{"response":{"docs":[{"id":"bcas_bcmss0837_788","title":"Publications","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":["1992/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School improvement programs"],"dcterms_title":["Publications"],"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/788"],"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":["146 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 McClellan Community High's Business/Communications Magnet Is First Of Its Kind In Arkansas \"Award-Winning Departments at McClellan Make Magnet Site A Natural\" JSAcClellan High School was chosen as the site for a new Business/Communications Magnet program because of its outstanding programs. Students and faculty members have been recipients of local, state, and national awards. Opportunities at McClellan include a school store operated by marketing education students, Food/Restaurant Management Program, Junior Executive Training, Future Business Leaders of America, Distributive Education Clubs of America, Youth in Government, Speech and Drama, Quill and Scroll, Computer Club, foreign language clubs. Graphic Arts, math technology organizations, a comprehensive Advanced Placement Program, physics and science-related clubs, and awardwinning music and athletic departments. Locating an innovative business/communi-cations magnet school at McClellan is a natural because all of the necessary resources are in place to expand the emphasis on corporate, economic and mass media education. The magnet program will establish an educational partnership which involves the corporate and media communities, higher education, and the school district. Educational experiences in the business/ communications magnet program at McClellan will launch students to success in international entrepreneurship, communications, and ail related fields. McClellan Business/ x\n,  Communications Magnet Program New in '92 1 First Class Schools For World Class Kids Business/Communications Program Provides Multiple Benefits McClellan High School's Business/Communications Magnet Program has a dual focus, and is the first of its kind in Arkansas. It will provide a solid college prep business/ communications program and prepare students for the world of work. Ongoing collaboration with the University of Arkansas at Little Rock and other nearby institutions of higher education includes proiects directed by guest instructors, shadowing experiences, leadership development workshops, and more. Expanding McClellan's campus throughout the community will allow students to experience the worlds of corporate managers, college professors, and media professionals. A comprehensive business/communica- tions curriculum and the opportunity to network with professionals bring the corporate and mass media worlds to the classroom in a special way. The three areas of study are: Business Principles and Management, Market- ing/Advertising, and Economics and Finance. An interdisciplinary approach adds dimension to McClellan's business/communications magnet program. In addition to the core programs offered by the business and communications areas, related courses and experiences are interwoven throughout the various subject areas. Specialized Courses Include: Food/ Restaurant Management, Business Finance, Business Etiquette, Introduction to Mass Media, Advertising, Radio \u0026amp; Television Production, Advanced Foreign Language, Computer Programming, Economics, Entrepreneurship, and Business Statistics. SPECIAL ATTRACTIONS  College Preparatory And Advanced Placement Courses Across The Curriculum  Hands-On Learning Opportunities - Science and Math technology and research centers - Writing labs - Computerized Business and Graphic Arts labs - Restaurant management  National And International Field Trips  Modeled After The Most Successful Business/Communications Programs In The Country.  Business Partnerships - Local television, radio and newspaper professionals - Small Business Development Center - Local business firms - Advertising agencies  Award-Winning Business Program And National Business Teacher Of The Year  Opportunities For Entrance And Scholarships To Outstanding Universities, $415,000 Awarded in 1990-91  Highly Qualified Staff Of Professional Educators.  Curriculum Enhanced'Through Community Education  Solid Academic Background In The Basics: English, History, Math, And Science  Interdisciplinary Approach To Learning  Seven-period day McClellan Business/Communications Magnet Program 9417 Geyer Springs Little Rock, AR 72209 570-4100 For Additional Information, Call or Visit The Little Rock School District Student Assignment Office 501 Sherman, Little Rock Call 324-2285Little Rock School District \"Windows On the Future is Romine Interdistrict School 3 o nF\u0026gt;T o The Little Rock School District and Pulaski County Special School District offer an innovative alternative to your neighborhood school. It's 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 childs maximum potential and promoting learning for its own sake. We stress order, respect, pride and responsibility, also. o 73 Q I Z p hj O' o Oo 73 o NJ O 73 O 3 Q 73 O 03 Q. 0 n cn n uy z n 73 a 2 n on n x O O O z m n O c m n m z n m Romine Computer Science \u0026amp; Basic Skills Interdistrict School iozi dQQ\u0026gt; m o tQSJ 3 n' cu 3o' z o3 o    First Class Schools For World Class Kids Unique Features Of Instructional Programs Give Students Learning Advantage Teaching techniques at Romine are combined with computer and 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 1). 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  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 computer technology 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 5:30 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 '^'ard, Principal If you live in the Pulaski County Special School District, Call 490-2000 about a Majority-to-Minority transfer to Romine School. 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Central lohn Hickman 1500 Park. 02 324-2300 2. I.A. Fair Al Niven 13420 David 0. Dodd. 10 228-3100 3. Hall Dr. Victor Anderson 6700 \"H'. 05 671-6200 Junior High Schools 4. Cloverdale Gayle Bradford 6300 Hinkson Rd.. 09 570-4085 5. Forest Heights Richard Maple 5901 Evergreen. 05 671-6390 6. Mabelvaie Waiter Marshaleck 10811 Mabelvaie w. Rd. Mabelvaie. AR 72103 455-7400 7. Pulaski Heights Ralph Hoffman 401 N. Pine. 05 671-6250 6. Southwest Charity Smith 3301 S. Bryant. 04 570-4070 Elementary Schools 9. Badgett Mary Colston 6900 Pecan Rd.. 06 324-2475 10. Bale Levanna Wilson 6501 W. 32nd.04 570-4050 11. Baseline William Finn 3623 Baseline Rd.. 09 570-4150 12. Brady Mary Menking 7915 W. Markham. 05 228-3065 13. Chicot Otis Preslar IllOO Chicot Rd., Mabelvaie, AR 72103 570-4062 14. Cloverdale Sadie Mitchell 6500 Hinkson Rd., 09 570-4055 15. Dodd Patricia Howse 6423 Stagecoach Rd., 04 455-7430 16. Fair Park Barbara Means 616 N. Harrison, 05 671-6260 17. Forest Park Virginia Ashley 1600 N. Tyler. 07 671-6267 18. Fulbright Mac Hulfman 300 Pleasant Valley Dr.. 12 228-3080 19. Geyer Springs Eleanor Cox 5240 Mabelvaie Pike. 09 570-4160 20. leiferson Frances Cawthon 2600 N. McKinley. 07 671-6281 21. Mabelvaie lulie Davenport 9401 Mabelvaie Cut-off Mabelvaie. AR 72103 455-7420 22. McDermott Michael Oliver 1200 Reservoir Rd.. 07 228-3072 23. Meadowcliff lerry Worm 25 Sheraton Dr.. 09 570-4165 24. Otter Creek Carolyn Teeter 16000 Otter Creek Pkwy., 09 455-7440 25. Pulaski Heights Kay Loss 3I9N. Pine.05 671-6290 26. Terry LaDell Looper 10800 Mara Lynn Dr.. 11 228-3093 27. Wakefield Lloyd Black 75 Westminister Dr.. 09 570-4190 26. Watson Dr. Diana Glaze 7000 Valley Dr.. 09 570-4195 29. Western Hills Scott Morgan 4901 Western Hills. 04 570-4175 30. Wilson Gwen Zeigler 4OI5Stannus Rd . 04 570-4180 31. Woodruff Pat Higginbotham 3010W. 7th. 05 671-6270 Incentive Schools (Elementary Schools! 32. Franklin Franklin Davis 1701 S. Harrison. 04 671-6380 33. Carland Robert Brown 3615 W. 25th. 04 671-6275 34.Ish Stan Strauss 3001 Pulaski. 06 324-2410 35. Mitchell Donita Hudspeth 2410 Battery. 06 324-2415 36. Rightsell Sharon Davis 911 W. 19th. 06 324-2430 37. Rockefeller Anne Mangan 700 E. 17th. 06 324-2385 38. Stephens Lonnie Dean 3700W. 18th. 04 671-6350 Magnet Schools 39. Booker Arts Magnet Elementary Dr. Cheryl Simmons 2016 Barber. 06 324-2482 40. Carver Basic Skills/ Math-Science Magnet Elementary Mary Guinn 2100 East 6th.02 324-2460 41 Central High International Studies lohn Hickman 1500 Park. 02 324-2300 42 Dunbar Magnet lunior High (International Studies/ Gifted \u0026amp; Talented) Nancy Volsen 1100 Wright Ave.. 06 324-2440 43 Cfbbs Foreign Language/ International Studies Magnet Elementary Donna Davis III5W. 16th. 02 324-2400 44 Henderson Health Science Magnet lunior High Clell Watts 401 Barrow Rd . 05 228-3050 45 Mann Arts \u0026amp; Science Magnet lunior High Marian Lacey 1000 E. Roosevelt Rd.. 06 324-2450 4b McClellan Business/ Communications Magnet Senior High lodie Carter 9417 Geyer Springs. 09 570-4100 1. Parkview Arts  Science Magnet Senior High lunlous Babbs. Ir. 2501 Barrow. 04 228-3000 48. Rockefeller Early Childhood Magnet Anne Mangan 700 E. 17th- 06 324-2385 49. Washington Basic Skills/ Math-Science Magnet Elementary Karen Buchanan I15W. 27th. 06 324-2470 50. Williams Basic Skills Magnet Elementary Dr. Ed lackson 7301 Evergreen. 07 671-6363 Interdistrict School 51. Romine Elementary Lionet Ward 34 00 Romine Rd . 04 228-3086 Crystal Hill Elementary (Pulaski County Special School District! 5001 Doyle Venable Dr. North Little Rock. AR 72118 Vo-Tech Center 52. Metropolitan Dr. Doyle Dillahunty 7701 Scott Hamilton. 00 565-8465 Options In Little Rock School District Provide Individualized Education Opportunities Theres a school in the LRSD that's custom-tailored to your child's needs. Area schools are those assigned based on where you live  your district school. Incentive schools promote academic excellence in elementary schools difficult to desegregate. They receive double financial resources and offer computer literacy and programming instniction. extended day. week, and year learning opportunities\nforeign language, pennanent substitute teachers, additional instructional aides and the development of an individualized learning plan lor each student. Magnet schools present exciting opportunities for students with specific Interests such as art, math, science, foreign language, basic skills, international studies, health sciences and business communications. Interdistrict schools with special themes provide another choice and are open to their attendance zones and M-to-M transfers from PCSSD and LRSD. The Little Rock School District offers special education for the handicapped and gifted and talented education. Early childhood education opportunities Include the tuition-free four-year-old programs. HIPPY IHome instruction Program for Pre-School Youngsters), and the Rockefeller Cooperative Eady Childhood Education Magnet School for children ages six weeks through tour years. Welcome to the Little Rock School District and Its world of choices. Cal! 324-2272 about options. AIB I 4 Is S This calenclarls sponsored, in part, by these companies. We sincerely thank them because we couldn't do it without their support Legend -AP\u0026amp;L HI An Entergy Company WORTHEN NATIONAL BANK OF ARKANSAS 0 Senior High Schools  lunior High Schools  Elementary Schools Incentive Schools (Elementary) Magnet Schools A Interdistrict School O Vo-Tech Center The Little Rock School District Calendar'Brochure, designed togive information to staff, patrons and citizens. Is edited by the Communications Department. Dianne C. Woodruff, director\n(eanette Wagner, communications coordinator\nVicki Armstead, secretary. Please call T2\u0026lt;l-2020 for more information. Before And After School Child Care The CARE program operates from 7 a.m. until school opens and from the close of school until 530 p.m.(6 p.m. at incentive schools) and is located In elementary schools where there is a minimum of 15 paiticipants. Obtain registration forms at schools or from the CARE office. 324-2595. Registration fee is $6. Rates are $4.50 for drop-ins, $7 for holidays, and $3.50 a day full-time or part-time. Incentive school fees are on a sliding scale. Little Rock School District v\u0026gt; oo o O FACTS First Class Schools For World Class Kids 1 Little Rock School District [ 00 ( Positive learning opportunities during the early years of life are critical if we are to help each child realize his or her full potential. The Rockefeller Early Child-  1p o o rn C/1 __ (-f XI S- 2 O hood Magnet School program was developed to provide a good educational start for children whose parents work or attend school. Child-centered in its approach, the program strives to match curriculum to the individual child's interests and styles of learning. Since children need the opportunity to learn about themselves and other cultures to live successfully in the world, the Early Childhood Program is multi-cultural and enrichment-oriented in focus and sensitive to the children's cultural and ethnic heritages. The developmental program revolves around an active learning philosophy with a full spectrum of activities designed to stimulate children at different levels of development. Children are given the freedom to use materials in their own way, and move about and interact verbally and physically. Staff members are selected for their ability to express love and warmth as well as their formal training in child development. Ongoing training is an integral part of the program. The Rockefeller Early Childhood Magnet School isn't just pre-school daycare  it's much, much more! 3 tn OJ V) td o 03 n 3 X o o C cn n n For Children Ages 6 Weeks through 4 Years 73 o ro 3 z o != o tn OtQu 73  o o QSji eora 3 n' cu o' 2 O 3 O First Class Schools For World Class Kids Four Good Reasons To Enroll At ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL Teaching - Caring - Loving - Safety when a child is given the foundation for learning early in life, the chances for academic achievement are much greater. The Rockefeller Early Childhood Education Program for children age six weeks through four years provides such an avenue for pre-school children of all economic and ethnic backgrounds. Its just one way the Little Rock School District is assuring that today's kids will have a good start in tomorrow's world. The principal and staff are dedicated to this unique program and its continued success. A safe and loving environment in which every child's basic needs are met contributes to the success of the program. In addition, an innovative curriculum assures that each child will be able to reach his/her full potential. This program found its roots in 1969 with the Kramer Research Project, developed by Dr. Bettye Caldwell of UALR, internationally known early childhood specialist. This creative program was developed to determine the effect of a high-quality education coupled with an extended day childcare program on children who were from six months of age through the sixth grade in school. Cooperative support was gained from UALR, the Little Rock School District and the federal government. Qualified Teaching Staff Our certified staff includes the principal\na vice principal\ncertified classroom teachers\nmedia, music, art, and physical education specialists\na counselor, speech therapist and a registered nurse. This means your child is being taught and cared for by people who have all the necessary experience and knowledge to receive appropriate licensing in their teaching field. Aides and Service Staff Provide Extra Measure of Attention and Security Your child is in good hands with more opportunity for individual attention because of the program's ratio of adults to students. Rockefeller has one of the best student-to-staff ratios in the district, as do all seven of the District's so-called \"incentive\" schools. There are 18 early childhood instructional aides. Nutritional Food At Breakfast, Lunch \u0026amp; Snack Time children arriving prior to 7:20 a.m. may have breakfast. Lunch and an afternoon snack are served daily to all children. Facts About Schedules \u0026amp; Fees Rockefeller Early Childhood Program operates 12 months of the year, Monday through Friday, from 7 a.m. until 5:30 p.m., with the exception of holidays. There is no charge for the four-year-old program during regular school hours (7:55 a.m. - 2:35 p.m.). The LRSD CARE program is available for a fee to provide childcare services before and after the school day. A sliding-scale tuition schedule is available for Rockefeller Early Childhood Magnet participants age six weeks through three years of age. For four-year-olds, a CARE program is available after school to 6 p.m., also. It operates on most school holidays. Reserve Your Space Now Enrolling your child is simple, just contact the LRSD Student Assignment Office, 501 Sherman, or call 324-2272. Because assignments are subject to desegregation requirements and due to the popularity of this program, there may not be an opening at first inquiry. If not, your child's name will be put on a waiting list and you will be contacted as soon as an opening occurs. (iP SPECIAL ATTRACTIONS  The only Early Childhood Magnet program in the District accepting children as young as six weeks of age.  Accessible location for working parents.  Exceptional student-to-staff ratio.  Classes for all pre-school ages, with one class for infants, one for toddlers, one for three-year-olds, and three classes for four-year-olds.  Well-developed philosophy and appropriate age-related goals.  Clean, safe facility with a host of play and learning materials such as blocks, toys, games, puzzles, art supplies and books.  Diverse teachers and students, and a varied curriculum provides many learning experiences.  Each child receives individual attention.  A learning atmosphere that encourages children to have fun and interact. Send your PRE-SCHOOLER on a \"learning experience\" at RocHefeller Early Cfiildfiood Magnet School, 700 E. nth, Little Roch 72206. For Information, Call 324-2272 Little Rock School District  22   H 73 o m 2 S n QJ  in 03 (fi ru hj o QJ O 3 o o r-  n Free Program For Four- Year-Olds Applications Accepted April 2 7-May 8 ni 73 o n ni 3 r-t' - \u0026gt; p O c O tn CIO cu -Z. 00 - o in S CTQ O D n' O 73 First class Schools For World Class KidsA Program Of Fun And Learning For Four-Year-Olds  Certified early childhood education teachers  Ratio of two adults to every 18 students (I teacher, I aide)  Structured learning environment  Developmentally appropriate curriculum and activities  Before- and after-school childcare available Tuition-Free The Program for Four-Year-Olds is a tuition-free program for children who will be four years old on or before October 1, 1992. It is available at the following schools during the 1992-93 school year:  Badgett  Bale  Cloverdale \u0026gt; Franklin  Garland  Geyer Springs  Ish  Mitchell  Rightsell  Rockefeller  Romine  Stephens  Washington  Watson  Wilson  Woodruff School Hours The regular school hours are from 8 a.m. to 2:30 p.m. Monday through Friday except for regular school holidays. Childcare Childcare for a fee is available from 7 a.m.to 8 a.m. and 2:30 p.m. to 5:30 p.m. (6 p.m. at incentive schools). For additional information For more information about the Program for Four-Year-Olds, call the Student Assignment Office at (501 324-2272. Put Your Four-Year-Old On Tfie Rig fit Tracfi For Social, Emotional, Physical, And Cognitive Growth. Enroll now for the Little Rock School District's Special Program for Four-Year-Olds. Little Rock School District Student Assignment Office 501 Sherman, Little Rock, AR (501)324-2272 Applications will be accepted at these schools and at the Student Assignment Office April 27 through May 8. Selections will be by lottery whenever the number of applicants for the Program for Four- Year-Olds exceeds the available seats. Enrollment preference is given to children who live within the schools attendance zone or have brothers/sisters enrolled at the requested school. Students selected for enrollment will be notified by May 18. Those who cannot be placed will be put on a waiting list. \"J INCENTIVE SCHOOL PROGRAMS LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS  Student Education Plan An individual learning plan is developed to meet each student's learning style, interests, and needs.  Exciting, Themed Focus Each school will have a theme that provides an exciting focus for solid basic skills results.  Computer-Assisted Instruction children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for kindergarten and first grade.  Extended Day, Week, And Year Learning Opportunities Classes after school Ihomework center, special skills, clubs and leisure activities) and on Saturday, as well as field trips, enhance learning. it-  Parent Center Parents may obtain materials on parenting skills and other information at each school.  Student Homework Hotline A telephone hotline is available for students to call for assistance Monday through Thursday from 6 to 8 p.m.  Best Pupil-to-Staff Ratio in the District This classroom ratio helps increase interaction between students and trained adults.  