to menu opdona USE THESAURUS 1, Poiidon cunor on word 2. loaen Tbeiaiirui (floppy diik users) 3. ALT.n 4. Respond to menu opdona WoniPwiocx w * of WordPwriwcl CotporwonPRINT SHIFT F7 print text 4 t2SBlE __ _ ________________ \\ Name Port 1 HP LaserJet IID 2 LPTl: 3 Sheet Feeder None 4 - Cartridges/Fonts/Print Wheels 5 Initial Base Font Courier lOcpi 6 Path for Downloadable Fonts and Printer Command Files I 7 - Print to Hardware Port No / S Selection: 0 Selec Printer: Cartridges/Fonts/Print Wheels 'it Category Quantity Available Built-In Ca: idges Soft Fonts 2 350 K 0 350 K NOTE: Most fonts listed under the Font Category (with the exception of Built-In are optional and must be purchased separately from your dealer or manufacturer. If you have fonts not listed, they may be supported on an additional printer diskette. For more information call WP at (801) 225-5000. If soft fonts are marked you must run the Initialize Printer option in WP each time you turn on your printer. Doing so deletes all soft fonts in printer memory and downloads those marked with If soft fonts are not located in the same directory as your printer files, y must specify a Path for Downloadable Fonts in the Select Printer: Edit menu\". you 1 Select\n2 Change Quantity\nN Name search: 1TERM MANAGEMENT TOOL PROGRAM BUDGET DOCUMENT (PBD) ALLOCATIONS FORMULAS MINIMUM FOUNDATION PERFORMANCE AID (MFPA) CARRY-OVER FISCAL-YEAR GOALS OBJECTIVE PROGRAM PROGRAM DESCRIPTION PROGRAM GOAL ACHIEVEMENTS PROGRAM NAME LITTLE ROCK SCHOOL DISTRICT Planning Budget Process Glossary MEANING A listing of annual tasks to be done related to Planning and Budgeting. Tasks appear listed by task, completion percentage, start date, finish date, and person(s) responsible. A listing of all legal obligations of LRSD divided by program areas. Obligations appear listed by reference, obligation, activities, start and finish dates, person(s) responsible, and evidence criteria for the completion of activities. At one time this was known as the \"Rainbow Document\" because it was printed on paper of many colors. Mathematical formulas used to determine how resources are allocated. Technical term. Refers to part of the monies the district receives toward per- pupil expenditure. The amount of money not spent by LRSD when the budget is closed for a given fiscal year. The beginning month period during which spending on the new budget begins and ends our fiscal year is July 1-June 30. If only one year appears with the word \"fiscal\" or \"FY\" in a document, it is the last year of that budget. For example, fiscal year 1995-96 may be expressed as FY 96. A broad expression of one purpose of LRSD. A specific, measurable expression of something to be achieved within a stated time period. A program is an established plan of operation, composed of a group or series of related activities which are carried out to serve a specific area of identified need. (PBD) A program description includes a purpose, scope and content, and participants/beneficiaries related to the respective program. (PBD) A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition(s) of the specific program. (PBD) Achievements are efforts, tasks, evidence, performance, or actions undertaken in a program which contributes to the accomplishment of the strategy. Achievements are placed in alpha order underneath the relative strategy. (PBD) To eliminate confusion, an established name for each program has been assigned by the district planner. (PBD)OBJECTIVES Program objectives present explicitly the desired impact the program should have on a problem. They should provide detail to the goals. (PBD) STRATEGIES Strategies are the jobs, tasks, efforts, or actions undertaken in a program which contributes to the accomplishment of the objective. (PBD) PRIMARY LEADER The Primary Leader is the council\\cabinet level associate responsible for the management and operation of the respective program. (PBD) SECONDARY LEADER The Secondary Leader is the associate who is back-up to the Primary and will function in that capacity in the absence of the Primary (i.e. the Program Manager or the Principal). (PBD) DISTRICT GOAL SUPPORT Each program directly supports at least one district goal. If more than one district goal is relative, then the appropriate district goals have been listed in descending priority order. (PBD) BEGINNING DATE This is the actual date a particular strategy began. For consistency, all dates should be printed in the following manner\nMM/DD/YY, (09/30/93). (PBD) COMPLETION DATE This is the actual date a particular objective or strategy was completed. For consistency, all dates should be entered in the following format: MM/DD/YY, (09/30/93). If an activity toward a strategy has been started but not completed, a percent of completion (75 %) should be entered. (PBD) RESPONSIBILITY This is the name of the individual(s) tasked with ensuring an activity has been accomplished. (PBD)Program Seq #: 27 Program Name: Educational Equity Monitoring Program Code\n22 Program Goal: Plan Reference Page Number L 224 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. C. Russell Mayo Secondary Leader: {To provide information to determine the level of educational equity for all students to coordinate the planning and budgeting process.) Objectives Strategies Beginning Date Completion Date Page: 2 Revision Date: Or. Robert Glowers Responsibility October 3, 1994 Evaluation Criteria 1. To cortduct semi-annual Educational Equity Monitoring visits with the assistance of the local school biracial committees. (1.0 Completed semi-annual report of findings in the thirteen (13) monitoring categories.) (1.1 Develop appropriate surveys, designs, checldists and other reporting forms for monitoring process.) (1.2 Selection of local team members.) (1.3 Conduct training of local team members, as needed.) 107-01-94) (07-01-94) (07-01-94) (06-30-95) (06-30-95) (06-30-95) Director, Planning, Research end Evaluation Principals Director. Planning, Research and Evaluation (1.1 Copies of completed documents.) (1.2 List of local team members.) (1.3 Agenda of completed training session and list of team members who received training.)Program Seq #: 27 Program Name: Educational Equity Monitoring Page: 3 Revision Date: October 3, 1994 Program Code: 22 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Dr. Robert Glowers Program Goal: (To provide information to determine the level of educational equity for all students to coordinate the planning and budgeting process.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (1.5 Establish monitoring schedule.) (1.6 Conduct site visits.) (07-01-94) (07-01-94) (06-30-95) (06-30-95) Director, Planning, Research and Evaluation Director, Planning, Research and Evaluation (1.5 Completed monitoring schedule for all schools.) (1.6 Completed composite report for each visit.)LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation Evaluation of the Seminar on PROGRAM BUDGET DOCUMENT Please help us evaluate this seminar by responding to the items below. Circle the number which best express your reaction to each of the items. Space for additional comments has been provided. 1. The objectives of the seminar were: Clearly evident 5 4 3 2 1 Vague 2. The organization of the seminar was: Excellent 5 4 3 2 1 Poor 3, How effective was the presenter(s): Excellent 5 4 3 2 1 Poor 4. Did the presenter(s) communicate effectively: Excellent 5 4 3 2 1 Poor 5. Was the presentation effective: Adequate 5 4 3 2 1 Inadequate 6. The information gained should prove: Beneficial 5 4 3 2 1 Not Beneficial 7. Overall, I thought this seminar was: Excellent 5 4 3 2 1 Poor What additional information would have been advantageous to you: Comments:CORR25 Date: September 2, 1993 To: Estelle Matthis Sterling Ingram Dennis Glasgow Larry Robertson Margaret Gremillion Brady Gadberry Arma Hart Jeanette Wagner Mark Milhollen Jerry Malone From: Bill Mooney Subj: Completion of the Program Budget Documents Sterling and I have been working on some documentation to support the Program Budget Document, and we think this will help you in your task of loading your initial program data. If you will look at these two documents prior to loading your data, you should have far fewer problems. Attached is a document entitled \"LRSD FY 93-94 PROGRAM BUDGET DOCUMENT TERM AND DATA ELEMENT DEFINITIONS.\" This document provides some basic definitions you will need as you work with both the desegregation programs and the non-desegregation programs in the next phase of the project. It also provides a description of every data element field on both pages of the Program Budget Document (PBD), including what should go into those fields. The diskette is built using WordPerfect. You will find three files on the diskette\nINSTRUCT, PROGBUD.DOC, and TABLE JRM. File INSTRUCT contains a complete set of typing and formatting instructions for your clerical staff. This file should be read before opening the other two. If you run into problems, please ask for help. It is very important that you pass on this information to all program people who will be working with the PBD. If you have questions, let us know. The PBD you are creating today will be used for quarterly reporting for the rest of the year. Therefore, maximum happiness will result from maximum communication and understanding. CONCPT04 REVISED 02 SEP 93 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT TERM AND DATA ELEMENT DEFINITIONS TERM DEFINITIONS. The following definitions are provided for general guidance, and will be used throughout the Program Planning and Budgeting Process. Program. A program is an established plan of operation, composed of a group or series of related activities which are carried out to serve a specific area of identified need. A program is a major undertaking by the district to fulfill statutory, executive, and/or legal reguirements. methods of implementing goals and objectives. Programs are the district's Programs will be a basis for work progress and fiscal reporting and monitoring. Program Description. Generally, program descriptions do not currently exist on most programs, and will have to be written, program description should include at least three parts: A - Purpose. A one or two sentence statement of what the program is designed to accomplish. Scope and Content. A general description of the activities that are to be undertaken to achieve the purpose. description program. This of section might also include the administrative - Participants/Beneficiaries. a brief structure of the A specific statement of how many and what kind of persons will be affected by the program during one fiscal year. Program Goal. A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition(s) of the specific program. It is a general and enduring statement of purpose that expresses the district's fundamental intentions and provides guidelines for planning the future development of the program. What is the program trying to accomplish? must have at least one goal, but may have several. Each program Objectives. Program objectives present explicitly the desired impact the program should have on a problem. detail to the goals. They should provide They tell in specific, measurable terms what is to be accomplished to implement adopted goals. The objective statement should: (A) tell what is to be achieved\n(B) tell when the achievement is to be realized\n(C) tell how the achievement of the objective will be measured. least one objective, but may have several. Each program goal must have at Strategies. Strategies are the jobs. tasks. efforts. oractions undertaken in a program which accomplishment of the objective. contributes to the A strategy is a combination of intermediate steps, and produces a distinct end product intermediate processes which only support other strategies. - not These end products should be measurable or quantifiable where possible, showing how the objective is to be achieved. have at least one strategy, but may have several. Each objective must Evaluation Criteria. Evaluation criteria are statements which specify the end product of an objective or strategy and establish measurable levels of performance for the product. These end products should be measurable or quantifiable where possible. showing how the objective or strategy is to be achieved. The criteria should measure, if possible, the relative impact of the results on the problem which the objective or strategy is designed to solve. If a strategy or objective cannot be measured in terms of impact, the measurement can be stated in terms of the level (or volume) of strategy provided and/or the number of persons served. Each strategy must have at least one evaluation criteria, but may have several.PROGRAM PAGE DATA ELEMENTS DATA ELEMENT DEFINITIONS. Page. Each program will have one of these cover pages. Extensive program narrative will carry-over onto a second page. The form is set up on diskette to allow for this carry-over, so you do not have to get everything on one page. Program Seq #. Each program will be sequence number by the district planner. assigned a unique The purpose of this sequence number is to establish a reference for placing programs in order within the planning document. When the document is assembled, programs are arranged in this sequence. The program sequence number will help facilitate look-up since there is no front-to-back page numbering. This element should be a static field\nit should not change during the year. Revision Date. document was last changed. This date is the actual date this program This date will be entered by the person making the change each time the document is changed. this date will change at As a minimum, performance reporting. least quarterly with the regular Program Name. The district planner established name of the program in this field. will place the Name consistency will eliminate confusion, so try to use the designated name on all documents. change during the year. This element should be a static field\nit should not Program Code. This is a unique accounting code which will link budget and expenditures to the associated program. The code will be assigned by Financial Services prior to the beginning of each fiscal year, and all expenditures during the year should use this program code. should not change during the year. This element should be a static field\nit Primary Leader. The Primary Leader is the cabinet-level associate responsible for the management and operation of this program. This person should have the authority to ensure all necessary actions are taken to make the program successful. This person is responsible for the correctness and timeliness of the planning document and all subsequent reporting. Secondary Leader. The Secondary Leader is the associate who is back-up to the Primary, and will function in that capacity in the absence of the Primary. Program Description. above, must be placed in this field. The program description, as defined This element should be a static field\nit should not change during the year. District Goal Support. Each program must directly support oneor more district goals. If more than one district goal, the appropriate district goals should be listed in descending priority- order. District goals will be established by the Board. This element should be a static field\nit should not change during the year. Program Goal. placed in this field. but may have several. The program goal, as defined above, must be sequentially. Each program must have at least one goal. Each goal should be numbered and listed not change during the year. This element should be a static field\nit should Plan Reference. Specific plan and page references will be listed in this section for those programs directly cited in one of the desegregation plans. L= InterDistrict Plan. LRSD Desegregation Plan. The format should be L23 or 113-20. 1= This element will be left blank if the program is not directly cited in one of the desegregation plans. This element should be a static field\nit should not change during the year, unless by Court Order. FY Program Budget. The total budgeted dollars for the appropriate fiscal year will be shown in this element. The number will be the total for the program code, and will be supplied by Financial Services at the beginning of the fiscal year, element will change only if the budget changes. This FTE. This element reflects the Full Time Equivalents (FTE) budgeted for this program (at the program code level). The number will be the total for the program code, and will be supplied by Financial Services at the beginning of the fiscal year, element will change only if the budget changes. This lst/2nd/3rd/4th Qtr Expend. The actual expenditures for each quarter will be entered into the appropriate field during the quarterly reporting process. Financial Services will provide the information, but the Primary Leader is responsible for entering the information onto the form. remain static unless an error is detected. Once entered, these fields should YTD Expenditures. actual expenditures at the program level. This field is the year-to-date total of This will include all departments with expenditures against this program. Financial Services will provide the information once each quarter is closed, but the Primary Leader is responsible for entering the information onto the form. unless an error is detected. Once entered, these fields should remain static Related Function Codes. This field identifies all function- level accounting codes which combine to make the complete program budget. Each program will have at least one function code, but may have several. with one space between them. Each four digit code should be listed sequentiallyOBJECTIVE PAGE DATA ELEMENTS DATA ELEMENT DEFINITIONS. Page. This is the relating to the the field. ft program\". sequential page number for all pages This number is automatically placed in Program Seq #. program page. This This should be the same number as on the number will link all objectives back to the major program. separate program Revision Date. document was last changed. This date is the actual date this program This date will be entered by the person making the change each time the document is changed. this date will change at As a minimum, least quarterly with the regular performance reporting. The date on this page may be different from that on the program page since this objective page should change more frequently. Program Name. page. This name This should be the same name as on the program is a further link back to the major program. Including the name on this page prevents the need to refer back for the program name. Program Code. This should be the same code(s) as on the program page. This code(s) is a link back to the major program. Including the code(s) on this page prevents the need to refer back for the program code. Primary Leader. This should be the same person as on the program page. Including this name on this page prevents the need to refer back for the leader 's name. Secondary Leader. that name on the program page. This name will generally be the same as objectives, However, if a program has several supporting objectives. the Secondary Leader may be different for those Program Goal. program page in this field. Include only one of the program goals from the For each program goal listed on the program page, there will be at least one objective page. Plan Reference Page Number. listed for each objective and strategy. Source references should be If the objective or strategy is desegregation plan related, list the specific plan and page upon which this objective or strategy is found. If the objective or strategy is not related to a desegregation plan or Court Order, list whatever source was used. be numbered to correspond to the appropriate strategy. Each reference should Objectives. the program goal. List all of the objectives required to satisfy Objectives should be listed in bold face.Wording not taken from a desegregation plan or court order should be in bold face within parentheses. Each program goal must have at least one objective, but may have several. Spacing between objectives should allow for all supporting strategies. Objectives should be numbered sequentially under each goal. Strategies. the related objective. List all of the strategies required to satisfy Strategies should be listed in bold face. Wording not taken from a desegregation plan or court order should be in bold face within parentheses. Each objective must have at least one strategy, but may have several, numbered sequentially under each objective. Strategies should be Beginning Date. activity began. This is the actual date this particular For consistency, all dates should be entered in the following format\nMM/DD/YY, 07/22/93. stated yet, leave this field blank. If an activity has not Completion Date, activity was completed. entered in the following format\nThis is the actual date this particular For consistency, all dates should be MM/DD/YY, 07/22/93. If an activity has been started but not completed, give your best guess on the percent of completion (75%). started, leave this field blank. If the activity has not Responsibility. This is the name of the individual tasked with ensuring this activity is accomplished. Evaluation Criteria. List at least one evaluation criteria for each strategy. Include the specific measure of success. Evaluation criteria should be listed in bold face. Wording not taken from a desegregation plan or court order should be in bold face within parentheses. Each evaluation criteria should be numbered to correspond to the appropriate strategy, and should be numbered sequentially under each strategy.(7c: Program Description: Purpose: Scope and Content. In-depth Program Evaluation Format This comes from the program description in the Program Budget Document (PBD). The description may be expanded if necessary to better describe the program. A statement or succinct description of the purpose of the program A narrative of what the program encompasses Participants/Beneficiaries'. A description of who the participants and beneficiaries are of the program. A specific group of workers, a specific group of students\ngeneral description of participants or beneficiarieswhichever is more applicable. Program Goals: The program goal(s) taken from the PBD Evaluation Criteria: Evaluation criteria are listed on the far right side of the PBD. The evaluation criteria should be listed separately and numbered as part of the format of your evaluation. / Evaluation Results: The corresponding results of the evaluation criteria should be listed here. The evaluation results should be numbered to match the evaluation criteria listed above for easy reference. If no evaluation results are available for a corresponding evaluation criteria item as listed above, then no evaluation results should be so stated. Objective 1: This is the first objective from the PBD for the program being evaluated and should be restated. Following restatement of the first objective, relevant data results of findings from the evaluation results listed above should be presented here. Tables are also appropriately presented at this point to indicate the success of attainment of objective 1 with respect to the attainment of the appropriate program goal or goals. This section of the evaluation provides you with the opportunity to pull together the different evaluation results that indicate the success of objective 1. Discussion I: A discussion of objective 1. A statement of whether or not you met objective 1 based on conesponding criteria. That is, what can you say about your success in meeting objective 1 in terms of your evaluation criteria. Was/were the appropriate goal or goals met. It is at this point that you would pull together the various pieces of your evaluation results in order to holistically discuss the success of achievement of objective 1.2 Objective 2: Restatement of the second objective followed by relevant data results as described in the process above. Discussion 2: Restate the second objective. Discuss whether or not you met objective 2 based upon the evaluation criteria/results in terms of the program goal(s). Objective X: This process should continue until all objectives for your program have been listed and criteria appropriately dealt with. Discussion X: This process should continue until all objectives for your program have been dealt with in terms of meeting the objective in terms of the related program goal or goals. Obstacles to Goal Attainment:Below, please list the obstacles encountered. Use the conesponding objective number as listed in the PBD. Objective 1: Provide a succinct statement as to whether or not the objective was met in terms of its goals. If the objective was achieved, then state objective achieved. If the objective was not achieved, then state objective not achieved and indicate why the objective was not achieved in terms of your goal(s)\nexamples could include the lack of resources, inadequate personnel, lack of community interest, etc. Objective 2: As above Objective X: This process should continue until ail objectives have been dealt with in terms to relative to obstacles to goal attainment Recommendations: After evaluation of your program, recommendations are likely to be forth coming. These recommendations are recommended changes to the existing program. The new recommendations will entail several components. The new objectives listed for a particular recommendation are not to be confused with the objectives listed in the PBD which you have already evaluated. Essentially, you are now writing a new objective and component elements. Recommendation 1: A statement of what you recommend as a program change to the current program. Objective D. State the objective of the recommendation described above. Evaluation Criteria: State the new evaluation criteria that will be used to evaluate the objective. Expected Benefits'. State the benefits to be experienced/expected by the District as a result of this recommendation were it to be implemented. eval_94.doc 11/11/943 Impact Analysis'. Describe the expected impact of the program. Refer to the Business Case format for additional detailed instructions. Resources Analysis'. Personnel analysis, financial analysis, expected costs, savings, etc. Refer to the Business Case format for additional detailed instructions. Force Field Analysis'. Who will be the primary supports of the recommendation\nwho will be the primary detractors of the recommendation. Refer to the Business Case format for additional detailed instructions. General Implementation Plan'. This includes the timelines, corresponding activities, and responsible persons for implementation of the recommendation. Refer to the Business Case format for additional detailed instructions. Recommendation 2: Follow above process Recommendation X: Follow above process for each additional recommendation. Please include the following wording at the end of your extended evaluation and indicate your recommendation and check-off one of the budgetary impact statements. Business Case is recommended___yes___no Plan modification is recommended___yes___no Overall recommendations are likely to have what type of budgetary impact: No budgetary impact___ Increased costs___ Decreased costs eval_94.doc 11/11/94\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_617","title":"Program planning and budgeting process","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":["1992/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School employees","Educational law and legislation"],"dcterms_title":["Program planning and budgeting process"],"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/617"],"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":["158 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- IRC TEL : 501-324-0504 Oct 0193 15:11 No .004 P.Ol LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION Date: September 30, 1993 To: All principals From: Sterling Ingram, Director Subject: Instructions for completing Program Budget Document In order to standardize procedures for reporting achievements (evidence) of the strategies on the Program Budget Document, the following instructions are provided. 1. Responsibilities of Principals Principals are expected to document the achievement of strategies only where \"Principal\" or \"District is stipulated in the \"Responsibility\" Principals are Staff 11 column of the Program Budget Document. responsible for inputting information in only three\nstrategies. Beginning Date and Completion The diagram below shows the relative columns (3) columns: Date. for inputting information by principals. strategies Beginning Date Completion Date 2. Submission to Assistant superintendents Your diskette should be forwarded to the assigned 1993 assistant superintendents on or before the second Thursday following the end of the quarter (i.e. Thursday, October 14, 1993, for this quarter). The assistant superintendents will compile the information to form a district-wide report that will be keyed into a master School Operations diskette. 3. Return to Schools Your diskette will be returned to you after a paper copy has been extracted for office use.ik'c' TEL :501-324-0504 Oct 0193 15:11 No .004 P.02 Memo to Principals September 30, 1993 Page 2 4. Placement of Achievements (Evidence) on the Program Budget Documents Evidence of the achievements should be placed underneath the II Strategies\" column. Use alpha order to list achievements underneath strategies (A._______ B., etc.) where the principal or district staff has been specified as the responsible person. REMEMBER\nThe achievements will continue to grow underneath each strategy until the information for that particular strategy is completed. See the Sample of Achievements Documentation below for selected objectives and selected corresponding strategies for further clarification. sample of Achievements Documentation OBJECTIVE STRATEGIES 1. To ensure an organizational structure which provides equal opportunity and access for parents,students and staff. 1. To review organizational structure in schools and central office to ensure sufficient support for students and staff success and for the implementation of the desegregation plan. 3.1 Mini-seminars at PTA meetings and in the community. A. PTA Mini-Seminars Agenda, October 10 5. Beginning Date Each achievement should have a corresponding beginning date (MM/DD/YY) , example: 09/28/93.\" IRC' TEL:501-324-0504 Oct 0193 15:12 No .004 P.03 Memo to Principals September 30, 1993 Page 3 6. 8. 7 . Completion Date An actual date (MM/DD/YY) , example: 11/14/93, will document when an achievement was completed. If an achievement has been started but not completed, give an approximate guess for the percent of completion, example: 75%. Limited Achievements for This Reporting Quarter Identify only achievements which have been completed during this quarter (July 1 - September 30). Every strategy is not expected to show achievements at this early date. Laser Printers Are Required for Hard Copies Only laser printers are capable of producing hard copies (photocopies) of the information entered onto However, some laser printers in the the diskettes. schools are not capable of printing the WordPerfect Program Budget Document. For those schools not having printing capabilities for this document. Planning Research and Evaluation will provide a hard copy upon request. REMINDER: _________ If you are confused, do not forget to refer to the three (3) sets of definitions for the Program Budget Document given you at the inservice. As a final note, schools are expected to present only achievements which are succinct and meaningful. Blank forms of the Program Budget Document are enclosed. If you have content questions concerning this memorandum, contact Marjorie Bassa at 324-2120. If you have technical questions concerning the Program Budget Document, contact Dennis Glasgow at 324-0518. drg Enclosures cc: Assistant SuperintendentsTRAIN06 REVISED 07 OCT 93 PROJECT OBJECTIVE Assist the LRSD in developing and implementing a long range planning and budgeting process that links programs/ obligations and fund allocations and expenditures beginning with FY 94-95. 1. Assist the LRSD in developing and implementing a needs assessment process that incorporates both legal obligations and other programs. 2. Assist the LRSD in developing and implementing a process that results in a planning document, based on the needs assessment, which qualifies existing programs/ obligations and identifies new programs to meet defined goals and objectives\nand which defines programs/ obligations in terms of purpose, evaluation criteria and methods, ownership, priorities, and timelines. 3. Assist the LRSD in developing and implementing a budget process that links plan programs/obligations and funding allocations for budgeting and expense reporting analysis\nthat identifies and allocates all financial resources\nthat provides regular review of progress and expenditures\nthat provides a method of initiating modifications to program/ obligations and budgets. 4. Assist the LRSD in developing and implementing a process for program and expenditure evaluation for decision-making.X J mo PUNNING AND BUOGHING PSOCESS A B Program Coordination Bro ad-leased Iniput and Participation a C E T Organization and StaPfinsr Needs Assessnent PrograR Inventory \u0026lt; 0 PrograM DevelopMent Budgeting Goals and 01\u0026gt;JectivesG Prograw Budget BocuMent H Honitoriny and Reporting I Progran Evaluation L Itestart cycleACTIVITIES July Aug. 19 9 3 Sep. Oct. Nov. Dec. PLANNIMG AND BUDGETING CYCLE Jan. Feb. Mar. Apr. Hay 19 9 4 June Needs Assessment Begins July Aug. Sep. Oct. Nov. Dec. Jan. Feb. Har. 19 9 5 Apr. Hay June July Aug. Program Inventory Begins Ha Loa Is/Ob5ec11ves Development Program Development Budgeting Budget Document Monitoring and Reporting (prior quarterly reports) Program Evaluation 1 iTRAIN09 REVISED 07 OCT 93 AUTOMATED PROJECT MANAGEMENT TOOLS PROJECT KICKSTART MICROSOFT PROJECT FOR WINDOWS...windows...excellent SUPERPROJECr...DOS...WINDOWS...EXCELLENT INSTAPLAN...DOS PROJECT SCE TO 'ULER..DOS ON TARGET-WINDOWS PRIMAVERA..DOS PROTRACS...DOS..JLIMITED CAPABILITY TIME LINE...DOS...WINDOWS LOTUS AGENDA..DOS...LIMITED CAPABILITYTRAIN08 REVISED 07 OCT 93 PROJECT MANAGEMENT TOOLS CHECKOFF LIST STUFF TO DO TASK LISTING SEQUENTIAL LIST OF TASK/PERSON/TIME GANTT CHART TYPE BASED ON HORIZONTAL TIME PERT PROGRAM EVALUATION AND REVIEW TECHNIQUE CPM CRITICAL PATH METHOD - TIME - MATERIAL - PERSONNELTRAIN07 REVISED 07 OCT 93 BENEFITS OF PPBS PROCESSES 1. LONG RANGE PLANNING BECOMES ROUTINE 2. PLANS AND PROGRAMS REVIEWED CONTINUOUSLY 3. CLASSIFICATION OF PROGRAMS AND PURPOSES 4. INTER-DEPARTMENT COORDINATION STRENGTHENED 5. PROGRAM EVALUATION ESTABLISHED 6. PROGRAM EVALUATION BASED ON GOALSSTPROGOl REVISED 10 AUG 93 SHORT TERM PROJECT PROGRAM DEFINITION PURPOSE: Develop a template for definition, purpose, and measurements. program identification. TASKS TAR ACT 1. Review Bernd tasking memo. 4/12 4/13 2 . audit. Sterling Ingram. Determine his plans for Bernd 4/14 4/14 3. Sterling Ingram. Get copy of Barksdale material. 