Special Skills Program Foreign language, free string program, band, choir, dance, gymnastics and aerobics are offered afterschool.  Parent Workshops Special training in working with their children to assist with homework, computer literacy, nutrition and child development. I. Franklin Franklin Davis, Principal i 701 South Harrison 671-6380 2. Garland Robert Brown, Principal 3615 West 25th Street 671-6275 3. Ish Stan Strauss, Principal 3001 Pulaski Street 324-2410 4. Mitchell Donita Hudspeth, Principal 2410 Battery Street 324-2415 5. Rightsell Bobbie Goodwin, Principal 911 West 19th Street 324-2430 6. Rockefeller Anne Mangan, Principal 700 East 17th Street 324-2385 7. Stephens Lonnie Dean, Principal 3700 West 18th Street 671-6350  Four-Year-Old Program The four-year-old program offers certified teachers, an instructional aide and an age appropriate curriculum that prepares for kindergarten level learning. FOR MORE INFORMATION AND SCHOOL TOURS, CALL 324-2286 Transfer Options Incentive Schools. Elementary schools with extended day programs, foreign language instruction, computer lab and other extras. PRE-REGISTRATION FEBRUARY 3-14 FOR NEW STUDENTS AND KINDERGARTNERS 3 Magnet Schools. Themed elementary, junior high and senior high schools available to students from the Little Rock. North Little Rock and Pulaski County schot\u0026gt;: districts. Focus on arts, math/science. language/ international studies, and basic skills. Who Should Register: All students new to the LRSD for the 1992-93 school yearorchildren who will be five years old by October 1.1992. should complete the preregistration process February 3 to 14 to receive a confirmed assignment by March 6.____________________ Interdistrlct Schools. The LRSD has one interdistric! elementary school with a computer-science theme. PCSSD operates an interdistrict school at Crystal Hill. Desegregation Transfers. Students may transfer to another area school as long as the reassignment allow.s the sending and receiving school co comply with desegregation requirements and as long as a seat is available. Applications for desegregation transfers lor secondary students will be granted from March 9 to March 20 only. Desegregation transfers also will be granted to the following elementary schools: Badgett. Bale. Baseline, Cloverdale, Fair Park, Geyer Springs, Romine, Watson. Wilson, and Woodruff. M-to-M (Majority to Minority) Transfers. Student-whose race is in the maiority in their home district ma\ntransfer to a district where their race is in the minority Act 609\nInterdistrlct Transfers. Provides the option for a student to attend school in a district other than that in which he or she lives, subject to some restrictions. How To Register\nFollow these two steps for a quick and easy pre-registration process. 1 PicJ^ up a Pupil Information Form from your area school. If you don't know your area school, call the Student Assignment Office. 324-2272, and tell them your address. Of drop by the office at 501 Sherman to look at district maps. 2. When pre-registering, parents or guardians must bring the following information with them: Proof of student's Social Security number, age and verification of home address. Acceptable documentation of age includes a certified birth certificate, visa or passport. 5 S S 2 5 I a- fl eV J m g r-. S - S \u0026gt;0' 0o -5~J0 2s\u0026amp;5 ('f'l 1=1 HOWTO PRE-RECiSTER FOR OPTIONS who's Eligible: Any Student new or reiutning. may request anol her school Options are incentne schools high school lurxlergartens. interdistrici tnagrte(s.tT)aiority-l\u0026gt;raitK)tity iM-Io-Mi transfers, and desegregation transfeis to anotlrer area school isee Transfer OpdonsPaneii How To Pre-Register: Fil I out a form called the Optional Enrollment Request Form at your area school or at the Student Assignment Office Any appiicant not chosen (or Immediate placeflieni will be placed on a waiting Iisi Sibling Preference\nSibling preference will be granted (or any family whose children arc attending their area (attendance zonel school. Sibling preference assignments are subject to des^iegation requirements andcapacily Beginningin 1992-93. sibling preference will nN be framed to a non-attendance zone school Siblingpreferencedoesnot appiyco magnet schools 'Ji s O  VI e For inlormalion afeoul nni/ of these transfer options, coiilacl the Student Assignment Office, 501 SficrnwH, or call 324-2272. Acceptable documentation of address includes a current utility statement, a sales/purchase contract, lease agreement or personal property tax bill. It is very important to have your correct address on file so we can mail important information to you. I i I I O is I o g \" I INTRODUCTION CALENDAR First Class Schools For World Class Kids The purpose of this brochure is to save your time by assuring that you know how. when, and where to register your child in the Little Rock School District for the 1992-93 school year. If you have other questions about school options or feel that you need more information, please call the Student Assignment Office at 324-2272. Welcome to our first class schools. We know that your world class kid deserves no less. The LRSD has everything your child needs to put his or her best foot forward toward a successful future. OUR MISSION The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential. To that end. the LRSD will provide\n(1)3 program of basic education for all students, (2| programs that address the special needs of students (emotional, physical, and mental): and (3) enrichment opportunities such as art, music, and athletics. Through an organized program of studies, each student will experience academic success and will learn to appreciate responsibility and productive citizenship. ALTERNATE PRE-RECISTRATiON DATE If you miss the February 3-14pre-registration. the next pre-registration opportunity will be April 6 to lune 5. February 3-14 Pre-registration for new students, kindergarten and options (incentive, interdistrlct. and magnet schools). March 6 Assignment notification letters to all students. March 9-20 Desegregation Transfer application period. April 6-June 3 Registration resumes at area schools. April 13 Notification letters to Desegregation Transfers. April 27-May 8 4-year-oldapplication period. May 18 Assignment notification letters to 4-year-olds. June 8-|uly 24 Summer Registration at Student Assignment Office. July 27-31 No registration accepted. August 3-7* Registration in all school buildings. OPEN HOUSE DATES (All Open Mouses Begin At 6:30 P.M.) lanuary 27 Area Elementary Schools January 28 incentive and Interdistrlct Schools January 29 Secondary Schools January 30 All Magnet Schools Al! students, new and returning, must confirm their school assignment at this time. Diverse Choices Allow You To Customize Your Child's Education Put them where they'll thrive in a learning environment that's tailored to their personality and talents. With so many options in the LRSD. theres bound to be one that is especially suited for each child. The following is a summary of options now available Area Schools: The ctemcBtory school that is the district school for your home is called an area school. Each area elementary school feeds intoa particular junior high and senior high school. This is square one in ycsir search lor a school that's tight for your child. Area schools offer a strong classroom-based program in basic skills as well as essential skill development necessary for problem solving and critical thinking The elementary program focuses on instruction in reading, language arts, roaihemaiics. social studies and science, it offers computer lab. music instruct ion. PE. certified ccHjnselors. and a gifted and talented education prc^iam for students in grades 3-6. At the juniar ftfjA level, the locus on basicskills and decision making is expanded to a broader range of subjects including art, band, computer education. English, foreign languages, health, mathematics, physical education, practical arts, reading, science, social studies and vocal music Extracurriculai athletic opportunities include basketball, football, golf, tennis, track, volleyball, and. in some schools, soccer. The comprehensive fiigA school program offers a diverse mix of opportunities and challenges which emphasize critical thinking, teamwork, leadership and hi^ expectations for personal achievement. The schools provide a sign ificant array of academic programs from advance placement courses in science, mathematics and liberal arts to vocational technical edixation courses. The graduation requirements are based on student mastery of specified skills in English, mathematics, science and social studies Elective courses span a wide variety of subjects {S Dimiary of Sckoais Far A List a/ Arm Sdiaab Ami Addresses SetOiJeirziir FwOyWH House Dates) Incentive Schools: TheieareseveniiKeniiveelementary schools in the LRSD that emphasize science, language and individualized learning. They each offer enriched programs and will havea focus geared toeducaiional achievement. These schools receive enhanced funding and voluntary transfers are available for students who wish to attend an incentive sdrool. Features that distinguish incentive schools from area elementary schools include StudcvKaducalron pfaxi: an individual learning plan is developed to meet each student's learning style, interests, and needs Compufcr-ossisied insirudian children learn computer-based instruction In reading, mathematics, social studies, and science. Writing to Read computer labs are available for kindergarten and first grade. EiirnilAi dag. vh6 Mil yairl/ariiiiij eppurtmilia: classes after school and Saturday enrichment programs enhance learning. ParrnI Oiler parents may obtain materials on parenting skills and other information. Student tonork Mne. a telephone hotline isavailable for siudentstocallforassistance Btsipupil-iif-siall'iilioiiiikfilisliki this latio helps increase interaction between students and trained adults Sjwiaf skills program foreign language, free siring pic^tam, band, choir, dance, gymnastics and aerobics are offered afterschool Pareni uvrksfnjps Piiohlg la learning skills u^ick enktinreifecisiim making, problem exhibit agenuine interest in the program selected Enrollment is open county-wide. Thereare lOinteidistrict magnets Booker Arts (K-6): Visual aits, creative movement, dance, orchestra, gymnastics, drama, music and an 18-slation keyboard lab all serve to complement the regular elementary program Carver {K-61 Computer, math, sclenceand Young Astronauts labs, as well as special math and science projects, enhance mathematics and science education and reinforce academicand critical-thinking skills. Cibbs iK-6) Daily French. German, and Spanish language sohing andcmilM Ikinking skills. Pnur-grariTlifpragrams these programs oiler an early start to help prepare children for the learning process The incentive school program is based on the K-6 core curriculum but uses a modified instructional approach to emphasize more activity and student involvement. Thegoalc^the incentive schools is to promote and ensure academic excel- fence in schools that have been difficulltto desegregate. |S Dinxla^ of Scfioois h UslofiiKCfiliKSckools. Su Calendar For Open House Doiel Magnet Schools: There is a thematic curriculum on which all courses focus in a magnet school-with exciting possibilities for students who wish to pursue specific interests All magnet schools are tuition-free and Special Features The following are some of the special features offered daily by the LRSD throughout the school year Before And After School Child Care: The CARE pre^ram is a nonprofit program of child care olfered to elementary age students in the LRSD. It operates before and afterschoolandalldayonmostschool holidays CARE provides a structured program of creative activities and recreation in a nurturing and familiar environment Hours are 7 a m. until school opens and from the close of school until 5:30 p.m (6 p.m. at incentive schools) and is located in elementary schools where there is a minimum of 15 participants Nutritious Meals: Breakfast is available to students for 50 cents and lunch is Si lor elementary and $1.05 for secondary students who have a choice of menu items. Safe, Free Transportation: School bus transportation is provided for students who live more than two miles from assigned schools and for school field trips Call 570-4000 for more information Safe, Secure Schools\nLRSD schools follow security and safety guidelines It is essential that students and their families be familiar with the Stdeis Rigkis and ResponsiMl es Handbook which details acceptable behavior and consequences of unaaeptable behavior. The LRSD recently adopted 53 points of action to assure that out schools continue to be safe and secure available to students in the Little Rock Sdiool District. North Little Rock School District, and Pulaski County Special School District. Transportation is provided to students who live more than two miles from the magnet school they attend There is no tryout or prerequisite course required for entrance, however a student must instruction, plus an exploration of cultures from a global perspective. enrich the traditional elementary program Williams IK-61: An emphasis on structure, organization, discipline and highest possible competence in basic academic skills characterize this program Washington |Pre-K-6) A comprehensive education pregram including a Young Astronauts lab. two science labs. Iwo math labs, a computer lab. IBM Writing to Read program, and a strong emphasis on the hands-on approach to math and science education Dunbar International Studies/Glfted \u0026amp; Talented l7-9): International studies are incorporated into daily seven- period classes including foreign languages, international studies, world issues and soccer program Dunbarstudentswho wish to participate in the gifted and talented program must be identified and recommended for placement Mann Arts \u0026amp; Science 17-91' Two magnet programs, arts and science, are offered Curriculum requirements are combined with extended opportunities in an. music, drama, dance, and science labs Central High International Studies 110-12) Limited magnet program with 175 seats develc^ around an international theme that capitalizes on the school's extensive foreign language program. Parkview Arts \u0026amp; Science 110-12): Expanded and specialized studies in arts and sciences, in addition to standard academic cuniculum are offered Visual arts, theatre, dance, music, microbiology. and human anatomy areamong the offerings. Rockefeller Cooperative Early Childhood Magnet School {six weeks-age3). See Early Childhood Education Section {S Di'rcctory of Schools For Addresses. SuColendar For O/m House Dales) Interdistrict Schools: Thereare two 'interdistrict schools. Romine Elementary is a LRSD interdistrict school with a thematic focus on computer science and basic skills. It is c^n to students who live in the attendance zone lor Romine and primarily PCSSD students whoareeligible for an M-to-M transfer. Stronglyanchoredwitha traditional basic skills curriculum in social studies, science, math, reading and language arts, it is one of only Iwo schools offering the exciting 'Windows on Science' program. There's a computer-based gifted math program which offers pie-algebraand algebra 1 to advanced math students. Physical fitness, music, and art are a strong part of the curriculum (See Oiwcionj o/Scfewls For Address SwCaWarFarOjwuHause Dares) Crystal Hill Elementary: In August. 1992. Pulaski County Special School District will open the Crystal Hill Elementary Interdistrict School Located adjacent to W30 north of the Arkansas River, this school will be open to LRSD students whoare eligible for an M-to-M transfer Early Childhood Education: Selected LRSD schools offer one or more of the following early childhood education programs. Four-year-old Program: Tultion-freeprogramsforchildrenwho will befouryearsoldonofbeforeOctrAer 1.1992. iSraDiffltorija/ Sckwis Far A List of Four-^r-oli Programs And Aditeises. Su Calendar For Open Hausr Dales) HIPPY (Home Instructional Program for Pre-school Youngsters)\nA home-based instructional program that recognizes the parent as the child's first teacher and reinforces this idea in order to increase educational achievement and closedisparities in achievement among students Call 324-2266 for more information Rockefeller Cooperative Early Childhood Education Magnet School: A pre-school program that provides educational experiences and child care for children from six weeks through three years of age. A fee for this program may be applicable, based on family income lS Diraewny of Sckoab Far Address Su Calmdar Far O^n Hause Daini SENIOR HIGH SCHOOLS Central loAx HkAxiux 1500 Pari, 02 324-2)00 AiNivrn 13420 DuvidO. Dodd. 10 228-3100 Hall Dr. Virtar \\aUrsO\" 6700-H\". 05 671-6200 McClellan lodd Carlrr O4l7GrYxrSivfxYS, CSO 570-4100 JUNIOR HIGH SCHOOLS Cloverdale Gdylc Drmajord 63IHinfeM Rd.. 00 570-408S NoxtY VohfH IIOaWda\u0026gt;rlAw..06 374-2440 Foreet Heights RVJiflra Muj:lr 5901 Ewryrrrx. 05 671-6390 EiYrrll Horis 401 Borrow R4.. OS 228-3050 Mabelvate CM Woll! 10311 MoMroIr W M Mohrh-olr. AR 72103 455-7400 Pulaski Heights RoloA HoTInon 401 N. Pixr. 05 671-6250 CAontY SnuA 3301 S. BiYoxl. 04 570-4070 Directory Of Schools ELEMENTARY SCHOOLS CvhiM 0900 Prftfx Rm4. 06 6501 W. 32x4. 04 570-4050 3623Bosr!rxr Rd.09 570-4150 MorY MrxAIuY 7915 MorAAOfli. 05 228-3065 Oli! Pirsbr IIIOOCAkM Rd,. MuSrlmlr. 7210) 570'4062 Cloverdate Sedir MrIrArll 6500 HixAsM Rd. 09 570-4055 Mary I4sr COratOan 6423 SluOrilwA Rd . 04 455-7430 Berhuru MruK! 6I6N. Hdrriwx.OS 671-6260 Viryaia AsAVy I6CN3N TYlfr.07 671-6207 Eulbrtght Mur Hutlxnix 300 PIrusuul VuUty. 12 228-3080 GeyerSprlngs 5240 Muhrhvrfr PIAx. 09 570-4160 Icfforson Pruxtrs CevlOoa 2600 N MrKinlrY.O7 671-6281 Mabelvale lulir Onexpurl 9401 MstrJnile Cul-uff MuMmIc.AR 72103 McDermott MxAurlOAirr l200RncnpirRd.l\u0026gt;7 228-3072 Meadowcliff Jrrrv Worar iSStirnUm Or.09 570-4165 Otter Creek CurolYx yrelrr ItMOOlIrrCmliPt.ClO 455-7440 Pulaski Heights 3I9N PixaOS 671-6290 LuDrII Looorr IO8OU Moro Ly4X Dr , 11 228-3093 Wakefield Uoy4 BOitA 75 Wnlxilxslcr. 09 570-4190 Dr. DIoxo Clotf 7000 VotfeY Dr, 09 570-4195 Western Hilts Morair Pvcferll 4901 Wciirrx HIHs.04 570-4175 Cara Zclairr 40I5SWXX1S Rd.. 04 570'4180 Woodruff 30l0W^7lA. 05 671-6270 INCENTIVE SCHOOLS lElroVRlorYl FnluAljx DuvB 1701 S Hurrrsux.O4 671'6380 RuhcrI Brwx 36I5W. 25IA.04 671-6275 Ish Slux SIraais 3001 PiitoiJh.06 Mluhell Duuitu HudsprlA 24IOBulirrY.O6 324-2415 Rlghuell BuOAir CaodaiH 9IIW 19IA.06 324-2430 Rockefeller Axxr Muxdux 700E I7IA.06 Stephens Lexxtr Drun 3700 W I8IA. 04 671-6)50 MAGNET SCHOOLS EtruirxlurY Dr. Cftriyl Simnoas 2016 Burhrr. 06 )24-2482 Carver Basic Skills/ Math-Science Magnet Murg Cuihx 2IOOeu!l6lA. 02 321-2460 Central High loAx HYAxiun 1500 Ps/A. 02 324-2300 Dunbar International Sludlea/Glfted \u0026amp; Talented Magnet 1100 WrtgAI Aw.. 06 Gibbs Foreign Language/ Intemadonal Studies Magnet eitntalary II15W. I6IA.02 324-24913 Mann ArtsS Science Magnet luxlur HidA Muriun LurcY 1000 E. Ruusnvtl Rd. 06 324-2450 Parkview Arts S Science ^xur H\u0026gt;yA luxKXS Bu66! 2501 Burrow. 01 228-3000 Rockefeller Early Childhood Magnet Auxe Munouu 700 E 1710. 06 Washington Basic Skills/ Math-Science Magnet EIrmrxturY Ku'cx BurAuuux 115W 271A )24-24 70 Williams Basic Skills EJrfxrxlurY Dr EdlurAsou 730iewrYiW4. 07 671-636) INTERDISTRICT SCHOOL Romine Lioxrl Word 3400 Rom'xr Rd., 04 228-3086 EARLY CHILDHOOD EDUCATION IS CjMirnUro. Ixcynriw. InKnlisliei. 6 Uslinos Pm PSow NumMy \u0026amp; fijUirsses tlOclixIa 6-Weeks To 3-Vcars ROlifller Early dilldhood raaenet Home Instructional YouMOters (HIPPYl ColHZ'l'ZZOOfor 4-Year-0(d Protram RocXetcller Early Childhood Magnet AfwAMUoNrAlAJI SrJiwh Law UnUrr Incendve Schoola jElementary) tn urV as nJ lAr bSowina Badtcti Cloverdale Geyer Springs Romine Interdlstrlct Washington Magnet Watson Wilson Woodmlf VO-TECH CENTER Metro polltan Dr. Dn/k Oiltoavnly 7701 Sirll HomillOR. 04 565-M6SPRESCHOOL PROGRAM HOME INSTRUCTION PROGRAM FOR FOUR \u0026amp; FIVE LITTLE ROCK SCHOOL DISTRICT 1401 SCOTT STREET YEAR OLD CHILDREN LITTLE ROCK, ARKANSAS 12202 SUPERINTENDENT: Dr. Ruth Steele 324-2266 BOARD OF DIRECTORS: STAFF MEMBERS: PRESIDENT: O.G.Jacovelli PROGRAM SUPERVISOR: MARIAN SHEAD F~ cn VICE PRESIDENT: John Moore COORDINATORS: SECRETARY: Patricia Gee JACKIE RICHARDSON BRENDA HILL ANNETTE ROPER tm HIPPY USA MEMBERS: IN-OFFICE AIDES: ^3 O Robin Armstrong DEBORAH THOMAS LINDA ALLISON J? s W.D. \"Bill\" Hamilton Dr. Katherine Mitchell SECRETARY: DONNA PETTY Dorsey Jackson OFFICE HOURS: 8:30 TO 4:30 MONDAY FRIDAY HIPPY was developed at the National Council of Jewish Women Institute for Innovation at the Hebrew University in Jerusalem, All U.S. HIPPY Programs are affiliates of the national network called HIPPY USA,UHAT 1. QUrSTTCNS rWV ,WStt/EyS ABCIJT THE Hippy PPCGR/\\M Hippy? '.me diitr yoang-i-tc-vi .toon di I . Program PreidiccE a home bcoied edacatton program where a dvcEd di taaght by a po-rent. HOW WAS Hippy VEVELOPEV? HIPPy ho-i been di ope-tatTon -iZiica 1969 and ViCbi deoe.T.oped by Vn.. AvTma Lomba.id, HIPPV Academte. Vdieaton., The NCjW Reieaidi liutdtate ^on. Innooatton .\u0026lt;n Edacatton, the Heb-teai Uiu.oei.idty 04 J at! iaC.z.m. WHAT 7^ I THE COST OF HIPPV? There di no coi Ell ti'ic p.rcg.ram. to eivtedE ycai diddd Odi-t'idat' i The Ldttde Rcc.b. SdwoT. itIO IS MV CUILVS TL\\CHER? w-ttli did H^sions, litCetu ldjn/lie.r Worn on. Vad. di die. du^' 4 ^ut teacher. However, a 4ZfaZng may teach the chdU when Vad or Mom di not avac^abCe. eo^or and cat oat ptetara, ddicoii the ptetarei. HG(il OFTEN ARE HOME VISITS MAOE? Hane vZicti IIC'J/ LESSON? MUCH TIME IS VEVarEO TO d\\CH The -Eci^oiLi take aboat ^yteen to twenty mtnatei a day, HOW VO you GET MATERIALS? A diatned n.e.iponiT.b.e .^n. Pn.ogn.am matendadi. InidLuadconad ATd di Z64uxng cM HIPPV WHET ARE .MATERIALS ISSUED? Ha-cr,ca\u0026lt;.j are dieiaed at g-raaa ,7ic2,\u0026lt;ng4 and adio to the hemei o4 patenti. made I)ie,z.i.ac.tLoaaa. ATdei. Chaptei (j-unctctig .ipon.ic.i.i aie ^undi and the Ldttde Rodz 'WHO WILL TEACH .ME HOW TO USE THE HIPPV MATERIALS? did)i iL'cc.tCy fcy die. WHV SHOULV THE INSTRUCTIONAL AIVE CONTINUE TO VISIT MV HOME ONCE I AM TRAINED TO USE THE MATERIALS? The mcLte'Ua.li diaiige n.eguT.a,z^a, and die Inidlu.adLona^ Aide ma.ditaT.iii eondaet. io oi to a.iidit wddi pn.obILemi uilitdi may andie dtcEd. a.i yoa teadi yean. [VHAT ARE THE MATERIAL CONTENTS? The ccnteitti 04 die .natct-tot are: 1. Lanaaage 2. .Matii 3. Setiiory and Perce^otdon SlecEdi Job Tia.dUn!j Pa-odie-Vihdp Act p.iog.iam. Vou,i liiidiactconad Atde di neipomt-bZe WHAT ARE THE BASIC CHARACTERISTICS OF Hippy? HOW VO I ENROLL .MV CHIES? HIPP'- teaehdng yoa. Haue'je.n., the ^.ocad CtT-CC die Home Imtiaedton JfliEEce Coon.dtnaton. LUTdd pfiooTde Thene core 04 HIPPV: ^oe bcoitc diaraeten.didi.e HOW OLV MUST A CHILV BE TO ENROLL IN Hippy? I WANT TO BE IN THE PROGRAM, BLIT CANNOT ATTENV EVERV MEETING BECAUSE I WORK. WHAT CAN I VO? A parent jedn HIPPV mhen the dic^d di lioar year^i oEd. \u0026lt;11 the pn.ogaa/n and iend I. St-tacu/tcd matercadi 2. Vad/Mom dutnaetcon 3. TutoAxaZ n.ed.adi.Qii-ilup 4. The gn.oap 4etzng 5. Home ba-ie HOW LONG MUST MV CHILV BE IN THE PROGRAM? A dicCd mait remadi di the pn.ugn.am (yo-t nt Ccait two yean. ^amicEy ineinben. m/ien yoa cannot come. (1 MV CHIEU LIKES THE LESSONS .\\NV VOES NOT WANT TO STOP AT THE ENV OF ONE LESSON. WHAT SHALL I VO? HOW LONG HAS THE HIPPV PROGR^UM BEEN IN THE LITTLE ROCK SCHOOL VISTRICT? The Hippy Progriun began Zn Augttit, J9S6. fl} (/oo-i diUd iuoadd ^dze to continue[ Little Rock School District Tucked away in a quiet, residential neighborhood just a few blocks west of the Arkansas State Capitol complex, Woodruff Elementary School offers a small, caring school community in a location that is easily accessible. The school's proximity to Arkansas Childrens Hospital, the University of Arkansas for Medical Sciences, most state government offices, and 1-630 via the Woodrow Street exit, offers many parents the opportunity to be more active in their children's school experiences. Whether it's sharing a lunch date, attending school day performances or simply being closer for those inevitable calls about childhood illnesses, parents will find that having their children attend Woodruff is as convenient for them as it is enriching and satisfying for their children. n\u0026gt; 73 O DTT \u0026gt; 73 s NJ O NJ wn O cn o 3  s faS  s 73 o n ft \u0026gt;(fi (fi n 00 O O  n Woodruff Elementary State Capitol 7th St. W. 1-630  Q3 on fT\u0026gt; oo Q. O S Arkansas Children's Hospital 5 fl) w fl) X 5* 3 m X O \u0026gt; 70 s73 2 z p NJ s 00 5 6 c to s co O z o 3? O 0) 3I o 3 First Class Schools For World Class Kids Woodruff Elementary School opened in 1911. In the ensuing 80 years. Woodruff has provided a rich heritage of educational experiences to many generations of Little Rock students. During 1991 the building and grounds underwent a major addition and renovation project which has resulted in an efficient, up-to-date school environment coupled with the charm and character of a traditional school setting. A new, Early Childhood Wing houses the four-year-old program, kindergarten classrooms, first grade classrooms, and the computer laboratory. A driveway at the entrance permits easy access for dropping off or picking up early childhood students. Improvements to the original school building include an expanded and refurbished media center, an enlarged cafetorium with stage, and new furnishings. Playground improvements feature new equipment selected to meet the developmental needs of both the Early Childhood and elementary students, as well as new basketball courts and an exercise track. A lease agreement permits use of the Billy Mitchell Boys' Club facilities (located next to the school) for special events. ooDRUFF School  Family atmosphere nurtured in a small school setting.  Located in a quiet neighborhood, one minute from 1-630.  Character education program in all classes, kindergarten through sixth grade.  Non-violent problem-solving curriculum including strategies for effective communication, self control and helping each other solve conflicts.  Hands-on math materials in all classes to help children understand concepts and solve problems.  Before and after school C.A.R.E. Program, 7:00 a.m. - 5:30 p.m. FOR MORE INFORMATION, CONTACT Woodruff Elementary School 30low. 7th Street Telephone 671-6270 or Student Assignment Office 501 Sherman Telephone 324-2286 The heart of Woodruff Elementary School's instructional program is an energetic, enthusiastic, well-trained staff who assess all students consistently to determine their learning needs and who plan lessons to meet those needs so that no child is bored or frustrated. Cooperative (team) learning, and independent, small group enrichment projects assure effective, appropriate instruction for all children. Top priorities of the program include mastery of basic skills, development of independent level critical-thinking abilities, and accuracy in problem solving. Students have extensive opportunities to use their skills as they participate in \"units of study\" which require application of learning in reading, math, language arts, science and social studies. Additional enrichment programs include:  One to two hours of individualized instruction per week in the 28 station computer lab.  Music instruction conducted by a certified music specialist one hour per week.  Gifted and Talented Program for identified students in third through sixth grade.  Tutors to provide extra help in reading, math, and language arts for students with remedial needs. Active, hands on instruction Relaxed atmosphere, smaller classes College prep and job prep education Computers and high tech equipment in every class Qualified, experienced staff Interesting people from 23 public and private schools in central Arkansas Flexible scheduling-morning, afternoon and extended day (after school) classes Quality, fully accredited programs No cost to you-free tuition and free transportation (Adults are charged a small tuition fee.) Dont miss the Metro experience! Call us today 565-8465 Ask for Martha Allen, counselor, or See your home school counselor METROPOLITAN VOCATIONAL-TECHNICAL EDUCATION CENTER 7701 Scott Hamilton Drive Little Rock, Arkansas 72209 Non*ProlH Organization U.S. Pottage PAID Little Rock, AR 72201 Permit #2608 A place to learn, to grow, to succeed AWESOME Choose from these exciting career options Design If you want to use your artistic and creative abilities to solve technical problems, consider: COMPUTER-AIDED DRAFTING. Prepare for challenging careers in engineering, architecture, and manufacturing as you master Autocad and other software. Create an impressive portfolio of drawings. COMMERCIAL ARTICOMPUTER GRAPHICS. Utilize the tools of commercial artists, including Amiga computers. Create art work, graphics, animation and explore desktop publishing. COMPUTER PRINTING TECHNOLOGY, Build graphic arts skills in composition and desktop publishing, camera and darkroom preparation, platemaking and press operations, and bindery. Use the latest electronic and laser publishing equipment in a professional production shop. (Prerequisite: keyboarding skills for composition area only) RESIDENTIAL CONSTRUCTION. Explore rewarding careers in the construction field, one of the nations largest industries. Develop skills in framing, finishing and cabinetmaking on the job site or with customer projects on campus. Communications If you have good communications skills and think clearly and logically, consider: COMPUTER PROGRAMMING. Write business programs in structured RPG and COBOL on the IBM36 miniframe system. (Prerequisite: Algebra 1 Regular) COMPUTERIZED WORD PROCESSING. Master WordStar, WordPerfect, Lotus 123 and dBase IV on miniffame and personal computers. (Prerequisite: keyboarding skills) RADIO BROADCASTING, Work as a disc jockey, program director, news writer, reporter, sports announcer, copywriter, and traffic director at KMVT, Metro's modem campus station. Reading, writing and speech skills are important for success in this field. TELEVISION PRODUCTION. Produce scripts, direct, perform as on-air talent and gain experience in camera operation, lighting, audio, electronic editing and computer graphics. See your work air locally and intern at television stations. Mechanics and Repair If you like working with tools and equipment and enjoy the challenge of solving mechanical puzzles, consider: AIR CONDITIONING \u0026amp; HEATING TECHNOLOGY. Learn to install, maintain and repair units in recreational vehicles, homes and businesses as you prepare for a financially rewarding career. 4[/TO BODY \u0026amp; PAINT TECHNOLOGY Develop skills in dent removal, sanding, painting, and glass installation as you learn to repair and restore vehicles. AUTOMOTIVE TECHNOLOGY. Develop skills in diagnosing and troubleshooting with one semester courses in Engine Repair\nEngine Performance: Electrical: and Brakes, Suspensions and Steering. The program is nationally certified by ASE. ELECTRONICS. Broaden your possibilities in computer repair, electronics, telecommunications and industrial controls with knowledge and skills in electronics. (Prerequisite: Algebra 1 Regular) MACHINE TECHNOLOGY. Build precision skills in machining as you master the lathe, milling machine, surface grinder, drill press, and precision hand tools. Produce tools, dies and other machine devices. METAL FABRICATION/WELDING, Learn electric arc, plasma arc, MIG and TIG welding. Use the skills developed in a variety of businesses and industries. Services If you have an understanding of human nature and want to make a difference in the quality of people's lives, consider: CASHIERICHECKER, Go where the action is by preparing for the expanding world of retail. Develop skills on electronic and scanning registers and learn consumer behavior, salesmanship, advertising, and marketing. COMMERCIAL FOODS. Learn nutrition, menu planning and purchasing techniques necessary to be a successful chef, dietitian or manager. Develop culinary and creative skills from visiting chefs who share their secrets. COSMETOLOGY. Prepare for a career in beauty as a hair stylist or manicurist. Those who enroll for three years and attend extended day classes can earn the 1500 hours required by the State Board of Cosmetology. (Prerequisites: 10th grade reading level, 15 years of age and completion of 9th grade) HEALTH OCCUPATIONS EDUCATION (HOEL Explore the opportunities in the medical field through computerized instruction and lab activities. You may also choose an on-the- job training experience in a health care agency with an individualized study plan. Ji 8* School Locations I Senior High Schools 1 Central To Be Announced 1500 Park, 02 324-2300 2. |,A. Fair Al Niven 13420 David 0. Dodd, 10 228-3100 3. Hall Dr. Victor Anderson 6700 \"H\", 05 671-6200 lunior High Schools 4, Cloverdale Gayle Bradford 6300 Hinkson Rd,, 09 570-4085 5. 8. Forest Heights Richard Maple 5901 Evergreen, 05 671-6390 Mabelvaie Walter Marshaleck !08l 1 Mabelvaie W. Rd, Mabelvaie. AR 72103 455-7400 Pulaski Heights Ralph Hoffman 401 N. Pine. 05 671-6250 Southwest Charily Smith 3301 S. Bryant, 04 570-4070 Elementary Schools 9. Badgett Mary Colston 6900 Pecan Road, 06 324-2475 4 G |azzw 0. J vM***^ 1-690 I Xepsjnijxpuooas ipea uj d  18 S| SuiiaauiaauiuiuiOD pjeog it|ij]uouj aijx \u0026gt; [auueijDaiqo Al-aSST uo axil pasuajai aje sSupaaui pjeog sSuiiaauj pieoq le suoiieiuasajd 3i|qnd joj uojsubOJd e s| aiaiu. puaue 01 paiiAui si oijqnd aqx ujeippen isa^ 018 au!PI?na uoiiEJisiuiuipvaqi JO ujooa pjeog aqi uj lu d 9 le qiuoiu qaea JO A^Kinqi qunoj aqj uo ApejnSaj swam pieog poqog aqi XreKUMS 8tS-0ZS 'Al 'S88|a V uqo| S09-yi liaipiiyt auusqies JO Si-995 IliaAOMI.OO. UO US0-W4 'SSO WlBd i8^ 'uoiiiuieH iiig luapisaJd-aaiA SZt-Si uosipei Xasjoo luapgsajd 9-BX aoow auqol sjopaiiQ JO pjBog aSHl 10. Bale Levanna Wilson 6501W. 32nd, 04 570-4050 11 Baseline To Be Announced 3623 Baseline Rd,. 09 570-4150 12. Brady Mary Menking 7915 Markham, 05 228-3065 13, Chicot Otis fheslar IllOO Chicot Rd., Mabelvaie, 72103 570-4062 14. Cloverdale To Be Announced 6500 Hinkson Rd., 09 570-4055 15. Dodd Patricia McNeil 6423 Stagecoach Rd.. 04 455-7430 16. Fair Park Barbara Means 616 N. Harrison. 05 671-6260 17. Forest Park Virginia Ashley 1600 N. Tyler, 07 671-6267 18. Fulbright Mac Huffman 300 Pleasant Valley Dr., 12 228-3080 19, Geyer Springs Eleanor Cox 5240 Mabelvaie Pike, 09 570-4160 20. lefferson Frances Cawthon 2600 N. 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Mabelvaie lulie Davenport 9401 Mabelvaie Cut-off Mabelvaie, AR 72103 455-7420 22, McDermott Michael Oliver 1200 Reservoir Rd., 07 228-3072 23, Meadowcliff Jerry Worm 25 Sheraton Dr.. 09 570-4165 24. Otter Creek Carolyn Teeter 16000 Otter Creek Pkwy., 09 455-7440 25, Pulaski Heights To Be Announced 319 N, Pine, 05 671-6290 26, Terry LaDell Looper 10800 Mara Lynn Dr 11 228-3093 27. Wakefield To Be Announced 75 Westminister Dr.. 09 570-4190 28. Watson To Be Announced 7000 Valley Dr., 09 570-4195 29, Western Hills Scott Morgan 4901 Western Hills, 04 570-4175 30, Wilson Gwen Zeigler 40I5Stannus Rd.. 04 570-4180 31. Woodruff Pat Higginbotham 30I0W. 7th.05 671-6270 Incentive Schools (Elementary Schools) 32. Franklin Franklin Davis 1701 S. Harrison. 04 671-6380 33. Carland Robert Brown 3615 W. 25th. 04 671-6275 34 Ish Stan Strauss 3001 Pulaski. 06 324-2410 35. Mitchell Donita Hudspeth 2410 Battery. 06 324-2415 36. Rightsell Sharon Davis 911 W. 19th. 06 324-2430 37. Rockefeller Anne Mangan 700E. 17th. 06 324-2385 38. Stephens Lonnie Dean 3700 W. 18th. 04 671-6350 Magnet Schools 39. Booker Arts Magnet Elementary Dr. Cheryl Simmons 2016 Barber, 06 324-2482 40. Carver Basic Skills/ Math-Science Magnet Elementary Mary Guinn 2100 East 6th. 02 324-2460 41. Central High International Studies To Be Announced 1500 Park, 02 324-2300 42. Dunbar Magnet lunior High International Studies/ Gifted \u0026amp; Talented Nancy Acre 1100 Wright Ave., 06 324-2440 43. Gibbs Foreign Language/ International Studies Magnet Elementary Donna Davis 1115 W. 16th. 02 324-2490 44. Henderson Health Science Magnet lunior High Ciell Watts 401 John Barrow Rd.. 05 228-3050 45 Mann Arts \u0026amp; Science Magnet lunior High Marian Lacey i 000 E. Roosevelt Rd.. 06 324-2450 46. McClellan Business/ Communications Magnet Senior High ) )die Carter 9417 Geyer Springs, 09 570-4100 47. E arkview Arts \u0026amp; Science Senior High I inlous Babbs, |r. 2501 John Barrow Rd,, 04 228-3000 48. Rockefeller Early Childhood Magnet Anne Mangan 700 E. 17th. 06 324-2385 49. Washington Basic Skills/ Math-Science Magnet . Elementary Karen Buchanan 115 W. 27th. 06 324-2470 50. Williams Basic Skills Magnet Elementary Dr. Ed [action 7301 Evergreen. 07 671-6363 Interdistrict School 51. Romine Elementary Lionel Ward 3400 Romine Rd.. 04 228-3086 52. Martin Luther King, )r, Sadie Mitchell 907 Martin Luther King, |r. Drive.02 324-2135 Crystal Hill Elementary (Pulaski County Special School District) Wanda RuHin 500) Doyie Venable Dr. No. Little Rock. AR 72118 753-4323 Vo-Tech Center 53. Metropolitan Dr, Doyle Dillahunty 7701 Scott Hamilton, 09 565-8465 This calendar is sponsored, in part, by these companies. We sincerely thank them because we couldn't do it without their support. Legend ^AP\u0026amp;L 89 An Entergy Company WORTHEN NATIONAL BANK OFAI5KANSAS 0 Senior High Schools  Junior High Schools  Elementary Schools Incentive Schools (Elementary) Magnet Schools Olnterdistrict School O Vo-Tech Center The Little Rock School District Calendar/Brochure. designed to give information to staff, patrons and citizens, is edited by the LRSD Communications Department, leanette Wagner, director, Vicki Armstead, secretary. Please call 324-2020 lor more Information, diqeiiBAv s|e9v\\l snopumN Options In Little Rock School District Provide Individualized Education Opportunities There's a school in the LRSD that's custom-taitoied to your child's needs. Aiea Schools ate those assigned based on where you live. Area schools offer a strong classroom-based program in basic skills, as well as essential skills development necessary lor problem solving and critical thinking The elementary level focuses on instruction in language arts, mathematics, sodal studies and science, lunior high and senior high programs are comprehensive and offer diverse oppwtunities and challenges which emphasize teamwork, leadership, and high expectations for personal achievement Incentive Schoofs promote academic excellence with themaO'c emphasis in sdence, language and individualized learning They receive enhanced funding and have a focus geared to educational achievement Incenttve schools offer computer literacy and programming Insmrction, extended day, week, and year learning opportunities\nloreii language, permanent substitute teachers, addidonal instructional aides arid the development of an individualized learning plan for each sturdent Magnet Schools present fixating opportunities for students with spedfk interests such as art, math, sdence, foreign language, basic ^lls. international studies, health sciences and business communications, Inierdistrict Schoch with special themes provide another choice and ate open to dreir attendance zones and M-to-M tratsfers frwn PCSSD and in\u0026amp;a\u0026lt;listiict transfers from other LRSD sdrcds. The Little Rotdt School District offers special education for both handicapped and ^Ited and talented students. Eady childhood education opportunities include the toitiort-free four-year-old programs, HIPf\"f IHome Insnucticsi Program for Pre-School Youngsters), and the Rockefeller Cooperative Eady Childhood Education Magnet School for children ages six weeks thnxrgh four years. Welcome to the Little Rock School District and its world d choices. Call 324-2272 about options. Before And After School Child Care The CARE program operates from 7 a.m. until school opens and from the close of school until 5:30 p.m.|6p.m. at incendve schools! and is located in elementary schools where there is a minimum of 15 participants. Obtain registration forms at schools or from the CARE office, 324-2395. Registration fee is$6. Rates are54.50for drop-ins, $7 for holidays. Monthly, full-time and part-time rates are based on $3,50 per day. Incentive school fees are on a sliding sale. n B M (-  5 o o \u0026lt; 8 3 o 7t V\u0026gt;nX o o 2 a\u0026gt; Q J \n3 I p in I I o S s i .-ft Little Rock School District I  First Class Schools For World Class Kids Date: April 17, 2000 To: Gene, Horace, and Melissa From: Ann Re: Recent LRSD Publications Attached are some LRSD publications that Bonnie Lesley recently sent us, asking for our feedback. Please review each document individually according to the assignments below, answering the seven review questions in writing for each document. Note that these publications are the originals, so please dont mark them up. If youd like to jot notes on them (edits, etc.), work on a copy. Id like to have your reviews by this Thursday. April 20. Thanks. Gene: Horace: Melissa: High Schools\n High School Curriculum Catalog 2000-2001  Guide to Course Selection and Graduation Requirements, 2000-2001 Middle Schools:  b* Grade Standards, Benchmarks  7'*' Grade Standards, Benchmarks  8* Grade Standards, Benchmarks  Middle School Curriculum Catalog 2000-2001  Guide to Learning in Middle School Elementary Schools:  Kindergarten Standards, Benchmarks  1 Grade Standards, Benchmarks  2\"* Grade Standards, Benchmarks  3\"* Grade Standards, Benchmarks  4* Grade Standards, Benchmarks  5\"* Grade Standards, Benchmarks Review Questions 1. For which audience is the publication intended? 2. What is the stated purpose of the publication? 3. List the documents strengths in relation to its purpose. 4. List the documents weaknesses in relation to its purpose. 5. Overall, how well do you think the publication fulfills its purpose? 'Why? 6. What suggestions do you have for improving the publication so that it can better fulfill its purpose? 7. Additional comments.