4/14 4/14 4 . Volunteer assistance and define role. 4/14 4/14 5. Review Barksdale material. 4/16 4/14 6. Sterling Ingram. Draft project plan for audit. 4/19 CANC 7 . Complete research on template items. 4/20 4/23 8. Design template, definitions, and examples. 4/28 4/28 9. Approval of template design. 4/30 CANC 10. plan. Work with Sterling Ingram on completing project CANC 11. project. Deadline on decision from Sterling Ingram on 5/7 5/10 12. Draft initial document for Cabinet on program definition and listing. Distribute. 5/11 5/17 13. Cabinet returns mark-up of program listing. 5/24 CANC Date due is 5/24. 14. Meeting to verify and clean-up. 6/21 6/21 15. Program identification deadline. 6/1 Pass 16. Meet with Morgan on financial coding requirements. 6/23 6/30 17. Distribute final draft for review and comment. Date due back is 7/9 7/2 7/218. Get final mark-ups back from cabinet members. 7/9 7/9 19. Complete any final changes, and finalize program listing. 7/14 7/12 20. Get sign-off from Superintendent. 7/16 7/16 21. Distribute final program listing. 5/28 7/19 22. Meet with Milhollen on re-coding programs. 6/1 6/21 23. Meet with Ingram on template/report design. 7/1 7/21 24. Finalize Program Planning and Budgeting Document and reporting format. 8/16 25. Provide Ingram with complete diskette. 8/23gut Little Rock School District Human Resources Implementation Plan 10 6 Task Desorption Development al Human Resources System Marural I 8^15 [ 6^2 I I 95 Septwnber | Octobw | Novembw | DcmbM f I 9'12 I aUS I 326 I 103 I 1010 | 1CV17 | 1024 | \u0026lt;0/31 | 11/7 | 11/14 | llgl | KgS | 12/5 | 12/12 | 12/19 | 12/26 January I 1g I 1/9 I 1/16 12 DevelqM Needed Forms 5 One on One Meetings with Principals and Department Heads 13 Review and Revise New Forms 9 Oevelope Implementation Plan 14 Prepare Job Descriptions and Expectations 17 Prepare user material 19 Develcpe Education Materials for Users 20 Padtc^ manual for Approval 28 Upgrade tables for CIMSIII - Application System 10 Desigrtale Project Leader 15 Review arxf Revise Job Description and Etqdectatiora 18 Devekpe Education Plan for Users 27 Print rtew coding manuals 1 Hire Hurrwi Resource Director 24 trrplement job desc. \u0026amp; expec. thru mtgs with HR staff 25 Transition for HR Ststfl 26 Forms Printing 29 Print users manuals 8 Corrpletion ol New Forms 16 Education Plan for HR Staff 11 Briefing of HR Director 21 Receive approval for manual and reorganization 22 Anrxxincement to HR SteA 23 Anrxxjrtcemenl toOistrid 2 Reorganization Meetings w/ HR 3 Human Resources Trainirtg 4 Announce Reorganizdion lo Customers 7 Procedures for Prirx^tpals and Budget Marwgers Project: Date\n9/17/93 Critical iiiiiininirniin] Noncritical K\u0026lt;\u0026lt;y:iiiiiiii1 iiiiaiiiiiiiiii K^llllll bnnnni] Hl 111111111 lllllllll lllllllll tn mnnnmiiinin] B 1 nun mi fnrmnriii rrTrnn.TrTTi tllllllllHIII lllllllllllll B I I I I Progress Milestone e Summary V Page 1 Date: 9/17/93gust Little Rock School District Human Resources Implementation Plan D 33 Task Description Personnel Coordirutfors' problem log establshed I September I October I November I December arts I a/22 I aoa I as | ari2 | 9/19 | aes | 103 | wio | nvi7 | 1024 | 1031 | 11Z7 [ iizu | 11/21 | n/za | las | iznz | raw [ \\2ix Jenuery I 1/2 i 1S I 1/16 31 Otstrfcule new coding manuals OnTfTl X Distrbule new forms 32 Set irrplementetfion hot-Gne mn HD 34 Modify training and manuals based on prcfclem logs IIIIIHI u im 35 Conduct foHow-on training if necessary I Project: Date: 9/17/93 Critical nrrniriiTunnTn Noncriticai Progress Milestone Summary V Page 2 Date: 9/17/93ID Task Description 12 Develope Needed Forms 10 Designate Project Leader 9 Develope Implementation Plan 17 Prepare user matenal 13 Review and Revise New Forms 18 Develope Education Plan tor Users 5 One on One Meetings with Princtpais and Department Heads 14 Prepare Job Descriptions and Expectations 1 Hire Human Resource Director 6 Development of Human Resources System Manual 8 Completion ol New Forms 16 Education Plan for HR Staff 20 Package manual for Approval 27 Print new coding manuals 28 Upgrade tables for CIMSIII - Applicabon System 21 Receive approval for manual and reorganization 22 Announcement to HR Staff 11 Bneling of HR Director Little Rock School District Human Resources Reorganization Tasks Listing % Complete Finish Assigned to: Notes: 100% 9/13/93 PCS team 0% 50% 0% 50% 0% 0% 0% 80% 80% 80% 0% 0% 0% 0% 0% 0% 0% 9/20/93 9/21/93 9/24/93 9/27/93 9/28/93 9/29/93 9/30/93 10/1/93 10/1/93 10/1/93 10/1/93 10/1/93 10/1/93 10/1/93 10/4/93 10/5/93 10/6/93 Pagel Dato: 9/17/93 PCS team Choate/Mooney Choate/Mooney PCS Team PCS Team Gad berry Choate/Mooney Dr. Williams Choate Choate Choate Choate Project Leader PCS Team PCS Team HR Dir/Supenntendent Project LeaderID Task Description 23 Announcement to Distnct 15 Review and Revise Job Descriptions and Expectations 2 Reorganizabon Meetings w/ HR 3 Human Resources Training 24 Implement job desc. \u0026amp; expec. thru mtgs with HR staff 4 Announce Reorganizabon to Customers 7 Procedures for Pnnapals and Budget Managers 25 Transihon for HR Staff 26 Forms PrinUng 29 Print users manuals 33 Personnel Coordinators' problem log established 19 Develope Educabon Materials for Users 30 Disbibute new forms 31 Disbibute new coding manuals 32 Set up implementabon hot-hne 34 Modify baining and manuals based on problem logs 35 Conduct follow-on baining if necessary Little Rock School Disbict Human Resources Reorganizabon Tasks Listing % Complete Finish Assigned to: Notes: 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 10/8/93 10/8/93 10/11/93 10/12/93 10/14/93 10/15/93 10/15/93 10/15/93 10/15/93 10/15/93 10/15/93 10/25/93 10/25/93 10/25/93 11/5/93 11/15/93 11/22/93 Page 2 Date: 9/17/93 HR Dir/Superintendent PCS Team Human Resource Director Into Svcs Human Resource Director HR Dir/Supenntendent Choate Human Res. Dept. Project Leader Project Leader Human Resource Director Choate/Mooney Human Res. Human Res. Human Res. Dept. Dept. Dept. Human Resource Director Human Resource DirectorB5050101 05/10/1100 PROGRAM PLANNENG AND BUDGETING PROCESS WORKSHOPS WORKSHOPS EVALUATION SUMMARY NOTE\nThe following summary report is designed to assist the ODM staff, and the Court, in preparation for the June 8/9, 1995 LRSD budget hearing. 8/12/94. The final budget hearing on the LRSD FY94-95 budget was held on August 12,1994. During that hearing, the Court addressed some of the deficiencies in the LRSD planning and budgeting processes. At page 77-82 of the hearing transcript, the Judge directed the district to conduct some staff development on the budget process and to contact ODM concerning those workshops. Further, the Judge indicated that she would follow up with a written order to that effect. 8/26/94. Bill Mooney started preparing a design and material for an ODM training session on the Program Budget Document (PBD) and concepts for recommending LRSD workshops. 8/30/94. Ann Brown and Bill Mooney met to discuss initial ideas on the ODM training and what to recommend to LRSD for their workshops. 9/2/94. Bill Mooney conducted training on the PBD for the ODM staff. Lessons learned went into recommendations for LRSD workshops. 9/12/94. Russ Mayo, Robert Glowers, Ann Brown, and Bill Mooney met to discuss the LRSD plan for the workshops suggested by the Court. The meeting was a general discussion on what the district had already tentatively planned\nthe who, what, when, where, and why. Brown suggested the LRSD wait until the order comes out. Mayo and Glowers felt the district had to move quickly in order to meet their timelines. 9/13/94. Robert Glowers issued a memo outlining the workshop schedule. (Attachment A)9/19/94. Ann Brown sent a memo to Robert Glowers in response to his 9/13/94 memo. She informed him that his listing of workshop offerings, contrary to what he stated in his memo, was neither Court mandated nor Court approved. (Attachment A, notation) 9/19/94. Robert Glowers issued a memo reducing the time allotted for the Program Planning and Budget Process workshop and the Program Evaluation workshop in order to minimize the time principals were out of their buildings. 9/20/94. Robert Glowers asked Bill Mooney to attend the Program Planning and Budget Process workshop to help answer any questions. Bill Mooney agreed. 9/22/94. The LRSD conducted the Program Planning and Budget Process and the Program Evaluation workshops. 9/23/94. The LRSD conducted the Program Planning and Budget Process and the program Evaluation workshops (two sessions each). 10/5/94. The LRSD conducted the Program Budget Document workshop (two sessions). 10/6/94. The LRSD conducted the Program Budget Document workshop. 10/24/94. The Court issued the order relating to the staff development requirements. The Court required the LRSD to work with ODM to develop and conduct quality, continuous training on the program planning and budget process for all those who participate in that process. At a minimum, these training sessions were to address the operational responsibilities of the participants in each of the components of the process (needs assessment, program inventory, goals and objectives, program development, budgeting, monitoring and reporting, and evaluation). The LRSD was charged to work with ODM to ensure that the training was adequately defined and implemented. 11/21/94. Robert Glowers called Bill Mooney for a meeting on the Court order. 11/22/94. Russ Mayo, Robert Glowers, Ann Brown, and Bill Mooney met to discuss the training requirements of the Court order. There was a general discussion of what the LRSD had already planned. Brown and Mooney suggested using other staff members to help in the instruction, and mentioned a problem with time allotments. 11/23/94. Bill Mooney began preparing material and examples of good business cases to assist the LRSD in getting ready for the Business Case workshop. 11/28/94. Russ Mayo, Robert Glowers, Ann Brown, and Bill Mooney met on the Business Case workshop. The meeting mainly addressed the various options for the session format, the need for some policy guidelines on when to use a business case, and the time allocation problem. 11/29/94. Robert Glowers and Bill Mooney met to discuss the Business Case and Budget Process workshops. They reviewed the workshop outline, and discussed session format. Mooney reminded Clowers of the time problem. Mooney did not accept the invitation to be the instructor due to the time allotment problems. 11/29/94. Robert Clowers called Bill Mooney to inform him that Superintendent Williams had rejected the time allotment recommendations, and directed him to stay with the original allotments. 11/30/94. Bill Mooney discussed the time allotment problem with Superintendent Williams. Williams said he would stay with the schedule. 11/30/94. Robert Clowers informed Bill Mooney that Estelle Matthis would be the instructor for the Business Case workshop. There were only five work days before the first session. 12/1/94. Bill Mooney delivered a complete set of business case examples, organized into a training package, and supported by some overheads for the LRSD to use in the Business Case workshop. The cover memo discussed the enclosed material and the time allotment problem. 12/2/94. Robert Clowers sent a memo to Ann Brown with the agenda and timelines for the coming workshops. 12/5/94. Bill Mooney met with Estelle Matthis on the Business Case workshop. Matthis shared her plan for the session. Mooney discussed his ideas on subject matter and session format. Mooney shared his concerns with the time allotments. Mooney provided other assistance. 12/6/94. Bill Mooney met with Estelle Matthis prior to the Business Case workshop. Matthis shared her revisions for the session, and asked for final comments. Mooney reviewed the material and format, and provided suggestions. 12/6/94. The LRSD conducted the Business Case workshop and the Budget Process workshop (two sessions each). 12/8/94. The LRSD conducted the Business Case workshop and the Budget Process workshop. 12/19/94. Robert Clowers informed Bill Mooney that the LRSD would conduct follow-up training sessions on the Business Case and the Budget Process for those that missed the first sessions or wanted more information. Clowers said follow-up workshop would be on 12/20/94. 12/20/94. The LRSD conducted a follow-up workshop on the Business Case and the Budget Process.LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation Evaluation of the Seminar on PROGRAM EVALUATION FORMAT Please help us evaluate this seminar by responding to the items below. Circle the number which best express your reaction to each of the items. Space for additional comments has been provided. 1. The objectives of the seminar were: Clearly evident 5 4 3 2 1 Vague 2. The organization of the seminar was: Excellent 5 4 3 2 1 Poor 3, How effective was the presenter(s): Excellent 5 4 3 2 1 Poor 4. Did the presenter(s) communicate effectively: Excellent 5 4 3 2 1 Poor 5. Was the presentation effective: Adequate 5 4 3 2 1 Inadequate 6. The information gained should prove: Beneficial 5 4 3 2 1 Not Beneficial 7. Overall, I thought this seminar was: Excellent 5 4 3 2 1 Poor What additional information would have been advantageous to you: Comments:Workshop: Dates: The Program Planning and Budgeting Process 9/22/94, 9/23/94 (two sessions) Presenter: Russ Mayo Audience: All budget managers and principals Total evaluations returned: 19 Rating scale: excellent = 5, poor = 1 1. The objectives of the seminar were: (Clearly evident/vague) 4.32 2. The organization of the seminar was: (Excellent/poor) 3.84 3. How effective was the presenter(s): (Excellent/poor) 4.05 4. Did the presenter(s) communicate effectively: (Excellent/poor) 4.11 5. Was the presentation effective: (Adequate/inadequate) 4.16 6. The information gained should prove: (Beneficial/not beneficial) 4.42 7. Overall, I thought this seminar was: (Excellent/poor) 4.00 Overall rating: 4.13 Evaluations with comments: 3 Comments follow: * Very concrete ! lots of specific examples - pleasant delivery! * If possible, future presentations of the planning process would take place earlier in the work year/annual cycle. * Overall redundant programs: 1. PBD, 2. Program Eval, 3. Annual Reports, 4. COE, 5. NCA, 6. State Department reports, 7. Periodic evaluation instruments.Workshop: The Program Evaluation Dates: 9/22/94, 9/23/94 (two sessions) Presenter: Robert Glowers, Selma Hobby Audience: All budget managers and principals Total evaluations returned: 45 Rating scale: excellent = 5, poor = 1 1. The objectives of the seminar were\n(Clearly evident/vague) 4.02 2. The organization of the seminar was: (Excellent/poor) 3.98 3. How effective was the presenter(s): (Excellent/poor) 4.00 4. Did the presenter(s) communicate effectively: (Excellent/poor) 3.98 5. Was the presentation effective: (Adequate/inadequate) 3.96 6. The information gained should prove: (Beneficial/not beneficial) 4.07 7. Overall, I thought this seminar was: (Excellent/poor) 4.00 Overall rating: Evaluations with comments: 13 4.00 Comments follow: * Fantastic! Great job! * Like the concrete * Great! Im relieved and I welcome the challenge. * Thanks for your help. * Veiy good presentation. I was lost, but now Im found.* Dr. Hobby was very clear and to the point. I understand the expectations. * very helpful. The well defined and written sample and the step-by-step explanation of the process was * Additional information requested: why we have to do this, and what is in it for me\nQ\u0026amp;A example walk-through using overhead so all can participate. 1. Policy questions must be handled, and not avoided. How does this fit in with the other plans they are having to do? 2. Presenter attitude sometimes projects this is something you just have to do. Up The Down Staircase example. 3. Why are you not using the established evaluation criteria? This could lead to wasted effort. * Dr. Hobby was great. * More clarity is needed - each area has its own unique problems that could not be addressed in the whole group. Need a complete sample. I dont think the process has been thought through completely. * Sample and commentary should not be together. Please provide a clean sample, so that participants may see exactly what the final product is to look like. Thanks. * issues for me. I already was familiar with the process, but the presentation helped clarify a couple of * Additional information requested: Access to the overall process.Workshop: The Program Budget Document Dates: 10/5/94 (two sessions) Presenter: Robert Clowers Audience: All budget managers and principals Total evaluations returned: 33 Rating scale: excellent = 5, poor = 1 1. The objectives of the seminar were: (Clearly evident/vague) 3.88 2. The organization of the seminar was: (Excellent/poor) 3.79 3. How effective was the presenter(s): (Excellent/poor) 3.55 4. Did the presenter(s) communicate effectively: (Excellent/poor) 3.67 5. Was the presentation effective: (Adequate/inadequate) 3.76 6. The information gained should prove: (Beneficial/not beneficial) 3.85 7. Overall, I thought this seminar was: (Excellent/poor) 3.58 Overall rating: Evaluations with comments: 11 3.72 Comments follow: * Additional information requested: To be able to use our own PBD plans at seminar. Have scheduled individual sessions about our PBD. Are talk to other program managers about their PBD. This seminar really helped in clearing up so of my misconfusion. * The evaluation criteria is not as clear as I would like it to be. How can we truly tell the evaluation is what the District want it to be. * Lets work in the lab for hands on activities. When you are opening and closing please consider the PET model to make your presentation better. * Wasted time talking about Plant Services problems. * Effective, but would have been more helpful if it had been done two weeks earlier to avoid 3 or 4 reports being due OCT 14 - But the effort is very much appreciated - Wish we had in service for each report for us new folks. * It would be nice if you could bring a PC to the next seminar. Point out differences between normal schools and incentive schools and not directions are different (No PROGBUD1.DOC). Provide dates for all upcoming quarters. * Thanks. * The presentation was helpful. * This workshop was a bit elementary. It should have been voluntary. Most of the principals are done with the document of this quarter. * Not needed by principals who have been doing it right for one year.Workshop: The Business Cases Dates: 12/6/94 (two sessions), 12/8/94 Presenter: Vic Anderson, Estelle Matthis Audience: All budget managers and principals Total evaluations returned: 38 Rating scale: excellent = 5, poor = 1 1. The objectives of the seminar were: (Clearly evident/vague) 4.76 2. The organization of the seminar was: (Excellent/poor) 4.66 3. How effective was the presenter(s): (Excellent/poor) 4.68 4. Did the presenter(s) communicate effectively: (Excellent/poor) 4.74 5. Was the presentation effective: (Adequate/inadequate) 4.63 6. The information gained should prove: (Beneficial/not beneficial) 4.58 7. Overall, I thought this seminar was: (Excellent/poor) 4.58 Overall rating: Evaluations with comments: 30 4.66 Comments follow: * Not enough time for the activities. * Lack of time was a major factor. Did not allow for enough work...A consultant will be needed to....the business case will be accepted. * For next year - more time to study samples - with January 13 deadline, no need for more work this year. * Page numbers on the handouts.* A sample of one, comprehensive approved business case. One of the best LRSD in services in which Ive participated. Quite informative and familiarizing about the budgeting process - inclusive of the business case. Thanks! * We should practice. * How will this business case effect area schools with limited budgets? Do we write cases for current programs for possible more funding to better service students? Please have these seminars on school time. It is inhumane to expect effective participation when most of us have been up since 5:00 am. * At the time inservice is to begin, close door let late arrivers go to make-up session. * Mrs Matthis has a reputation for beginning meetings on time. I was disappointed that those of us who were on time had to wait almost 30 minutes for all participants to arrive. In the case of mandatory meetings, participants should not have been allowed to enter after a certain time - they should have to come back to another meeting. * More time to go through the actual process, but I know we were given the opportunity to get more. It was good. * Very good! * I needed more think time to reflect and digest info. * I would like to read one business case that was successful from start to finish. More time to understand presentation. * Getting out after 6 PM was not acceptable. I have 3-4 hours of LRSD work to do this evening in preparation for a workshop tomorrow. The meeting should have stated on time. * The time allotted did not allow for actually developing a business case, but analysis of the parts (examples) was helpful. Perhaps another workshop for those who desire it. * Presentation was interesting and well articulated. Wished we had more time. * Good job! More time for work sessions. * Not enough time to write business case or program evaluations. * The hands-on approach was very effective. The information given was very thorough 10and presented very well. Very helpful!! * Good presentation but needed more time to do sample cases in group. Too much noise for those of us that need quiet when reading. More time to analyze business cases would help! * An example of a business case that is considered to be perfect. Not enough time. * Good job! * You did a super job. * Need more time on subject. * Need follow-up! Also someone to contact about questions about the business plan. Someone to review and give me feed back about my plan before turning it in on January 13, 1995. * Mrs. Matthis did an excellent job. * Good handouts, helpful visuals - very nice job. Clear and articulate presenters. * How about a complete business case which exemplifies the best in each of the 10 elements? A good model is the best teacher! ITWorkshop: The Financial and Manpower Reports Dates: 12/6/94 (two sessions), 12/8/94 Presenter: Brady Gadberry, Mark Milhollen Audience: All budget managers and principals Total evaluations returned: 63 Rating scale: excellent = 5, poor = 1 1. The objectives of the seminar were: (Clearly evident/vague) 4.38 2. The organization of the seminar was: (Excellent/poor) 4.43 3. How effective was the presenter(s): (Excellent/poor) 4.38 4. Did the presenter(s) communicate effectively: (Excellent/poor) 4.44 5. Was the presentation effective: (Adequate/inadequate) 4.29 6. The information gained should prove: (Beneficial/not beneficial) 4.51 7. Overall, I thought this seminar was: (Excellent/poor) 4.32 Overall rating: Evaluations with comments: 34 4.39 Comments follow: * More time to understand presentation. * Work with individual principals that are new to the district or with district procedures. More time for elaboration and questions would have helped me. I would have been more alert and able to digest all the info had it been presented earlier in the day. 12* I think that more time should be given to principal to help them understand the process. Its critical that all of us know how the process works. * This was totally inadequate for the new principals (no offense intended to Brady). We need a walk-through workshop by an expert to prepare these forms properly. * Small groups which include like schools. Mark should have been here\nlet this part be done later. Brady did his best. * Very helpful in that I knew nothing before or about these topics. * It was no fault of the presenter that the time was too short. He was also standing in for another which led to a bit of disorganization. * Too rushed! * Need more time. Needed a little more time to ask questions. * Time allocation was too short and intended presenter was absent. * My manpower report has been corrected in the same place at least 3 times. Could some please fix it this time - a big red note will be sent. * Need more time. * Short and sweet. * Need more time on subject. * I would like one a little more in depth for first year principals. * Good, short to the point. * Excellent, clear and helpful. Too tired at end of the day. Mark, you are always thorough. Thanks! * Good job, Mark! I understand most of the information\nhowever, I will probably need help with it. 13* Not clear at all. * More time! * Very effective presentation. * Well done. * We need a work session on the budget addition, deletion and allocation. * Very good. * Magnet schools at a disadvantage without materials to track. * Mark is always clear, to the point and very well prepared - appreciate packet again this year very much. * Thank you for the Budget Instruction booklet - Im very pleased with it! * Presenter was rushed due to time limitation. * Financial staff not present/available for presentation. Budget staff needs to be available with more time spent on this process. * Well organized and concise. 14USD PUNNINC AND BUDGETING PROCESS A Organization and Staffing X J B PrograM Coordination a Broad-l\u0026gt;ased Input and Participation Needs Assessnent Progran Inventorg D Goals and Olbjectives E Progran Deuelopnent t- r Budgeting \u0026gt;G Program Budget Bccunent H Honitoriny and Reporting I Progran Evaluation \u0026gt; L Restart cycleCORR44 REVISED 3/4/94 MOONEY NOTES ON THE ROBERT BROWN SITUATION THE \"REQUEST FOR ASSISTANCE\" MEMO - I could not tell what he wants other than \"equity\". He did not ask for anything specific. He may have just wanted to blow. -1 could not tell what he was really getting at with the money situation, nor could I tell what the situation really was. It will take some research and a talk with Mark to figure out what the facts really are in this case. -1 dont think ODM action would be appropriate particularly since we dont have any of the facts about the situation. THE PROGRAM BUDGET DOCUMENT - He had 25 statements not included in the PBD. I concur with not including 24, and found several more that were included which I would have rejected. - I would have included 1 of the statements. - He said 17 pages were excluded. The 25 statements just happened to be on 17 separate pages. There were not 17 pages of statements excluded. - The statements which were not included were poorly written in that they were not statements of achievement. Some were statements of future actions, some were requests for support, some were negative comments on the administration. The statements reflect a very negative view of the administration. - He had 24 achievement statements included. This does put him far behind Rightsell, Stephens, and Rockefeller. These 24 achievements covered only 9 of the possible 30 programs (30%). The result is that Garland does not look like they are doing very well. -1 dont think ODM action is warranted on this issue. The District should train the principals to write good achievements, and the principals should bring good works to the writing session. - I have prepared the attached sheet analyzing the Incentive School section of the latest PBD. Quality and appropriateness was not considered\nonly effort.ODM ACTION -1 recommend a letter to Robert Brown covering these points\n* * ODM does not have all the information on either of these issues Both the money and the achievements are operational issues, the purview of the administration * We recommend he work within the channels of the District to get his grievances redressed. * We recommend he request a training session for the Incentive School principals on the PBD and writing achievements. * We recommend he develop his material in a positive tone to sell the ideas to the administration.QUICK ANALYSIS OF INCENTIVE SCHOOL ACHIEVEMENT STATEMENTS The following analysis of achievement statements is based on the material in the second quarter 1994 Program Budget Document. Quality and appropriateness was not considered. The count is only based on a response being made. RIGHT STEPH MITCH ROCKE FRANK GARLA 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 60 61 62 63 64 65 66 67 69 70 71 72 0 0 0 0 1 0 1 0 0 0 2 1 1 0 1 2 4 0 0 1 8 0 0 7 0 3 4 0 23 0 0 1 1 0 2 1 0 3 1 1 0 2 1 0 1 0 6 0 2 4 3 0 2 0 4 5 0 4 15 7 0 0 0 0 0 0 0 1 0 0 0 1 1 0 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 2 1 3 3 1 0 0 0 1 0 4 1 3 0 1 1 8 0 2 6 4 5 1 0 33 10 0 0 0 1 1 1 1 0 0 0 0 0 0 0 2 0 0 0 0 0 1 0 0 3 0 1 2 1 7 2 0 0 0 3 6 0 8 0 1 1 0 0 0 0 0 0 0 0 0 0 2 1 0 0 0 0 1 0 1 0 (1) (1) (2) (1) (1) (1) (2) (2) (1) (3) (3) (2) (1) (4) TOT 59 66 6 92 23 24 25 PG 14 20 4 21 12 9FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY, P.A. ROBERT V. LIGHT, P.A. WILLIAM H. SUTTON. P.A. JAMES W. MOORE BYRON M. EISEMAN, JR.. P.A. JOE 0. BELL, P.A. JOHN C. ECHOLS, P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY, P.A. H.T. LARZELERE, P.A. OSCAR E. DAVIS, JR.. P.A. JAMES C. CLARK, JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON, P.A. PAUL B. BENHAM HI, P.A. LARRY W. BURKS, P.A. A. WYCKLIFF NISBET. JR., P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM, P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL III. P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II, P.A. BARRY E. COPLIN, P.A. RICHARD D. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH J. ROBBEN, P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WII LIAM M. GRIFFIN HI. P.A THOMAS N . ROSE. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL HI. P.A. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 601-376-201 1 FAX NO. 601-376-2147 August 5, 1994 AUG 8 1994 KEVIN A. CRASS. P.A. WILLIAM A. WADDELL, JR., P.A. CLYDE 'TAB* TURNER. P.A. CALVIN J. HALL. P.A. SCOTT J. LANCASTER, P.A. JERRY L. MALONE, P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH, JR., P.A. J. LEE BROWN, P.A. JAMES C. BAKER. JR.. P.A. H. CHARLES GSCHWEND. JR., P.A. HARRY A. LIGHT, P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH. P.A. GUY ALTON WADE, P.A. PRICE C. GARDNER J. MICHAEL PICKENS TONIA P. JONES DAVID D. WILSON JEFFREY H. MOORE ANDREW T. TURNER JOHN RAY WHITE DAVID M. GRAF CARLA G. SPAINHOUR JOHN C. FENOLEY, JR. ALLISON GRAVES BAZZEL JONANN C. ROOSEVELT R. CHRISTOPHER LAWSON GREGORY D. TAYLOR TONY L. WILCOX FRAN C. HICKMAN BETTY J. DEMORY Fax 371-0100 Office of Desegfegauon .. COKNSEI. WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR., P.A. 8.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P.A. WRITER'S DIRECT NO. (601} 370-1606 Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Re: ODM Observations on the LRSD Budgeting Documents and Process Dear Ann: 1994 Mark Milhollen has shared with me a document dated July 28, which is titled \"Office of Desegregation Monitoring Observations on the LRSD Budgeting Documents and Process\". paragraph eight of that document, you say that \"LRSD contemptuously failed to comply with Court-ordered timelines.- am writing to express my disagreement with that statement. In has The first issue is a relatively minor one. You say that the district has known about the summer hearing schedule since May, 1994. That statement is true but incomplete. The May 9, 1994 order scheduled the June and July hearings, but said that \"Orders detailing the information the Court will review at the June and July hearings will follow at a later date\". The order which detailed the information LRSD would be required to submit by noon on July 18, 1994 was filed on July 6, 1994. The more important issue concerns your statement that our decision not to seek an extension of time was \"a major failure of execution\" and \"contemptuous.\" Nothing about LRSD's failure to move for an extension of time was contemptuous. failure of execution. There was no We simply made a judgment that we could file a document in a timely manner which would substantially comply with the court's order. We also believed that the process of ODM'sreview and the court's review of the LRSD budget would be better served by filing a document on July 18 than by seeking an extension of time. NLRSD and PCSSD also apparently made the judgment to submit to the court the most current information available rather than to seek an extension of time. NLRSD Superintendent James Smith described the document submitted by NLRSD as follows: This is a preliminary projection of our budget for this year. It's not the final document that will be presented to our Board in August for final approval. We began on this several months ago trying to project what the state revenues would be, local revenues and come with the best guess that we could at this time to present to the Court. Transcript of June 28, 1994 hearing, p. 10. PCSSD submitted a document described by its Assistant Superintendent for Business Affairs as \"an updated version of the tentative 1994-95 budget\". PCSSD noted \"that actual expenditures for the 1993-94 school year are still very tentative and some revenue changes may still occur\". PCSSD also described several unresolved issues which could \"significantly impact\" the budget numbers provided to the court. Finally, PCSSD observed that \"[s]ignificant changes could still be necessary in both revenue and expenses.