\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_725","title":"Safety and security","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","School management and organization","School improvement programs","School discipline"],"dcterms_title":["Safety and security"],"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/725"],"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":["154 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-. t. Dlst OD)1 @002'003 Little Rock School District NEWS RELEASE February 11, 1993 For more information: Dianne Woodruff, 324-2020 LITTLE ROCK. SCHOOL DISTRICT OFFICIALS ANNOUNCE INCREASED SECURITY PROCEDURES FOR ATHLETIC EVENTS Little Rock School District officials announced today the initiation of increased security measures for LRSD basketball games and other District indoor sporting events. All persons now will be videotaped as they enter an event, as well as filmed in the audience during the event. The tape will be used at a later date to identify any person/s who might be involved in a disturbance. The stepped-up procedures include development of a written plan which will cover the placement of security personnel and clarification of their assigned duties. visiting and host administrator are required to be present 311 indoor athletic activities to identify students from A the two participating schools. Students will be required to show a school identification card or offer proof that they are enrolled in one of the participating schools. (MORE) 810 West Markham street  Little Rock, Arkansas 72201  (501)324-2000w TO 324 2032 Wo^O3 LRSD Security Measures February 11, 1993 Page 2 Additional off-duty policemen have been employed to work school sporting events and LRSD school administrators will reserve the right to restrict the admission to all school events. Other requirements are: * Admission will be charged throughout the entire game. * Only parents will be admitted after the start of the fourth quarter. * All small children and those below the age of the participating schools student body must he accompanied by a parent. The District will press charges against anyone who disturbs an athletic event and will do what ever is necessary to insure the safety of those attending the events.C i Little Rock School District NEWS RELEASE April 29,1993 For more information: Jeanette Wagner, 324-2020 LITTLE ROCK SCHOOL DISTRICT OFFICIALS ANNOUNCE SECURTiy PROCEDURES FOR OUTDOOR ATHLETIC 1 Little Rock School District officials announced today the iniriarion of increased security measures for district outdoor sporting events. Persons may be videotaped as they enter an event, as well as filmed in the audience during the event The tape will be used at a later date to identify any person/s who might be involved in a disturbance. Little Rock School District security personnel and off-duty policemen will be assigned specific locations in addition to the entrance gate and parking lot A visiting and host administrator are required to be present at all outdoor athletic activities to identify students from the parricipan-ng schools, Students are required to show a school identification card or offer proof that they are enrolled in one of the participating schools. (MORE)J/29/93 16:38 0301 324 2032 L R School Dlsr ODM @003/1)03 LRSD Security Measures Page 2 Other requirements are:  Admission will be charged throughout the entire event.  All small children and those below the age of the participating schools student body must be accompanied by a parent. The District will press charges against anyone who disturbs an athletic event and will do what ever is necessary to insure the safety of those attendin' the events. S !'ri'! if12/15/93 16:26 501 324 2032 L R School Dlst ODM @002/002 C: 1 Little Rock School District NEWS RELEASE December 14,1993 For more information: Jeanette Wagner, 324-2020 SPECIAL LRSD MEETING SCHEDULED The Little Rock School District will hold the first organizational meeting of the Blue Ribbon Task Force on Safety and Security tonight at 6 p.m. The task force has been assembled by Dr. Henry Williams, LRSD superintendent ,to address the continuation of a safe and orderly climate for students and staff in LRSD schools. ###c -7 SE? 2 1994 Dione D. Doty 1510 Hillsborough Little Rock, AR 72212 September 1, 1994 0HiC9 o! DsSCQi'GQ' i Dr. Russ Mayo Associate Superintendent Little Rock ^hool District Little Rock, AR 72201 Dear Dr. Mayo: Since your office took absolutely no action to reroute our newly reassigned bus route to exclude violent, crime intensive areas, we have nothing to reconsider. We will NOT compromise on safety issues and denial by your office and others of the existence of safety problems will only speed the exodus from the District. After seventeen years of supporting the Little Rock School District, we have withdrawn that support and enrolled our child in private school. The last 5 stops on this \"safe\" route are through one of the most violent areas in the city. Attachment 1 is summarized from a August 7 Arkansas Democrat-Gazette article regarding the 41 Little Rock murders through that date. It only addressed murders, so it is far from being all-inclusive of area crimes. 37% of those murders were in some way related to this area either being the address of the victim, assailant or of the murder (22% of the 37%). Included were 3 drive-by murders (generally being unsolved), numerous shootings, chases, etc., etc. These locations were within blocks of both the bus stops and bus route which you consider \"adequate and safe\" and are certainly an indication of the high probability of being at the wrong place at the wrong time when traveling that route. Also note that the 14 year old assailant in murder # 12 has added a carjacking at gunpoint (3 felonies) and another drive-by shooting to his arrest record between August 14 and August 25. This assailant lives within blocks of one of these \"safe\" bus stops and has not restricted his activities to his home in the past! We understand that the Little Rock School District is large, that it has many students and that transportation is a major logistics problem. Reduced bus-time and optimizing student-to-bus numbers were both cited by the transportation department as objectives for splitting the \"Green\" route, which has been our assigned route since 1990. We understand such objectives, but did not notice significant changes in either of these factors. We realize that the needs of the 6 children in this crime intensive area must also be met. We regret that they, or any children, are subject to the daily risk of living in such areas. However, we cannot and will not support ANY decision or ANY objective that would put ANOTHER 14 children at risk by transporting them twice a day through an urban war-zone! We do have choices!!Page 2 of 2 Doty to Mayo September 1, 1994 We certainly do not dispute that Booker Arts Magnet is an excellent school. We have been more than pleased with Dr. Simmons, Dr. Lacey, other Booker administrators, and Booker teachers and specialist. When we visited Booker to let Dr. Simmons know of our decision and to allow our daughter to say goodby to friends, there were many expressions of regret that she was leaving and best wishes for her at her new school. This decision was not without regrets and tears on our part. However, the magnitude of this safety issue far out weighs the positives that Booker's administration and staff offer. We want to stress that we would NOT have placed our child in a private school had your office, Dr. Cheatham in the transportation department, and/or Dr. William's office indicated any intent to resolve this safety issue. After numerous statements such as \"We feel that the established routes provide adequate and safe service\", there was no doubt that we were being told to \"take it or leave it\"....so we left! We can be contacted at the above address or at (501) 225-6864 if you have questions, comments or would want to further discuss the basis of our decision. Sincerely, (copy) Dione D. Doty Attachment cc (w/attachments): Dr. Henry Williams Dr. Mary Jane Cheatham Dr. Cheryl Simmons Ms. Ann Brown, Federal Monitor Little Rock School BoardLittle Rock School District August 23, 1994 Mr. and Mrs. Jerry Doty 1510 Hillsborough Lane Little Rock, AR 72212 Dear Mr. and Mrs. Doty\nDr. Henry Williams, Superintendent, routing from your address, 1510 Hillsborough Lane School. asked me to review the bus to Booker Magnet I personally reviewed the routing with information supplied by the Transportation Department. As of this date, we do not havp a bna that would follow As of this date, we do not have a bus your requested route to Booker Magnet School. population of the district is currently over 21 000 students. We strive to provide both an efficient and safe educational environment for our students. ------ I am unable to honor your request for alternate bus routing at this time. We feel that the established routes provide adequate and safe service. We feel that I hope that you will reconsider n , ,, - . ----- your choice of private school. Booker Magnet is an excellent school.  *  I feel that if given the opportunity, Erin will be provided a quality education in a safe environment. Sincerely, Dr. Russ Mayo Associate Superintendent RM: dk 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 Attachment 1 Page 1 of 2 Details from the August 7, 1994 Arkansas Democrat-Gazette article of the 41 Little Rock miinkts (at that date) in 1994. DATE LOCATION DETAILS # BLOCKS TO BUS ROUTE LOCATION # BLOCKS TO BUS STOP LOCATION 1-9-94 2 of 41 2-7-94 4 of 41 2-12-94 5 of 41 2-15-94 6 of 41 3-17-94 12 of 41 **AND MORE! AND3- 25-94 14 of 41 4-17-94 17 of 41 2026 W. 18th Murder location In route from basketball game (Central area) to 2213 Valmar Murder location 3310 W. 16th Assailant's address 2421 W. 16th Address of victim of police shooting prosecutors ruled justified 1722 Johnson St. Assailants address Stabbed, CRACK COCAINE in exchange for sex DRIVE BY SHOOTING, FIRED TWO BULLETS, RETRIBUTION FOR AN EARLIER SHOOTING Victim killed by GUNSHOTS in his living room (outside of area) Victim killed after police STAKEOUT, CHASE AND CONFRONTATION. SHOOTING outside of area but stakeout and chase locations not documented Shot victim with .22 CALIBER PISTOL, stolen property sale 4 Blocks 14th \u0026amp; Jones 6 Blocks 14th \u0026amp; Woodrow In route = \"in area of 14th \u0026amp; Woodrow In route \u0026amp; \"in area of NA NA NA **This is the 14/15 year old in Arkansas Democrat-Gazette August 26-30 articles. He was arrested \u0026amp; charged with the 3/17 murder, arrested again in August for carjacking at gunpoint ( 3 felony charges), then arrested again for a drive- by shooting in this area August 26. 3 gun \u0026amp; auto related incidents ..MURDER and CARJACKING and-DRlVE-BY SHOOTING 2509 W. 13th Murder location GUNMAN OPENED FIRE as victim emerged from house\npolice say murder was GANG RELATED 1 Block 14th \u0026amp; Thayer 5 Blocks 14th \u0026amp; Woodrow 5 Blocks 15th \u0026amp; Schiller AND 5 Blocks 14 th \u0026amp; Woodrow 5 Blocks 14th \u0026amp; Woodrow 4 Blocks 14 th \u0026amp; Woodrow AND 6 Blocks 15th \u0026amp; Schiller A 4220 W. 12th Assailants address B. 4310 Maryland Murder location Demanded money from victim\nSHOT SEVERAL TIMES with large-caliber pistol A 4 Blocks 10th \u0026amp; Pine/Cedar B. 3 Blocks Maryland \u0026amp; Pine/Cedar A. 8 Blocks 10th \u0026amp; Valmar B. 8 Blocks 10th \u0026amp; ValmarDATE 4-26-94 20 of 41 5-8-94 23 of 41 5-11-94 24 of 41 5-27-94 27 of 41 5-30-94 28 of 41 6-18-94 33 of 41 6-11-94 35 of 41 7-10-94 37 of 41 Attachment 1 Page 2 of 2 LOCATION 16th \u0026amp; Izard Victim's car found at this location A.351O W 14th Victim's address B. 1608 Park Murder location 3515 1/2 W. 11th Assailant's address (No murder location noted) A. 1520 Oak Victim's address B. 3600 Block of W. 16th Murder location A. 1914 Ringo Victim's address B. 1422 Chester Murder location 1603 Chester Assailants address A. 1911 Cross Murder location B. 1011 W 20th Assailants' address 1000 block of S Elm Murder location DETAILS Victim strangled in her home outside of area\nno assailant address\nvictim's car in apartment parking lot Victim shot with a HANDGUN, ran a short distance and collapsed at 1608 Park Assailant minutes earlier complained to police officer that victim had stolen his tennis shoes\nassailant STABBED victim after a FOOT CHASE. Several men in a car fired a DOZEN OR MORE SHOTS from SEVERAL WEAPONS...UNSOLVED MURDER DRIVE-BY SHOOTING, three occupants, two gunshot wounds in chest\nUNSOLVED MURDER Assailant called police and said had killed a man with a rock after being threatened with a knife (murder outside of area) Victim's neck was broken when choked \u0026amp; robbed at his home DRIVE-BY SHOOTING\nAS MANY AS EIGHT ROUNDS\nSHOOTER GANG-STYLE CLOTHING\nUNSOLVED MURDER # BLOCKS TO BUS ROUTE LOCATION NA NA 1 Block 11th \u0026amp; Valmar A \u0026amp; B 6 Blocks 12th \u0026amp; Valmar A. 5 Blocks 16th \u0026amp; Chester B. 2 Blocks 16th \u0026amp; Chester Exact Location 16th \u0026amp; Chester NA 2 Blocks Pine/Cedfir \u0026amp; lOtli # BLOCKS TO BUS STOP LOCATION Exact Location 16th \u0026amp; Izard A. 5 Blocks 14th \u0026amp; Woodruff B. 2 Blocks 15tli \u0026amp; Shiller 1 Block 10th \u0026amp; Valmar A \u0026amp; B 7 Blocks 10th \u0026amp; Valmar 9 Blocks 14th \u0026amp; Woodruff A. 6 Blocks 16th \u0026amp; Izard B. 3 Blocks 16th \u0026amp; Izard AND 6 Blocks Dr. Martin Luther King \u0026amp; 15th 1 Block 16th \u0026amp; Izard A \u0026amp; B. 6 Blocks 15th Izard AND 7 Blocks Dr. Martin Luther King \u0026amp; 15th 6 Blocks 10th \u0026amp; ValmarL y yckooi Bist Little Rock School District NEWS RELEASE August 17,1994 For more information: Jeanette Wagner, 324-2020 LRSD TO HOLD SECURITY OFFICERS WORKSHOP Little Rock School District as well as Little Rock city officials take part in a workshop for LRSD district security officers on Thursday. August 18 and Friday, August 19 from 8 a.m. until 4 p.m. The two-day workshop, designed for LRSD full and part-time school security officers and resource officers, will be held at Parkview Magnet High School. On Thursday, Mark Stodola, prosecuting attorney for Pulaski County, will address the issue of youth gangs while Assistant Little Rock Police Chief Randy Reed speaks on the LRPD perspective concerning school security. Dr. Henry Williams, LRSD superintendent will present several awards and citations to officers who served during the 1993-94 school year. Darold Maxfield, director of the LRSD Truancy Center will discuss how the center supports school security. ### 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000EASTERN DISTRICT ARANSAS OCT 2 i 1994 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES w. McCormack, clerk DSP cte^ WADE POOLE PLAINTIFF VS. NO. BILL BARNHOUSE, a Former Employee of the Little Rock School District: Individually and in His Official Capacity\nDR. HENRY WILLIAMS, Superintendent of Schools of the Little Rock School District\nand the BOARD OF EDUCATION OF THE LITTLE ROCK SCHOOL DISTRICT DEFENDANTS 1. COM PLAl NT Jurisdiction is pursuant to 28 U.S.C.  1343. Relief is sought pursuant to 42 U.S.C. 1981, 1983, and 2000(e). 2. Plaintiff is an African American citizen of the United States who resides in Pulaski County, Arkansas. He has been employed by the Little Rock School District (hereinafter LRSD) since January 3, 1994 in the position of Supervisor of Security Personnel. He brings this action to secure his rights to equal protection and due process of law guaranteed by the 14th Amendment to the United States Constitution and by the statutes provided herein. He also seeks to require the defendants to adhere to their own rules and personnel selection policies and practices. c\n\\wp60\\poole.cpt Z0d 00I01ZS Oi B'd a3\u0026gt;nBiTn nhot wodd Sfifrl *66I/T3/0l3. Defendant Bill Bamhouse is a former of employee of the LRSD who took or participated in taking the adverse actions which plaintiff challenges in this Complaint. Defendant Henry Williams is the Superintendent of Schools of the LRSD. The Defendant Board of Education is a public body corporate which has the responsibility for setting policy and employing staff to oversee, manage and operate the public schools of the LRSD. 4. This is an action for declaratory judgment and to have the defendants mandatorily enjoined to provide plaintiff a fair opportunity to compete for a job promotion. This is also an action for damages against Defendant Bamhouse for having engaged in acts of job pre-selection which have adverse racial and due process consequences. .1 5. Plaintiff is a graduate of Park College in St. Louis, Missouri with a Bachelors Degree in criminal justice administration. He has a history of public and military employment. He has been employed by the LRSD since January, 1994. 6. In May or June of 1994, the LRSD announced a position vacancy the administrative position of Director of Safety and Security. The position announcement set forth the qualifications for tfie job and included a requirement that applicants have a college degree in a field related to safety and security. The announcement did not indicate that educational qualifications could be substituted or waived. 7. After Plaintiff Poole applied for the position but before Defendant Bamhouse became aware of plaintiffs application, Bamhouse indicated to plaintiff that: \\ve need to fix this [position announcement] so Bobby can get the job.\" As c:\\wp60\\poole.cpt 2 0  d 00I0TZ2 Oi  t)  d a3\u0026gt;nBn  PI nhor woddDefendant Bamhouse was talking, he was rewriting the job description so as to fit the employment qualifications of Bobby Jones. Jones is a white person who is a retired policeman for the Uttle Rock Police Department. When employed by the LRSD, Jones was perceived by many black police officers to be racial in his treatment of black police officers and of black citizens. 8. Jones did not meet all of the objective qualifications set forth in the position announcement or the job description. The defendants allowed Bamhouse to rewrite the job description notwithstanding the fact that Bamhouse had already ' resigned the position. Defendants proceeded to ratify Barnhouses action without there being a formal meeting by the Board on the matter. I 9. The defendants violated their own practice, if not their own policy, in writing or rewriting a job description or in allowing a job description to be rewritten in I order to favor a particular applicant. That the application was written by a white employee to favor a white associate has racial implication. 10. The Defendant Henry Williams indicated to plaintiff that the selection process would be fair and nondiscriminatory. He also indicated that the comparative qualifications of the applicants would be subject to review by a bi-racial panel of I i citizens and/or district employees prior to making a selection for the position. That panel would also interview applicants and make recommendations before the position was filled. Defendant Williams promised Plaintiff Poole an interview before the panel prior to his own action upon any recommendation that panel would make to him. 11. On information and belief, Defendant Williams did not follow through c:\\wp80\\poole.cpt 3 te 'd 00I0I22 01  wd aaxion'o nhot woad It- SM t'66IzT3/0Iwith his promise in that he did not convene a bi-racial selection panel to interview applicants. During this same time, the District was engaged in the process of the selection of principals in the School District Interview panels were also promised for those panels by Defendant Williams and the District for that process as well. Defendant Williams chose not to use panels in some cases and in other cases, such as in principals and other staff members, he chose to use panels. He simply used panels when he wanted to and did not do so when he wanted to\nthus, the districts polices were violated. ' 12. Bamhouse recomm,ended Jones to Williams as Barnhouse's successor and represented that Jones met all applicable criteria. This was not true. Upon the announcement of his retirement, Bamhouse then recommended that Jones act as Director of Security until the position could be filled by the Board. Defendant Williams accepted Bamhouse's recommendation. That action constituted favoritism due to race or color. 13. Plaintiff met the qualifications for the position\nhe applied for the position: the District continued to solicit applicants for the position after plaintiffs application\nand the District changed the qualifications of the position in order to fit and favor a white employee who did not meet the qualifications that certain School District officials wished to have the job. 14. By defendants aforestated conduct, plaintiff has been deprived of due process and equal protection of laws under the 14th Amendment to the United States Constitution by 42 U.S.C.  1981 and 1983, and of his rights to be fairly and equally c\n\\wp60\\poole.cpt 4 0  d 00I0Ii Oi  d * d d 3 \u0026gt; T s m  n H H 0 r w o a 3 8 a : fr I a 6 6 I / I e z 0 Ttreated pursuant to the Districts own policies and procedures. Plaintiff has been denied an opportunity to have his objective qualifications considered by the school board in his quest for a promotion. Plaintiff has therefor been deprived of well- defined, weil-estabiished legal rights which are set forth in the statutes cited herein. He has no effective recourse for the discrimination he has suffered other than this action for declaratory, equitable and injunctive relief. Any other recourse would be so costly, time consuming and uncertain as to deny effective relief. WHEREFORE, plaintiff prays that this matter be set for early hearing and. thereafter, that the Court enter an Order declaring that plaintiff has been subject to employment discrimination due to his race or color. Plaintiff also prays that the Court declare that the employment process was tainted and otherwise rife with overtones of pre-selection and nepotism in violation of law and district policy. Plaintiff further prays that he either be awarded the job position or that the job be declared vacant until appropriate consideration of the initial job requirements. As an alternative, plaintiff prays for damages and a declaration that he is entitled to fill this vacancy or to be paid as if he were holding the position and then that he awarded the next comparable promotional vacancy for which he qualifies. Plaintiff further prays for his costs, including reasonable counsel fees. Respectfully submitted, JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 (501) 374-3758 c\n\\wp60\\poole.cpt 5 90d 00T0I22 01 B'd d3\u0026gt;ntin'n nhof wodd strti t-eeizizzei11 o- By: Jdkn W. Walker, Bar No. 64046 Austin 1. 86145 DATED: October 20. 1994 c:\\wp60\\poole.cpt 6  d 00I0ld Oi 0d asMiBPi'n NHor wodd OSit-I f60T/I3/0I JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Tel (501) 374-3758 Fax (501) 374-4187 JOHN W. WAUKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER JR, FAX TO: ANN BROWN FAX#: 371-0100 FROM: JOHN W. WALKER DATE: OCTOBER 21,1994 SUBJECT: POOLE v. BARNHOUSE PAGES: 7 NOTES: :0*d 00101Z2 01 b*d a3\u0026gt;nbn'n nhot woddR son LITTLE ROCK SCHOOL DISTRICT PUPIL SERVICES DEPARTMENT JAN 1 6 1555 January 17, 1995 Office cf Dsse^rc^jdiiCfi /vigniijiibg To: Safety and Security Task Force From: Jo Evelyn Elstdn/uirector, Pupil Services Enclosed is a \"clean\" copy of the Safety and Security Task Force Recommendations Checklist that we reviewed at our January 4, 1995 meeting. Thank you for your comments and suggestions in helping to refine the draft. I will be presenting this information to our Board of Directors at the January 25, 1995 regular board meeting. You are all invited and encouraged to attend. Your support would be appreciated. Thank you again for agreeing to continue to serve on the Task Force. Your commitment to the District and our children sincerely appreciated. is We agreed to meet quarterly. Our next meeting is scheduled for Wednesday, April 5, 1995, 6:00 p.m., in the Boardroom. We hope you can make the January 25th Board meeting. JEE/mabLITTLE ROCK SCHOOL DISTRICT 1994 SAFETY AND SECURITY TASK FORCE RECOMMENDATIONS IMPLEMENTATION CHECKLIST January 12, 1995 *w A. IMPLEMENTED B. PARTIAL IMPLEMENTATION D. NOT IMPLEMENTED [ C. DEFERRED DOE TO BUDGETARY CONSTRAINTS 1. Implement a standardized Violence Prevention curriculum in all schools. 2. Establish Peer Mediation Program in all schools. Violence Prevention Curriculiua Conflict Mediation B B A C D A C D z Central Z z Fair z Z Hall z Z McClellan Z Z Parkview z z Cloverdale J.H. z Z Dunbar z Z Forest Heights z Z Henderson z Z Mabelvale J.H. z Z Mann Magnet z z Pulaski Heights J.H. z z Southwest z z Badgett z Z Bale z Z Baseline z Z Booker zA X B C D A B C D Brady X X Carver X X Chicot/Ish X X Cloverdale X X Dodd X X Fair Park X X Forest Park X X Franklin X X Fulbright X X Garland X X Geyer Springs X X Gibbs X X Jefferson X X King X X MabeIvale X X McDermott X X Meadovcliff X X Mitchell X X otter Creek X X Pulaski Heights X X Rightsell X X Rockefeller X X Romine X X Terry X X Wakefield X X Washington X X Watson X X Western Hills X X Williams Magnet X X Wilson X X Woodruff X -2-A A 3 3 T X I I I J . Frov Conf ide \\ staff. D : cr JC everition ict Mediation Training to all B X X C D 3 C D I I I X A 3 C D X I J 5. I Educate and Sensitize all Teachers and Staff to the correlation between students being fully engaged in a positive educational experience and the low incidence of those students becoming involved in violent or disruptive school behavior. Provide Conflict Resolution Training to parents and students involved in violent or disruptive behavior. a. Require students involved in weapons violations and who commit acts of violence resulting in a L.T. suspension/expulsion to attend conflict resolution training as a reinstatement. ondition for b. Teach conflict resolution skills all students assigned to to in-school suspension because of physically verbally aggressive 6. Expand the District's Alternative School Program to provide a variety of educational options to meet the Educational, Personal/Social and Career needs of At-Risk Students. 7. Locate and utilize additional community resources. Designate one person in the District to be responsible for developing a comprehensive directory of community resources and serve as indistrict contact for referral assistance to Little Rock School District staff. -3-li' ji ir II I 3 T I S T i X I T I I li 'J all secondary r 1 ? 9 4 - B 5 school vear and to all ele.me exten ary schools to the D 5 . II I I A B D Prov Staf a ie Violen e Preventior Devslopr.er.t and Sonool Di ng to all d I.. ttle Reck riot employees. it \u0026gt;1 I X ! ii li ii 10. Stre In VO ngthen Parental I'-'enient in t.he sc.hools. B D 11. Create and maintain an ongoing i X I  I !! Ji 3 d Safe nd Security Task Force. A 3 D n li i X I i I I A B !i J\nI D I X h II I I I J -4- 12. Enhance school bus safety. Utilize transportation departnent security personnel to make random scans on school buses. 13. Develop safe school plans districtwide.f 1 P k\u0026gt;. i np] e.nent\noor po 1 1 Icings. 1 ind n.indate \nn -111 A B r i X 4- X I A B C D a r T I X b. c. X d. e. f. X X X A. Kaquest L tie Rock Police Depart~ent to enforce loitering law round school campuses. B. Request Alert Center assigned police officer be allowed to monitor school grounds in areas where Alert Centers and schools are in close proximity. 15. Establish \"Target Hardening Procedures\". a. Selective fencing around school campus area. b. Locked doors. c. Rearrangement of existing facilities for better security. d. Use of cameras \u0026amp; mirrors. e. Safe environment design for new or remodeled facilities. f. Trimming of large shrubbery and trees to 11 hiding places. A B C D X rn 16. Enhance Metal Scanning Procedure. A B X I C D 17. Study the feasibility and advisability of school uniforms. -5-f. 'J  I a LITTLE ROCK SCHOOL DISTRICT Pupil Services Department 1 3 1995 'hoe u. 5995 5*j U\u0026lt;..\u0026lt;U .nii\nnng May 15, 1995 TO: LRSD Departmen^Heads and Budget Managers FROM: Jo Evelyn Elst' Pupil , Director rv THROUGH: Dr. 'nr- Williams, Superintendent SUBJECT: Safe Schools andtCommunities March, Rally and Carnival The Little Rock School District Peer Helper's Advisory Council launched a Districtwide Safe Schools and Communities Campaign on February 1, 1995, to encourage student, parent and staff participation in school and community-based activities that help to create and maintain schools that are safe and violence free. A number of \"Safe schools\" activities have been implemented during the school year. On Saturday, May 20, a Safe Schools and Communities march, rally and carnival will be held at MacArthur Park to culminate our year long project. All District personnel are invited and encouraged to join with us in this celebration. The march will begin at 10:00 a.m. in front of the District Administration Building and end at MacArthur Park. The rally will begin around 11:15 a.m. A number of community and student leaders, including Governor Tucker and Mayor Dailey, will speak and a variety of entertainment will be provided throughout the day. We need your support of this effort through your attendance at the march and rally on March 20. Please help our Peer Helpers to make a visible statement to the public regarding the Little Rock School District's support and advocacy for safe and secure schools and communities that are free of violence. JEE/lccgHSsaBB 05 1\"'93 17\n03 003.003 !\u0026gt; ft k'\n[I. h'\nV\u0026lt; -   t \u0026gt; May 17,1995 LRSD COSMVXICATI ODM  i-p 0501 324 2023 c \u0026lt;7^ a Little Rock School District News Release For more information: Dina Teague, 324-2020 The Little Rock School District Peer Helper's Advisory Coundl xvill culminate a year long Districtwide Safe SchooE and Communities Campaign  with a march, rally and carnival on Saturday, May 20. The march begins at 10.00 a.m. in front of the LRSD administration building and ends at McArthur Park- Governor Jim Guy Tucker and Mayor Jim Dailey will speak at the rally wiiich begins at 11:15 a.m. in the park. District personnel, students, and community leaders will participate in the event to show the LRSD's support and advocacy^ for safe and secure schooE and communities that are free of violence. Since the campaign launch on February 1, the Peer Helper's Advisory Council has hosted various school and communitv-based activities to help a-eate and maintain schooE that are safe and violence free. /I. 'J 0 J, I 810 West Markham street  Little Rock, .Arkansas 72201  (301)334-2000 J1* I'H lA' 05 17 85 1T\nO3 0*301 321 2023 LRSD COMMINICATI ODM J 0002 -'003 - r H 4 Little Ro( k School District '3' Media Ad\\Tsoiy I \u0026gt;1 I'  I u May 17,1995 For more information'- Dina Teague, 324^2020 1,^ Following is a list of additional events for announcements, neivs coverage and/or photo opportunities in the Little Rock School District for this week: 9-59 a m, - 12:30 p.ni. Sixth grade gifted and talented students compete m the Sixth de Challenge at Parkview Arts and Sciences Magnet High School Competitive events cover the areas of current events, spelling,, vocabulary, math, logic, and hand-on problem solvin\ng\u0026lt;iaY,.Mfiy-19, T.iy - 2\n2Q pan, The Reading Conmiittee at Booker Arts Magnet Elementary School hosts a Celebration of Reading\" to reward students for readin^ a designated number of books. The students have created a bookworm that curies the inside of the building. Guest readers and storytellers in costumes will visit decorated classrooms to visit with studenis. V 7' } 4^' 'v*c!5t \u0026gt; ? :r.. 4 fi -\u0026lt;:k' s'\n 4\"' - ' ,T 810 West Markham Street  LitUe Rock, Arkansas 72201  (501)824-2000 J-n. little rock school district PUPIL SERVICES DEPARTMENT RSCSI'^ 5 1 019% OtiiCb O!iC8 0* Qesegiega'jon f^onaoni-Q MARCH 12, 1996 TO: Safety and Sec ity Task Force Members FROM: Jo Evelyn Elston\nirector of Pupil Services Department SUBJECT: Task Force Meeting A meeting of the Little Rock School District Safety and Security Task Force is scheduled for Tuesday, April 9, 1996, at 5:30 p.m. in the Little Rock School District Administration Building Boardroom We have a number of important issues in at 810 West Markham Street. If you are unable to to discuss and encourage your attendance. attend, please call me (324-2162) at your earliest convenience. I am looking forward to our meeting and continuing our work in helping to make our schools safe, caring and respectful learning communities.1 LITTLE ROCK SCHOOL DISTRICT PUPIL SERVICES DEPARTMENT RECEiVS^ ArH i 6 1996 Office of Dese^reyaiioii April 10, 1996 TO: Little Rock Scho) District Safety \u0026amp; Security Task Force FROM\nJo Evelyn Elstorf, Director of Pupil Services SUBJECT\nScheduled Meeting At the April 9, meeting of the Safety and Security Task Force, an overview of the LRSD Strategic Plan was given by Leon Modeste, special assistant to the Superintendent. Strategy ten of the plan. School Safety, has been assigned to the Safety and Security Task Force to carry through on its implementation. Strategy ten contains seven Action Plans\nTask Force members are asked to volunteer to work on at least one sub committee to develop an implementation plan for the assigned Action Plan. Listed below are the action plans and the individuals who volunteered to chair and/or work to complete the implementation plan: Plan 1 - Provide ongoing conflict resolution training and skill development for students. 1. 2. 3. Chairperson - Kwami Nancy Rousseau Margie Powell Plan 2 - Improve behavior and safety on school buses and bus stops. 1. 2. 3 . 4. Chairperson - Bruce Moore Mary Jane Cheatham Bobby Jones Ed Streeter Plan 3 - Control access to school buildings, grounds and events. 1, 2. Chairperson - Bobby Jones Janet Buford1 Plan 4 - Implement a staff development plan for all school district personnel to fully understand safety policies and procedures. 1. Chairperson - Jo Evelyn Elston Plan 5 - Develop and enhance a system of communication among schools, administration and the public regarding issues of safety and security. 1. Chairperson - Steve Shultz Plan 6 - Inform the public of plan in regard to the following: (a) Control of drug activity, (b) violence prevention, (c) campus and bus security (in language that is direct and easy for all to understand). 1. Chairperson - Kathy Wells 2. Nancy Rousseau 3. Jane Meadows 4. Jo Evelyn Elston 5. Suellen Vann Plan 7 - Develop a credible evaluation plan that will ensure complete and proper implementation. 1. Chairperson - Mary Jane Cheatham 2. Ed Streeter Each chairperson will recruit additional participants from the Task Force members who were absent on April 9, and from the community at large. Subcommittees are asked to meet before the next scheduled meeting of the Task Force on April 29, 1996, at 5:30 p.m, in the Little Rock School District Boardroom. Your willingness to serve on the Task Force is deeply appreciated. Feel free to call if you have guestions.NAME AND ADDRESS OF SAFETY AND SECDRITY TASK FORCE 1995-96 Dr. Victor Anderson Co-Chairperson Safety \u0026amp; Security Force LRSD Task Jo Evelyn Elston Co-Chairperson Safety \u0026amp; Security Task Cory Anderson - UALR 2801 S. University Ave. Force LRSD Little Rock, AR 72204 lobby Jones Director Safety \u0026amp; Security Dept. Little Rock School Dist. Judge Wiley Branton Juvenile Division 3001 West Roosevelt Rd. Little Rock, AR 72206 Ed Streeter 5400 Murray St. Little Rock, AR 72209 Ms. Frances Dedner '224 Valley Drive Little Rock, AR 72209 Mrs. Erma Hendrix LR Board of Directors 921 W. Roosevelt Rd. Little Rock, AR 72209 Dr. Patty Kohler Director-Division of Exceptional Children Little Rock School Dist. Dr. William Lawson Dept, of Psychology Veterans Medical Center 220 Ft. Roots Drive N. Little Rock, AR 7211 Mrs. Neddie J. Nichols 11005 Mara Lynn, Apt. E Little Rock, AR 72211 T. Kevin O'Malley LRSD Board of Directors Tower Building-Suite 700 Little Rock, AR 72201 Mrs. Margie Powell 201 E. Markham-Suite 510 Heritage West Building Little Rock, AR ----- Mrs. Bettye Robinson Transportation Dept. LRSD 72201 Steve Shults 223 Crystal Court Little Rock, AR 72205 Mrs. Minnie Thompson 4323 W. 17th Street Little Rock, AR 72204 Dr. Linda Watson Student Hearing Officer LRSD Mrs. Stella Watson 908 Townsend Little Rock, AR 72202 James Washington Principal Henderson Captain W.W. Williams LRPD 700 West Markham Little Rock, AR Burce Moore 500 W. Markham, Room 203 Little Rook, AR 72201 72201 Jim Fullerton 30 Calais Court Little Rock, AR 72211 Lillie Carter 5405 Southboro Drive Little Rock, AR 72209 Janet Buford 2901 North Pierce Little Rock, AR 72207 Kathy Wells P.O. Box 777 Little Rock, AR 72203 Pat Gee 8409 Dowan Drive Little Rock, AR 72209 Nancy Rousseau 11 River Oaks Little Rock, Ar 72207 Jane Meadows 12514 Colleen Drive Little Rock, AR 72212 Rich Robins 4119 Lee Ave. Little Rook, AR 72204 Mary Jane Cheatham Laidlaw Transportation 5400 Murray St Little Rock, AR 72209 Steve Bradley - UALR Community Revitalization 2801 S. University Ave. Little Rock, AR 72204 Kwami 1622 Peyton Little Rock, AR 72204nay 5 sif3 10:24 P.03 LRSD Safety and Seearftr/ .1 ittcni Gdliup poll shoivs that parents, across the nation are con-'erned ^bnut then cbildtens safetv and ba-tbrin' at suhooi. At the LRSD, we are taking proactive measures to provide .a safe envi- i i nneii for ieaming. here .\\re scm\u0026lt; of the things we are doing, or have done, for you and your children'  i -dcs Police Resource Cfticeis in au seconda-y schools to help provide  balance behc^een crime prevention education, and enforcement and to provide informed positive cor tacts for students. test LKSD LUS tin /ets ioi drug use ror a period of three years before it was mandated by state 'a'.e Cooperate with tlie Littie Rock Police iJepartn*ient on incidents requiring a police report.  .nssjgn .Safe.ty and Securih' Officers to setfondaty sefpois and plaie additional securitv officers in schools dvj-ing fne jast week of sebod. '  Work with .Ne v Futures for Little Rock to suppiort the \\outh Initiative Proiect, a program which provides children with an aherna.tive to gangs jnd vioknte. 9 I i'b.' ''ide personal alarms for teachers and staff members at a reduced cost. J  Employ a bafem and Security Supervisor to mvesdgate smdent and oerent concerns.  imp.'ement ranrton-' \u0026gt; roiahng assignments of security cameras and pepsonrel to school buses. Cooperate 'A-ifi. parent groups io improve .school environments. c Provide training tor teachers and other sthool-ievsl employees to prevent violence and gang aniviixes ] ii w  y * -Minj. ANCt .w FGti (iini rysin: Irece -J I? ' MAY 1 S'W Little Rock School District Pupil Services Department Office of Deseflregaiian Monitonny May 14, 1996 TO: LRSD Safety \u0026amp; curity Task Force FROM: Jo Evelyn Elst' , Director of Pupil Services SUBJECT: June Meeting A Safety \u0026amp; Security Task Force meeting has been scheduled for Monday, June 3, 1996 at 5:30 p.m. in the LRSD Boardroom. Your attendance and support are appreciated.  10:33 6 PAGE 01 Little Rock School District DEPARTMENl OF PUPIL SERVICES 810 West Markham Little Rock, Ar 72201 FAX SHEET FAX #(501) 324-2199 Date: To\nu to, 195^ SL\u0026gt; r(y\\~kn^:. a From. . * Sender's Phone #\na Subject 3 7^^ J SPEC' TRUCTIONS\nbAp//  t I, Number of Pages (including cover page) 4- 510 West Markham Street Fax Number T/iqiqo 1  cutie Rock, Arkansas 72201 * f50152\u0026lt; 2000 . 'A . * . I Mii 0*/ie/1996 10:33 6 PAGE 02 ACTION PLAN strategy #10, Plan #1 This subcommittee is chaired by kwami (Project .5upervisor--Drug-Free Schools \u0026amp; Communities Emergency Grant). Members include Mar^e Powell (Associate MonitorOffice of Desegregation Monitoring), Nancy Rousseau (Assistant Principal-Little Rock Central High School), and SRO Gregory Mobley (Little Rock Police Department). Upon reviewing the LRSD 1994 SafeW and Security Task Force Recommendations Implementation Checklist compiled on January 12, 1995, this subcommittee has determined that 81% of the schools in this district currently have implemented violence prevention curriculum and conflict mediation programs. Ihese curriculum and programs vary in content due to the needs of the school Illis sub-committee also agrees that the LRSD Pupil Services Department currently lias a successful conflict resolution/peer mediation program called the Peer Advisory Council. In addition, this sub-committe is aware of several conflict resolution programs which may serve as models to assist us in our work. Two progiams in particular are L.O.V.E. (Let Our Violence End) and S A V E (Students Against Violence Evervwhere). The latter of which is of special inteiest because, it is a student-based program. Our plan is to first survey all schools to ascertain exactly where each school i.s in the impiemejitation of their violence prevention curriculum and conflict mediation program. We are interested in learning about the different curriculum and programs beuig used and their effectiveness, hi August, we initiate a survey (proposed copy attached) through the Pupil Services Department. I- r 07/10/1996 10:33 6 PAGE 03 The goal of this sub-committee is to proride on-going conflict resolution training and skill development for Students In doing so, we will orgaiuze a team to identify/develop training modules regarding conflict resolution. Team will include students, youth group representatives, law enforcement officials, parents, school district staff, citizens and representatives from judicial system. OBJECTIVE # IConvene student focus groups to review and revise content. Assigned to\nStarting date\nDue date\nCompletion date\nAssistant Principals \u0026amp; Counselors August 26, 1996 September 9, 1996 NOTE. Each school will accomplish this objective for the purpose of reviewing that school's cuiTiculum and program. The student focus group, along with an assistant principal and counselor, will complete the survey we send them. OBJECTIVE #2Complete final draft and prepare for printing and distribution. Assigned to: Starting date\nDue date\nCompletion date\nSub-committee September 9, 1996 September 23, 1996 NOTE: This sub-committee will examuie the data collected from the returned surveys, and recommend actions to each school. OBJECTIVE #3Develop a school-based delivery network. Assigned to: Starting date: Due date. Completion date: Student Focus Groups, Assistant Principals \u0026amp; Counselors September 9, 1996 October 7, 1996 NOTE\nTlie school-based deliveiy network should be inclusive of evetywhere-- students, teachers, administrators, and suppoit faculty. Parents can also be encouraged to participate. (This sub-committee also recognizes the importance of conflict resolution training being implemented on all LRSD properties.) OBJECTP.T: #4Develop a public awarejiess plan to inform students, parents and school district staff of module content and trnning schedule. Assigned to- Starting date\nDue date: Completion date\nSub-committee \u0026amp; Student Focus Groups September 30, 1996 OBJECTIVE #3De.velop a train-the-trainer model that includes youth peer trainers paired with teachers. Assigned to:Ei tjiv555fc 0 10/1996 10:33 6 PAGE 04 Starting date: Due date: Completion date: OBJECTIVE #6Recruit teachers and student trainees and conduct training sessions Assigned to: Starting date: Due date- Completion date\nAssistant Principals \u0026amp; Counselors September OBJECTIVE #7-Develop delivety schedule. Assigned to: Starting date: Due date: Completion date: student Focus Groups September 16, 1996 September 30, 1996 OBJECTIVT #S-Conduct training sessions. Xssigned to\nStarting date\nEhie date: Completion date\nAssistant Principals \u0026amp; Counselors OBJECTIVE #9Evaluate effectiveness of training effort. Assigned to\nStarting date\nDue date: Completion date\n1221 EQUITY- STANCE CTR TEL:1-5O1-682-5177 Jul 10 96 11:33 No.002 P.02 Aikansas ________ DEPARTMENT of EDUCATION 4 STATE CAPITOL MALL  LirfLE ROCK. ARKANSAS 72201-1071  (501) 682-4475 GENE WILHOIT, Director, Oencrel Education Division July 10 1996 Mrs Margie PoM'eIl Ottlcc of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Bldg . Little Rock, Arkansas 72201 Rc. State Department of Education contact persons for counselors in Region VI Deal Margie: Per conversation of ,1uly 10. 