\" There has been no effort in any district to contemptuously refuse to provide information to the court or to delay in providing information to the court. information available to All of the districts provided the best them at the time of the deadline established by the court. I thought it was apparent to everyone that the budget documents would continue to evolve after the July 18 deadline and that each of the districts could provide more complete and accurate information at a later date. I did not consider this to be sufficient reason to seek to delay the July 18 filing, particularly since a hearing on the budgets was to be held ten days after that deadline. In any event, there was nothing contemptuous about our decision to provide information to the court on July 18 rather than seek an extension of time. Yours v^y ul CJH/k cc: Dr. Henry P. Williams LRSD Board of Directors iristopher Heller1 Little Rock School District MEMORANDUM To: Krom: Through: Date: Subject: All PrDfrtiin Miiiuif^rs Roberl Glowers, Director of^Planning, Research, \u0026amp; Evaluation 'ten dent September 13, 1994 Planning Process Workshops During the 1993-94 school year, we implemented a new planning process. This year we are refining that process while ensuring that all of us are clear about its intent. Recently, Judge Wright issued an order for us to present workshops to all program managers involved in the process. Below is a listing of workshops with dates, times, places, and the intended audience. Please place the workshops on your schedules. All will be presented al the district office in the board room. The importance of these workshops cannot be overemphasized. Thanks for your cooperation. J Date Time Audience Topic 9/22/94 1:0(\u0026gt;pin - 4:()()pin Program Managers (not principals) The Planning \u0026amp; Budgeting Process Tlic Program Evaluation 9/23/94 9:()()ani - I2:0()pni Secondary- principals The Planning \u0026amp; Budgeting Process The Program Evaluation kot'pni - 4:0()pm Elemcnlar} principals The Planning \u0026amp; Budgeting Process Tlte Program Evaluation 10/5/94 l:()Opni - 2:30pni Program Managers (not principals) The Program Budget Document 10/6/94 12/6/94 3:00pm - 4\n30pm 4:()0pm - 5:30pm 1:00pm - 3:00pm Elementary principals Secondary principals Program Managers (not principals) The Program Budget Document The Program Budget Document Business Cases Financial and Manpo\\5 er Reports 4:00pm - 6:00pm Secondary principals Business Cases Financial and Manpow er Reports 12/8/94 3:00pm - 5:00pm Elementary principals Business Cases Financial and Manpower Reports C: ) Superintendents Council Chris Heller, LRSD Attorney Jerry Malone, LRSD Attorney Ann Brown, MonitorPROGRAM PLANNING BUDGET PROCESS WORKSHOPS December 20, 1994 Little Rock School District Follow-Up Workshop AGENDA Welcome Dr. Robert Clowers Session Schedules I. BUSINESS CASES Objectives Timeline on Business Cases Guidelines - When a Business Case is Required \"Whats In It For Me\" Mrs. Estelle Matthis Purpose of A Business Case History of the Business Case and Why Development of the Business Case The 10 Elements Questions and Answers Evaluations BREAK II. BUDGET PROCESS Objectives Mark Milhollen Financial Manpower Reports Questions and Answers EvaluationsOffice 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 September 19, 1994 Dr. Robert Glowers Little Rock School District 810 West Markham Street Little Rock, .AR 72201 Hand Delivered Dear Robert: When I returned to my office after 5:00 p.m. on Friday (after having spent another long day in Judge Wright's courtroom), I found that the day's mail had brought a copy of a September 13, 1994 memo from you to \".All Program Managers.\" Thank you for sending me this information. Unfortunately, the memo contains a sentence that is incorrect: \"Recently, Judge Wright issued an order for us to present workshops to all program managers involved in the process.\" During recent conversations between you and me and Russ Mayo as well I've repeatedly stressed that Judge Wright has QQl yet issued such an order, but I've told you that she has said she will soon write one containing detailed information. Your statement in the memo is not only inaccurate, it also implies that your listing of offerings is both court-mandated and court-approved. Not so. In our conversations about this topic. I've emphasized that, while you may go ahead with your own workshops, you must do so realizing that the forthcoming court order may include specific requirements that you are not addressing with your current training. For example, as I told you when we discussed the request you've sent to principals about evaluation, I don't believe that you're going to get very meaningful or useful results from the process as it's currently set up. What I think you're going to get back is the model example (regurgitated verbatim) embellished with the PBD in narrative form. The real results? (1) Unhappy principals complaining about being overburdened with paperwork and duplicate efforts\n(2) no meaningful measurement that reveals how far people have gotten toward the goal in terms of meeting objectives\n(3) no solid indicators of what worked, what didn't, what needs to be changed, and how to change it. Robert. I do believe you intend to do right. I also know that you have lots of people telling you what to do, that you don't get to make all the decisions, and that you have timelines and deadlines to meet. I understand what it's like to be in that position, because I'm frequently there. But even under those circumstances. I've always found that I can control what I put in my own memos. I've also found that it's best to strive for scrupulous accuracy-and to be especially careful about any implications regarding the Court. Sincerely yours, Ann S. Browns I 09/20/94 14:56 QoOl 324 2032 I. R School Dlst 002 Little Rock School District Planning, Research, and Evaluation \\ I I MEMORANDUM cX \u0026gt; TO\nAll Principals From: Dr. Robert Glowers, Director Through: Dr. Henry P. Williams, Superintendent Subject\nTime Changes in Planning Process Workshops A memorandum of September 13, 1994, outlined a series of workshops that will be presented for the Districts Program Managers. The dates remain the same. However, the times for the September 23,1994, meetings have been rescheduled in order to minimize the time principals are out of their respective building due to the Parent Conference Day. Please make the following changes to your calendar: All secondary principals along with Margaret Gremillions cluster group of elementary principals will meet beginning promptly at 7:30 a.m. until 9:30 a.m. in the board room. The other cluster group of elementary principals will meet from 10:00 a.m. until 12:00 noon in the board room. The topics. The Planning and Budgeting Process and The Program Evaluation remain the same. As expressed in the previous memorandum, the importance of these workshops cannot be overemphasized. Thank you for your cooperation. prog_cv2.doc I J-t 09/20/94 14:57 501 324 2032 L R School Dlst 0003 I, 7 I Lillie Rock School Di.strici MEMORANDUM 'ft' .yQf To: Eroni\nThrough: Date\nSubject: .4// Pro^nun Mttna^rs R-O^^rt Clowers, Director ofrianning. Research, \u0026amp; Evaluation D41)S^4Xj^illi\u0026amp; Itendent September 13, 1994 Planning Process Workshops iie During the 1993-94 school year, we implemented a new planning process. This year we are refining that process while ensuring that all of us are clear about its intent. Recently, Judt-e Wright issued an order for us to present workshops to all program managers involved in the process. Below is a listing or workshops with dates, times, places, and the intended audience. Please place the workshops on your schedules. All will be presented al the district office in the board room. The importance of these workshops cannot be overemphasized. Thanks for your cooperation. i 7'inie Audience Topic 9l}2m IrOOptn - 4:0()pm Program Managers (not principals) 9/23/94 9:00am - 12:00pm Secondan.' principals The Planning \u0026amp;. Budgeting Process The Program Eval nation The Planning \u0026amp; Budgeting Process Tlie Program Ei'aluation r 1 l:00pra - 4:00pm Elemcntar}' principals Tlie Planning \u0026amp; Budgeting Process Tlie Program Evaluailon 10/5/94 1:00pm - 2\n30pm Program Managers (not principals) The Program Budget Document 10/6/94 12/6/94 12/8/94 3:00pm - 4\n30pm 4:00pra - 5:30pm T.OOpm - 3:00pm 4:00pm - 6:00pm 3:00pm - 5:(Xlpm Elemcniar)- principals Secondarj' principals Program Managers (not principals) Secondan principals Elementar}' principals The Program Budget Document The Program Budget Document Business Cases Financial and Manpower Reports Business Cases Financial and Manpower Reports Business Cases Financial and Manpower Reports C: ) Superintendents Council Chris Heller, LRSD Attorney Jerry Malone. LRSD Attorney Ann Brown, .Monitoru o\n.a: IN THE UNITED STATES DISTRICT COURT. EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OCT 2 4 CE? C\nRK LITTLE ROCX SCHOOL DISTRICT PLAINTIFF vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS ' KATHERINE KNIGHT, ET AL INTERVENORS ORDER A hearing held on August 12, 1994 culminated a series of Court dates, which had begun in February 1994, Little Rock School District (LRSD) budget. to consider the 1994-95 In an August 22, 1994 Order, the Court stopped short of affirmatively approving the 1994-95 LRSD budget, but did not block its implementation. The Court now- addresses in more detail the deficiencies in the LRSD budgeting processes. The LRSD made some improvements in its final budget document over the course of the budget hearings. The district succeeded in producing a final document that is much more readable and concise than previous versions. In the final budget, items are easier to find, understand, and correlate. Also, during 1993-94, as it planned for the coming fiscal year, the LRSD worked through the steps of the planning and budgeting process which it had developed in conjunction with the Court-appointed Budget Specialist. In generating the 1994- 95 budget, the district addressed all of the components of thatprocess to some degree. However, the LRSD did not always follow its plan and needs to improve timeliness, and overall quality of its work. accuracy, comprehensiveness, I. Projected Budget Deficits The Court continues to be particularly concerned about the increasingly large and ominous budget deficits that the LRSD projects for future years. These shortfalls are due in part to recurring expenses being funded through non-recurring revenue sources, as well as to the apparent trend of overall expenditures growing faster than revenues. As with the FY 1993-94 budget, the LRSD created a balanced 1994-95 budget by using extraordinary one-time budget-balancing strategies that do not represent lasting fiscal reductions\nfor example. saving $908,776 through the Early Retirement Incentive Program\nborrowing $1.6 million in settlement loans\nusing a $4.1 million carryover balance\na spending freeze in the amount of $400,000\na cut of $300,000 in the line item for substitutes (with no explanation of how that amount was determined or the potential impact of the cut). The specter of a financial crisis looms ever larger over the LRSD, threatening to jeopardize the district's ability to carry out its obligations to provide a high-quality, desegregated education in the years to come. Yet the district continues to procrastinate in facing the tough decisions that it must make in order to align its spending patterns with the hard realities of declining revenues. For example, positions in the administrative ranks continue to be added, schools are under-enrolled, and salary increases appear automatic. -2-II. The Program Planning and Budgeting Process The district has developed, with the assistance of the Office of Desegregation Monitoring (ODM), a program planning and budgeting process that can serve the LRSD well if the district exercises the required management discipline. The program planning and budgeting procedures are tools that must work for the LRSD. The process is not static, but ongoing and cyclical\nit must be constantly managed and continuously improved so that it meets the district's changing needs and resources. The Court has repeatedly stressed that the LRSD must delineate the links between budgeting, planning. and evaluation which will ensure that the district spends money wisely and meets its desegregation obligations. Yet the district made little effort during the 1993-94 fiscal year to complete meaningful program evaluations operations. for budget decisions or modifications in programs or At the end of the 1993-94 program development cycle. recommendations to modify or delete inefficient or ineffective programs were virtually non-existent. The district must improve the quality and timeliness of the products that should result from the planning and budgeting processes. Needs assessment, program evaluations, decisions to add. modify, or delete programs, and the budget itself all suffered from problems relating to timeliness and quality. Decision-making must be built on defined processes that are based on data and analysis and correlated into a management time-frame. Rather than using business cases as rationales to justify changes already made by -3-\"administrative prerogative,\" the district should use its businesscase process as a decision-making tool to define problems, identify alternatives. anticipate consequences. and then confidently make well-reasoned choices. As examples of deficiencies that can be generally categorized as quality-related, the FTE's (Full Time Equivalence, which indicate specific numbers of employees) had been omitted from the budget (but were restored at the direction of the Court)\nof 37 proposed business cases, 33 involved additions and modifications that added costs to. the budget\nthe district had formulated no contingency plan in the event the transportation \"outsourcing\" option being investigated by the LRSD did not materialize (as it subsequently did not)\nproposed school closings at Baseline and Stephens did not relate to a comprehensive long-term facilities plan\nseveral of the business cases lacked substantive information and others contained information that was disjointed and fragmentary, incongruous. or inadequately explained and supported. thus leaving many questions unanswered. especially these having to do with the relationship between evaluation and planned changes. Program decisions must be made within a time-frame which will allow orderly input into the budget process. Decisions delayed early in the cycle compress decision-making into slim time-frames. resulting in last minute decisions that leave little time for proper incorporation into the budget document. Examples of tardiness include: the needs assessment was two months overdue and published so late that its usefulness was severely limited\ndecisions on -4-transportation outsourcing were two months late and delayed until the very last moment\nprogram development decisions were still being considered five months after they were scheduled for completion\nthe district has yet to develop a plan for paying back the settlement loans\nfilings due on July 18, 1994 for hearings scheduled for July 28 and 29, 1994 were lata, forcing a continuation until August 12, 1994. The district must work to institutionalize the planning and budgeting process throughout all levels of the organization. The- process must become a well-understood, standard operating procedure that is well-accepted and consistently practiced as a way of life in the LRSD. The process can be institutionalized only if participants all levels are actively involved in all aspects on a day-to-day basis. The distric must ensure that those who are responsible for managing programs and budgets have a working knowledge of the process and are completely involved in it throughout the year. To this end, the Court requires the LRSD to work with ODM to: 1. Develop and conduc quality, continuous training on the program planning and budget participate in that process. process for all those who At a minimum, these training sessions should address the operational responsibilities of the participants in each of the components of the process (needs assessment, program inventory, goals and objectives. program development. budgeting. monitoring and reporting. and evaluation). The LRSD will work with ODM to ensure that the training is adequately defined and implemented. -5-2. Institute management processes which will actively review progress, in terms of achievements and expenditures, on a regular basis, involving every level of the organization down to at least every budget manager. The LRSD will work with ODM to ensure that the management processes are adequately defined and implemented. III. Business Cases The LRSD presented a number of business cases in conjunction. with its 1994-95 budget. some of which the district subsequently withdrew or ultimately did not fund. Although the Court will not comment here on each one of the business cases. it specifically addresses below those for which the Court requires additional information or orders the district to take specific action. The parties are reminded that, until such time that the Court approves changes (whether proposed through business cases or other means) that constitute any alteration in desegregation plan 007111711 -t-mpn-t-q, the parties are obligated to abide by the desegregation plan and relevant courr orders. a) Incentive School Spanish Program The district submitted several business cases regarding the Spanish language program in the incentive schools. The desegregation plan identifies foreign language as featured subject area of a emphasis in the incentive schools. The plan strongly recommends thaf: Spanish be the studied language, and calls for a number of specific activities and supports, including language labs, a total physical response methodology, and provisions for practical experiences and -6-interactions with a native language user. In addressing earlier proposals from the LRSD to modify or eliminate certain incentive school features, such as language labs, the Court issued a May 1, 1992 Order noting that the parties had agreed to a wide array of activities, enhanced programs, and support mechanisms that would be available at the incentive schools. The Order admonished the LRSD that the \"Eighth Circuit has emphasized the importance of the incentive schools and this Court will not allow the district to diminish the scope and quality of the schools' instructional programs and enrichment activities.\" A December 1993 report from ODM observed that the Spanish program in the incentive schools is \"in a deplorable state. The district still has failed to implement the foreign language program described in the incentive school section of the desegregation plan.\" (pg. 50) Subsequently, in submissions dated April 15, 1994, the LRSD filed individual business cases regarding Spanish instruction in each of the incentive schools. Most of the business cases requested either a half-time or full-time Spanish teacher. One proposed to pilot a Spanish immersion program at an unnamed incentive school. Later, in a July 18, 1994 submission, the district proposed a pilot program at one school that would cost $149,000. In this scenario. the remaining incentive schools would not offer Spanish during the regular instructional day. but would instead focus on infused cultural activities through the revised curriculum and thematic units. However, the district ultimately did not fund these business cases, but instead chose to allot new resources for foreign language -7-instruction at only- one incentive school, Franklin, where the proposal was for a pilot Spanish immersion program in one first-grade class. Since the district has submitted and subsequently withdrawn or simply not funded so many proposals regarding Spanish instruction, it is unclear to the Court how the district plans to deliver a quality foreign language program as outlined in the desegregation plan. Therefore, the district must submit on or before Wednesday, November 16, 1994, a concise but complete description of the Spanish program as it is being offered at each of the incentive schools. The description is to include the extent to which the program is offered during the regular instructional day or extended day\nthe date the program began in each school during this academic year\nthe days and times Spanish is offered at each school\nhow instruction is beino delivered\nthe number of FTE's teaching the subject in each school\nwhether each teacher is certified in Spanish\na description of each language lab and how it is being used to reinforce instruction\nthe grade levels at which Spanish is offered\nthe number of children enrolled in Spanish classes at each school by grade level\nthe specific learning objectives of the program, and how those objectives correlate to the program as it is being offered in each school (for example, as related to the methodology, instructional time, language lab practice periods, interaction with native speakers, etc.) b) Incentive School Theme Implementation On April 15, 1994, the LRSD submitted five separate business cases that requested funding to implement various \"phases\" of themes -8-in each incentive school. However, the district ultimately funded none of these proposals in its final 1994-95 budget. The 1994-95 school year is well underway, and the Court fears that the district may not be providing students the full range of programs promised in the desegregation plan. Even though this Court's May 1, 1992 Order instructed the LRSD to fully implement themes in the incentive schools, the district has consistently dragged its feet. For example, the December 1993 ODM report on the incentive schools points out that \"the earliest official starting date for a specialist was Februarv 17, 1993 at Rockefeller. Program specialists at Franklin, Mitchell, and Rightsell started as late as April 12, 1993, almost one full year after the [May 1992] court order.\" The report goes on to state that the specialists had been working to integrate each theme into the school's curriculum. Now, over two years after the May 1992 Order and over one year since full-time specialists began' working. it appears that the schools are requesting funding for implementation. What has happened in the interim is unclear. So that the Court may determine the extent to which the district is currently complying with previous orders to fully implement themes, the district is to submit on or before Wednesday, November 16, 1994, a description of theme implementation in each of the incentive schools that includes at least the following information: 1) a summary of the theme, how it is being integrated into the curriculum and school activities, and the implementation timeline school and 2) if theme implementation is contemplated in phases. the -9-rationale for such a method and plans for seeking Court approval for that approach activities, events, 3) a summary of the special programs, activities, events, equipment, and materials which are devoted to theme support at each school explanation for 4) the extent to which the theme is fully implemented at each school and an explanation for any delays in implementation 5) what remains to be done to implement the theme fully 6) the amount of money spent on each school's theme implementation during FY 1992-93 and FY 1993-94 and the amount budgeted for FY 1994-95, by line item category, if possible (e.g., personnel, equipment, etc.) c) Staff Attorney In a June 1994 business case, the district proposed to add a full-time staff attorney position to the LRSD administration. The proposal states that the costs of adding this position would be offset by the savings in outside legal fees. Despite this assertion. the business case includes no dollar amounts for savings\nit only covers the costs of the new position and additional clerical support, a figure of some $94,000. Without a cost savings analysis, it is not possible for either the district or the Court to determine what the real savings may be. The budget figures for 1994-95 reflect no savings in the line item for legal expenses over the previous budget- The Court advises the LRSD to determine what portion of outside legal fees a staff attorney can realistically save the district before it moves to add another position to an already swollen administrative body. -10-b^bbs d) Director of Student Assignment and Desegregation The district has proposed to change the Desegregation Facilitator's title and duties to encompass direct responsibility for all aspects of the Student Assignment Office, coordination of citizen monitoring groups, and other duties. During the hearings, the attorney for Joshua expressed objections to the change, maintaining that the LRSD had afforded him neither adequate notice nor involvement. He also cited the proposal as a modification of the desegregation plan. which requires adherence to a modification process that had not been followed in this instance. The Court. concurred and also noted that, while the superintendent was free to organize his staff according to his professional judgment. any recasting of roles had to be consistent with the desegregation plans or else approved through the requisite plan modification process. The Court cautioned that any staff reorganization or changes in job descriptions could not result in neglect of plan-mandated responsibilities. Furthermore, the Court raised the issue of accountability, because the business case does not make clear exactly who would perform the jobs formerly assigned to the Desegregation Facilitator. The Court has charged the Monitor with coordinating among the parties the plan modification process for this proposed change. She will work with the LRSD to identify any deficiencies in the business case and to address them in ways that preserve the intent of the desegregation plan when it provided that a Desegregation Facilitator would serve the staff and students of LRSD schools. -11-e) Great Expectations Program On August 8, 1994, the district filed a business case proposing to implement Great Expectations, a program concept and methodology developed by an educator in Chicago and implemented in that city and elsewhere. The case does not adequately reflect that the district used the business-case method as a planning tool to enable it to make a confident, fully informed decision in adopting Great Expectations. For example, the case does not reflect the extent to which the district researched other programs, the criteria the district used to choose this one, or what the district expects the program to achieve.- The case does not state why Mitchell and Rightsell were selected as participating schools or how this program would mesh with the district's desegregation obligations. In depicting Great Expectations, the business case describes the types of learning activities that are already operationalor should bein the incentive schools according to the desegregation plan\nfor examnle. cooperative learning. the new LRSD integrated curriculum. the classics literature program, the Latin Enrichment Program, reading and oral expression across the cut-ti n:i im heterogeneous groups. Writing-to-Read, positive expectations, positive self-esteem, and the Effective Schools model. While the Court does not disapprove Great Expectations, it does not accept it as a replacement of the incentive school programs which are catalogued in the desegregation plan. Rather, the Court sees the program as complementary and hopes that the Great Expectations approach will be useful in coordinating and supporting delivery of -12-the many programs and activities that incentive school children should regularly be experiencing. The Court notes that the district has provided no information indicating that Great Expectations should in any way affect the funding level or double funding feature of the incentive schools. (f) Incentive School Double Funding An August 8, 1994 business case proposed to save over $312,000 in the incentive schools by reducing certain personnel and services. ODM monitoring reports on the incentive schools have documented. that the LRSD is more than double funding the incentive schools. The amount of money spent per pupil in the schools is a function of personnel and program costs in relation to the number of students enrolled in a particular building. Incentive school overhead costs remain relatively fixed from year to year, so if enrollment drops. per-pupil costs rise. Incentive school expenses have been increasing beyond the double funding point primarily due to under-enrollment and to increased personnel costs, noticeably due to the total amount of stipends paid t staff for the extended day and week programs. The district must curtail expenses wherever possible and appropriate\nbut at the same time, the district also must provide adequate compensatory, remedial. and enriched education to its students. The challenge which the double funding business case attempts to address is aligning incentive school costs with the programs and services promised in the desegregation plan. The only alignment method the district has contemplated in this proposal is cutting funding in various line items\nthe case does not consider -13-savings by increasing the number of students in each school through diligent recruitment, by releasing reserved seating, or by returning to their attendance zone those children who attend schools located outside their home zone. (Since the August hearing, the district has sought and received approval to release seats previously reserved for white children in the four-year-old and kindergarten programs.) While the Court does not block implementation of these cuts, this business case is a further example of an instance where the quality of the district's proposals need to be greatly improved. For example, a key element absent in this proposal is evaluation. The LRSD does not offer an evaluation base upon which to construct a solid case for changing elements of school programs or operations as they relate to funding. Decisions must not be solely money-driven\nthey must be based on monitoring, measurement. outcomes, evaluation. research, and reassessment as well as on economy. Otherwise, how can the district determine what needs to be changed and how to change it? The business case fails to draw clearly the connections between the decisions that drove specific cuts. which cuts relate to which program or activity, how the cuts will potentially affect programs. what proportion of a category (such as supplies) a specific line item cut represents, and how the LRSD will monitor and measure the effect of the changes. Furthermore, the case neglects to factor in the critical relationship between the number of students and per-pupil expenditure\nnor does the proposal state the enrollment level upon which the cuts were based. (When Stephens Incentive School closed at the end of 1993-94, significant number of its students were a -14-assigned to Garland Incentive School. The business case does not state whether such enrollment shifts were considered.) The Court will be watching the effects which these cuts have on the incentive schools. g) Academic Progress Incentive Grants On July 18, 1994, the LRSD submitted a number of business cases which included one on Academic Progress Incentive Grants (APIG) . That business case is subtitled \"Proposed Modification of the Court- approved Desegregation Plan.\" Yet the district has provided no information or evidence that indicates the degree to which the LRSD may have followed the required plan modification process. The proposal is essentially to combine the funding of APIG and focused activities, although the desegregation plan indicates that schools were to have the opportunity to carry on both focused activities and APIG from separate funding sources: \"The elementary area schools (non-incentive and non-interdistrict) will receive an annual allocation for implementing the focused activities for the school year\" (pg. 31). As for APIG, the plan refers to an annual process where area schools (both elementary and secondary) nay develop proposals in order to receive funding. Subsequent court orders stressed that focused activities and APIG were to remain complementary of each other, and that one was not to supplant the other: \"However, the Court recognizes the [Academic Progress Incentive Grant Program] as a complementary addition to, but not a replacement of. the original focused activities feature of the plan. Focused activities will continue to be an option for area schools. -15-may center around a theme, and will operate according to the original plan which provides for community and parental involvement and an annual allocation of funds.