1996 regarding contact persons for state Department of Educations in Region VI, please note Ilie following: LojiisifliLaLSlatc DrpaiTincnt uf Lduxiilittn Dr Barry Solar Louisiana State Department of Education P.O 94064 Baton Rouge, Louisiana 70804 Ph # 504-342-3599 OkJiilioniuStale PcparluieuiurEducatum Dr J C Smith, Goordinator 2500 North Lincoln Blvd Oklahoma City, Oklahoma 72105-4599 Ph.# 405-521-3549 Npw Mexico State lleKarlmtiiLotEjucalkm I Ms. Nancy Mandel Education Building 300 Don Gastar Santc Fe, New Mexico 87501-2786 If there are questions, please feci tree to call 682-6094 Sincerely. STATE HOARD OF EDDOATION Chsiitnan  KICn.\\KD C. SMITH, JR., McOelioc   LUKE GORDY, Van Buion  Vico Chftiimm  V\u0026lt;TLL1AM B. FISHES., Partgould. Mwilrm CARL E BAGGEIT, Roeer-r  GARY BEASLEY. Crossett nr^TV PtCKH iT Conwav  . IAMES MCLARTY UI. NcA^rt RAE RICE PERRY A.kndeH^va  BEn SHFRRY walker. Ernie Rock  Mn-Cn LLEWELLYN, JR., Fort Smith JAMES WHITMORE, Spnaedalo ELAINF- SCOTT, LiWo Rock An Equal Opportunity Employer ... EBm Little Rock School District RECEIVED Pupil Services Department JUN 2 0 19961 June 17, 1996 Office of Desegregation Monitoring TO: Safety \u0026amp; Securi Task Force Committee FROM: Jo Evelyn Elston, Director of Pupil Services SUBJECT: July Meeting Many thanks to the following committee chairpersons who attended the June 3rd meeting and made progress reports on their Action Plans. Plan 2 Bruce Moore Chairperson Plan 3 Bobby Jones tl Plan 4 Sterling Ingram - 11 Plan 5 Valerie Hudson tl Final drafts of all Action Plans are due at our next Task Force meeting. Because of a scheduling conflict I have changed the meeting date to July 10th at 5:30 p.m. in the LRSD Boardroom, 810 W. Markham Street, office @324-2162. If this time is not convenient, please call my With your final drafts, please include a roster of all individuals who served on your subcommittee. I am looking forward to our next meeting on 7/10/96. 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000Office of Desegregation Monitoring United Stales Districl Court  Eastern Oistrict ot Arionsas 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: t TO: _J(luAu L.R\u0026lt;ib :3.ZVL. nr\u0026gt;)r} NUMBER OF PAGES INCLUDING COVER SH . MESSAGE: kti/ \u0026gt;v-e Th S-/^ Zz\u0026gt;,.^V l/i\\\u0026lt;ULC'_ i leVKgyxr-Jk) klLzJ W 0-^ revKgy^Jk) y- ) 07/10*/1996 10:33 6 PAGE 02 CTIQNFLAN strategy #10, Plan #1 This subcommittee is chaired by kwami (Project SupervisorDrug-Free Schools \u0026amp; Communities Emergency Grant). Members include Margie Powell (Associate MonitorOffice of Desegregation Monitoring), Nancy Rousseau (Assistant PrincipalLittle Rock Central High School), and SRO Gregory Mobley (Little Rock Police Department). TC- Upon reviewing the LRSD 1994 Safety and Security Task Force Recommendations Implementation Checklist compiled on January 12, 1995, this subcommittee has determined that 81% of the schools in this district currently have implemawtad violence prevention curriculum and conflict mediation programs. Tliese curriculum and programs vary in content due to the needs of the school. This sub-committee also agrees that the LRSD Pupil Services Department currently has a successful conflict resolution/peer mediation program called the Peer Advisory Council. \u0026lt;xxc UJ In addition, thi3-3ttb=committcjs aware of several conflict resolution programs which may serve as models to assist us in our work. Two programs in particular are L.O.V.E. (Let Our Violence End) and S.A.V.E- (Students Against Violence Everywhere). The latter af whieh is of special interest because it is a student-based program. Our plan is to first survey all schools to ascertain exactly where each school is in the implementation of their violence prevention curriculum and conflict mediation program. We are interested in learning about the t^ferent curriculum and programs being used and their effectiveness. In August, we'lni^iate a survey (proposed copy attached) through the Pupil Services Department.07/13/1996 10:33 PAGE 03 The goal of this sub-committee is to provide-en-going conflict resolution training and skill development for students. In doing so, we will organize a team to identify/develop training modules regarding conflict resolutionT^eam will include students, youth group representatives, law ^orcement officials, parents, school district staff, citizens and representatives from judicial system. OBJECTIVE #1 \"Convene student focus gixaups to review and revise content/ ? C\u0026gt;\\S \u0026gt; Assigned to: Starting date\nDue date: Completion date: Assistant Principals \u0026amp; Counselors August 26, 1996 September 9, 1996 NOTE\nEa^us^fco^ will accomplish this objective forthe^irpese-ef reviewing that school's curriculum and program. The student focus group, along with an assistant principal and counselor, will complete the survey we send them. OBJECTIVE #2Complete final draft and prepare for printing and distribution. Assigned to: Starting date: Due date: Completion date: Sub-committee September 9, 1996 September 23, 1996 NOTE: This sub-committee will examine the data collected from the returned surveys, and recommend actions to each school. OBJECTIVE #3\"Develop a school-based dehvery networic. Assigned to: Starting date: Due date\nCompletion date: Student Focus Groups, Assistant Principals \u0026amp; Counselors September 9, 1996 October 7, 1996 NOTE: The school-based delivery network should be inclusive of ev^F^ s^alspl 'here^- students, teachers, administrators, and support faculty. Parents'*.___ to participate. (This sub-committee also recognizes the importance of MnWct Is^^ encou raged resolution training beig-npleTented-on all LRSD properties.) 6 7 ^0' OBJECTIVE #4--Develop a public awareness plan to inform students, parents and school district staff of module content and training schedule. Assigned to: Sub-committee \u0026amp; Student Focus Groups Starting date\nSeptember 30, 1996 Due date: Completion date: OBJECTIVE #5--Develop a train-the-trainer model that includes youth peer trainers paired with teachers. Assigned to:07/10^1996 10:33 6 PAGE 04 Starting date: Due date: Completion date: OBJECTIVE #6'-Recruit teachers and student trainees and conduct training sessions. Assigned to: Starting date: Due date: Completion date: Assistant Principals \u0026amp; Counselors September OBJECTIVE #7Develop delivety schedule. Assigned to: Starting date: Due date: Completion date: Student Focus Groups September 16, 1996 September SO, 1996 OBJECTIVE #8Conduct training sessions. Assigned to: Starting date: Due date: Completion date: Assistant Principals \u0026amp; Counselors OBJECTIVE #9--Evaluate effectiveness of training effort. Assigned to: Starting date: Due date: Completion date:RECEIVF'' JUL J 5 1996 Little Rock School District Pupil Services Department July 11, 1996 Office di Des\u0026amp;sregaiion Momtonng MEMO TO: Safety \u0026amp; Securit Task Force Members FROM: SUBJECT: Jo Evelyn Elstort/Director of Pupil Services 1996-97 Meeting Schedule our July 10th meeting, the 199697 school year was adopted: following meeting schedule for the September 5, 1996 December 12, 1996 March 6, 199^7 June 5, 1997 All meetings will be held in the LRSD Administration BoanSSfOoa' at\nThank you again our work. I'm confident that equally as smoothly. Please to give Progress Reports on i for the great job in the action planning phase of the implementation phase will proceed be prepared at the September meeting the implementation of each Action Plan. Committee chairs who were asked to have the final copy of your not present at the July 10th meeting are Action Plan to me on or before July 18/ 1997. Have a great summer!EDITORIALS 4 \u0026lt;I 1 I I men and the hand of Prov- School safety first Dont let it happen here hanks to a couple of good searches. , . Then there was the near-j idence, a shooting was shooting at Rightsell Elementary 1 narrowly averted not long ago at nearly a year ago. No one was Little Rocks historic Central High there to pin that woman to a wall, School, which ought to be known or take her gun away She aimed as a center of academic excel- it point-blank at her sons teacher, lence not for struggles over In the presence of 20 students, she handguns in the halls. Yet a group pulled the trigger. Once. Twice, of frightened students watched in Each time the gun misfired harm-near- panic on that day as the prin- lessly. Providential. cipal, John Hickman, pinned a gun-toting young woman to the wall with the assistance of his vice principal, Michael Peterson. Was this scene necessary? It might not have been if society placed as high a premium on young people as its does on airline passengers. Its routine by now to pass through a metal de-tector on the way to your flight. If Principals, teachers, and students alike must be counting down these last days of the school  year  like front-line soldiers waiting for the hour when the truce goes into effect. Sure, not all schools have this kind of trouble, but those that do are entitled to a little peace, and peace of i mind. Kids  and teachers  one had been in place at the en- concentrate on trance to Central, this sordid lit- oj the prom, or the big. tie drama in a school hallway avoid a fire- \u0026lt; might have been avoided. fight in the hall. i Need any more evidence that There are times w__h_e_n_ P_rovi- * pass-through metal detectors are dence could use a little help, and needed at some schools? Earlier even some modern technology, this month, a shakedown at the Such as the screening devices , high school turned up four bul- ^sed to secure airport lounges. * lets (but no gun) and a set of brass Arent schools at least as impor-knuckles. The search was occa- tant? I I sioned by the discovery of a  firearm .o n the sidew--a--l-k-- -o--u-t-s--i-d--e-. Copy to Mac Bernd, next su- Knives, including a long butcher perintendent of the Little Rock knife, have been seized in other School District. Arkansas Democrat Established 1871 Established 1819 Aikansas Democrat (gazette An Independent Daily and Sunday Newspaper Walter E. Hussman, Jr., Publisher John R. Starr Managing Editor Paul Greenberg Editorial Page Editor Paul R. Smith V.P. / General Manager Lynn Hamilton V.P. /Operations John Mobbs Advertising Director Larry Graham Circulation Director Estel Jeffery, Jr. Director of Promotions SB  ,SATURDAY, MAY 30,1992 1 1 1 J I t Arkansas Democrat WCSazcttc FRIDAY, FEBRUARY 12. 1993 Cooyright 0 1993, Little Rock Newsoaoers, Inc. LRSD to tape game-goers add officers to curb fighting BY CYNTHIA HOWELL Democrat-Gazette Education Writer The Little Rock School District plans to hire extra police officers and videotape spectators to improve security at junior and senior high school basketball games and other indoor events. The precautions are being taken after fights recently disrupted games at three different schools, officials said Thursday in announcing their plans. Officials said that in all three cases the disturbances were started by people who were not students at the schools. Under the new procedures, only students from the participating schools will be allowed into the games unless accompanied by an adult. xA.nd the district will continue to use handheld metal detectors to scan spectators for weapons. Dianne Woodruff, district director of communications, said the safety measures were decided earlier this week in a meeting between district administrators and the principals of the junior and senior high schools. The new measures, plus others, already are used at some of the schools, but an effort will be made to use them consistently at all schools. Cost of the added security will be about $3,000. most of which will be used to hire 11 more off-duty officers to work at the games. The high schools will have a total of four off-duty officers plus the campus security guards at each event. Each junior high will have three off- duty officers plus campus security guards per event. The exceptions to those numbers will be at Central High School, which uses six off-duty officers, and Dunbar Magnet Junior High, which will use four. One other cost will be the expense of hiring people to videotape the spectators as they enter the school gymnasiums and as they watch the games. The cost will range from between $15 and $18 per night. As many as three games are played per night on game nights at a school. For example, a junior varsity, boys varsity and girls varsity game might be played in one evening. Woodruff said the schools already have video equipment, so new equipment purchases wont be necessary. 'The videotapes will be used to identify anyone who might be involved in a disturbance. The schools will post signs notifying the audiences that taping is being done for security reasons. The stepped-up security procedures also will include development of a written plan for each school that will cover placement of security guards and police officers in the gymnasium and list their assigned duties. A visiting and host administrator from the two competing schools are required to be present at all activities to identify students from the participating schools. Students will be required to show identification or offer other proof that they are enrolled in the participating schools. The Little Rock district also reserves the right to restrict admission to all school events. Among other precautions, the schools will charge admission to the games throughout an entire game. Only parents will be admitted to a game after the start of the fourth quarter of play, and all small children and those under the age of the participating schools student bodies must be accompanied by a parent.Arkansas Democrat (gazette WEDNESDAY, NOVEMBER 3, 1993  Letters School, community safety are related Max Brantley on Arkansas Week referred to the loss of students in public schools, saying, Although the schools are safe, the communities in Little Rock are not. Someone commented on the huge increase in teenage crime. Isn't it obvious there's a correlation between the two problems? Public schools teach an ideology that says man is supreme, laws and morals come from man, and there is no higher authority than man, so we either determine our own morals or submit to someone else's morals. Offering any teaching about the sovereignty of God as creator and supreme authority to whom everyone is accountable is forbidden, so schools are left free to teach the religion of human worship and disdain of God. Teen-agers come out of these schools and practice the self-centered religion they have been taught. They have to find good within themselves using their gut feelings as their standard\nthen theyre expected to obey someone elses laws. When the Judeo-Christian God is rejected, we are accountable for our actions only to some human authority. It makes no sense to say that morals and laws come from mans thinking and then try to persuade anyone that any mans thinking is superior. These teenagers are not stupid\nthey logically conclude that their own thinking is just as valid as yours or mine. Why is anyone surprised? SABRA FARRELL Little RockAuthorities see volatile mix of teens and handguns in the schools BY JOE STUMPE AND JAKE SANDUN Ai Democrat-Gazette Staff Wiiters 15-year-old Southwest Junior High School student is chased down the street by four teens with a .357-caliber Magnum as teachers at nearby Bale Elementary School herd students inside. Security officers who stop a car circling Central High School find three teens, two handguns and a walkie-talkie inside. A 15-year-old Pulaski Heights student pulls a .25-caliber automatic out of his pocket in front of Woodruff Elementary School and points it at a dog. The episodes, culled from just one month of Little Rock police reports . during the last school year, are examples of the kind of violence the Little Rock School District, the states largest. confronts on a regular basis. Years ago, we went to school and could concern ourselves with teaching, Eleanor Coleman, president of the Little Rock Classroom Teachers Association, said. Now youve got to concern yourself with someone in your classroom who is sitting there with a gun or knife and, if you say the wrong t hing, they might attack you or another student , i District records show there were 75 assaults by students on fellow students and 13 assaults on staff during the 1992- 93 school year. Assaults are a more serious offense than fights, of which there were 1,044. Forty-seven weapons  in-eluding 14 firearms  were discovered olence is a growing problem across the on students or sch ool ground s. state, said Grainger Ledbetter, presi- Dr. Henry Williams, the districts new superintendent, said in his first speech since taking the job: The first issue is safety in our schools. Thats the Number 1 thing Ive heard from community groups. In a later interview, Williams said he had not meant to imply that district schools are not safe. Williams said the parents with whom he has spoken have a very comfortable feeling about the schools. But he added, They feel there are certain circumstances that may exist in the community that might cause problems to seep into the schools. Its an urban school district and urban districts have urban problems. Not that school violence is limited to Little Rock. Statewide during the 1991-92 school year, the most recent year for which complete figures are available, 1,071 weapons were found on students or school grounds, 39,807 lights among students were recorded and 812 staff members were assaulted. (The latter figure includes verbal assaults.) Theres a consensus among teachers that discipline is declining and vident of the Arkansas Education Association. Ledbetter said the AEA board is expected to appoint a task force next month to come up with legislation and programs design^ to address the problem of violence in schools. In a survey of 3,386 Arkansas high school students conducted by the state Department of Education during the last school year, 14 percent said they had carried a weapon onto school property. Fifteen percent said they had carried a gun in the 30 days preceding the survey. Students responding to the survey, sponsored by the U.S. Centers for Disease Control and Prevention and released Aug. 17, represent about 3 percent of the states ninth through 12th-graders. Because the states response rate was 41 percent, the figures were not considered indicative of all Arkansas teens. 1 Calvin (not his actual name), a 17- year-old who at one time was active in gang activity in the Little Rock area, said keeping weapons out of schools is impossible. There aint no gun-free schools. Aint no drug-free schools, he said. The only thing the principals can do is to keep them as gun-free and drug-free as they possibly can. But, one way or another, theyre going to get it in there if they want to get it in there, In Pine Bluff, security guards patrol the high school and staff members use hand-held metal detectors on a random basis to check for weapons in grades 7 through 12. Students are prevented from wearing baggy pants, crooked hats or throwing gang signs with their hands. Superintendent Willis Alderson said. We do not tolerate gang activities on our school campuses, Alderson said. In West Memphis, staff members use metal detectors on a random basis in the schools and check everyone who comes to ball games. Little Rocks Williams said the violence by students reflects deeply rooted problems. Theres so much hopelessness on the part of our young people, and they express it as hostility. Arkansas Democrat :r(5azcttc SUNDAY, ocTOBtH a, laaa Arkansas Oemocrat-Gazstts/Staton BrtedenthaJ Guns confiscated by Little Rock police in school-related incidents. LR schools miss target for weapon searches Only 3 comply as district directive loses edge in administrative shuffle 2^^ BY OLIVIER UYTTEBROUCK Democrat-Gazette Police Reporter Only a few of the Little Rock School Districts secondary schools have performed the minimum number of required weapon searches, records show. Central High School has one of the worst records. The districts largest high school is down for only three searches  a fraction of the number required  since school began Aug. 23. District officials said the school has performed two additional searches not yet reflected in records. Even at that, Central ha.s conducted fewer searches than all but one other school in the district. Former Superintendent Mac Bernd issued a secondaryschool search directive in October 1992, about a week after Parkview Magnet High School teacher Debbie Fulbright was stabbed more than 60 times by a student. District ofiicials say the directive, which sets minimum search requirements, has hel'ped curb weapons at schools. Nine weeks into the current school year, only one student has been disciplined districtwide for carrying a firearm onto a campus, according to district data. During the 1992-93 school year, 14 students were suspended or expelled for j,os- session of a firearm. The directive require.