\" (May 1, 1992, pp. 24-25, emphasis original). The record shows that more than 80% of LRSD students attend area schools. Focused activities and APIG were designed to ensure that the vast majority of the district's students would have access to school-based programs and services tailored to help them reach the desegregation goals for academic achievement. As a matter of fact. the business case on cutting incentive school funding states that the cuts will free up more money for the area schools, presumably to help meet the needs of those schools. The district has not persuaded the Court that the prooosal as presented in the July 1994 business case will help promote desegregation goals, nor that it is in the bes interests of the thousands of students who attend area schools. Therefore, the Court does not approve the proposal as submitted. If the district wishes to revisit this area. the Court advises it to consult with ODM and the parties to develop a proposal that will clearly supmort the desegregation plan goals and serve the needs of area school students. Any proposed modification of the desegregation plan must be done in accordance with the requisite procedures. h) Transportation The 1994-95 budget contained a $1.3 million appropriation for transportation, but that allotment was unaccompanied by a plan or business case indicating how the sum would be applied. Testimony at -16-U16 hGaring was tliat $1 million would ba used for buses and the remainder would be spent on other needs. The Court requires the file a plan or business case which explains how the district plans to spend the money on transportation. IT IS SO ORDERED this 24th day of October 1994. UNITED STATES DTSTRyCT JUDGE ON , -17-Ual* Xdl Sdi^ Ditiria B5032701 04/06/0900 LRSD PROGRAM PLANNING AND BUDGETING PROCESS PROCESS INSTITUTIONALIZATION PROJECT April 1, 1995 OfTice of Desegregation Monitoring United States District Court Little Rock, Arkansas Ann S. Brown Monitor Bill Mooney Budget SpecialistLRSD PROGRAM PLANNING AND BUDGETING PROCESS PROCESS INSTITUTIONALIZATION PROJECT TABLE OF CONTENTS 1. INTRODUCTION A. Purpose B. Background C. What is institutionalization? - Definition D. How will I know it is institutionalized? - Expectations E. Monitoring Process and Information Sources F. Report Organization IL EXPECTATIONS AND FINDINGS A. Organizational Structure for Planning and Budget Process. Reassessment of Process and Organization. (Organization and Process Structure/Reassessment). B. Needs Assessment C. D. E. F. G. H. Program Inventory Planning and Budget Goals Program Development Budgeting Monitoring and Reporting Program Evaluation I. Management Tool III. CONCLUSIONS AND RECOMMENDATIONS 21. INTRODUCTION A. Purpose The purpose of this status report is to informally document for the Judge the extent to which the Little Rock School District (LRSD) has institutionalized the planning, budgeting, and evaluation process as defined in the Program Planning and Budgeting Manual. A secondary purpose is to provide informal standards that might assist the LRSD in developing a quality program planning and budgeting process. - Not many people are interested in the accountability of whether something happened. Most people want to slap it in and go. Not a formal report with formal data collection. Based upon operational observations. In some cases, it was hard to get the information necessary for a determination without formal inquiry. Snapshot of the district as of March 31, 1995. Answer the question is the process institutionalized? 3B. Background History - Early budget and planning problems - 12/91 letter and response - 1-2/92 events leading to Budget Specialist - Budget Specialist - Short projects - PPBP development - LRSD development Considerations - Give LRSD credit for doing what they have done. They do far more than the other districts and the State. - In the report, we must show how the past is the foundation for change. Dont ridicule or downplay the past or old processes. Take things to the next level. - Might include the planning assumptions from the draft project concept paper, B5O1O3O1. 4 C. What is institutionalization? - Definition Objective: to operate a program planning and budgeting process which will support logical decisionmaking at all levels in the LRSD. It is one thing to develop a process, but quite another tohave-it institutionalized, dt. Court Order, 10/24/94, page 5. The district must work to institutionalize the planning and budgeting process throughout all levels of the organization. The process must become a well-understood, standard operating procedure that is well-accepted and consistently practiced as a way of life in the LRSD. The process can be institutionalized only if participants at all levels are actively involved in all aspects on a day-to-day basis. The district must ensure that those who are responsible for managing programs and budgets have a working knowledge of the process and are completely involved in it throughout the year. Before we can determine if the LRSD has institutionalized its processes, we must define institutionalization. Search yielded no useful definition. Create our own. For the purposes of this report, institutionalization is defined as the incorporation of the sub-processes outlined in the Program Planning and Budgeting Manual, into the organizational culture of the LRSD so that these practices become the normal, everyday way of doing business. Part of the problem is that bad processes are already institutionalized, and we are looking for substantive changes to better processes. We want people to really use the improved processes. To reconcile institutionalization and change, we might approach it from this perspective. Now have institutionalized bad processes...change to good processes...move on to culture of continuous change... but not ready to go there yet because of poor state of affairs. - Just because a process is institutionalized does not mean that it never changes. We want the process to be systemic, but we want that systemic process continually subjected to improvement in order to support our changing environment. - Bad word. Institutionalization may be an inappropriate word. Part of todays management philosophy is looking at Peters chaos ideas. They like stuff like draw, shoot, aim. They see this as getting away from institutionalization. - Culture of continuous change. What we are really talking about is getting a culture of positive, controlled, orderly, goal-based, logical model, continuous change within the district. - Change. Changing a culture is not a matter of teaching people a bunch of new techniques, or replacing their behavior patterns with new ones. It is a matter of exchanging values and providing role models. This is done by changing attitudes. Crosby, p98. 5D. How will I know it is institutionalized? - Expectations 1. Define standards..expectations fiom requirements (specific to this process) and good management practices (general for all processes). 2. Measure performance. Expectations in this report are like legal requirements in an ODM monitoring guide\na standard against which to measure. These expectations define the characteristics of an institutionalized process. TTie extent to which those expectations are met, measure the degree of institutionalization. Requires a measure. Process will be as defined in the PPBP Manual. Cite both. What they said they were going to do, not what the other districts are doing or not doing. Measurements against expected performance requirements. Where can I find them? Sources. Question for expectation identification: What would we expect to see in a successful process? subAnswer for expectation identification: We would expect to see positive evidence of Answers: - NOTE...this is not a complete list, different folks might add different ideas. - What do we really want to measure? Something else? Such as the extent to which processes and the associated tools are used? The quality of that use or the entire process? The areas of strength and weakness, or what has worked well and what needs work? Lessons learned? - Quality is not an issue in institutionalization per se - Quality has to be defined as conformance to requirements, not as goodness. Crosby, p64 and p60. - Quality measurement. The measurement of quality is the price of non-conformance, not indexes. Prices of non-conformance are all the expenses involved in doing things wrong (to correct, to do it over, to pay claims). Maybe 35% in LRSD. Price of conformance is what is necessary to spend to make things come out right the first time. Not a simple yes or no, but rather it is usually a matter of degree. 3 6E. Monitoring Process and Information Sources - Look in Court Orders and transcripts for citations of failures to follow the process and institutionalization statements. Look for citations of success to do the same. - Take the requirements/expectations list and go interview the people that should be involved. Retrospective review based on operational observations. No formal data collection. 1. 2. 3. 4. Establish the standards..expectations Retrospective analysis Reviewed documents and monitored performance. No formal data collection since informal project. 7F. Report Organization We want narrative describing each of the sections per table of contents. 8II. EXPECTATIONS AND FINDINGS A. Organizational Structure for Planning and Budget Process. Reassessment of Process and Organization. (Organization and Process Structure/Reassessment) Reference\nProgram Planning and Budgeting Manual, dated 8/24/94, page 1 and page 10. Expectations 1. In the Organization and Reassessment Sub-process, we would expect to see evidence that the structured planning process is successfully implemented as designed. (PPBM 2, 10) ** Positive examples of institutionalization Negative examples of institutionalization - The strategic planning initiative was started without considering how it fits or works with the processes they already have in place. 2. In the Organization and Reassessment Sub-process, we would expect to see evidence of a long-range strategic planning process\na process which includes mission, critical analysis, assumptions, action goals, components, objectives, evaluation, action plans, and monitoring. (G2, 121) ** Positive examples of institutionalization Negative examples of institutionalization - The strategic planning initiative was started without considering how it fits or works with the processes they already have in place. 3. In the Organization and Reassessment Sub-process, we would expect to see evidence of a planning and budgeting cycle calendar prepared under Board guidance. (PPBM 2, 1) * Positive examples of institutionalization * Negative examples of institutionalization 4. In the Organization and Reassessment Sub-process, we would expect to see evidence of an effort by the Board and Superintendent to sell other staff on the Program Planning and Budgeting Process. (WMM) * Positive examples of institutionalization * Negative examples of institutionalization 5. In the Organization and Reassessment Sub-process,, we would expect to see evidence of a commitment by the Board and Superintendent to embrace and further develop the Program Planning and Budgeting Process. (WMM) 9 * * Positive examples of institutionalization Negative examples of institutionalization 6. 7. 8. 10. 11. 12. In the Organization and Reassessment Sub-process,, we would expect to see evidence of the Board continuously monitoring the progress of the Program Planning and Budgeting Process. (PPBM2, 1) * Positive examples of institutionalization * Negative examples of institutionalization In the Organization and Reassessment Sub-process,, we would expect to see evidence that the long-range planning and budget process instills in the minds of the patrons and others interested in the affairs of the district a sense of fiscal responsibility, accountability, and internal program evaluation by the district. (PPBM 2, 11) * Positive examples of institutionalization * Negative examples of institutionalization In the Organization and Reassessment Sub-process,, we would expect to see evidence that the Program Planning and Budget Process is coordinated with and successfully interfaces with other district processes. (NCQA, 21) * Positive examples of institutionalization * Negative examples of institutionalization In the Organization and Reassessment Sub-process,, we would expect to see evidence that the Program Planning and Budget Process has contributed to improvement in the overall management and operations of the district. (NCQA, 51) * Positive examples of institutionalization * Negative examples of institutionalization In the Organization and Reassessment Sub-process, we would expect to see evidence that there is a designated senior executive responsible for program implementation. (NCQA, 5) * * Positive examples of institutionalization Negative examples of institutionalization In the Organization and Reassessment Sub-process, we would expect to see evidence that the lead planning person is positioned to coordinate the Program Planning and Budget Process across the district. (WMM) * Positive examples of institutionalization Negative examples of institutionalization - Glowers is the lead planning person for the PPBP and Modesta/Young are leading the strategic planning effort. You would think that the designated district planner would lead both efforts so that they could more easily be brought together. 10- Court 3/24/95. Williams and staff unsure of who the lead planner really is. 13. 14. 15. 16. 17. 18. 19. 20. In the Organization and Reassessment Sub-process, we would expect to see evidence of key people being involved in the sub-process. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization In the Organization and Reassessment Sub-process, we would expect to see evidence of district users at all levels generating continual process improvement so that the process is modified to meet the changing needs of the district. (NCQA, 29) * Positive examples of institutionalization * Negative examples of institutionalization In the Organization and Reassessment Sub-process, we would expect to see evidence that the administration reviews and evaluates the overall process at least aimually. (PPBM2,10) (NCQA, 7) * Positive examples of institutionalization * Negative examples of institutionalization In the Organization and Reassessment Sub-process, we would expect to see evidence that the Board has approved the annual plan. * Positive examples of institutionalization * Negative examples of institutionalization In the Organization and Reassessment Sub-process, we would expect to see evidence of a mechanism for communicating the Program Planning and Budget Process to the associates, taxpayers, and district patrons. (NCQA, 29) * Positive examples of institutionalization * Negative examples of institutionalization In the Organization and Reassessment Sub-process, we would expect to see evidence of the sub-process serving as a guide for day-to-day operations within the district. (WMM) * Positive examples of institutionalization * Negative examples of institutionalization In the Organization and Reassessment Sub-process, we would expect to see evidence of the sub-process being discussed and used in regular meetings within the district. (WMM) * Positive examples of institutionalization * Negative examples of institutionalization In the Organization and Reassessment Sub-process, we would expect to see evidence 11of staff understanding of the sub-process. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization 21. In the Organization and Reassessment Sub-process, we would expect to see evidence of associates several levels down recognizing the terminology and being able to describe the elements of the Program Planning and Budgeting Process. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization 22. In the Organization and Reassessment Sub-process, we would expect to see evidence of critical events in the sub-process being properly timed and interfaced with other tasks. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization - Strategic Planning effort not planned or coordinated with the PPBP. Some Board and administration dont understand that the PPBP has a strategic component. Two processes running separately and apart. - The strategic planning initiative was started without considering how it fits or works with the processes they already have in place. 23. In the Organization and Reassessment Sub-process, we would expect to see evidence of sub-process tasks being completed on time or early. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization 12B. Needs Assessment Reference: Program Planning and Budgeting Manual, dated 8/24/94, page 2. Expectations 1. In the Needs Assessment Sub-process, we would expect to see evidence of the subprocess meeting or exceeding the purposes for which it was designed. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization 2. In the Needs Assessment Sub-process, we would expect to see evidence of determining the needs of the district, particularly legal obligations. (PPBM 2, 1) * Positive examples of institutionalization * Negative examples of institutionalization 3. In the Needs Assessment Sub-process, we would expect to see evidence of a document which identifies a need as the variance between the goal/objective and the current 2+4^ position. (SPE) (PPBM 2, 2) * * Positive examples of institutionalization Negative examples of institutionalization j^e district is poorly executing many elements of the planning, evaluation, and budgeting process, thus failing to forge the links between planning, evaluation, and budgeting that will ensure that money is spent wisely and that desegregation promises are ke^\u0026gt;For example, we have seen in the Needs Assessment that needs did not drive recommendations. Indeed, the Needs Assessment listed no needs at all. 1994-95 cycle. (Fl6) - The products of the subprocesses are frequently slow, of low quality, or missing altogether, and need to be improved substantially. For example, I see uneven and frequently poor quality in such subprocesses as needs assessment and facilities study. 94-95 was poor, but 95-96 better. Still not measuring gap. (Fl6) 4. In the Needs Assessment Sub-process, we would expect to see evidence of both perceptual and empirical data collected and analyzed to determine the needs of the students, parents, teachers, and administrators. (PPBM 2, 2) * * Positive examples of institutionalization Negative examples of institutionalization - Decision-making is not based on defined decision-making processes nor the results of the process. Decisions are frequently made without data\nrather they appear to be arbitrary or based on personal opinions and 13feelings, customary procedures, or administrative prerogative. For example, you admit that you have repeatedly failed to involve the Intervenors in appropriate ways and at appropriate times. Yesterday, we heard that you didnt reach out to Joshua enough. (Fl6) 5. 6. 7. 8. 9. In the Needs Assessment Sub-process, we would expect to see evidence of a document listing needs in the curriculum, desegregation, and support areas that are rank ordered based on supporting data. (PPBM 2, 3) * * Positive examples of institutionalization Negative examples of institutionalization In the Needs Assessment Sub-process, we would expect to see evidence of a district-wide facilities section. (G2, 109) * * Positive examples of institutionalization Negative examples of institutionalization - The last version of the facilities study was not planned, and there was no change in the project management report to reflect the changing work picture and timeline. - The products of the subprocesses are frequently slow, of low quality, or missing altogether, and need to be improved substantially. For example, I see uneven and frequently poor quality in such subprocesses as needs assessment and facilities study. 94-95 was poor, but 95-96 better. Still not measuring gap. (Fl6) - The processes are not being used to manage and improve the district, nor are they yet institutionalized, and I see little evidence of efforts to make them so. For example, as the district considered closing schools, it had no current long-range facilities study to guide those decisions and prepare the community for them. (Fl6) - Facilities Study not tasked out, included in the PM tool, and managed to. In the Needs Assessment Sub-process, we would expect to see evidence that the needs assessment document reflects objectives from the desegregation plan and various desegregation plan audits. (A7) * Positive examples of institutionalization * Negative examples of institutionalization In the Needs Assessment Sub-process, we would expect to see evidence that the superintendent is directing the administration team to conduct a desegregation plan audit and related budget proposals. (A5) * Positive examples of institutionalization * Negative examples of institutionalization In the Needs Assessment Sub-process, we would expect to see evidence of key people 14being involved in the sub-process. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization - Decision-making is not based on defined decision-making processes nor the results of the process. Decisions are frequently made without data\nrather they appear to be arbitrary or based on personal opinions and feelings, customary procedures, or administrative prerogative. For example, you admit that you have repeatedly failed to involve the Intervenors in appropriate ways and at appropriate times. Yesterday, we heard that you didnt reach out to Joshua enough. (Fl6) 10. 11. 12. 13. 14. In the Needs Assessment Sub-process, we would expect to see evidence of input from each of the organizational and functional units in the district for inclusion in the plan. (G2) * * Positive examples of institutionalization Negative examples of institutionalization In the Needs Assessment Sub-process, we would expect to see evidence of the subprocess serving as a guide for day-to-day operations within the district. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization In the Needs Assessment Sub-process, we would expect to see evidence of staff understanding of the sub-process. (WMM) * Positive examples of institutionalization * Negative examples of institutionalization In the Needs Assessment Sub-process, we would expect to see evidence of sub-process tasks being completed on time or early. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization - The desegregation audit update was completed in 11/94, but was not filed until 2/95, and only after Mooney asked about it. A well-functioning process would have had this step planned into the project management report. - The district lacks discipline on timelines and does not manage them, therefore, it is almost always late on everything. Intermediate and final deadlines of all types are repeatedly pushed back, missed, or ignored altogether. For example, you missed the needs assessment deadline by several months, the junior high capacity study was months late, and an audit of student assignment is still incomplete. (Fl6) In the Needs Assessment Sub-process, we would expect to see evidence of a plan for 15c disseminating the Broad-Based Feedback. (PPBM 2, 3) * Positive examples of institutionalization * Negative examples of institutionalization 5. In the Needs Assessment Sub-process, we would expect to see evidence of Broad-Based Feedback to the Town Hall and District Dialogue participants. (PPBM 2, 3) * Positive examples of institutionalization * Negative examples of institutionalization 16. In the Needs Assessment Sub-process, we would expect to see evidence of positive community support in recognition of the thoroughly planned budgeting process. (PPBM 2, 3) * Positive examples of institutionalization * Negative examples of institutionalization 1 17. In the Broad-Based Feedback section of the Needs Assessment Sub-process, we would expect to see evidence that the LRSD works with the MRC prior to implementing reorganization or budget reduction plans that would affect the programming or staff at the magnet schools. (Fl3) * * Positive examples of institutionalization Negative examples of institutionalization 18. In the Broad-Based Feedback section of the Needs Assessment Sub-process, we would expect to see evidence that the district works with the McClellan Community High School Advisory Council as a means for promoting community involvement and input so that whatever changes are proposed for the school will reflect the community's needs and wishes\nthat the council is meaningfully involved in all changes at McClellan, including budget, planning and adjustment\nand that the committee helps the district monitor the effect of the budget cuts on the community school program, recommends any appropriate changes that will enable the program to achieve its goals economically but effectively, and works with the district in planning the community school program budget. (Fl4) * * Positive examples of institutionalization Negative examples of institutionalization - Problems with McClellan business case. 167 L 17C. Program Inventory Reference: Program Planning and Budgeting Manual, dated 8/24/94, page 4. Expectations 1. In the Program Inventory Sub-process, we would expect to see evidence of the process meeting or exceeding the purposes for which it was designed. (WMM) * Positive examples of institutionalization * Negative examples of institutionalization 2. In the Program Inventory Sub-process, we would expect to see evidence that the program inventory identifies cunent desegregation and non-desegregation programs. (PPBM 2, 4) * Positive examples of institutionalization * Negative examples of institutionalization 3. In the Program Inventory Sub-process, we would expect to see evidence of a standard district format for clearly identifying programs, defining programs, documenting program purpose, and developing program measurements. The format should include a written program description that outlines program structure and design. (WMMSP) (NCQA, 1) * * Positive examples of institutionalization Negative examples of institutionalization 4. In the Program Inventory Sub-process, we would expect to see evidence of a standard expense coding scheme which will link those identified programs to expenditures. (WMMSP) * Positive examples of institutionalization * Negative examples of institutionalization 5. In the Program Inventory Sub-process, we would expect to see evidence of key people being involved in the sub-process. (WMM) * Positive examples of institutionalization * Negative examples of institutionalization 6. In the Program Inventory Sub-process, we would expect to see evidence that the program description is reviewed aimually and updated as necessary. (NCQA, 4) * Positive examples of institutionalization * Negative examples of institutionalization 187. In the Program Inventory Sub-process, we would expect to see evidence of the subprocess serving as a guide for day-to-day operations within the district. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization 8. In the Program Inventory Sub-process, we would expect to see evidence of sub-process tasks being completed on time or early. (WMM) * Positive examples of institutionalization Negative examples of institutionalization 9. In the Program Inventory Sub-process, we would expect to see evidence of staff understanding of the sub-process. (WMM) * Positive examples of institutionalization * Negative examples of institutionalization 19D. Planning and Budget Goals Reference: Program Planning and Budgeting Manual, dated 8/24/94, page 4. Expectations 1. 2. 3. 4. 5. 6. In the Goal and Objective Sub-process, we would expect to see evidence of the subprocess meeting or exceeding the purposes for which it was designed. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization - Task 196 Board Retreat Work Session was designed to review material prior to going into the program development sub-process. The Board session was subsequently used for the bonding session, and written off as completed. This would indicate that the district did not have a firm idea of what the process was doing. Had this awareness been present, they would have simply added a task for the bonding session and continued on about business. In the Goal and Objective Sub-process, we would expect to see evidence of a defined, written district-wide mission statement, and goals and objectives published by the Board and the Superintendent. (G2, 32) (PPBM 2,1) (PPBM 2, 4) * Positive examples of institutionalization * Negative examples of institutionalization In the Goal and Objective Sub-process, we would expect to see evidence of long range planning directed at goals and objectives. (G2, 32) * Positive examples of institutionalization * Negative examples of institutionalization In the Goal and Objective Sub-process, we would expect to see evidence of defined expected outcomes. (PPBM 2, 4) * Positive examples of institutionalization * Negative examples of institutionalization In the Goal and Objective Sub-process, we would expect to see evidence that program goals and evaluation criteria are linked to the district-wide goals. (PPBM 2, 5) * Positive examples of institutionalization * Negative examples of institutionalization In the Goal and Objective Sub-process, we would expect to see evidence of clear delineation oft, the district's desegregation mission to the staff and the community. (Fl 5, 7) 20* * Positive examples of institutionalization Negative examples of institutionalization 7. 8. 9. In the Goal and Objective Sub-process, we would expect to see evidence of the district utilizing the desegregation mission as a guide for developing policies and setting expectations for the superintendent to implement those policies. (Fl5, 7) * * Positive examples of institutionalization Negative examples of institutionalization In the Goal and Objectives Sub-process, we would expect to see evidence that goals and objectives are established for the same 3/5 year span covered by the revenue and expense projections. (WMM) * Positive examples of institutionalization * Negative examples of institutionalization In the Goal and Objective Sub-process, we would expect to see evidence of key people being involved in the sub-process. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization 10. 11. 12. 13. In the Goal and Objectives Sub-process, we would expect to see evidence that the superintendent is directing a process for Board involvement in the long-range planning and budgeting process. (A5) * Positive examples of institutionalization * Negative examples of institutionalization In the Goal and Objective Sub-process, we would expect to see evidence of the subprocess serving as a guide for day-to-day operations within the district. (WMM) * Positive examples of institutionalization * Negative examples of institutionalization In the Goal and Objective Sub-process, we would expect to see evidence of resources (people, time, material) directed toward and effort focused on accomplishment of established goals and objectives. (G2, 32) * Positive examples of institutionalization * Negative examples of institutionalization In the Goal and Objective Sub-process, we would expect to see evidence of published program objectives by the Council and Cabinet which would satisfy the established district goals. (PPBM 2, 4) * Positive examples of institutionalization * Negative examples of institutionalization 2114. In the Goal and Objective Sub-process, we would expect to see evidence of published, written priorities by the Board to guide staflF in program modification, program development, and funding and resource allocation. (PPBM 2, 5) * Positive examples of institutionalization * Negative examples of institutionalization 15. In the Goal and Objective Sub-process, we would expect to see evidence of developed strategies for funding shortfalls. (PPBM 2, 5) * Positive examples of institutionalization * Negative examples of institutionalization 16. In the Goal and Objective Sub-process, we would expect to see evidence of the subprocess incorporated into the policies and procedures of the district. (WMM) * Positive examples of institutionalization * Negative examples of institutionalization 17. In the Goal and Objective Sub-process, we would expect to see evidence of sub-process tasks being completed on time or early. (WMM) * Positive examples of institutionalization * Negative examples of institutionalization 18. 19. In the Goal and Objective Sub-process, we would expect to see evidence of st^ understanding of the sub-process. (WMM) * Positive examples of institutionalization * Negative examples of institutionalization In the Goal and Objective Sub-process, we would expect to see evidence that ^taff know the goals and objectives, particularly the ones to which their unit must contribute. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization 20. In the Goal and Objective Sub-process, we would expect to see evidence that the goals and objectives are known and supported by district employees. (OA, 217) * Positive examples of institutionalization * Negative examples of institutionalization 22E. Program Development Reference: Program Planning and Budgeting Manual, dated 8/24/94, page 5. Expectations 1. 2. 3. In the Program Development Sub-process, we would expect to see evidence of the subprocess meeting or exceeding the purposes for which it was designed. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization - Memo from Williams on 1/26/95 says the business cases are in draft form and cannot be given out. The business cases were to have been submitted to the Superintendent on 1/13/95. The case should be final at that point, if no further information is required. Yet the Superintendent seems to think they are only final after he has approved them. This does not show much confidence in your staff, and is an attempt to keep them secret as long as possible. - The operations of the district are not driven by nor do they flow from the level of mission and goals. I see little focus toward that level and little progress in the direction of fulfilling the districts mission. For example, although I heard testimony yesterday that everything the district does is focused on the desegregation plan, the evidence indicates that there is an acute lack of comprehensive, coordinated, and consistent focus on implementing the plan. (Fl6) In the Program Development Sub-process, we would expect to see evidence of programs developed to achieve objectives, particularly those required by the desegregation plan and settlement agreement. (PPBM 2, 1) * * Positive examples of institutionalization Negative examples of institutionalization - Middle School initiative generated outside of the PPBP. Moved on it without a business case, or business case after the fact. Not on the business case listing. Task 218 (12/22/94). If you are not following the process, it is not institutionalized. - Beacon School initiative generated outside of the PPBP. Moved on it without a business case, or business case after the fact. Not on the business case listing. Letter from Williams to Brown, dated 11/11/94 confirms this, institutionalized. If you are not following the process, it is not In the Program Development Sub-process, we would expect to see evidence of established and measured performance standards and expenditures. (PPBM 2, 1) 23* Positive examples of institutionalization * Negative examples of institutionalization 4. In the Program Development Sub-process, we would expect to see evidence of a district plan and corresponding timeline for reaching the 90% achievement goal for black students, thereby attaining forgiveness of state loans the district otherwise must repay. (F8) * Positive examples of institutionalization * Negative examples of institutionalization 5. In the Program Development Sub-process, we would expect to see evidence of a logical decision-making process, consistent throughout all levels of the organization, and based on research, information, cost/benefit analysis, analysis of alternatives and on program goals and performance. (G2,119) (CMA,217) * * Positive examples of institutionalization Negative examples of institutionalization - Middle School initiative generated outside of the PPBP. Moved on it without a business case, or business case after the fact. Not on the business case listing. Task 218 (12/22/94). If you are not following the process, it is not institutionalized. - Beacon School initiative generated outside of the PPBP. Moved on it without a business case, or business case after the fact. Not on the business case listing. Letter from Williams to Brown, dated 11/11/94 confirms this, institutionalized. If you are not following the process, it is not - Decision-making is not based on defined decision-making processes nor the results of the process. Decisions are frequently made without data\nrather they appear to be arbitrary or based on personal opinions and feelings, customary procedures, or administrative prerogative. For example, business cases are not used to guide decision-making but rather to justify decisions after the fact. (F16) - Decision-making is not based on defined decision-making processes nor the results of the process. Decisions are frequently made without data\nrather they appear to be arbitrary or based on personal opinions and feelings, customary procedures, or administrative prerogative. For example, the issue of the proposed savings of $2 million in incentive school double funding, yet there is no business case or even an explanation of how the district arrived at this number. (Fl 6) 6. In the Program Development Sub-process, we would expect to see evidence that the district is exercising appropriate stewardship such as in management of programs and personnel. (FIO) * Positive examples of institutionalization 24* Negative examples of institutionalization 7. In the Program Development Sub-process, we would expect to see evidence of the goals and objectives, the needs assessment, the program inventory, and the program evaluations being used in the decision-making process. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization 8. In the Program Development Sub-process, we would expect to see evidence of information prepared for corrective decision-making. (PPBM 2, 1) * * Positive examples of institutionalization Negative examples of institutionalization 9. In the Program Development Sub-process, we would expect to see evidence of a comparison between the identified needs and the program inventory to determine gaps in program coverage. (PPBM 2, 3) * * Positive examples of institutionalization Negative examples of institutionalization 10. In the Program Development Sub-process, we would expect to see evidence of the Position Control System being used to provide accurate and timely decision-making information. (WMM) * Positive examples of institutionalization * Negative examples of institutionalization 11. In the Program Development Sub-process, we would expect to see evidence of regular use of the business case decision procedure at all levels in the district. (WMMSP) * * Positive examples of institutionalization Negative examples of institutionalization - Middle School initiative generated outside of the PPBP. Moved on it without a business case, or business case after the fact. Not on the business case listing. Task 218 (12/22/94). If you are not following the process, it is not institutionalized. - Beacon School initiative generated outside of the PPBP. Moved on it without a business case, or business case after the fact. Not on the business case listing. Letter from Williams to Brown, dated 11/11/94 confirms this, institutionalized. If you are not following the process, it is not - The district is poorly executing many elements of the planning, evaluation, and budgeting process, thus failing to forge the links between planning, evaluation, and budgeting that will ensure that money is spent wisely and that desegregation promises are kept. For example, the business cases that are increasingly weak in resource and cost 25analysis. (Fl6) - The products of the subprocesses are frequently slow, of low quality, or missing altogether, and need to be improved substantially. For example, I see uneven and frequently poor quality in such subprocesses as business cases. (Fl6) - Business cases show that LRSD has not learned the planning process. Poor quality, used for justification rather than decision-making. Limited alternatives appears to be manipulative. (WMM) - Magnet School grant initiative y^re started without the benefit of a business case. Had a business case been prepared properly, we could have prevented all of the district effort, setting a hearing, grant preparation, canceling a hearing, calling the whole thing off. We should have done it right the first time. ( 12. 13. 14. In the Program Development Sub-process, we would expect to see evidence of identification and analysis of alternatives before decisions are finalized. (OA, 220) * * Positive examples of institutionalization Negative examples of institutionalization - Middle School initiative generated outside of the PPBP. Moved on it without a business case, or business case after the fact. Not on the business case listing. Task 218 (12/22/94). If you are not following the process, it is not institutionalized. - Beacon School initiative generated outside of the PPBP. Moved on it without a business case, or business case after the fact. Not on the business case listing. Letter from Williams to Brown, dated 11/11/94 confirms this. If you are not following the process, it is not institutionalized. - Magnet School grant initiative were started without the benefit of a business case. Had a business case been prepared properly, we could have prevented all of the district effort, setting a hearing, grant preparation, canceling a hearing, calling the whole thing off. We should have done it right the first time. - Incentive School business case on new alternative. In the Program Development Sub-process, we would expect to see evidence that the district is making budgetary decisions consistent with district desegregation policies in terms of buildings, staff, materials, and equipment. (F15(^ 7 * Positive examples of institutionalization * Negative examples of institutionalization In the Program Development Sub-process, we would expect to see evidence of the subprocess serving as a guide for day-to-day operations and decision-making within the district. (WMM) 26* * Positive examples of institutionalization Negative examples of institutionalization - If the PPBP were part of everyday operations, we would expect some effort to modify job descriptions to cover the support of the process. This has not been done. 15. 16. 17. 18. 19. In the Program Development Sub-process, we would expect to see evidence of developing or modifying programs to support identified needs. (PPBM 2, 5) * * Positive examples of institutionalization Negative examples of institutionalization In the Program Development Sub-process, we would expect to see evidence that program additions, modifications, or deletions are supported by business cases. (PPBM 2, 5 and 6) * Positive examples of institutionalization Negative examples of institutionalization - Middle School initiative generated outside of the PPBP. Moved on it without a business case, or business case after the fact. Not on the business case listing. Task 218 (12/22/94). If you are not following the process, it is not institutionalized. - Beacon School initiative generated outside of the PPBP. Moved on it without a business case, or business case after the fact. Not on the business case listing. Letter from Williams to Brown, dated 11/11/94 confirms this, institutionalized. If you are not following the process, it is not - Strategic Planning initiative generated outside of the PPBP. Moved on it without a business case, or business case after the fact. If you are not following the process, it is not institutionalized. In the Program Development Sub-process, we would expect to see evidence of the elimination of programs not supporting the identified needs. (PPBM 2, 5) * Positive examples of institutionalization * Negative examples of institutionalization In the Program Development Sub-process, we would expect to see evidence of changes to the Program Budget Document as a result of program additions, modifications, or deletions. (PPBM 2, 6) * Positive examples of institutionalization * Negative examples of institutionalization In the Program Development Sub-process, we would expect to see evidence of key people being involved in the process. (WMM) * Positive examples of institutionalization 27* Negative examples of institutionalization - The operations of the district are not driven by nor do they flow from the level of mission and goals. I see little focus toward that level and little progress in the direction of fulfilling the districts mission. For example, you have not adequately helped the community anticipate change, nor understand the reasons behind certain changes, nor allowed then to participate in some important decisions (such as closing schools), causing feelings of fear, frustration, and even betrayal among parents and other citizens. (Fl6) - Williams not responding to the ODM request for business cases and extended evaluations demonstrates the level of cooperation of the district. 20. In the Program Development Sub-process, we would expect to see evidence of staff understanding of the sub-process. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization - Strategic Planning initiative generated outside of the PPBP. Moved on it without a business case, or business case after the fact. If you are not following the process, it is not institutionalized. 21. In the Program Development Sub-process, we would expect to see evidence of subprocess tasks being completed on time or early. (WMM) * Positive examples of institutionalization Negative examples of institutionalization - Scheduling flaws indicate a lack of understanding of what is happening in the process. Desegregation Plan modifications, per Mayos report, will not be submitted to the Board until 3/95. This is after the proposed budget, and at least a month late in the process. For such controversial items, the Board should get any plan modification proposals at least a month and a half before the proposed budget is put together. - The products of the subprocesses are frequently slow, of low quality, or missing altogether, and need to be improved substantially. For example, I see that the district is very slow to produce data that should be driving important decisions, such as a student assignment audit. (Fl6) - The district lacks discipline on timelines and does not manage them, therefore, it is almost always late on everything. Intermediate and final deadlines of all types are repeatedly pushed back, missed, or ignored altogether. For example, you are still contemplating incentive school modifications and should have been done during the program development and evaluation subprocesses. (Fl6) 28n - Open houses and pre-registration occur before decisions on school closings. Consequently, parents will not have the opportunity to visit possible alternatives and will have to go through the registration process again after the decision. Should have been timed better. See Mayo memo of 1/6/95. - The districts poor execution and timing is shown in their handling of registration. The pre-registration brochures are sent out the week of 2/6. They announced the open houses which were the week of 1/28. 29F. Budgeting Reference: Program Planning and Budgeting Manual, dated 8/24/94, page 6. Expectations 1. In the Budgeting Sub-process, we would expect to see evidence of the sub-process meeting or exceeding the purposes for which it was designed. (WMM) * * Positive examples of institutionalization Negative examples of institutionalization - The LRSDs July 18, 1994 budget submission reflects no significant advances in decision-making nor meaningful progress toward a 1994- 95 budget that is accurate, complete, and final. (ODM hearing preparation, 7/28-29/94) - The LRSDs July 18, 1994 budget submission is inaccurate and incomplete, thereby failing to meet the Order requirements. (ODM hearing preparation, 7/28-29/94 - Some of the budget document information is better. Improving with each budget cycle. 2. In the Budgeting Sub-process, we would expect to see evidence that budgets are the direct result of genuine planning. (OA, 219) Positive examplesof institutionalization Negative examples of institutionalization - The LRSD budgeting is top-down rather than bottom-up, forcing the figures to fit the bottom line instead of deriving the bottom line from the financial facts. (ODM hearing preparation, 7/28-29/94 - The district is poorly executing many elements of the planning, evaluation, and budgeting process, thus failing to forge the links between planning, evaluation, and budgeting that will ensure that money is spent wisely and that desegregation promises are kept. For example, you are using non-recurring revenue sources to fund recurring expenses. (Fl6) 3. In the Budgeting Sub-process, we would expect to see evidence that the budget is viewed as a comprehensive planning document driven by curriculum needs. (FIO) * Positive examples of institutionalization * Negative examples of institutionalization 4. In the Budgeting Sub-process, we\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n\n\n \n\n\n \n\n\n\n \n\n\n\n "},{"id":"bcas_bcmss0837_657","title":"Program planning and budgeting process","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":["1992/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational law and legislation"],"dcterms_title":["Program planning and budgeting process"],"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/657"],"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":["151 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 Program Planning \u0026amp; Budgeting Process The purpose of this session is to: Help you understand how you can get what you need to do your job\n Clarify why the answer is NO to some of your requests at certain times of the year\n Explain why program evaluations, a Program Budget Document, etc. are necessary\nand. Justify why we have a planning process and how we are all involved. We will need from you: Any questions you have as the presentation is made\n A careful understanding of the process when the presentation is complete\n Accurate and complete Program Budget Document information\nAccurate program evaluations\nand, Properly formatted business cases. In its simplest form, the purpose of the Planning \u0026amp; Budgeting Process is to link what we should be doing as a school district with how we spend our money.filed oijTPiQj rniiDT JAN 211992 1: IN THE UNITED STATES DISTRICT COURT'^^*- EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION by\nS^NTS, clerk OEP. CLi IK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER On November 14, 1991, the United States Court of Appeals for the Eighth Circuit remanded the cause to the Court to review the parties' proposed modifications [May submissions] to the 1989 plans. Little Rock School District, et al., Nos. 91-2640EA, 91- 2648EA, 91-2655EA, 91-2683EA, slip op. (8 th Cir. November 14, 1 1991). I: ' 5: I I K teifi \u0026lt; In response to the order of the Eighth Circuit, the Court scheduled a hearing to begin on December 18, 1991. It informed the parties involved that. prior to reviewing their proposed modifications, it would ask the Pulaski County Special School District rpcsSD] to report on its financial situation and hear a ^The three school districts involved. Little Rock School District [LRSD], Pulaski County Special School District [PCSSD], and North Little Rock School District [NLRSD], and the Joshua Intervenors submitted proposed modifications to the settlement plan approved by the Eighth Circuit in Little Rock School District V. Pulaski County Special School District No. 1, 921 F.2d 1371 (8th Cir. 1990).report from the Office of Desegregation Monitoring on the budgetary processes for desegregation expenditures which are employed by the three school districts involved in the matter. The Court determined that before it could consider proposed modifications to the settlement plans, it needed to learn whether there are district budgetary processes in place which will enable the Court to monitor the implementation of the plans. At the conclusion of the second day of the hearing, the Court expressed concern about its ability to effectively monitor the settlement plan without budgets that reflect the three school districts' intentions, goals. and priorities regarding their desegregation efforts. The Court specifically mentioned the state of the Little Rock School District's [LRSD] budgetary process. In its opinion approving the settlement plans of the three districts, the Eighth Circuit noted the parties have committed to \"solemn undertakings\" and stated: We accept these undertakings, again with the reminder that compliance with them will be closely monitored. If the District Court becomes convinced in the future that money is being wasted, and that desegregation obligations contained in the settlement plans are being flouted, it will be fully authorized to take appropriate remedial action. Little Rock School District V. Pulaski County Special School District No. 1, 921 F.2d 1371, 1390 (Sth Cir. 1990). The Eighth Circuit further directed the Court to \"monitor closely the compliance of the parties with the settlement plans and the settlement agreement, to take whatever action is appropriate, in its discretion, to ensure compliance with the plans and agreement. -2-and otherwise to proceed as the law and the facts require. Id. at 1394. The Court monitors the use of settlement monies through the Office of Desegregation Monitoring [ODM]. In October 1991, the ODM informed the LRSD that it must be able to provide the Court with information which (1) accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the district's legal requirements and the fiscal underwriting of those requirements\n(3) describes desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation obligations. a [Document # 1517] Pursuant to the directives from and the considerable latitude and discretion given the Court by the Eighth Circuit, the Court finds that the LRSD's current budgetary process does not meet the above requisites and that it is necessary for the LRSD to submit 2 revised cost figures to the Court. Therefore, (1) The LRSD must submit a revised 1991-92 budget which is directly correlated to the specific provisions of the settlement plan and which are reflected on updated implementation timelines contained in the plan. 2 In a note to its May submissions, the LRSD indicated that the cost figures originally submitted with its desegregation plan were outdated and it would provide revised cost figures in a separate desegregation budget. To date, the Court is unaware of any such revised figures having been submitted or filed. -3-a (2) The LRSD must submit a long-range budget projection on per annum basis which covers all anticipated desegregation expenditures over the entire term of the desegregation agreement. (3) The LRSD must submit.a long-range revenue projection covering the same period of time, which includes revenues anticipated not only from the settlement monies and settlement loan, but also from state and millage revenues and any other money sources. This long-term projection will provide a clear picture of the district's financial future and, thereby, enable the LRSD to predict with accuracy if and when a millage increase will be needed. The amount and time of any anticipated millage increase is to be indicated along with the date when the district will present a millage increase to the voters. (4) The LRSD has maintained that a significant portion of desegregation expenditures are II start up. II The district must specifically identify which desegregation costs are \"start up\" and when these start up costs will terminate. (5) The revised budget shall be prepared in consultation with the Office of Desegregation Monitoring and shall be submitted to the Court within thirty (30) days after the Court rules either from the bench or in a written order on the proposed modifications. - By this Order, the Court confirms its oral approval of the construction of the interdistrict school at the Crystal Hill site. Further, the Court confirms oral instructions made to the parties to explore alternative sites for the construction of King -4-Interdistrict School along the 1-630 corridor. DATED this of January, 1992. I .2?^ STATES DIST'RR2I CCTT JJUDGE SHEET IN ^PLL i) FRCP -5- Synopsis of Circuit and District Court orders and ODM communication regarding the LRSD budget: Circuit Court Order of December 12, 1990: 1. If the District Court becomes convinced in the future that money is being wasted, and that desegregation obligations contained in the settlement plans are being flouted, it will be fully authorized to take appropriate remedial action. 2. The Court is to monitor closely the compliance of the parties with the settlement plans and the settlement agreement, to take whatever action is appropriate, in its discretion, to ensure compliance with the settlement plans and agreement Letter from the Monitor to LRSD, October 28, 1991: The LRSD must be able to provide the Court with information that: 1. Accurately and comprehensively accounts for the expenditure of settlement funds\n2. Demonstrates the link between the districts legal requirements and the fiscal underwriting of those requirements\n3. Describes a desegregation budget process that can be demonstrated, justified, and verified\n4. Enables the district to determine what adjustments might be necessary in order to align finances with desegregation obligations. District Court Order of January 21, 1992: 1. The Court expressed concern about its ability to effectively monitor the settlement plan without budgets that reflect district intentions, goals, and priorities regarding desegregation efforts. 2. The Court determined that the LRSD budgetary process does not meet the requisites stated in the Monitors letter and directed the district to submit a revised budget. 3. The budget must be directly correlated to the specific provisions of the settlement plan which are reflected on updated implementation timelines contained in the plan. 4. The LRSD must submit a long-range budget projection on a per annum basis that covers all anticipated desegregation expenditures over the entire term of the desegregation agreement. 5. The LRSD must submit a long-range revenue projection, covering the same period of time, that includes revenues anticipated not only from the settlement monies and the settlement loan, but also from state and millage revenues and any other money sources.6. 7. The long-range revenue projection will provide a clear picture of the districts financial future and, thereby, enable the LRSD to predict with accuracy if and when a millage increase will be needed. The amount and time of any anticipated millage increase is to be indicated along with the date when the district will present a millage increase to the voters. The district must specifically identify which desegregation costs are \"start up\" and when these start up costs will terminate. District Court Order of February 23, 1993: 1. 2. The Court expressed concern about its ability to monitor the parties compliance with the settlement plans absent budget documents that clearly reflect the districts allocation of resources in relation to both short-range and long-range planning to meet desegregation plan goals, programs, and priorities. The superintendent submitted a budget document wherein he stated he would: a. b. c. d. e. Immediately begin directing a process for Board involvement in the long-range planning and budgeting process\nDirect the new administration team to conduct a desegregation plan audit\nRestructure the budgeting process so that full attention and resources are directed at improving student achievement\nStrive to place the entire district in the position of being accountable for improving student achievement\nLink programs which are designed to improve instruction and achievement to expected outcomes and goals. If a program does not have this linkage, the superintendent will recommend nonrenewal of personnel contracts in these areas. 3. The Court stated that findings in the LRSDs 1990 Curriculum Audit continue to exist in the district a. b. c. d. School management practices show inadequate control of district resources. The district may be not exercising appropriate stewardship such as in management of programs and personnel. The budget is not viewed as a comprehensive planning document driven by curriculum needs. Visible and tangible linkages between budget priorities and curriculum priorities are not apparent. 4. 5. The superintendent stated in a February 1,1993 hearing that it would be one-and-one-half years before the LRSD would have a budget that would meet the requirements of the Courts previous orders. The LRSD must achieve a budget process, develop a budget document, and demonstrate budget management that fully reflect the districts careful planning for meeting itsdesegregation obligations over the full span of the settlement plans. 6. 7. 8. The Court is concerned with not only the expenditure of desegregation settlement money but also all the state, local, and federal fonds the district uses to finance its entire operation. The Court finds it necessary to assist the LRSD by appointing a person or persons to work with the LRSD to prepare a budget document that will make it possible for the Court to monitor the districts many desegregation commitments. The Court will not consider the task complete until the LRSD demonstrates it understands that budgeting procedures, and the resulting budget documents, are not static, but an integral part of the districts on-going planning and evaluation processes.Numerous Court orders and records address the characteristics of the budgetary process and budget document that will enable the Court to effectively monitor how the LRSD is planning and applying use of its resources toward fulfilling its desegregation commitments. Based on ODMs monitoring needs and on Court records that include the Monitors letter of Oct. 28, 1991, Circuit Court orders of December 12, 1990, District Court Orders of January 21, 1992 and February 23, 1993, and LRSD submissions of July 31, 1992 to the District Court, the LRSDs budget processes and resulting documents must reflect the following elements, clearly and closely linked together\n1. 2. 3. 4. 5. 6. 7. 8. The districts legal obligations (plan provisions and court orders,) based upon a current desegregation plan audit that will enable the district to clearly identify its desegregation goals and subordinate objectives. 0uly 31, 1992 LRSD submission) Needs assessment and planning, both short-term and long-term, to meet court order and desegregation plan goals, programs, and priorities, that also reflects a process which includes Board involvement in long-range planning and budgeting. 0uly 31, 1992 LRSD Budget submission and Feb. 23, 1993 Order) Prioritization based on (1) importance or \"weight\" factors in relation to desegregation goals, plan provisions, and Court orders, (2) sequence of events (what must be done first so other things can be done second, and so on,) and (3) programs or activities that will require larger portions of resources, or a longer commitment of resources, in order to be fulfilled. 0an. 21, 1992 and Feb. 23, 1993 Orders) Identification of all financial resources (including settlement funds and federal, state, local, and any other revenues) and anticipation of when millage increases will be sought. 0an. 21, 1992 and Feb. 23, 1993 Orders) An accurate and comprehensive accounting for the allocation and expenditure of all financial resources (including settlement funds and federal, state, local, and any other revenues.) (Feb. 23, 1993 Order) A monitoring system that includes a regular review of whether expenditures are being made at the rate and amount proportionate to allocations, goals, objectives, priorities, timelines, and formative and summative evaluation feedback. (Circuit Court Order, Dec. 12, 1990\nDistrict Court Orders of Jan. 21, 1992 and Feb. 23, 1993) Evaluation criteria and methods, both formative and summative, upon which to determine whats working, where changes may be needed, where any money is being wasted, where economies can be effected, and the rate of progress toward desegregation goals. (Circuit Court, Dec. 12, 1990) Timelines, with specific starting and completion dates for all work, that include a designation of who is responsible for each step described above. Qan. 21, 1992)Project goal: To develop and implement budgeting processes, budget documents, and budget management procedures and practices that are institutionalized as an integral part of the district's ongoing planning, monitoring, and evaluation processes to ensure the district fulfills its desegregation goals, programs, and priorities over the full span of the settlement agreement (Feb 23, 1993)' { FE3 2 4 r 53 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION 0!:ic3 ci Ci\n!\nti s!J LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER On February 1, 1993, the Court held a hearing to determine. among other things, what progress the Little Rock School District (\"LRSD\") was making with respect to conforming its budgetary process to that outlined in earlier orders of the Coxirt. Having considered the testimony and exhibits presented at the hearing, the Court detennines that the LRSD needs assistance in developing a budget that complies with the Court's requirements for a budgeting process and document that can be effectively monitored. The Court first notified the LRSD of its concern about the LRSD's budgetary process over a year ago. During hearings on the parties' proposed modifications to their settlement plans, the Court expressed concern about its ability to monitor the parties' compliance with the settlement plans absent budget documents that clearly reflect the districts' allocation of resources in relation to both short-range and long-range planning to meet desegregation plan goals, programs, and priorities. The Court specifically addressed its remarks to the LRSD, and followed up its comments I 5 Q with an order filed on January 21, 1992, directing the LRSD to submit a revised 1991-92 budget, prepared in consultation with the Office of Desegregation Monitoring (\"ODM\"). The Court ordered the LRSD to make certain submissions so the Court could determine that the LRSD's budgetary process would meet the following requisites: 1) accurately reflect and comprehensively account for the expenditure of settlement funds\n2) demonstrate the requirements requirements\nand link the between fiscal the district's underwriting of legal those 3) describe a desegregation budgeting process that can be demonstrated, justified, and verified\nand 4) enable the district to detennine what adjustments might be necessary in order to align finances with desegregation obligations. The LRSD filed its response to the Court's order on June 1, 1992, \"LRSD Projected Revenue and Expense - 1992/93-1996/97.\" A revised version of this document was filed on July 31, 1992. Among the changes and additions in the revision's section entitled \"Desegregation Budgeting: Description Future Year Procedures\" were new statements that II [t]he Superintendent will immediately begin directing a process for Board involvement in the long-range planning and budgeting process\" and \"[t]he Superintendent will direct the new administration team to conduct a Desegregation Plan audit and related budget proposals.\" Additionally, in the budget document presented to the Court on July 31, 1992, which was the subject of an August 3, 1992 hearing. LRSD Superintendent Bernd, who had come on board July 1, 1992, stated: Once this budget is adopted, the budgeting process will not end. We must begin to restructure the budgeting -2-process so that full attention and resources are directed at improving student achievement rather than providing so many different programs which ultimately distract the District's focus to other issues. It is my goal to place the entire District in the position of being accountable for improving student achievement. This will be done by concentrating our attention first on the core curricular areas. Next, programs which are designed to improve instruction and achievement in these areas will be linked to particular expected outcomes and goals. If a program dees not have this linkage, I will be recommending in the Spring of 1993 that personnel contracts in these areas not be renewed for the next fiscal year. Finally, for the District to operate efficiently and effectively, it will be necessary to streamline the administration, Because contracts have been renewed for 1992-93, this cannot be fully accomplished this year. On the other hand, the District has several cost centers where investment in personnel might produce savings generate revenues for the District. or will be considered in the coming months. All of these items Document # 1649. In December 1990, the LRSD Board of Directors received a Curriculum Audit it had commissioned the National Curriculum Audit Center to conduct. This report is a part of the case record. In Finding 5.3, the report found that \"school management practices show inadequate control of district resources.