^ al least two all-school searches a month. Ideally, in such a search, all .students are scanned with hand held metal detectors and their purses and backpacks are inspected. Records show Central performed all-school searches on Aug. 23 and Aug. 27. A district official said Friday the school performed a third all-school search Oct. 15. The directive also requires at least two random searches a week. School ofTicials select any number of classrooms or buses and quickly search students. Locker inspections also qualify as random searches. Records reflect only one random search on Sept. 20 at Cen- tfal. A Central assistant princi- K Im 11  I li I Arkansas Democrat iiS^CBazcUe Weapons  Continued from Page 1A , Only three of the districts 14 secondary schools comply with a strict reading of the directive. Only four meet the districts c,^Lfor two random searches a week. On the other hand, several Schools have exceeded the number of required searches. Dunbar Junior High School, for example, has done six allschool searches and 27 random searches. Turnovers in top district administrators, including the resignation of Bernd, left the weapon search program with little direct supervision. I Im going to begin monitoring this thing beginning Monday. Bill Barnhouse, the districts security director, said Thursday. .The directive requires the schools to send reports detailing-searches to Barnhouses se- cuirity ofTice and to the associ- at\u0026amp;iSuperintendent of school operations  an ofiice that no longer exists. I LWhen the directive was is- sued a year ago. the office was held by Janet Bernard, who resigned in June. Deputy Superintendent Estelle Matthis assumed Bernards duties at that time.  I was wearing many hats for d while. she said Friday. Matthis said she received a telephone call about three weeks ago from a student who said searches werent being performed at the school. She said she then called Central Principal Rudolph Howard, who acknowledged he wasnt performing the required number of searches. I advised him that he was to begin scanning immediately, Matthis said Wednesday. I was assured by the principal this would take place. 5^ Weapons searches Total number of searches performed af Little Rock School Distnct schools isince Aug. 23, according to district records. High schools Central\nHal1 'd.A. Fair i McClellan \"Parkview ?'Metropoli'an Albschool* Random**  jr. high schools  '.Cloverdale ifDunbar  Forest Heights uHenderson /Mabelvale .'Mann ^Pulaski Heights 2 4 4 4 4 5 3 6 2 4 4 1 5 7 *6outhwest Adult Learning Ctr. 1 ,4\u0026gt;S f^is ^@1 sF FT T J-. .^1^\n\u0026gt; Arkansas Democi a/David uc ON PATROL  Little Rock police officers J.W. Smith (left) and Aaron Johnson keep a watch recently on activities around Central High School in Little Rock. The school has one of the worst records for compliance with the minimum number of weapon searches required by the school district. pal said a second random search was made Wednesday. Central High isnt alone in its apparent disregard for the directive. Horace Mann Art.s and Science M^-:net Junior High School has performed one all-school search and three random searches this school year. And Cloverdale Junior High School has done three all-school searches and 13 random searches. See WEAPONS, Page 13A   SUNDAY. NOVEMBER?, 1993  lift Matthis said Howard, who began as Central's principal in August, apparently was unaware of the directive. She said she sent Howard a copy of the directive on Wednesday. Matthis said she didnt know whether Central has performed searches since her conversation with Howard three weeks ago. If they are not. that will be dealt with, Matthis said. Im taking this seriously. She refused to say what measures she was considering. Howard couldnt be reached for comment. Michael Peterson, an assistant principal at Central, said school staff performed a random search Wednesday of 35 to 40 classrooms. That search 1 6 15 23 11 16 13 27 22 14 e 3 2 9 8 /An-.fchool searches - Schools are ,Aq^ed to perform two all-school searches \u0026gt; permorrth. Ideally, every studer^l Is -scanned with metal detectors and all dait^s are searched. ' Flapdom searches - Schools are required id perform two random searches per week, -^ically. they Involva surprise searches of  Selected dassroome. buses, etc. iSeuroe: LRSD Office of Saleh' * Security brings the schools total for the year to three all-school searches and two random searches. Peterson said school officials also search lockers and scan people entering athletic contests  searches not reflected in reports on file at the security office. We have a safe environment at Central, Peterson said. Peterson pointed to the schools five-man security staff and full-time patrols of two campus parking lots as evidence of efforts at the school. Little-Rock police also are playing a larger role this year, both inside and outside Central. In August the school was as- signed a full-time police officer, called a school resource officer. Also in August, two bicycle officers began patrolling nearby. The bicycle officers  J.W. Smith and Aaron Johnson  have become a familiar sight around the school. They confront carloads of youths in the area, order drivers to turn down stereos and challenge anyone suspicious. Smith and Johnson said fear motivates students to take weapons to school. If police and school officials eliminate . the fear, the weapons disappear, they said. Gunfire is no longer common in the school area as it was last year, the officers said. They also take credit for driving out the operators of a crack house that did business earlier this year on Park Street near the school. I The word is, theyre not going to do it at Central High,* Smith said. Thats the word we put out.\" VJ For whatever reasons, the number of students in the di^ trict suspended or expelled f62 possessing firearms droppSfl last year, according to the Bira* cial Advisory Committee fey port. In the 1992-93 school year, 14 students were suspended or eji pelled for possession of-a firearm, the committee repoHr ed. That compares with 23 fbi* the 1991-92 school year. In the 1990-91 school year, -a students were suspended or pelled for possession firearms.Aikansas Democrat gazette FRIDAY, JUNE 4, 1993 CopyrigM O 1993. Little Rock Newspapers. Inc. Police, personnel take up posts for last day of school BY JAKE SANDLIN Oemocmt*Gazette Staff Writer Secondary schools in the Ut- tle Rock School District will have off-duty police officers on school grounds for the last day of school again this year. The last day has become an annual period for precaution in Pulaski Countys three school districts. Administrators ride school buses, and city police step up patrols to try to ensure that summer vacation begins safely. All three districts finish classes Thursday. Bill Barnhouse, the Little Rock districts director of safety and security, said through a district spokesman Thursday that off-duty police officers will be hired for the last school day to be in the halls and on the grounds at each of the districts eight junior highs and five high schools. Last year, the district hired 10 uniformed off-duty officers and sheriffs deputies to be on selected junior and senior high campuses for the final school day. Each made $15 per hour for a 3'/!-hour afternoon shift. Usually, the last day we patrol pretty heavily around some of the schools, said Lt. Charles E. Holladay, Little Rock Police Department spokesman. Im sure well have additional patrols. The Pulaski County Special School District doesnt plan to hire extra security, but some administrators and volunteers will pull bus duty and every night security officer will work, said Ed Hogan, the districts assistant superintendent of support services. Students are anxious,\" Hogan said. They sometimes get overanxious and get a little bit careless. The North Little Rock School District doesnt plan to hire extra police officers but will have additional staff for the last day and will request increased patrols around schools, Bobby Acklin, assistant superintendent of student affairs, said through a district spokesman.Arkansas Democrat WltOazclle  SATURDAY, JANUARY 15, 1994   LRSD meets on seeurity, bars media BY CYNTHIA HOWELL Democrat-Gazette Education Writer Just hours after a national safety consultant urged the Lit- tle.Rock School Board to be open with the community about school security, district administrators barred the news media from a principals meeting on the subject. George Butterfield, deputy director for operations for the National School Safety Center at Pepperdine University in Los Angeles, told the school board Thursday night that district officials must be \"bone honest with the public about safety and security issues. \"You must offer full disclo- | sure, otherwise you sink yourselves, he said. \"You can turn community skepticism around with disclosure. Butterfield made the comments in response to board member John Riggs IV, who asked how the district could improve the publics perception of school safety in Little Rock. District ofTicials should make their efforts to address safety concerns very clear and invite Ilie community  including law euforcement, government and juvenile court authorities  to help implement plans, Butter- I field said. Butterfield, who has consulted with the Little Rock district since 1989 on security, praised the district for being realistic about the possibilities of vio- J^ice in the schools. Some districts in the country deny they could have problems, he said. -'rButterfield was set to meet with principals and assistant principals at 8:30 a.m. Friday at Parkview Magnet High School to discuss school security and to design school safety plans. Deputy Superintendent Estelle Matthis, through spokesman Jeanette Wagner, barred members of the media from the session. Wagner said the principals wouldnt feel comfortable publicly discussing safety issues. Matthis barred the press although other top-level administrators had earlier said the media would be welcome. Dr. Henry Williams, the districts superintendent, late last year created a community panel to recommend safety improvements to the school board. The panel is the second established by the district since 1989. An earlier task force developed a comprehensive report that included recommendations for establishing a district security office and starting an anti-violence curriculum. The district invited Butterfield to Little Rock. He spent three days touring district schools and the transportation department. He is expected to submit a written recommendations to the district in the next few weeks. There is no fee for Butterfields services.WEDNESDAY, JANUARY 19,1994  3B LRSD board to vote on letting security guards bargain as uiflt The Little Rock School Board will vote next week on whether to recognize the districts security guards as a collective bargaining unit in annual employment contract negotiations. If the board recognizes them as a unit, the district then would conduct an election on whether the Little Rock Classroom Teachers Association would be its official representative in contract talks. Most of the guards have already joined CTA. CTA represents teachers, aides, bus drivers and custodians in contract talks. The.SS- member security guard unit would be the smallest of the bargaining units in the district 1 Dr. Henry Williams, district superintendent, has rec.om- mended that the board recognize the unit at its Jan. 27 meeting.'Armed teens eredo: 'You gotta shoot them before they shoot you BY JAKE SANDLIN Oemocral-Gazette Slall Wiiler Upset over bis parents being called (o Hall High .School, the sludenl boiled from an assislanl principals office. Onlsidc the building that February morning in 1992. James Washington, then a fir.sl- year assistant principal al Ilall, was told by the teenagers inolh- er what every school administrator has come lo fear: The student had a gun. Wasliinglon found him in back of a classroom filled with maybe 29 other students. He motioned for the student lo come outside. The boy's hand was under bis coat. Ue came lo the doorway and he demanded my car keys, Washington recalled. He tried lo stall the boy, but again there wa.s a demand for the keys. Ue then took a step back and started to pull the weapon. Washington lunged, grabbing Hie boy's hand. Ue felt the gun clasped in the boys grip. Ue felt the hammer of the gun cut into ' his own hand. \"There were students in the hallway and I remember hearing someone say, Hes got a Heeding public outcry, Congress appears primed to forbid assault-type weapons BY CAROLYN SKORNECK Assoclnled Press Writer WASHINGTON  Guns weigh heavily on the American psyche, and Congress appears poise(l lo respond by banning the inanufaclurc and sale of new assaull-lype weapons that mimic firearms intended for combat. Tills would be an extraordinary move for an institution known for its long standing resistance lo gun control  and gun!  Washington said. \"I screamed for everyone to get down. We were banging against lockers, rolling around on the ground. ... It was the kind of sluff youd see on TV, actually. The gun finally came loose and into Washington's grasp. A security officer and another school official held the teenager until police arrived. Il was a fully loaded six-shot Colt .38-caliber revolver. An- olhcr seven rounds were in the student's coat pocket. It apparil would be the second time in less than a year that Congress moved to limit the availability of guns. Supporters, and even an opponent. say they expect the voles lo be there lo pass the measure this year. Rut the National Rifle Association says its gearing up for a battle. President Clinton got extended Democratic applause when he called for Hie ban in See WEAPONS, Page 6A ently had been brought from home. The boy was 14. The student received 18 months probation and completed a Juvenile Services Center Alternative School program, according to county officials. The .38-caliber revolver remains in the Little Hock Police Departments property room. Thal case involved one of 496 juvenile arrests for weapons possession in Arkansas that 4 See GUNS, Page 5A Arkaiisas Democrat \"grtSazcKc \u0026gt;  SUNDAY, JANUARY 30, 1994 . in circuit court instead of juvenile court. The Safe Schools Act strengthened criminal penalties for handgun possession on school grounds, added school buses and school bus zones to the handgun possession law, recognized leaching as a protected profession (as are other high-risk professions, such as law enforcement), and raised from misdemeanor to felony status the terrorizing of a teacher or other school employee with threats that cause phy.sical injury or property damage. Carrying a handgun on school property in Arkansas is a Class D felony. Thal means a maximum six years in the penitentiary. A 1990 federal law prohibits the possession or firing of a firearm within 1,000 feet of a public, private or parochial school. Conviction is punishable by a minimum fine of$5,000 and up to five years in prison. However, Stodola said the federal statute is aimed at adults, not armed juveniles. He said Arkansas law provides a tougher standard. Guns  Continued from Page 1A year. But its the juveniles' willingness to use those weapons, handguns in particular, that has reached more shocking proportions nationwide and even locally.\nIn 1993, there were 21 teenagers charged with murder in Little Rock. In the six years dishing a Tec-9 semi-automatic from 1983-88. all of Pulaski pistol. County had just eight. Juveniles are more often the Pulaski County Juvenile Court Judge Rita Gruber, who sees all sorts of weaponry come through her court, has her ideas as to why. \"Ils the old Wild West theory, Gruber speculated one afternoon in her office at the pital treated 177 gunshot countys Juvenile Detention wounds to youths under 18 in Center. where a metal detector greets all comers. 111 meet you at the OK Corral and we'll settle our disputes in that fashion.\" Its a mind-set learned in a juveniles home and neighborhood, she said. They see that kind of lethal handling of confrontations all around them, then have it glorified through violence in movies and on television, she added. , - \"I think it's reinforcing the idea that you just take things .into your own hands, Gruber said.    Most people don't fight any- ^niore. They get a gun, said a 17- year-old male, sitting with three jother teens from a Get Ready the juvenile crime issue literal- Program session fordelinquent ly struck closer to home. youths at the Watershed Human \"  and Community Development Agency. The weekday program provides education, job-application Broadway office, which is be- skills and rehabilitation to juveniles who have been suspended from school or have criminal charges against them. Many are gang members or \"wannabes. They pull a gun on me. I'm going to get a gun and go back,\"  another 18-year-old participant said. \"Then, somebodys going to end up dead. You gotta shoot them before they shoot you. That's how it works\" Juvenile arrests for weapons possession in Arkansas increased 45 percent from 1991 to 1992. The number of murders, rapes, robberies and weapons .possession by juveniles has signifying a gang affiliation. soared 86 percent in the past four years. Arkansas Crime Information Center figures released late last year showed. The teen-agers charged with murder during Lillie Rocks record year of 76 homicides included one involved in three separate slayings and two accused of killing a city police officer. Two others, ages 14 and 15. were killed while trying to rob a liquor store, one branvictims than before, also. From 1985-1990. the nations death rates by firearms among the ages of 15-19 soared 77 percent, the U.S. Centers for Disease Control and Prevention has said. Arkansas Childrens Hos- the last 18 months, the hospital recently reported. Sieve Nawojezyk. Pulaski County coroner for the last eight years, has said he will leave office at the end of his term this year. A major reason: The heavy emotional toll on him from the increasing number of murdered children.    Mark Stodola, Pulaski County prosecuting altorney, helped lead the successful legislative push for stronger criminal penalties for juveniles during the 1993 General Assembly session. On a Sunday night last fall. \"6ne of my neighbors ran up and said, Some kid just stuck a gun in my face! \" Stodola recounted in an interview at his hind locked doors controlled by a receptionist. The neighbor had spotted a teen-ager around cars belonging to dinner-party guests. Confronting the teen, the neighbor suddenly was looking down a gun barrel. When police arrived. Stodola rode with an officer he knew. Shortly after, they spotted two teens. One ran. The other was arrested. \"Sure enough, he had a five- shot, expensive, small revolver, Stodola said. \"It wasnt a Saturday night special. Il was about a $150, $200 gun. ... He was 16 years old. He had a blue rag on, Here was a gun you wouldn't think a 16 year-old would have access to. but he does,\" Stodola said. \"If I wanted a gun and I had $25, $40, $50,1 could have one in 10 minutes depending on how far I am from where they are, the Rev. Hezekiah Stewart, Watersheds executive director, said. If 1 was close, less than that. Some steal or borrow a parents gun. then return it, the parent never knowing it was missing. Gang members and drug dealers have guns available to deal. Crack cocaine addicts are traded drugs for guns bought legally, illegally or through burglaries. Pawnshop break-ins also net a cache of firepower. Gesturing toward a metal trash drum in the Watershed hallway, an 18-year-old said, \"If you give me enough money, and the lime, I could fill that trash can up with .25s and .22s. You go to any housing project,\" a 17-year-old sitting across from (he other said, \"there will be a drug dealer there who'll have three or four guns he wants to sell you. Dope fiends ... they'll do anything just to get that crack.    