\" In Finding 5.1, the auditors stated: 11 [T]he district may be not exercising appropriate stewardship such as in management of programs and personnel.\" The auditors found that \"the budget was not viewed as a comprehensive planning document driven by curriculum needs. Visible and tangible linkages between budget priorities and curriculum priorities were not apparent . . It Finding 5.4. The Court finds that this continues to be the case. -3-Despite the persistent urging of the Court, there is no indication that a budget process of the type sought by the Court is or will be forthcoming from the LRSD. During the February 1, 1993 hearing at which budget matters were discussed, the Court asked Superintendent Bernd when the district would have a budget that would meet the requirements of the Court's previous Orders. Dr. Bernd replied that he believed the district was \"at least a year and a half away. tl The Court has been patient. It encouraged the LRSD to work with the ODM on the district budget, but, despite ODM's diligent efforts to assist, the LRSD has not produced a budget process that enables the Court to meet its obligation to monitor desegregation plan compliance. The Court, thus, finds it is necessary to assist the LRSD by appointing a person or persons to work with the LRSD at LRSD expense to prepare a budget document that will make it possible for the Court to monitor the myriad of programs the LRSD agreed to conduct in its desegregation settlement plan. The Court is concerned not only with the LRSD's expenditure of desegregation money but also with all the state, local, and federal funds the district uses to finance its entire operation. The LRSD must achieve a budgeting process, develop a budget document, and demonstrate budget management that fully reflect the district's careful planning for meeting its desegregation obligations over the full span of the settlement plans. The person or persons employed will be paid by the LRSD but will report to the Office of Desegregation Monitoring. The LRSD is -4-expected to treat the employee or employees like its other full- time employees for purposes of benefits and will provide adequate work space, equipment, and materials along with full access to information and. support. The Court, after consultation with the person or persons and the LRSD, will determine appropriate salaries. The employment will not be permanent but will continue for as long as it takes to get the job done, as determined by the Court. The Court will not consider the task complete until the LRSD demonstrates that it understands that budgeting procedures, and the resulting budget documents, are not static, but an integral part of the district's on-going planning and evaluation processes. DATED this day of February, 1993. UNITED STATES DISTRICT JUDGE THIS DOCUMENT ENTERED ON COMPLIANCEV/ITH RULE53 AND/OR Ta^RCP )N BY______d-------------- -5-0 iSC a UK! rc3 C\ni:C9 0 IN (Ht UNITEU STATES OISIHtCT CUURT L 2 b 1993 s * EASIEHN DISIRICT OF ARKANSAS WESTERN DIVISION Lfc 2-^ as. OtSTHICT COURT EASTSRN OtSTRiCT ARKANSAS X\n2 i995 LU I IE KOCk SCHOOL UlSf HICI p I ai nt i r r, w s . PULASKI COUNTY SPECIAL SCHOOL DISTRICT , 0\u0026gt;i l endan t. CARL R- BRENTS, CLBRf^ Dy\nNO. a2-CV-866 Monday , February 1 , Little Roc k , 9:35 A.H. VOLUME XLil HE.AHING ON HUOGET PROCESS C?.CUnK 1993 .A r k a n 3 ( J 5 I i BEhORE THE HONORABLE SUSAN MEBBE.R WHiGHT, UNilEU SI.aIES OiSTRiCl JUDGE, APPEARANCES: as rol lows-. I i I On Behair oT the Plaintifr: CHRISTOPHER J. HELLER Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, Arkansas 7 2201 On Behalf of the Joshua Intervenors: JOHN W. WALKER WILEY BRANTON, JR. John w. Walker, p.a. 1723 South Broadway Little Rock, Arkansas TZZQb On Behalf of the Knight Intervenors: RICHARD W. ROACHELL Attorney at Law 1014 West Third Street Little Hock, Arkansas Proceed i ng s I 7220 I reported by niachine stenography\nTranscript prepared by notereading. ( Page I 209 ) i 02 It was coded In terms or Functions, not programs. in other 2 words, textbooks, utilities. the t sort or thing. And 11 does 3 give the Court Inrornallon about the functions the district 4 0 o / Span t its inone^ on, but it's not grouped according to programs. tor example, magnet program at Central, magnet program at Henderson, the accelerated learning program, or any theme at id i2 any 1 nee nt1ue terms or conce rn schooI. rune L i ons. Nutii I ng IS In And It was my concern that that i c Q u I d ri t do much wI th terms or programs. it s I ri i could not and still my that in terms or planning. or determining 1mpI emen ta 11 on what the district was planning and monitoring its or that plan. a a i i Ihe new superintendent, Ur. Uernd, did Indicate at a i4 hearing last summer or last spring when he rirst came on board. i5 and this hearing on was budget cuts, that he would make every id errort to implement a budget process that was designed to i / evaluate programs and meet student needs. id i9 And, in fact, he wrote and this Is in the LKSO iyy2-i994 operating budget document dated July 23, iy92. He 40 wrote, unce this budget is adopted, the budgeting proce ss will 2i 22 23 not end. we must begin to restructure the budgeting process so that rulI attention and resources are directed at 1mprow1 ng student achievement rather than providing so many di rferent 24 programs which ultimately distract the districts focus to other- 2b issues.'' i bJ Now, X have some question about all or these things. about the curriculum audit, about my own budgeting order and J about what Ur. Bernd pledged. 4 b b / B r I rs t or all. I want to ask what process 1s the district using i I don t know. Hr. Heller, who should answer these questions. What process is the district using to identity programs that do improve student achievement as opposed to those that d i 5 t rac t i ng i MH. HtLLtHi I would suggest, your Honor, that to lU talk about the whole budget process. it might be best to start i.s with Bernd who can give IHk cUUHIs AII right. i 1 U r . i J MR. HtULtH: a lot of the background and where 1 4 ib we've come since the operating budget was submitted, and then Mr. oary Jones can answer the more particular questions ib about our accounting methods and budgeting process. 1 / td IHt CUUKI! All right. I hat will be tine. Ur. Bernd, and Id like tor the clerk to swear Ur. Bernd it he s 19 going to take the stand. MB. BilrUNt 1 r you 11 raise your right hand, please. ai MAC BERNU, SWORN 2Z . VHt WITNESSt 1 do . MS. Sir I ON: Please be seated. 24 f Ht COUR I I All ri ght. Ur. Bernd, again, 1 recall 2 J 2b your budget document or 1992-93 dated last summer, July 23, d. right? 04 And i feineititie r you came on board. when, July 1, is that IHt WilNtSS: fes , your Honor. 1 J 4 IHt CUUKt: And i remember your First day on the Job b was spent in this courtroom which must not ha-ye bean a pleasant o experience. z You indicate that full attention and re sou rces a le directed at improving student achievement rather than y providing so many ditrerent programs which ultimately distract the district' b Focus to other issues. i I What i want to know 15 what process are you using to iii identlFy programs that help student achievement as opposed to X J those tha t don' t. X4 ib ib IHt WilNtbS: somewhat long answer'! I Ht GOUR I . is your Honor prepared to indulge in im going to need to give you background. Yes. i tell you what my concern is. i i guess i should ask this: Uo you have a budget document that ib would indicate to me how you plan to spend your money on a i iy programs, and then, can you explain to me through that document 20 how you would evaluate and seIF-ava Iuate the Implementation or 2i 22 those programs, that is, the success oF them or lack or it? IHt WirNtbSi Your Honor, we're working toward that. 2 3 but id like to give you some background and, also, talk a 24 2b little bit about what we have done to change our budgeting process so so you could have an understandI ng oF that. 1 a J 4 b o ! a a io i i i^ i J i4 ib lb i / ib ig 20 21 22 23 24 2b b b fHt GUUHI I You may answer. A I I right. You may answer. I h a t 3 Fine. I would prefer to have brief answers, but if has to be lengthy, you may make a lengthy answer. iHt WilNtbS: Your Honor, at the time i was before this Court to talk about the budget cuts. concerned about i n the district still that 1 was I was a primary And , the linkage between and 1 t between what were doing student achievement. and that certainly I s consideration. at this point. that shows we don t have a budget document that linkage, and id have to. your Honor that i think frankly, tell Its going to be a while before it would be possible to come up with that. And what i want to do is give you some background on the problem so you 11 understand why. The other point that 1 was making in that hearing. i think this is an area that we have made some progress to do with community input and just the Input of people budget itself because i accompanying need. saw that as as as a on , and had into the an We made some some drastic budget cuts In a very short amount of time last sumraer with very little input. and so, we began an input process early this carrying that through. And 1 can talk about think that is IHt G0UR1 All right. fell me (Ht HllNtSS. I Ht GOUR I I fall that important to mention. All right. and we've been because X Now, keep in mind that when1 you say bo community input,' does the comiiiun 1 ty input come from a J 4 b b / b body or who are people who has before them ths Ueaegregition Plan and coinmitted to Implementing that Plan/ I Hb I Ht IHh IHt IHt Mi I NtSli! dUUHi: Mi INbSS\nGUUHI I Mi I NtSb! i A. I I i believe right. be I i eve so. Or are they so . coinmitted to other things? well. they may well be committed to y other things as well. iu I Ht GOURI : right. AS long as they have berore A I I 1 i them as a working document the UesegregatI on Plan which sets id forth the goals. Its r i ne with me to have community input. i 1 J til ink thats very healthy. but If they have other agendas that 1 4 work at cross-purposes with the court s obligation to desegregate these schools pursuant to the Plan, i don't think ib its fruitful to have it. i / IHt MIlNtbSi {Nodding head up and down.) ib la I Ht CUUKI I IHh WiTNESSi But you may proceed. Well, i want to first start with the 20 the matters that are of most concern to you, and that is the 2i I inkage between the things we re doing in the district and s tuden t achi evemen t. 22 2 J in order to get a good start on establishing that 24 2b I Inkage I Inkage and, your Honor, i m nut admitting that a perfect can ever be made, but we can certainly do better. i n1 2 J 4 b o snn Other words, we're talking about a very complex system, and 1 X have had a lot of experience with school districts in the county , i know or none that can demonstrate a causal relationship between budgetary expenditures and student achievement. but we can do a lot better. IHt CUURI! but can t you with programs and student achl e vemen L tan you make a causa i relationship between b i tt programs and achievement/ iu IHh WilNtbS: Not causal, your Honor. You can make COITS I all one I re I at I onsii i p , you can make some pretty informed i 1 Ld i J dec 1s i ons . and i think they can be much more informed than the ones we are niak i ng now . 1Ht tOUKl: All right. 14 th IHt WXfNtSS: things we're Xn order to do that, one of the first we re going to need is a better accounting 10 system, and X have to talk a little bit about what we were 1 / confronted with when we began in July. lb Ihe district had converted over to a a budget that. 1!# basically, gave each of the program managers a sum of money CO which. i n a sense. is a good thing because you have site-based :i 2 4 24 2b management, but we had gone completely away from the line item budget that the district theyd had before, and X think X heard your Honor one of the frustrations you expressed is we Just had these categories like salaries that go across tiie district and they're not linked to programs.I IHt CUUHI I H 1 ghL. QU J 4 Q / u y id 1 i 14 id 14 lb IQ 1 / lU ly ZO 41 44 4J IHt WilNtSU: oppoiite extreme. W* I I , we -- we have gone to the We had d kind oi a location budget control budget where there was or a a pot ot money ror each program managers, but we had gone away r rom sped tying item within those programs what the dirtsrent the managers. So, spent on salary, on, and i t ot the by line accoun t s we re tor they were unable to tel I how much was being how much was being spent on textbooks and so s created so, a what were converting back to a it s created quite a problem. in the middle or doing is now line item budget within those control accounts so, hoperully, or best worlds. well have the best or best the both but that is taking And the other thing that or time is the computer changeover. L i me. s taken a considerable amount Ihat was a system that was purchased betore this administration came on board. been a tremendous number or runctional problems with ability to get basic rinanclal to the district. Ihere have 1t and i t s Inrormation and other info rma tI on And, again, we feel like we're making some progress in addressing those problems, but they re not f i xed yes. i think the yet. the In the middle frustration for me at this point is is that were or building a basic in format ion system so we can 4 4 4b Just begin to envision. move to the kind of a system that that you 1 think we could have some some dialogue about the i level or speciricity we' I I eventually get to. i oy the Is sue o r a J 4 b o ! a y io i i tc X4 Xb Xb i J XH X9 \u0026lt;:u Zi di causa I relationship Is, 1 think. an important.one. We 1 I probably never get tu that point, but we can do a lot better job. 1 i i m going to make a cominent, your Honor. We re kI nd o r driving it. 1 n the and Its situation or Fixing the car while we ' I'e i t so , we have to go on with the Functions oF the district, and at changeoV e r s, and that's what I Ht CdUKI : IHt wiiNtaa\nthat there are aud i t, re the same time, make the se in the middle or doing. Have you read the tyetl curriculum audit.' Yes, ma am, i have. I could X COM I d some areas that we have addressed in that but there are many more to address. And X m also quite taken with the Judge's remark about distractions. There are many . IHt UObrtli Uh, X know. IHt WXINtSSi addressed, your Honor. IHt GUUH1: and I n r i X i ng to Fix a district a And some or them, regretrully, must be Well, the re wilt like yours, it will vehicle that is moving. always be distractions, always be tantamount to in other words, you can t stop it\nyou have to keep on going. Xt keeps on. My concern is that two years ago, the district did get ^4 ab notice from the curriculum audit and the Court made that audit a part of the record and, 1n essence, adopted its recommendations, Bl /O 1 and nothing was done for a year. or at least i don't think much J 4 b tl ! b iu Xi i^ I j i4 ib io i z ib i9 au 2i 22 2b was done For a year. And then the court had another budget hearing ago and ordered And you came on what you go I ng to d I strict said. things be remedied. board and you've J. L sounded good. be a while more. a year and It hasn t been done. indicated that and i I i ke bu t. now , you're saying it's And a I I the while. not only is you r continuing to operate, settlement monies but you continue to yet the From the state. FHt MilNtbb: VHh CUURI: monies rroiii the Yes, your Honor. And you continue to spend the settlement state, and by the time we get this car rixed, going to be out of gas. that s what i m worried about. And it s going to be running, but it's going to be out or gas. i am going to take a more active role through the monitor s i t Ano orrice and, probably, through a court order in your budgetary process, and you can expect that. o you have any more comments to make with my question about linkage curriculum programs to the you have any more comments/ IHE WLINkSSt in a in a general sense. respect to budge t ? Uo your Honor, It'S - we're going to have to get our basic Inrormatlon systems repaired and 1n place, i think, before we can do an ertective 24 2 b job that meets the court s requirements, and i i have to be honest in that regard and and its not something that that 1 i J 4 b 6 / a a iu i i i J I j 14 ib ib I i lb I a au ai 22 2 3 24 2b i 1 can be done In a short amount or time. I Ht COUK I I IHt WilNtSb: First Issue was was When did you start working on It? we began work OU r OU r ou r the computer system, and we. began work on it in July. the with the coming understanding or lend some o r some very to accompI i sh. i 1 will basical Iy, Ihe whole process accelerated with or Mr. Jones, who does have a the who I e system, and i think valuable eApertise to what we good is going t re t r yI ng Freely aonn t to your Honor that virtually did nothing on it until until we got the we budget For this school year adopted and got school open. what we In the meant 1 me, ve basically been doing is trying to make work For the people who rely, on It For the reports that ara required in order kinds or decisions that youre talking une OF the issues is is that the coinpu ter i n F o rmat i on to begin to abou t. the reports and to get make the we got From the new system were quite difterent and much less detailed than the reports that people in the district were used to. and in some cases. as well. And in they had very inaccurate i n to rina t i on on them. And SO, we've had to go through and - great number oF reports, redo and correct a redo them, and work with the venders and the people who sold us this system in order to make it work more adequately For us.az 1 J 4 5 6 MH. WALktH\nIn view or the tact that you will Inquire Into this area this arternoon, may I have access to a copy or any writings that they have documentation of a needs assessment that 1 can study it before? rHt COURi. Su re. Yes . which reflect that there is having already been made so Lets just let Mr. Hoacheil I and any other parties who are interested and who are present be a rurn1 shed that. and the monitors office, too , too. a Who is the person here who is responsible ror that. 10 Ur. He rnd i 11 12 13 IHt WllNtSS: responsibility for It. IHt CUUHI: Mrs. Bernard has over overa I I She is assisted by Mrs. Hart. Ms. Hart and Ms. Bernard. We can talk to 14 them In a rew minutes when we break ror lunch. 15 is that a I I right ? 16 17 18 19 ao HR. WALktH1 IHt COURII I'm talking You stated. position or All right. Also, In your document, you stated about the budget document you submitted 1n July. and \"It 1s my goal to place the entire district 1n the being accountable for Improving student achievement. I , This will be done by concentrating our attention rirst on the core curricular areas. \"Next, programs which are designed to Improve ! instruction and achievement in these areas wl I I be linked to particular expected outcomes and goals. If a program does not ^5U' J S* 6 10 jhava thl s 11 nkage . I Mill be 83 recommending in the spring of igyj ithat personnel contracts In these areas are not to be renewed ror the next rtscal year.\" Now, what links between goals, programs and outcomes have you established for these core curriculum areas/ IHt MllNhSbi right now, your Honor. estab Ii shed. Me are In the process of doing that 1 can't tell you that they've been AS a part or -- of a budget process, we Intend to make statements i n that regard. 1 do want to be careful and tell your Honor were 7 a 11 I ! I I i not talking about quantitative measures here. 12 13 14 THE couwr. IHt WllNhSS. fHt GOOHf: Well, ot course not, I understand that. we we cant do that. But we Do you have any programs that you've lb determined don't have the link to student achievements'? lb IHt MilNtSSi At this point, 1 could not 1 couId LI not report on that, but 1 w1I I be able to. IB IHt CUUHI J But you will be recommending this spring ig that personnel contracts In areas won't be renewed 40 41 42 IHt MllNtShi IHt COUKTi IHt WITNESSj Yes, your Honor. if the link isn't made? The 4 J THE COURT I Mell, When do you think you can have 44 this? Because the Court asked you in November, November bth or 4 b 1994, to let me know of changes before registration, beforeNEEDSOl REVISED 08 APR 93 NEEDS ASSESSMENT SUBPROCESS REQUIREMENTS The survey instrument should have an optional question to ask the person if they know of additional people we should talk to. 2. During the survey, be sure to get the mailing address of the person so that we can send them a draft of the findings, help build buy-in and team attitude. This will 3. The needs assessment should have section dealing with enrollment and school avallabi1ity...kind of a school plan. It should be linked with the long range facility plan to give Plant Services some idea of the future. 4. The needs assessment should include appropriate items from the Curriculum Audit report, items with which we agree. What needs to be done to complete those 5. As part of the needs assessment, I should look at the other budget and planning systems within the county, models. and some other 6. The needs assessment should include items from the deseg plan and various deseg plan audits. 1. a 7. CA. The needs assessment should take input from each of the organizational and functional units for inclusion in the plan. 8. CA-109. The needs assessment should have a facilities section. This recommendation has some outline factors at CA-109. 9. CA-115. testing...recommendation. Establish a functional assessment program and expand The planning needs assessment should draw on this functional assessment and testing outcomes. 10.GOAL01 REVISED 14 MAY 93 GOAL AND OBJECTIVE SUBPROCESS REQUIREMENTS 1. Review all board policies and try to start with some existing goals and objectives. Should include any policy statements. 2. CA-32. Outlines the need for district-wide goals and objectives. Framework for the plan. 3. BC-10. Has a good objective item. ..setting up the Little Rock Public Education Fund which would provide community support for education programs. 4. BC-10. Good goal item stop the out migration of students. 5. BC-10. schools. Good goal item attract students from the private 6. G4-1. the major starting point. Good list of goals for the district. This should be 7. F15-7. of the 1992 plan, Additionally, under the title \"leadership\" on pages 2-3 the board and superintendent have failed to assert strong leadership in the following areas: (1) Clearly delineating the district's desegregation mission to the staff and the community. (2) Utilizing the desegregation mission as a guide for developing policies and setting expectations for the superintendent to implement those policies. BUDOl REVISED 18 MAY 93 BUDGET SUBPROCESS REQUIREMENTS 1. We will need to write a budget manual. It will have to give instructions and definitions to all budget managers on budget use and process preparation. 2. Might expand \"School/Dept Budget Requests\" to include a program review and to solicit input from budget managers. 3. There needs to be a provision for monthly expense reporting and financial review. this. Check out the principles meeting. The principles meeting might be used for 4. There needs to be a expenditure items, and budget sections. supporting Doug Eaton handles this. subprocess for capital Should link planning 5. There needs to be a expenditure items. supporting subprocess for property Charlie Neal will have to play a big part. Should link the planning and budget sections. 6. CA-13. personnel. Budget process needs to involve key administrative 7. CA-91. Need better expense allocations in the budget process. management and control of 8. CA-92. educational staff. Budget process needs the involvement of key 9. CA-94. and trained to. Budget process steps need to be clearly articulated 10. CA-94. Budget needs allocations...program budget. programmatic identification of 11. CA-119. Good outline of the program budgeting process. Could be used for the budget manual, process. Talks about linking to the planning 12. F8. The LRSD must be able information that: 1. to provide the Court with expenditure of settlement funds\nAccurately and comprehensively accounts for the 2. Demonstrates the link between the district's legal requirements\nrequirements and the fiscal underwriting of those 3. Describes a desegregation budget process that can be demonstrated, justified, and verified\n4. Enables the district to determine what adjustments might be necessary in order to align finances with d e s eg r a t i o o^ ig^ tjjjn s^ Budgeting and^ TrSca management to ensure full implementation of the desegregation plan needs to be such that the district can answer the following questions: 1. What are the district guidelines for identifying expenditures as desegregation costs? 2. What process is used to project the desegregation budget? 3. How do these costs correspond to the specific provisions of the desegregation plan, i.e., what is the correlation between the settlement monies and specific desegregation objectives? 4. If a cost item IS determined to be both a desegregation and nondesegregation item (staff development might be a fair example), what criteria determines the apportionment of cost to the desegregation budget (code 13) and the \"regular\" budget? 5. Who makes the decisions about which cost items are budgeted in code 13? 6. Who makes the decisions about which costs actually debited to code 13? are 7. What criteria determine debiting decisions are made? how budgeting and 8. What checks are built into the accounting/bookkeeping system to prevent arbitrary debiting of cost items to one budget category or another? 9. What are the district's spending priorities and how have they been determined? 10, What is the district's plan and corresponding timeline for reaching the 90% achievement goal for black students, thereby attaining forgiveness of state loans the district otherwise must repay? 11. What steps is the district taking to prevent a funding shortfall that will inhibit carrying out the desegregation plan to its full extent? 13. F9. The Court effectively monitor the expressed concern about its reflect district intentions, settlement plan without budgets ability to that goals. and priorities regarding desegregation efforts. The Court determined that the LRSD budgetary process does not meet the requisites stated in the Monitor's letter and directed the district to submit a revised budget. The Budget must be directly correlated to the specific provisions of the settlement plan which are reflected on updated implementation timelines contained in the plan. The LRSD must submit a long-range budget projection on a per annum basis that covers all anticipated desegregation expenditures over the entire term of the desegregation agreement. The LRSD must submit a long-range revenue projection. covering the same period of time. that includes revenues anticipated not only from the settlement monies and the settlementloan, but also from state and millage revenues and any other money sources. The long-range revenue projection will provide a clear picture of the district's financial future and, thereby, enable the LRSD to predict with accuracy if and when a millage increase will be needed. The amount and time of any anticipated millage increase is to be indicated along with the date when the district will present a millage increase to the voters. The district must specifically identify which desegregation costs are \"start-up\" and when these start-up costs will terminate. 14. FIO. The Court expressed concern about its ability to monitor the parties' compliance with the settlement plans absent budget documents that clearly reflect the districts' allocation of resources in relation to both short-range and long-range planning to meet desegregation plan goals, programs, and priorities. The Court ordered (Jan 21, 1992) the LRSD to make certain submissions so the Court could determine that the LRSD's budgetary process would meet the following requisites: 1) accurately reflect and comprehensively account for the expenditure of settlement funds\n2) demonstrate the link between the district's legal requirements and the fiscal underwriting of those requirements\n3) describe a desegregation budgeting process that can be demonstrated, justified, and verified\nand 4) enable the district to determine what adjustments might be necessary 3 obligations. in order to align finances with desegregation The Superintendent submitted a budget document wherein he stated he would restructure the budgeting process so that full attention and resources are directed at achievement. The improving student Court stated that findings in the LRSD's 1990 Curriculum Audit continue to exist in the district: a. control of district resources. School management practices show inadequate b. The budget is not viewed as planning document driven by curriculum needs. a comprehensive c. Visible and tangible linkages between budget priorities and curriculum priorities are not apparent. The superintendent stated in a February 1, 1993 hearing that it would be one and one half years before the LRSD would have a budget that would meet the requirements of the Court's previous orders. The LRSD must achieve a budget process, develop a budget document, and demonstrate budget management that fully reflect the district's careful planning for meeting its desegregation obligations over the full span of the settlement plans. The court is concerned with not only the expenditure of desegregation settlement money but also all the state, local, and federal funds the district uses to finance its entire operation. The Court will not consider the task complete until the LRSD demonstrates it understands that budgeting procedures, and theresulting budget documents, are not static, but an integral part of the district's on-going planning and evaluation processes. 15. A4. Reference 10/28/91 letter from ODM....F8. QI. What are the district guidelines for Identifying expenditures as desegregation cost? Our approach has been to identify personnel and materials that are required for the specific programs mandated by the desegregation plan, to set up budget accounts for those expenses, and charge to them as the programs are implemented. This approach may result in our charging less than possible to desegregation, but it should allow us to account for the settlement funds. It has never been the view of the LRSD that the settlement funds would cover the total cost of desegregation. Q2. What process is used to project the desegregation budget? Building principals, department directors. and others responsible for various functions in the LRSD are designated as budget managers. Each spring the budget managers submit requests for each of the budget account codes assigned to them. Q5. Who makes the decisions about which cost items are budgeted to code 13? The budget managers make the decision with review by the Deputy Superintendent, Associate Superintendents, the Manager of Support Services, and the Controller. Q6. Who makes the decisions about which costs are actually debited to code 13? The budget managers either make this decision or properly done. review monthly expense listings to make sure it is 16. Fil. In October 1991, the ODM informed the LRSD that it must be able to provide the Court with information which (1) accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the district's legal requirements and the fiscal underwriting of those requirements\n(3) describes a desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation obligations. The Court finds that the LRSD's current budgetary process does not meet the above requisites and that it is necessary for the LRSD to submit revised cost figures to the Court. Therefore, (1) The LRSD must submit a revised 91-92 budget which is directly correlated to the specific provisions of the settlement plan and which are reflected on updated implementation timelines contained in the plan. on a (2) The LRSD must submit a long-range budget projection per annum basis which covers all anticipated desegregation expenditures over the entire term of the desegregation agreement. (3) The LRSD must submit a long-range revenue projection covering the same period of time. which includes revenue anticipated not only from the settlement monies and settlement loan, but also from state and millage revenues and any other money sources. This long-term projection will provide a clear picture of the district's financial future and, thereby, enable the LRSD topredict with accuracy if and when a millage increase will be needed. The amount and time of any anticipated millage increase is to be indicated along with the date when the district will present a millage increase to the voters. (4) The LRSD has maintained that a significant portion of desegregation expenditures are \"start-up\" . The district must specifically identify which desegregation costs are \"start-up\" and when these start up costs will terminate. 17. A5. Description of future year procedures: A. a list of desegregation programs with 2-digit program numbers and a description of costs to be charged to each program will be prepared. The program number will be coded in the fifth and sixth positions of the account number that costs may be charged to a desegregation program from various operating units and B. functions for various objects and using money from various fund sources. C. Each budget manager will submit a spending allotted funds. proposal for conjunction with the desegregation plan audit. These proposals will be reviewed in Once specific plans for spending have been proposed, the superintendent will prepare a proposal for Board approval. In addition the superintendent will prepare a process for requiring Board approval for changes in planned expenditures above a to-be determined spending authority. Once the types of expenditures have been programmed, the Purchasing Department will not be authorized to issue a purchase order except for those items programmed and approved. D. The superintendent will immediately begin directing a process for Board involvement in the long-range planning and budgeting process. E. The superintendent will direct the new administration team to conduct a desegregation plan audit and related budget proposals. 18 . F14-15. The court will not tolerate budget cuts inhibiting the full, on-schedule implementation of the desegregation plan. It has ordered the LRSD to restore for the 1992-1993 academic year the seventh period at McClellan High School. The court has ordered that 22.8 FTE music teacher positions and the seventh period at Henderson Junior High School be restored for the 1993-1994 academic year. talented The effect of the other budget reductions: gifted and specialists reduced to 16 FTE positions cut by 10 FTE\npositions: custodial the Pupil Personnel Department\nFTE counselors cut by 19\nelimination of reassignment of 4 instructional aides form the IRC\nreductions in the budgets for material, supply. equipment, and substitutes\nand the strategy to reduce utility costs, will all be monitored closely and may have to be restored if the court determines the cuts are having a negative impact on the district's desegregation efforts. 19. F15-7. Additionally, under the title \"Leadership\" on pages 2- 3 of the 1992 plan, the Board and superintendent have failed to assert strong leadership in the following areas:(1) Adopting a budget that will provide the resources necessary for an effective, desegregated school system. (2) Making budgetary decisions consistent with district desegregation policies in terms of buildings, staff, materials, and equipment. 20. A6-1. Superintendent....We must begin to restructure the budgeting process so that full attention and resources are directed at improving student achievement rather than providing so many different programs which ultimately distract the District's focus to other issues. As part of the desegregation monitoring process, the Distrcit must improve its reporting capabilities. This will require rebuilding the desegregation budget by conducting a \"Desegregation Plan Audit\". The individual desegregation programs have been given separate accounting codes to track programs across school and department lines. The dollars listed in this budget represent the dollars charged against Settlement and operating revenue. In addition, special revenue sources. support desegregation programs. such as Chapter 1, are also used toPLANOl REVISED 18 MAY 93 LONG RANGE PLAN SUBPROCESS REQUIREMENTS 1. Should audit the desegregation plan and link expenditures to the plan elements. of the requirements. strategic plan. All desegregation plan items should become part This would incorporate all legal 2. as part Be sure to include Doug Eaton's long range planning committee of the planning process. point...kind of their idea. Could be a useful starting 3. The plan must start with some long range planning factors which will be monitored on a foundation of the planning process. regular basis. and will be the These would be enrollment trends, enrollment by school, teacher assignment, etc. figures at the district and school level to track progress. Aggregate 4. CA-13. planning process. Key administrative staff should be involved in the 5. CA-17. Strategic vision and long range planning a must. Good overall justification and big-picture approach. 6. CA-19. The purpose of strategic plans is outlined here. 7. CA-19. Board policy AD-1 requires curriculum plan. 8. CA-44. Outlines the need for a curriculum development plan. Also cites a 5/24/90 memo to sample plan. the Superintendent outlining a 9. CA-106. Audit recommends a team board/administrative planning and collaboration, idea. through Really a good 10. CA-119. linkages. Need Material for in programmatic budgeting this section could be and planning used for the description of the planning and budgeting process. 11. CA-121. Cites the need for strategic planning. Also outlines the planning process and some of the factors which should be cons idered. 12. BC-1. Outlines some very specific things for planning factors to be considered in planning staffing and population trends, about minimum class size. Talks 13. BC-3. analysis. Outlines more specific planning factors for staffing Good reference point.14, BC-10. a strategic planning effort. Outlines the need for and general requirements for 15. BC-10. Outlines the need for the Little Rock Public Education Fund,,,community support for education programs. Would probably be a good item to include in the goals and objectives. 16. FIO. the parties' The Court expressed concern about its ability to monitor documents that compliance with the settlement plans absent budget clearly reflect the districts' allocation of resources in relation to both short-range and long-range planning to meet desegregation plan goals, programs, and priorities. The superintendent submitted a budget document wherein he stated he would: a. Immediately begin directing a process for Board Involvement in the long-range planning and budgeting process\nb. Direct the new administration team to conduct a desegregation plan audit\nc. Link programs which are designed to Improve instruction and achievement to expected outcomes and goals. program does not have this linkage, the superintendent If a will recommend nonrenewal of personnel contracts in these areas. The Court stated that findings in the LRSD's 1990 Curriculum Audit continue to exist in the district: a. The district may be not exercising appropriate stewardship such as in management of programs and personnel. The Court will not consider the task complete until the LRSD demonstrates it understands that budgeting procedures, and the resulting budget documents, are not static, but and integral part of the district's on-going planning and evaluation processes. 17. F12-2. Further, The parties are not authorized to modify it at will. we agree. for the most part, that any changes approved should be concerned only with the details of the plan, affecting it onl and at the margin, so to speak. We wish to dispel, in particular. the three notion that an asserted lack of funds on the part of any of school districts would justify a reduction in their commitment to desegregation represented in the 1989 plan...The desegregation obligations undertaken in the 1989 plan are solemn and binding commitments, not be disturbed. The essence and core of that plan should If a question is truly one only of detail, not affecting the major substantive commitments to desegregation. the district court has the authority to consider It. example. as the district court noted. Some such changes. may have merit. because they advance desegregation, or for other reasons. changes that go beyond the level of detail, moreover. for either Even could be approved, but only if the parties affirmatively establish good reasons (not including lack of funds) for them. It may be helpful for us to state those elements of the 1989 plan that we consider crucial, and with respect to which no retreat should be approved. They are as follows: (1) double funding for students attending the incentive (virtually all -black)schools\n(2) operation of the agreed number of magnet schools according to the agreed timetable\n(3) operation of the agreed number of interdistrict schools according to the agreed timetable\n(4) intradistrict desegregation of PCSSD according to the agreed timetable\n(5) the agreed effort to eliminate achievement disparity between the races\n(6) the agreed elements of early- childhood education. appropriate involvement of parents. at least in the incentive schools\nand (7)MONITOI REVISED 08 APR 93 MONITORING SUBPROCESS REQUIREMENTS 1. Need to think about a monthly budget/plan review with all department heads. 2. Need to think about at report for the board and the money managers. least a monthly financial summary 3. CA-54. Outlines some of the monitoring practices rhe ihi) need to be set up and controlled.EVAL01 REVISED 18 MAY 93 EVALUATION SUBPROCESS REQUIREMENTS 1. Need a component system to capture achievements tracking and monitoring. for plan 2. CA-22. evaluation. Points out that board policy IM requires program This should also be linked to the planning subprocess. 3. a CA-68. Outlines some of the items which should be included in program evaluation program.... some looking for. of the standards they are 4. CA-86. Points out that evaluation and assessment data and information should be used as feedback into the decision-making process. This must be worked into the process plan. 5. BC-1. evaluation. Points out the need for a concerted effort at program Major statement. 6. F15-7. Additionally, under the title \"leadership\" on pages 2- 3 of the 1992 plan, the board and superintendent have failed to assert strong leadership in the following areas: (1) Conducting an annual self-evaluation of their commitment to a quality desegregated education. 7. A6-2. Superintendent...programs which are designed to improve instruction and achievement in these areas will be linked to particular expected outcomes and goals. If a program does not have this linkage, I will be recommending in the Spring of 1993 that personnel contracts in these areas not be renewed for the next fiscal year.PUBLICOl REVISED 18 MAY 93 PUBLIC INFORMATION SUBPROCESS REQUIREMENTS 1. Presentation of project plan to Brown and Bernd. 2. Presentation of project plan to School board. 3. Presentation of project plan to Court. 4. There will have to be a training component in each module or subprocess. 5. F13-2. obligation to The MRC complains work with the that MRC the LRSD failed in its reorganization prior to implementing or budget reduction plans that would affect the programming or staff at the magnet schools. 6. F13-4. Initially it is clear that the MRC is a decision-making rather than merely an advisory body. 7. F14-12. The district must be mindful of the language in its desegregation plan which states that a McClellan Community School planning committee (now called the McClellan Community High School Advisory Council) is a means for promoting community involvement and input so that whatever changes are proposed for the school will reflect the community's needs and wishes. This council must be meaningfully involved in all changes at McClellan, including budget planning and adjustment. It is within the scope of the committee's responsibilities to help the district monitor the effect of the budget cuts on the community school program, recommend any appropriate changes that will enable the program to achieve its goals economically but effectively, and to work with the district in planning the 1993-1994 community school program budget.FILED U-S-OISTBiCTCOUBT niSTPICTABKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN 1 51993 csp.cLs\n, LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS, LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER The Court hereby notifies the parties that hearings will be held on Wednesday, July 7, 1993 and Thursday, July 8, 1993 to review budget matters involving the Pulaski County Special School District (PCSSD) and the Little Rock School District (LRSD). The following week is open for continuation of the hearings. The Court will begin the hearings with a discussion of the PCSSD's approval of a 1992-93 contract agreement with its employee union, PACT. The Court wants to know how the PCSSD will be able to fund that retroactive salary agreement and continue to meet its desegregation obligations under the settlement plan. The Court will also address the LRSD's 1993-94 budget, including the planning process the district used to develop that budget. Prior to the hearing, both the PCSSD and LRSD must submit the information specified below to the Court, the Office of Desegregation Monitoring, and the other parties by the dates listed. The Court is requiring this detailed information because the school districts' ability to fund and carry out theirdesegregation plan commitments is requisite to fulfilling the legal obligations they agreed to in their settlement plans. In particular, the Court has expressed longstanding concern that it cannot meet its obligation to monitor desegregation plan compliance until the LRSD implements a budgeting process that will yield a budget reflecting the district's careful planning for meeting its desegregation plan provisions over the full span of the settlement agreement. Therefore, the PCSSD and LRSD will submit: By June 28, 1993: 1. Documentation of the following budgetrelated changes that includes a complete rationale for these changes (a \"business case\") and the dollar amount represented by each change: A. All changes in the nature of additions, deletions, reinstatements\nor B. Deficit reduction actions, such as changes in insurance funding, food service contracting, loans, etc. C. All certified teacher salary increases. These increases must be charted in the following manner (which is illustrated and explained in the accompanying chart): (1) Starting with the base salary for an employee category, create a table in increments of $5,000. Within each incremental group, show (2) the number of employee positions\n(3) the average salary, based on that group's total number of employees and their salaries\n(4) the average step increase\n(5) the average of any additional salary increase (percentage raise) -2- above the step increase\n(6) the new average salary for the increment that results from the step increase eind percentage raise\n(7) the revised total increase for the increment group\n(8) the impact of these salary increases on the budget\n(9) total cost to the district of teacher salaries\n(10) the average teacher salary in 1993-94. D. (LRSD only) A summary spreadsheet reflecting the E. following: April 26, addition, the initial 1993-94 tentative budget dated 1993\nseparate line items reflecting each deletion. reinstatement. reduction. or any other action impacting the base budget\nand a total to be consistent with the updated 199394 tentative budget. (LRSD only) A written action plan for how the district will deliver all requirements of item 4 detailed below. By Jxme 30, 1993: 2. An updated 1993-94 tentative budget document from both and LRSD. PCSSD The LRSD budget must include: A. By school or department, budget detail showing function code, object code, and FTE that includes any changes from the 199293 budget as to additions, deletions, and reinstatements\nB. Also by school or department, 1991-92 actual expenses, the 1992-93 budget, 1992-93 unaudited actual expenses, and the 1993-94 budget\n-3-c. Any other summaries and budgets shown in the table of contents of the tentative budget document. 3. A budget sximmary from both PCSSD and LRSD projecting revenues and expenses for each of the next five fiscal years. The summary must reflect annual incoming settlement monies (and for the LRSD, drawing). any settlement loan funds the district anticipates The summary must also include anticipated yearly M- to-M revenues. By July 30, 1993\n4. (LRSD only) A written plan for the long-range planning and budget process to be used in developing the 1994-95 budget that includes at least the following: A. Details of the planning and budgeting organization, including identification of the lead planning person and his/her responsibilities and authority, and how implementation of this process will be coordinated and controlled. These details should clearly describe the roles in the planning and budgeting process of the school board, the superintendent, the superintendent's cabinet, and any other key participants. B. A description of the needs assessment strategy that C. addresses sources of input and techniques used to identify needs. along with the roles of the key participants, anticipated outcomes, and timeframes. A description of the process for determining district planning and budgeting goals, including how those goals -4-will influence programs and budgets, the major planning standards and criteria used by the district, and the strategy for integrating the requirements of the desegregation plan into the goals. The description should include the roles of key participants, anticipated outcomes, and timeframes. D. A description of how programs will be identified and matched to priority needs. how programming will be developed to meet unaddressed needs. and how the requirements of the desegregation plan will be addressed. This description should include the roles of key participants, anticipated outcomes, and timeframes. E. A description of the process for linking programs and budgets, for determining program budget priorities, for ensuring that desegregation plan responsibilities are funded, and for the actual decision-making in allocating funds. This description should include the roles of the key participants, anticipated outcomes, and timeframes. F. A description of: how the planning and budgeting document will be structured and monitored\nwhat the document will look like (format)\nthe type and frequency of monitoring\nthe type and frequency of reporting\nand how program performance will be matched with budget expenditures. This entire description should include the roles of the key participants, anticipated outcomes, and timeframes. -5-G. A description of the program evaluation strategy, including how evaluation criteria will be established, how corrective action will be initiated, and how pyngT-am evaluation will impact the next program and budget cycle. This description should include the roles of the H. key participants, anticipated outcomes, and timAf-ramag. A description of what strategy the district will use to specifically address the continuing shortfall of funding, and how this strategy will be incorporated into the ongoing long-range planning and budgeting process. This description should include the roles of the key participants, anticipated outcomes, and timeframes. SO ORDERED this day of June, 1993. UUITED STAlES DISTRICT JI iTRlCT JUDGE THJS ON__L- - / O '*ND/O^9(a) MD/OR 79(a) FRCP SY 1. -6-LRSD 1993-94 CERTIFIED SALARY INCREASES (A) (B) (C) (D) (E) (F) (G) (H) (I) Base Salary Number of Cartlfled Positions Actual Aiveraoa Salary Actual Aweraga Step Increase Actual Aiveraoa Salary Raisa Aiveraoa Total Increasa (D-i-E) Haviaad AMeraoa SalaiY (C-i-F) Impact on Sudgat (BxF) Total Coat to Oiitilct (BxG) 16,000-21,000 21,001-26,000 26,001-31,000 31,001-36,000 36,001-41,000 41,001-56,000 56,001-61,000 61,001-76,000 76,001-61,000 81,001-86,000 TOTAL (J) 1993-94 Average Salary (A) The base salary will be used only for identifying employees within a certain salary range. (B) The number of positions column identifies the number of positions within that base salary range. (C) The actual average salary is an average salary for all the positions identified in column (B). (D) Actual average step increase is the averaged dollar amount received per position identified in column (B). (E) Actual average salary raise is the averaged dollar amount received for the across the board\" percentage raise per position identified in column (B). (F) Average total increase is the step increase plus the salary raise. This is the amount the district will pay \"over and above\" last year. (G) Revised (or adjusted) average salary is the average salary identified in column (C) plus the step increase, plus the salary raise. (H) The impact on the budget is the number of positions identified in column (B) times the average total increase, column (F). This is the additional amount the district will be paying during 1993-94 over what they paid in 1992-93 for the positions identified in column (B). (I) Total cost to district is the amount the district will pay for salaries of those positions identified in column (B) during 1993-94. (J) 1993-94 average salary is determined by dividing the total cost to district, column (I), by the number of positions, column (B).CONCPTOl REVISED 29 JUN 93 LITTLE ROCK SCHOOL DISTRICT PROGRAM PLANNING AND BUDGETING PROCESS CONCEPT PAPER GENERAL CONCEPT A. Purpose. Given the complexity of present and future problems facing the district, it is absolutely essential that the best decision-making processes be in negotiate these troubled times. operation if we are to A comprehensive program planning and budgeting process would improve the chances that our limited revenue would be allocated rationally and would have maximum impact on achieving the goals of the district. By linking program objectives and program expenditures we can see more clearly if our money is being well-spent. B. Description. In this process, we will do the following: 1. Determine the needs of the district, including legal obligations under the desegregation and settlement plans. 2. Define our goals and objectives. 3. Define our programs to achieve those objectives, including those reguired by the desegregation plans. 4. Measure our performance and expenditures. 5. Prepare information for corrective decision-making.A. ORGANIZATION AND STAFFING 1. Purpose. This sub-process deals with the designation of an organizational structure and the assignment of staff responsibilities for carrying out the planning and budgeting activities. This designation and assignment should be in writing, and should be disseminated to all district employees. 2. Players. Cabinet is in a direct support role. The Superintendent has the lead, and the 3. Input. Look at the job reguirements and at the personnel resources available, and make best choice. 4. Description. Organization is the process of establishing lines of authority and assigning responsibility for work tasks to accomplish the objectives of the district. Staffing refers to the skills and background reguired of the assigned personnel to carry out the various planning activities described by the process. The Superintendent must designate a chief planner who will be responsible for developing and coordinating the planning and budgeting process. This designated planner and staff should be familiar with professional planning concepts and technigues. The designated planner would ensure that the process is followed, provide technical assistance, coordinate the process, prepare the document, collect reports, and advise the Superintendent and Board. The designated planner should also be responsible for ensuring all reguirements from the desegregation plans and court orders are integrated into the planning process. 5. Output. The output is an organization chart, lines of authority, tasking assignment, and general timeframes for the process to be operational. 6. Timeframe. must be designated on front end. The first step in the process. The planner Once done, this sub-process will be revisited annually (preferably in early May) to make sure we are in the best configuration.B. NEEDS ASSESSMENT 1. Purpose. In the needs assessment sub-process, the problems of the student/parent are identified. Teacher/administrator problems which are barriers to service delivery are also identified. \"need tl from II want II or II desire\", We must be able to distinguish 2. Players. needs assessment process. The designated planner will coordinate the leadership and direction for the process. The Superintendent will provide the The Cabinet will be responsible for directing the staff in the collection of assessment information. The Superintendent and the Cabinet will be the decision-makers for identifying the needs. 3. Input. The data on the accepted planning factors and proportional allocation formula (enrollment projections, staffing criteria, capacity study, material allocations formula, other data) must be collected first. must be selected and implemented. Other needs assessment techniques It is critical that the desegregation plans and court orders be reduced to legal requirements which can be II hard coded II into the needs assessment until justification can be made to change them. 4. Description. Utilizing a combination of perceptual and empirical instruments, a range of input information and collected data would be analyzed to determine the needs of the students. parents, teachers, and administrators. The perceptual instruments might include various surveys, samplings, and hearings. The currently used Community Forums and District Dialogues would be used as the foundation of the perceptual instruments, and would be built on with possibly a selected mail survey. All perceptual issues identified must be crystallized into hard issues and cranked into the planning and budgeting process. The empirical instruments might include data on the accepted planning factors, the proportional allocation factors, various needs indicators (economic patterns, employment patterns, education patterns, family patterns, etc.), and review of other data. The desegregation plans and court orders will be dissected, and requirements will be extracted for incorporation into the needs assessment, converted into a listing on data. The data will be massaged and II needs\", keyed back to supporting 5. Output. The output of the needs assessment is a list of needs/problems, the description of the needs/problem, and supporting information on the needs/problem. These will be inputs to our goals and objectives determination, and will subsequently be the basis of programs. 6. Timeframe. in May with data collection. The needs assessment sub-process should begin September. Surveys should be completed by An initial needs listing should be drafted byOctober\nthe final listing must incorporate the results from the Community Forums and District Dialogues, should be published in December. The final listingC. PROGRAM INVENTORY 1. Purpose. This sub-process will identify all of the current programs and services being delivered and will consider their effectiveness. modification or elimination. Ineffective programs can be targeted for will be pointed out. Gaps and duplications in programs Resources, both inside and outside of the district, which can be utilized will be identified. 2. Players. The Superintendent would provide overall direction, and the Board would review the findings. The Cabinet and staff would collect all the basic data and prepare the data into documents for use in goal setting and program development. The designated planner would play a coordinating role. 3. Input. Current program documents, program evaluations. and various surveys would provide the baseline input data. The desegregation plans and court orders would be reviewed to ensure coverage. 4. Description. This sub-process is mainly a data collection and data manipulation activity in support of other sub-processes. The first phase of this sub-process is to inventory all existing programs to make sure all we are doing is included. This inventory would include a program definition. Program evaluations would be used to flag those programs which are failing to meet current goals and objectives. Staff would begin to compare the current programs with the preliminary needs to identify and flag gaps and duplications. It is most important that programs required under the desegregation plans and court orders be verified and status checked during this sub-process. Surveys would be used to identify all resources which can be used to address identified needs\nthis would become a bank\". II resources 5. Output. This sub-process would identify the programs and resources available to address the needs identified. The Program Inventory report would be generated, and this status of current programs would be utilized in the Goals and Objectives subprocess, the Program Development sub-process, and the Budgeting sub-process. 6. Timeframe. This sub-process would run concurrently with the Needs Assessment sub-process and the Goals and Objective sub- process. It must be completed before the Goals and Objective sub-process can be completed, completed in August. It would be started in May, and beD. GOALS AND OBJECTIVES 1. Purpose. The subprocess of setting goals and objectives is designed to establish a vision/mission for the district which would guide all actions by the administration. Supporting goals and objectives further define what the district wants to accomplish for the year, and any activity or expenditure which does not further satisfaction of these goals and objectives should be discarded. 2. Players. Setting the vision/mission and goals would be the purview of the Board and the Superintendent. They would receive assistance and support from the Cabinet members, and the Cabinet members would subsequently define objectives for programs which will satisfy the accepted goals, would coordinate the sub-process. The designated planner 3. Input. The Board and Superintendent should utilize the needs listing generated by the needs assessment sub-process and the program resources generated by the program inventory. 4. Description. vision/mission of the district. The first step is to define the The vision/mission will establish the general value beliefs and educational purposes of the school organization. Given the direction, the needs, and the available services, the Board and Superintendent can determine what goals are consistent with the vision and are realistic with respect to accomplishment. Planning assumptions must be defined which will provide staff with more specific directions and considerations on how to proceed with programming and budgeting. Guidelines for the planning factors (staffing) and the proportional allocation formulas should be established/reviewed. Priorities must be established which will guide staff in program development, and which will be used to help allocate funding and resources during the budgeting sub-process. The latter phase of this sub-process is characterized by the Cabinet working with staff to establish program objectives and evaluation criteria for each program in the district. items. 5. Output. The output of this sub-process consists of two First is the Goals Statement by the Board. This includes the written vision statement, the written goals, the written planning assumptions, and the written priorities. The initial calendar for the FY 93-94 planning and budgeting cycle should be published. This should all be in one document signed by the Board and the Superintendent. Second is the development of the specific program objectives and evaluation criteria for each program, and these will be incorporated into the planning and budgeting document. 6. Timeframe. This sub-process is dependent on the Needs Assessment sub-process and the Program Inventory sub-process, but will run concurrently with them. A preliminary goals statementshould be set by the Board during a planning session in June/July which will also establish the process and calendar for planning and budgeting for the coming year. The final Goals Statement should be issued in October. Program objectives and evaluation criteria should be established by November.E. PROGRAM DEVELOPMENT 1. Purpose. This sub-process is the decision-making stage where the results of all previous sub-processes are considered in an effort to develop new programs or modify current programs to meet the needs addressed by the defined goals. This is where we decide what we want to do and how we want to do it. 2. Players. Cabinet, and the staff. The key players are the Superintendent, the The role of the Superintendent is to provide leadership and guidance to ensure the goals are satisfied with the best possible programs. The Cabinet's role is to educate the administrative and school staff, and provide direction to those staff in developing and implementing creative. effective, and efficient programs. The designated planner is in a coordinating and monitoring role, and serve as the process advisor to the Superintendent. Input. 3. The sub-process will use the output of the Needs Assessment sub-process, the Program Inventory sub-process, and the Goals and Objectives sub-process. 4. Description. This sub-process is the point at which the district defines what programs will be provided. New programs may have to be developed to address newly identified needs or fill gaps. Current programs may have to be modified to successfully meet objectives. eliminated. Some programs may have to be direction to the staff. The Cabinet should outline the tasking and provide The best results will be obtained by allowing the staff to develop or modify the programs, and roll them up to the Cabinet. Decisions will have to be made on what programs will be provided, what the definition of the program will be, and what activities will be necessary to deliver the program. Since programs are selected to meet assessed needs. this is also a crucial time for designing the framework for program evaluation. The last step in this sub-process should be a final check to ensure all requirements from the desegregation plans and the court orders have been provided for by the program lineup. 5. Output. At this point, all of the elements of a good program planning document have been completed\nvision, goals, programs, program definition, program objectives, activities, and evaluation criteria. This material will be used for budget development, and will be directly input into the program planning and budgeting document. 6. Timeframe. This sub-process may run somewhat concurrent with the Goals and Objectives sub-process, but cannot be finished until the Goals and Objectives sub-process has been completed. This sub-process should start in September, and be completed in early February.F. BUDGETING 1. Purpose. The Budgeting sub-process is the resource allocation function. Money and other resources are allocated to the programs identified in the Program Development sub-process to address the needs identified in the Needs Assessment subprocess . 2. Players. authority on the budget. The Board is the ultimate decision-making The Superintendent is the leader of the sub-process by ensuring a balanced budget meeting the needs and goals of the students and parents is presented to the Board. The Cabinet is deeply involved in programmatic decisions and matching the budget dollars to the programs. The Business Manager will coordinate the budget preparation, and the designated planner will ensure the planning and budgeting pieces come together. The budget managers will provide input into the sub-process, rolling the budget up to the next level, budget information. The Controller will produce the 3. Input. Many sources of information will be used in this sub-process: needs assessment information, planning factors, proportional allocation factors, previous expenditures, program requirements, public input, desegregation plan and court order requirements. 4. Description. Budgeting involves allocating money and assigning personnel and facilities to effect the programs and goals set in the previous steps. As a result of the allocations made, some changes in developed programs may be necessary, programs define both current year operations and planning The assumptions for the future. The budget should continue with this by projecting a multi-year revenue and expense picture based on these assumptions. formulas should be reviewed each year, fiscal allocations should be consistent. Planning factors and proportional allocation Planning priorities and Maximum input should be solicited from staff and parents regarding allocations. budget issue and major addition/change/deletion should be Each supported with a written business case outlining the decision- making process. Each identified program must be separately coded for expenditure collection so that programs may be monitored by performance and cost throughout the fiscal year. 5. Output. In one sense, the allocation of resources in the Budgeting sub-process ends the planning phase and begins the implementation phase. The output is a multi-dimensional budget document which will be used to satisfy the traditional budgeting and accounting requirements, with a program planning and budgeting component which will link the programs and budget allocations. 6. Timeframe. Nov...financial forecasts for next and out-yearsNov...review planning factors and proportional allocation formula results Dec... submission of budget requests by budget managers Feb...complete budget development Mar. revise financial forecast Mar... finalize add/change/deletes and business cases Apr...tentative budget to board Jul...Adopt budget Aug... submit to stateG. PROGRAM BUDGET DOCUMENT 1. Purpose. The primary purpose of preparing the program budget document (Program Operations Plan) is to develop rational planning and effective resource allocation. The document should provide a road map for getting from needed and required programs, through funding, to the destination of the related goal. 2. Players. The Board will review the plan in relationship to the stated goals, and give final approval of the plan. The Superintendent provides overall guidance for the development of the plan. The Cabinet members provide all the program information for their respective areas. The Business Manager provides the financial numbers that match the programs. The designated planner puts together the work plan and coordinates the documentation into the final product. 3. Input. on the results of the The initial program budgeting document is built tt work. deseg audit It and the program definition The program budget document resulting from this cycle will incorporate this initial document but will be the synthesis of all previous key outputs\nthe needs assessment, the program inventory, the goals and objectives, new program definitions, and budget allocations. 4. Description. Although the preparation of the program budget document is not usually considered part of the planning process, it is included here as the culmination and documentation of the other planning sub-processes, aspects must be mutually supportive. The planning and budgeting We want the plan to be a useful and living document which can satisfy several purposes and be readily changed as the environment changes. While the planning module should remain fixed for the year, the format should be used to facilitate regular monitoring and reporting. An example of some things which might be included in the plan would be: an introduction about the plan\nplanning process description\nidentification of the needs of the district and a description of how those needs were identified\ndescription and objectives of the programs\nactivities/strategies on how the programs will operate\nevaluation criteria of the programs\nanalysis of the needs in relation to the available funding\nbudget allocations for the programs\ndescription of how the plan will be impacted\ndescription of how the goals will be impacted\nand major issues for the future. A Cabinet member will be assigned as the responsible primary leader for every identified program. would also be assigned. A secondary leader The primary leader is tasked with ensuring the program meets its objectives, coordinating the required activities or strategies, and the preparation and submission of regular reporting. 5. Output. The program budget document will be the output.This document will become the basis for follow-on monitoring and reporting, and will become the guide for any interim decisionmaking activity. 6. Timeframe. Development of the document should begin around December, and should be completed in conjunction with the completion of the tentative budget in April.H. MONITORING AND REPORTING 1. Purpose. This sub-process should be designed to provide decision-makers with a regular flow of information on the district's progress toward accomplishing its stated goals and objectives. The reporting should be designed to satisfy both internal requirements as well as the reporting requirements under the desegregation plans. 2. Players. The Board and the Superintendent would be the recipients of the reporting for oversight and decision-making. The designated planner would coordinate the sub-process and prepare the composite report. the matching financial information by program. The Business Manager would supply The Cabinet and staff would prepare all reporting documents falling within their area of responsibility. 3. Input. The program budget document (Program Operations Plan) would be the basis for the monitoring and reporting, and would establish the format and design. Cabinet members will provide performance reports from which the designated planner can prepare the composite report, from the Business Manager. Financial information would come 4. Description. Extending the format and content of the program budget document (Program Operations Plan), a sub-process of regular monitoring and reporting would be established immediately. By using the same format, we can reduce the production overhead of the reporting as well as satisfying all parties. ease of function. The reporting mechanism would be set up on diskette for The sub-process would merge both program performance and expenditure reporting on a guarterly basis. The Board could choose to review in depth a certain program at each Board meeting, but still have performance reporting information on all programs. Programs with poor performance or expenditure problems could be addressed with corrective action during the year rather than after the year is complete. Such a process would also facilitate modification of both the program plan and the desegregation plans. Additionally, performance history will be built as a matter of regular business rather than a situational special effort. We would have a comprehensive listing of all the good things we have done, in addition to the bad, and take some credit along with the blame. 5. Output. A quarterly composite progress report on all identified programs within the district, supported with expenditure information. Would be an extension of the program budget document (Program Operations Plan). 6. Timeframe. Work on the sub-process would begin immediately, with the first set of actual reports generated in early October covering the period July/August/September. quarter reports would be due in January, April, and July. PriorI. PROGRAM EVALUATION 1. Purpose. we are doing. This sub-process is where we find out how well Program evaluation will provide us an assessment of the program's performance for decision-making purposes. It will tell us if our program is meeting the stated objectives and having the impact intended. We can go one step further with a program analysis which would tell us whether the program should be cut or improved, and the best options for achieving the latter. 2. Players. The Board and the Superintendent are the recipients of the evaluations, and will use them in determining direction and resource allocation. The designated planner would coordinate the sub-process and be the keeper of the documentation. financial information. The Business Manager would supply the supporting The Cabinet and staff would prepare all reporting documents falling within their area of responsibility. 3. Input. General directions and targets from the Board\nspecific targets from Superintendent. Program planning information, including evaluation criteria and program objectives will be used in developing the evaluations. 4. Description. At least during the first year of the planning and budgeting process, there should be two, concurrent and parallel program evaluation components working\na regular evaluation component and a It fast-track If evaluation component. into each program. The regular program evaluation component would be built As programs are put in place, they would contain program objectives and evaluation criteria. Evaluation would continue to get better as we improve our ability to develop and monitor evaluation criteria. Special or more detailed evaluations might be directed by the Superintendent with the intent of looking deeply into a programs workings. Since little or no program evaluation of the regular type is in operation at this time, information is needed upon which to base critical near-term decisions. To address this information need. II fast-track II designated programs which might be suspect. evaluations should be performed on identified for II fast-track II Programs should be and direction of the district. if they have high impact on the goals II fast-track II Some possible candidates for evaluations might be as follows: incentive school operations, school closing, student assignment process, construction of Stephen, outsourcing support services, special evaluations from this year. Utilizing the program evaluation information, business cases would be prepared for decision-making in the areas of program modification, program development, and program elimination. 5. Output. Specific program evaluations. These would be used as input into the next planning cycle as well as input intobusiness cases for making modifications in resource allocation or totally eliminating the program. 6. Timeframe. This sub-process should begin after the Board defines district goals in July, and should continue until input time into the Program Inventory sub-process. n Fast-track\" evaluations might continue until the initial decision point in the Budgeting sub-process, in January.J. BROAD-BASED INPUT AND PARTICIPATION 1. Purpose. Broad-based education, participation, review and comment provide an opportunity for persons outside the immediate planning process organization to assist in preparing the plan\nand to review and comment on the plan, the planning process and decisions such as those that affect the allocation of resources. 2. Players. The Board and the Superintendent should provide direction on the type and extent to which broad-based input and participation should be utilized in the various sub-processes. This should be done at the initial summer planning session. Communications Director, working closely with the designated planner, should develop an input and participation plan and The implement it in conjunction with the efforts of the designated planner. 3. Input. Direction from the Board and Superintendent. 4. Description. This sub-process is one in which we seek to get maximum input and participation from as many informed sources as possible, both inside and outside of the district organization. There should be a plan, developed and coordinated by the Communications Director with assistance from the designated planner, for obtaining input and participation from other sources for each of the sub-processes. The more front-end participation, the better the buy-in on the back side. We should take every opportunity to use information to educate the general public and removed staff on the planning and budgeting process and the contents of the Program Budget Document. There are a number of possible input sources which might be called upon to participate in one or more of the sub- processes. A partial list follows: the Community Forums and District Dialogues for needs assessment, the building coordinating committees, the budget committee, the Magnet Review Committee, the bi-racial committee, the PTA, the ODM, and Joshua. The Communications Director should identify those sources which would be most appropriate for each sub-process, and work with the designated planner on building the best input mechanism. 5. Output. Each source would have a different method of providing participation and input into each of the sub-processes. Thus, the output would vary depending on the situation. 6. Timeframe. Since some form of broad-based input and participation might be solicited in each sub-process, process would be ongoing. this sub-K. PROGRAM COORDINATION 1. Purpose. The planning and budgeting effort must be closely coordinated so as to maximize the use of available resources in meeting the needs of the students and parents, minimize of duplication and gaps in programs, and ensure all district efforts are aimed at the district goals. 2. Players. The designated planner is the leader in this sub-process, and must be a close advisor to the Board and Superintendent. The designated planner must keep the Board and the Superintendent informed as to what is being done and where we stand relative to achieving our goals. The Board and the Superintendent must exercise oversight authority on the process and allocate resources accordingly. Additionally, the Superintendent must support the designated planner and ensure all district staff are aggressively working on the completion of the plan. 3. Input. Superintendent. District goals, direction from the Board and 4. Description. which relates to all other activities. Program Coordination is a key activity Each of the planning activities such as needs assessment, program development and budgeting would be coordinated with similar activities in the other sub-processes. Since there would be many participants in the entire process, it is most critical that all of the pieces fit together and support each other. This coordination is achieved by having a designated planner who will develop project plans for the overall process and each sub-process, monitor the progress against those project plans, and provide progress reporting back to the Board and Superintendent. The designated planner is there to make sure everything happens on time, not necessarily to do it. 5. Output. Project plans and status reports. Should be a part of the regular monitoring and reporting sub-process. 6. Timeframe. A start to finish sub-process. Ongoing.L. RESTART CYCLE 1. Purpose. The program planning and budgeting cycle is a continuous process, and would be the heart of the way we manage the business of the district. Once the cycle for one fiscal year is complete, the next cycle begins\nin fact, there is actually some overlap.CONCPT02 REVISED 29 JUN 93 PROPOSED PLANNING AND BUDGET CALENDAR JULY 1993 - Designate planner and job responsibilities - Board/Cabinet workshop on planning and budgeting\ntentative district goals defined, identify \"fast-track It evaluation targets, define guidelines on broad-based input, design planning and budgeting calendar - Proposed planning factors and proportional allocation formulas identified, published, and data collection begins - Planning and budget calendar published - Begin development of the monitoring and reporting procedures - Begin Program Inventory using tl - Begin \"fast-track II evaluations deseg audit tt as baseline AUGUST 1993 - Complete Program Inventory - Complete monitoring and reporting procedures, and issue instructions - Board reviews planning factors and proportional allocation formulas Continue \"fast-track evaluations SEPTEMBER 1993 - Complete needs assessment surveys Continue fast-track tl evaluations - Begin Program Development OCTOBER 1993 - Needs listing finalized - Board approves planning factors and proportional allocation formulas - Enrollment statistics and projections published - First quarter FY93-94 cycle monitoring and evaluation report published - Board issues final Goals Statement - Continue Program Development Continue tl fast-track It evaluations - Begin Community Forum input on programs and budgets - Begin District Dialogues input on programs and budgets NOVEMBER 1993 - Board issues directions and assumptions for budgetpreparation - Initial financial forecasts prepared - Base budgets and budget instructions generated and distributed - Program objectives and evaluation criteria finalized for each program - Review planning factors and proportional allocation formula results Continue fast-track II evaluations - Continue Program Development - Continue Community Forum input on programs and budgets - Continue District Dialogues input on programs and budgets - Continue Community Forum input on programs and budgets DECEMBER 1993 - Complete District Dialogues input on programs and budgets - Complete Community Forum input on programs and budgets - Complete needs assessment listing - Budget managers submit budget requests Continue II fast-track\" evaluations - Continue Program Development - Begin developing program budget document (Program Operations Plan) JANUARY 1994 - Complete \"fast-track II evaluations - Second quarter FY93-94 cycle monitoring and evaluation report published - Continue developing the Program Budget Document - Continue budget request review and budget development - Continue Program Development - Begin identification of major budget issues and development of business cases FEBRUARY 1994 - Complete program development - Complete budget development and business case development - Continue developing the program budget document (Program Operations Plan) MARCH 1994 - Revise financial forecasts - Revise the program budget document (Program Operations Plan) - Finalize budget issue recommendations and business case on each issue - Feedback to all input participantsAPRIL 1994 - Complete the program budget document (Program Operations Plan) - Revise budget - Board workshop on budget - Submit tentative budget to Board - Certified personnel reduction deadline - Third quarter FY93-94 cycle monitoring and evaluation report published MAY 1994 - Revise budget - Non-certified personnel reduction deadline - Board workshop on budget - Board approves tentative budget - Reassess planning organization for FY94-95 cycle - Begin FY94-95 cycle needs assessment - Begin program inventory for FY94-95 cycle JUNE 1994 - Revise to final budget - Court hearing on budget - Continue FY94-95 cycle needs assessment - Continue FY94-95 cycle program inventory JULY 1994 - Board adopts final budget - Fourth quarter FY93-94 cycle monitoring and evaluation report published - FY94-95 cycle Board workshop on planning and budgeting - Continue FY94-95 cycle needs assessment - Continue FY94-95 cycle program inventory AUGUST 1994 - Complete FY94-95 cycle program inventory - Submit final budget to State - Board reviews planning factors and proportional allocation formulas for FY94-95 cycle - Continue FY94-95 cycle needs assessmentRECEP- ,11)1 2i 0ic9 Qi Desegregaiion Moniicrina IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT 1 ' PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Plaintiff, Little Rock School District (\"LRSD\") for its Notice of Filing, states: On June 15, 1993, an Order was entered directing the LRSD to prepare and submit detailed documents, records and information by certain designated dates. The LRSD timely submitted the information required by June 28, 1993 and the information required by June 30, 1993. The Order further required the LRSD to submit, by July 30, 1993, a written plan for the long-range planning and budget process to be used in developing the 1994-95 budget. The Order contained specific items to be included in that document. Filed herewith as Exhibit 1 are copies of the program planning and budgeting document prepared by the LRSD in response to the Order of the Court. The submission is dated July 30, 1993. The document was presented, discussed and approved by the LRSD Board ofDirectors in a special meeting of the board on Wednesday, July 28, 1993 . Respectfully submitted. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201-3493 Attorneys for Plaintiff LITTLE ROCK SCHOOL DISTRICT BY: ^Hferry L. Malone Bar ID No. 85096 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 29th day of July, 1993. Jerry L. Malone 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 -2-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 Jerry L. Malone -3- LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 July 30, 1993 To: Board of Directors From: Estelle Matthr lis, II nterim Superintendent Subject: Planning Program and Budgeting Document Please find attached a copy of the long-range planning program and budgeting document being submitted to the Court pursuant to its June 15, Order. 1993. This document was filed with the Court on July 29, If you have questions, please contact Jerry Malone. EM: nr Enclosures c: Jerry L. MaloneAUG G - 1993 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT Date: August 5, 1993 To: From: Jeanette Wagner, Director of Communications Sterling Ingram,^irector Planning, Research and Evaluation Re: Program Planning and Budgeting Tasks Attached is a copy of the Planning and Budgeting document which was submitted to the court on July 29, 1993. Although the document has not been approved, I expect the basic framework will not be changed. On page 3 of Attachment 4, you will find that Community Forums and District Dialogue sessions will be conducted as part of the needs assessment process. You have been identified as one of the persons responsible for this task. Please plan for three area school forums instead of one for a total of five community forums, an addition that the Board wanted. This was As the lead planning person for the planning and budgeting process, I am requesting that as you make plans for the 1993-94 school year, please include the necessary strategies, timelines, etc. in your management plan which will be included in the budget document. bjg cc: Estelle Matthis Jerry Malone I PROJECT PLAN PROJECT: PROGRAM PLANNING AND BUDGETING PROCESS 8/23/93 1PROJECT\nPROGRAM PLANNING AND BUDGETING PROCESS People involved Bill Mooney Board Estelle Matthis Sterling Ingram Program leaders Jeanette Wagner Hank Williams Mark Milhollen Brady Gadberry Budget Managers Project goals Develop and implement a long range planning and budgeting process that links programs/obligations and fund allocations and expenditures beginning with FY 94-95. Project notes Major job components\na. Assist the LRSD in developing and implementing a needs assessment process that incorporates both legal obligations and other programs. b. Assist the LRSD in developing and implementing a process that results in a planning document, based on the needs assessment, whcih qualifies existing programs/obligations and identifies new programs to meet defined goals and objectives\nand which defines programs/obligations in terms of purpose, evaluation criteria and methods, ownership, priorities, and time lines. c. Assist the LRSD in developing and implementing a budget process that links plan programs/obligations and funding allocations for budgeting and expense reporting analysis\nthat identifies and allocates all financial resources\nthat provides regular review of progress and expenditures\nthat provides a method of initiating modifications to program/obligations and budgets. d. Assist the LRSD in developing and Implementing a process for program and expenditure evaluation for decision-making. 2TASK LIST PROGRAM PLANNING AND BUDGETING PROCESS 11 phases 66 tasks ORG AND STAFFING C Designate district planner Hire PRE Specialist Train PRE Specialist NEEDS ASSESSMENT Set schedule for Community Forums Develop Community Forum sample agenda Develop data collection tool for Forums Set schedule for District Dialogues Develop District Dialogue sample agenda Develop data collection tool for Dialogues Merge input data PROGRAM INVENTORY Complete Desegregation Audit Copy of Desegregation Audit to Court C Prep non-deseg program listing Merge Deseg audit into PPBD Submit status report on prog obj \u0026amp; eval cri Publish initial prog inventory report Submit proposal for grouping non-deseg programs Develop non-deseg program groups Merge deseg and non-deseg program listings Publish final prog inventory report GOALS AND OBJECTIVES C Obtain copies of current mission statement C Obtain copies of current goals Hold Cabinet work session Hold Board work session PROGRAM DEVELOPMENT BUDGETING PROGRAM BUDGET DOCUMEN C Revise form, instructions, and definitions Approval on form, instructions, and definitions Diskette of form, inst, and def to Ingram Initial data load to diskettes Prepare training material Conduct training sessions Distribute diskettes to program leaders Diskettes due back to Ingram Data check on diskettes Clean up period 3Obtain feedback on training Modify training as necessary Send draft to ODM for plan verification Report publication MONITORING/REPORTING Run financial pull test on August data Modify process as necessary Prepare M/R instructions Prepare M/R training material Conduct M/R training Set up financial pull for October report Distribute M/R reports M/R reports returned M/R reports reviewed and corrected Prepare front section of 1st Qtr Rpt 1st Qtr report prepared Distribute 1st qtr report Obtain feedback on training sessions PROGRAM EVALUATION Review Deseg Plans for possible targets Develop evaluation format Approval on evaluation format Publish evaluation format Identify tl Fast-Track tl Tasking on tl Fast-Track eval targets It evaluation targets INPUT/PARTICIPATION Define input requirements at Board session PROGRAM COORDINATION C Complete Requirements Definition Questionnaire Revise Req Def listing Approval for interviews Requirements Definition interviewing Merge requirements into process design Update Mooney proposal Set up Cabinet work session Set up Board work session 4ASSIGNMENTS PHASE 1: ORG AND STAFFING Task People assigned C Designate district planner Estelle Matthis Hire PRE Specialist Sterling Ingram Train PRE Specialist Sterling Ingram PHASE 2: NEEDS ASSESSMENT Task People assigned Set schedule for Community Forums Sterling Ingram Develop Community Forum sample agenda Sterling Ingram Develop data collection tool for Forums Sterling Ingram Set schedule for District Dialogues Sterling Ingram Develop District Dialogue sample agenda Sterling Ingram Develop data collection tool for Dialogues Sterling Ingram Merge input data Sterling Ingram 5PHASE 3: PROGRAM INVENTORY Task People assigned Complete Desegregation Audit Sterling Ingram Copy of Desegregation Audit to Court Sterling Ingram C Prep non-deseg program listing Bill Mooney Merge Deseg audit into PPBD Sterling Ingram Submit status report on prog obj \u0026amp; eval cri Sterling Ingram Publish initial prog inventory report Sterling Ingram Submit proposal for grouping non-deseg programs Bill Mooney Develop non-deseg program groups Sterling Ingram Merge deseg and non-deseg program listings Sterling Ingram Publish final prog inventory report Sterling Ingram PHASE 4: GOALS AND OBJECTIVES Task People assigned C Obtain copies of current mission statement Bill Mooney C Obtain copies of current goals Bill Mooney Hold Cabinet work session Estelle Matthis Hold Board work session Estelle Matthis 6PHASE 5: PROGRAM DEVELOPMENT Task People assigned PHASE 6: BUDGETING Task People assigned 7PHASE 7: PROGRAM BUDGET DOCUMEN Task People assigned C Revise form, instructions, and definitions Bill Mooney Approval on form, instructions, and definitions Sterling Ingram Diskette of form, inst, and def to Ingram Bill Mooney Initial data load to diskettes Sterling Ingram Prepare training material Sterling Ingram Conduct training sessions Sterling Ingram Distribute diskettes to program leaders Sterling Ingram Diskettes due back to Ingram Program leaders Data check on diskettes Sterling Ingram Clean up period Program leaders Obtain feedback on training Sterling Ingram Modify training as necessary Sterling Ingram Send draft to ODM for plan verification Sterling Ingram Report publication Sterling Ingram 8PHASE 8\nMONITORING/REPORTING Task People assigned Run financial pull test on August data Mark Milhollen Modify process as necessary Sterling Ingram Prepare M/R instructions Sterling Ingram Prepare M/R training material Sterling Ingram Conduct M/R training Sterling Ingram Set up financial pull for October report Mark Milhollen Distribute M/R reports Sterling Ingram M/R reports returned Budget Managers M/R reports reviewed and corrected Sterling Ingram Prepare front section of 1st Qtr Rpt Sterling Ingram 1st Qtr report prepared Program leaders Distribute 1st qtr report Sterling Ingram Obtain feedback on training sessions Sterling Ingram 9PHASE 9: PROGRAM EVALUATION Task People assigned Review Deseg Plans for possible targets Sterling Ingrain Develop evaluation format Sterling Ingram Approval on evaluation format Estelle Matthis Publish evaluation format Sterling Ingram Identify It Fast-Track It eval targets Board Estelle Matthis Hank Williams Tasking on tl Fast-Track evaluation targets Estelle Matthis PHASE 10: INPUT/PARTICIPATION Task People assigned Define input reguirements at Board session Board 10PHASE 11: PROGRAM COORDINATION Task People assigned C Complete Requirements Definition Questionnaire Bill Mooney Revise Req Def listing Bill Mooney Approval for interviews Estelle Matthis Requirements Definition interviewing Bill Mooney Merge requirements into process design Bill Mooney Update Mooney proposal Bill Mooney Set up Cabinet work session Estelle Matthis Set up Board work session Estelle Matthis 11swtt! r ^5.A ^.^4 /wi-r F *1 I* ti -3 * 5 A .3 - AUG 2 7 1S?3 of Ltepitofing IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION , filed *I8 2 6WJ CARL fl. brents. CLERK Oy\n\\' ''. 1 r LITTLE ROCK SCHOOL DISTRICT Cli vs. No. LR-C-82866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS On July 7-8, 1993 and again on August 12-13, 1993, the Court held hearings on the Little Rock School District's (\"LRSD\") budget for the 1993-94 school year. This Court has previously expressed concern that it cannot meet its obligation to monitor desegregation plan compliance until the LRSD implements a budgeting process that yield a budget which reflects the district's careful planning for meeting its desegregation obligations over the full span of the settlement agreement. Having heard testimony over the course of the two hearings, the Court commends the LRSD for initiating, with the help of the Office of Desegregation Monitoring, budgeting and long- range planning processes. The Court acquiesces in the implementation of the budget for the following two reasons: (1) the LRSD budget for the technically balanced, and 1993-94 school year is (2) the LRSD considered its desegregation obligations in the budget, although there remain certain areas of concern. The Court continues to be concerned with the tremendously large budget deficits the LRSD projects for future years These deficits i -are brought about partly by recurring expenditures that are funded through non-recurring revenue sources, a practice that threatens to jeopardize the district's ability to fund its desegregation obligations in the future. The Court also notes that, although the LRSD succeeded in creating a balanced budget, the district was able to do so by using extraordinary one-time budget balancing strategies that do not represent lasting budget reductions. One example of such budgetary practices is the way in which the district drained its Risk Management Loss Program to create additional revenue for the 1993-94 fiscal year. This fund, which the LRSD established to pay deductibles associated with losses not covered by insurance premiums, had accumulated a reserve. The LRSD transferred $500,000 from this reserve into the revenue side of the budget to shore up the sagging bottom line. However, the district will not be able to implement this strategy on an annual basis. See Exhibit 1-B, June 28, 1993 Submission. Although the district has termed such maneuvers \"Major Deficit Reduction Actions,\" most are actually one-time budget reduction tactics that do little or nothing to remedy the predicted out-year shortfalls. This type of financial manipulation only allows the district to delay making the difficult budget decisions that will alleviate the projected deficits. The Court is also particularly concerned about the following budget items that represent reductions in previous program or department funding levels and thereby create the potential for negatively affecting the desegregation plan\n(1) Office of Communications: The Interdistrict plan states 2that [d]esegregation will succeed only so far as the community supports and participates in it,\" and \"[a] community well-informed about its schools, and their desegregation, is more willing to place confidence in them and to participate in various aspects of desegregation-related initiatives and activities\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":54,"next_page":55,"prev_page":53,"total_pages":362,"limit_value":12,"offset_value":636,"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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