Asked why a youngster would carry a gun, all four teens sitting in the hallway at Watershed gave the same answer, almost in unison. Protection. A gun  and use of one  is also for show and to achieve status within a gang. The more serious the offense, the bigger the step. Stodola said his office has documented 46 gangs in Pulaski County, categorized through such ways as clothing and general characteristics, as well as their propensity to arm themselves. \"They love to pose with their guns, Stodola said, lowering his chin and crossing his hands across his chest as if they were pistols. Protection is also the No. 1 response Gruber hears in court for why a juvenile had a gun at school. In the usual situation, the gun would be brought from home, she added, taken without a parent's or grandparents knowledge. The adult may have acquired the gun legally and hidden it. Most of the lime, however, the juveniles lie about where they got their guns. \"Theyll say they found the gun. Thal they were just walking down the street and they found it behind a bush or found it in a ditch. Gruber said. Sho didnt remember anyone ever admitting lo an illegal gun buy- on the street.    Many efforts are under way nationally to get guns off the street and out of the hands of young people. When local bail bondsman Bobby Cox followed up on similar efforts across the country for trading guns for money or merchandise, the response was overwhelming. Offering $50 for any working gun turned in Jan. 22, a Saturday afternoon, Cox had to shell out $16,700 for 335 guns  219 of those handguns, some rusty, some polished chrome. At least four later checked had been stolen, but the swap followed a no-questions policy. In another gun swap spon sored by Arkansas Children's Hospital, five other corporations and seven police departments, police officers will collect guns Feb. 5 at War Memorial Stadium in exchange for gift certifi- cales from Harvest Foods, another sponsor.    An Arkansas Department of Education survey of almost 3,400 state high school students from the 1992-93 school year reported that 15 percent said they had taken a gun onio school property in the preceding 30 days. In its 1993 session, the Arkansas Legislature passed the state Safe Schools Act. It included enhanced criminal penalties for handgun possession on school grounds or a school bus. Also, the Arkansas Criminal Gang Organization and Enterprise Act became law. That created several new crime distinctions, including drive-by shootings, based on gang affiliation. Among other effects, the acts made a second-offense handgun possession by a minor a felony. The added teeth also give prosecutors added discretion to look al background and possible gang ties in order to prosecuteI Armed teens credo: You gotta shoot them before they shoot you BY JAKE SANDLIN Democial-Garella Stall Wiiter Upset over his parents being called lo Hall High School, the sludent bolted from an assislant principals onice. Outside the building Hint February morning in 1992, Jtimc.s Wn.shinglon, then a first- year assistant principal al Hall, was told by the teenagers inolh- cr what every school administrator has come to fear: The student had a gun. Washington found him in back of a classroom filled with maybe 20 other students. lie motioned for the student lo come outside. The boy's hand was under his coal. Ue came to the doorway and he demanded my car keys, Washington recalled. He tried lo stall the hoy, but again there wa.s a demand for the keys. He then took a step back and started lo pull the weapon. Washington lunged, grabbing the boy's hand. He fell the gun clasped in the boy's grip. He felt the hammer of the gun cut into ' his own hand. There were students in the hallway and 1 remember hearing someone say, Hes got a Heeding public outcry, Congress appears primed to forbid assault-type weapons DY CAROLYN SKORNECK AssociBiPd Press Wiiter WASHINGTON  Guns weigh lienvily on the American psyche, ninl Congres.s appears poised lo respond by banning the inannfaclnre and sale of new assault-type weapons that mimic firearms intended for combat. This would be an extraordinary move for an institution known for its long standing resistance to gun control  and gun!  Washington said. I screamed for everyone to get down. We were banging against lockers, rolling around on the ground. ... It was the kind of stuff youd see on TV. actually. The gun finally came loose and into Washingtons grasp. A security officer and another school official held the teenager until police arrived. It was a fully loaded six-shot Colt .3R-caliber revolver. An- olher seven round.s were in the sl i^udent's coat pocket. It appar- it would be the second time in less than a year that Congress moved lo limit the availability ofguns. Supporters, and even an opponent, say they expect the voles to be there to pass the measure lids year. But the National Rifle Association says its gearing up for a battle. President Clinton got extended Democratic applause when lie called for Hie ban in See WEAPONS. Page 6A ently had been brought from home. The boy was 14. The student received 10 months probation and completed a Juvenile Services Center Alternative School program, according to county officials. The .30-caliber revolver remains in the Little Rock Police Department's properly room. That case involved one of 496 juvenile arrests for weapons possession in Arkansas that i See GUNS, Page 5A ArkansasDemocrat S(5iizvllc   SUNDAY. JANUARY 30, 1994  in circuit court instead of juvenile court. The Safe Schools Act strengthened criminal penalties for handgun possession on school grounds, added school buses and school bus zones to the handgun possession law, recognized teaching as a protected profession (as are other high-risk professions, such as law enforcement), and raised from misdemeanor to felony status the terrorizing of a teacher or other school employee with threats that cause physical injury or property damage. Cart7ing a handgun on school property in Arkansas is a Class D felony. Thal means a maximum six years in the penitentiary. A 1990 federal law prohibits the possession or firing of a firearm within 1,000 feet of a public, private or parochial school. Conviction is punishable by a minimum fine of $5,000 and up to five years in prison. However. Stodola said the federal statute is aimed at adults, not armed juveniles. He said Arkansas law provides a tougher standard. Guns  Continued from Page 1A year. But its the juveniles willingness to use those weapons, handguns in particular, that has reached more shocking proportions nationwide and even locally.  In 1993, there were 21 teenagers charged with murder in Little Rock. In the six years from 1983-88, all of Pulaski County had just eight. Pulaski County Juvenile Court Judge Rita Gruber, who sees all sorts of weaponry come through her court, has her ideas as to why. \"Its the old Wild West theory,\" Gruber speculated one afternoon in her office at the countys Juvenile Detention Center, where a metal detector greets all comers. I'll meetyou at the OK Corral and well settle our disputes in that fashion. Its a mind-set learned in a juveniles home and neighborhood, she said. They see that kind of lethal handling of confrontations all around them, then have it glorified through violence in movies and on television, she added. think its reinforcing the idea that you just take things into your own hands, Gruber said.     '' Most people don't fight any- -rribre. They get a gun, said a 17- year-old male, sitting with three\nother teens from a \"Get Ready Program session for delinquent youths at the Watershed Human and Community Development Agency. The weekday program provides education, job-application skills and rehabilitation to juveniles who have been suspended from school or have criminal charges against them. Many are gang members or wannabes.' \"They pull a gun on me, I'm going to get a gun and go back,\" another 18-year-old participant said. \"Then, somebodys going to end up dead. \"You gotta shoot them before they shoot you. That's how it works. Juvenile arrests for weapons possession in Arkansas increased 45 percent from 1991 to 1992. The number of murders, rapes, robberies and weapons .possession by juveniles has soared 86 percent in the past four years, Arkansas Crime Information Center figures released late last year sliowed. The teen agers charged with murder during Little Rocks record year of IG homicides included one involved in three separate slayings and two accused of killing a city police officer. Two others, ages 14 and 15. were killed while trying to rob a liquor store, one brandishing a Tec-9 semi-automatic pistol. .1 uveniles are more often the victims than before, also. From 1985-1990, the nations death rales by firearms among the ages of 15-19 soared 77 percent, the U.S. Centers for Disease Control and Prevention has said. Arkansas Childrens Hospital treated 177 gunshot wounds to youths under 18 in the last 18 months, the hospital recently reported. Steve Nawojezyk, Pulaski County coroner for the last eight years, has said he will leave office at the end of his term this year. A major reason: The heavy emotional toll on him from the increasing number of murdered children.    Mark Stodola, Pulaski County prosecuting attorney, helped lead the successful legislative push for stronger criminal penalties for juveniles during the 1993 General Assembly session. On a Sunday night last fall, the juvenile crime issue literally struck closer to home. \"One of my neighbors ran up and said, Some kid just stuck a gun In my face! \" Stodola recounted in an interview at his Broadway office, which Is behind locked doors controlled by a receptionist. The neighbor had spotted a teen-ager around cars belonging to dinner party guests. Confronting the teen, the neighbor suddenly was looking down a gun barrel. When police arrived, Stodola rode with an officer he knew. Shortly after, they spotted two teens. One ran. The other was arrested. \"Sure enough, he had a five- shot, expensive, small revolver, Stodola said. \"It wasnt a Saturday night special. It was about a $150, $200 gun. ... He was 16 years old. He had a blue rag on, signifying a gang affiliation. Here was a gun you wouldn't think a 16-year old would have access to, but he does, Stodola said. \"If I wanted a gun and I had $25, $40, $50.1 could have one in 10 minutes depending on how far I am from where they are.\" the Rev. Hezekiah Stewart. Watershed's executive director, said. \"If I was close, less than that. Some steal or borrow a parent's gun. then return it, the parent never knowing it was missing. Gang members and drug dealers have guns available to deal. Crack cocaine addicts are traded drugs for guns bought legally, illegally or through burglaries. Pawnshop break-ins also net a cache of firepower. Gesturing toward a metal trash drum in the Watershed hallway, an l8-year-old said, If you give me enough money, and the time, I could fill that trash can up with .25s and .22s. You go to any housing project.\" a l7-year-old sitting across from the other said, there will be a drug dealer there who'll have three or four guns he wants to sell you. Dope fiends ... theyll do anything just to get that crack.    Asked why a youngster would carry a gun, all four teens sitting in the hallway at Watershed gave the same answer, almost in unison. \"Protection. A gun  and use of one  is also for show and to achieve status within a gang. The more serious the offense, the bigger the step. Stodola said his office has documented 46 gangs in Pulaski County, categorized through such ways as clothing and general characteristics, as well as their propensity to arm themselves. \"They love to pose with their guns, Stodola said, lowering his chin and crossing his hands across his chest as if they were pistols. Protection is also the No. 1 response Gruber hears In court for why a juvenile had a gun at school. In the usual situation, the gun would be brought from home, she added, taken without a parents or grandparents knowledge. The adult may have acquired the gun legally and hidden it. Most of the time, however, the juveniles lie about where they got their guns. \"Theyll say they found the gun. That they were just walking down the street and they found It behind a bush or found it in a ditch, Gruber said. She didn't remember anyone ever admitting to an illegal gun buy on the street.    Many efforts are under way nationally to get guns off the street and out of the hands of young people. When local bail bondsman Bobby Cox followed up on similar efforts across the country for trading guns for money or merchandise, the response was overwhelming. Offering $50 for any working gun turned in Jan. 22, a Saturday afternoon, Cox had to shell out $16,700 for 335 guns  219 of those handguns, some rusty, some polished chrome. At least four later checked had been stolen, but the swap followed a \"no-questions\" policy. In another gun swap sponsored by Arkansas Children's Hospital, five other corporations and seven police departments, police officers will collect guns Feb. 5 at War Memorial Stadium in exchange for gift certificates from Harvest Foods, another sponsor.    An Arkansas Department of Education survey of almost 3,400 state high school students from the 1992-93 school year reported that 15 percent said they had taken a gun onto school property in the preceding 30 days. In Its 1993 session, the Arkansas Legislature passed the state Safe Schools Act. It included enhanced criminal penalties for handgun possession on school grounds or a school bus. Also, the Arkansas Criminal Gang Organization and Enterprise Act became law. That created several new crime distinctions, including drive-by shootings, based on gang affiliation. Among other effects, the acts made a second-offense handgun possession by a minor a felony. The added teeth also give prosecutors added discretion to look at background and possible gang ties in order to prosecuteV  ^fiK, UP, UP AND fiiVlAX  Casey Pieretti jumps over barrels Thursday morning during a news conference for Prom Arkansas Oemocrat-Gazane/Morris Richardson II Promise at Hall High School. Pieretti, who lost a leg to a drunken driver, is a speaker for the national program. .FRIDAY, FEBRUARY 4, 1994  Prom Promise elicits teen pledges to stay off drugs and alcohol BY SHAREESE HAROLD usoamongjunior and senior Democrat-Gazette Staff Writer Erin Calvin lost a friend who died after inhaling fumes from an aerosol carpet cleaner last year. This year, the Hall High School senior has intensified her commitment to persuade her friends and anyone else wholl listen to stay clean of drugs and alcohol, especially during prom season. We have so many students high school students has increased or remained undrinking and doing drugs here its a shame, Calvin scaaiidd Thursday at a statewide high school pep rally inaugurating Arkansas second annual Prom Promise.  ' Prom Promise is a peer-pres-stire pledge campaign geared to sway teen-agers from using drugs and alcohol during prom season. It is sponsored nationally by Nationwide Insurance Co. Local sponsors include KARK-TV, Channel 4, and radio station KIPR-FM, 92, both of Little Rock. About 100 students from 29 Arkansas high schools acknowledged the programs mission Thursday and agreed to solicit signatures from fellow students committing to spend prom night substance-free. Last year, more than 3 million students in 22 states participated in Prom Promise. In Arkansas, more than half the students from 13 high schools signed pledge forms. A University of Michigan study released earlier this week shows more teen-agers are using drugs and alcohol after a decade of decline. Prom Promise planners released figures showing:   35 percent of high school seniors questioned nationwide admitted having five or more drinks in a row in the past two weeks.  Alcohol is the countrys primary drug problem among teen-agers. :  Led by increases in marijuana and hallucinogens, drug changed over the past year. Although Prom Promise has been taking place nationwide^ for five years, last year was the, first time Hall High School and Little Rock area students took part. Calvin said shes unsure whether this just say no pledge helps alter certain students behavior. Such programs dont stop teen-agers from drinking on weekends or after school each day at area parks or at friends houses, she said. We have people here smoking marijuana in the bathrooms and coming to school drunk every day, said Calvin, a member of Halls TRIBE, a 52-stu-dent anti-drug and alcohol peer counseling group. That kind of stuff isn't reported, but I think if this type of program changes one persons mind about drinking and taking drugs, its working to help save a life. I heard of those pledge forms going around. said Adrian Williams, a 19-year-old Central High School senior. But by the time prom comes around, nobody even thinks about that. Williams said he drinks on weekends mostly and has his older friends buy alcohol for him. From the time he started high school, he said, he's noticed more students drinking. He hasn't seen anyone drinking in school bathrooms so far this year but suspects students still smuggle alcohol to school. Students from 10 schools in northeastern Arkansas counties signed Prom Promise pledge forms in 1992, and state statistics show a decline in the number of 15-to-19-year-olds killed in alcohol-related crashes between 1991 and 1992. During prom season 1991,11 teen-agers died\nin 1992, two died. Democrat , . . TUESDAY, MARCH 1, ^94 Copynght  owe Rock Newspapers. Inc. Police resource officers to serve 13 LR schools Each of the Little Rock School Districts 13 junior and senior high schools should have a police resource officer on campus when schools open for the 1994- 95 school year, Little Rock City Manager Charles Nickerson said Monday. Five of the schools have officers this year as part of a program financed jointly by the school district and the city. The officers serve as speakers in different classes and work to build good relations between students and police. The update on resource officers was one of several brief status reports that members of the Little Rock School Board and the city Board of Directors exchanged Monday. The two boards have met at least four times in recent months to discuss mutual concerns about safety, community use of school buildings and vacant school property. Little Rock police have cooperated with the district not only by participating in the resource officer program, but also by picking up and delivering apparent truants to the districts new truancy center and by serving on the districts Safety and Security Task Force, School board members agreed Monday to explore the possibility of opening some, schools in the summers and after regular school hours for community groups to use.^^Jkansas Democrat :^(gazcttc MONDAY, APRIL 18, 1994 Copyngnt  UWe Rock Newspapera. Inc. Traffic injuries to children soar Weve seen some really demolished kids, hospital doctor says i 1 I I BY JIM KORDSMEIER Democrat-Gazette Police Reporter An unusually large number of children were involved in auto- related injuries in Little Rock last week, and educators and physicians are upset because they say the incidents were all preventable. Weve seen some really demolished kids, said Michele Moss, a staff pediatrics physician with the Intensive Care Unit of Arkansas Childrens Hospital in Little Rock. Childrens Hospital alone has treated 13 children for auto-traffic injuries and eight for autopedestrian injuries since March 29. Two children from Little Rock suffered massive injuries last week and one didnt survive. A car hit Michael Broadway, 7, on Base Line Road about 6:45 a.m. Tuesday. Michael, who was with a group of children waiting for a school bus, died Wednesday night at Childrens Hospital. Kevin Hunt, 9, was hit by a car Thursday morning while crossing Chicot Road in front of Chicot Elementary School. Kevin was taken to Childrens Hospital, where a hospital spokesman said he remained in critical condition Sunday. Two other children were injured in accidents on Markham Street near Brady Elementary, but their injuries were not lifethreatening. Last week. Moss treated the four children from Little Rock as well as children from Pine Bluff and Bentonville who were involved in auto-related accidents. She said parents need to be reminded how important it is to instruct their children on the dangers of playing or walking near streets and roads. We all learned to stop, look and listen when we were children, Moss said. Schools and parents share a responsibility to teach children simple safety rules. Moss said. For early risers, crowds of children huddled in groups waiting for the school bus are a familiar winter morning scene. But winter has ended and those crowds arent so huddled anymore. Moss and many of her associates at Children's Hospital blame spring temperatures and a disregard for safety for the increased number of accidents. We all blame it on warmer weather. ... Those kids have a lot of energy stored up. Their bodies can move faster than their minds can think, Moss said. Schools have always provided programs to educate children of the dangers of playing near traffic, Moss said. She said adults also need to remember to slow down when driving in school zones or residential areas where children play. We cant prevent all kids from getting hurt, but if we slow down, the damage decreases, Moss said. Moss said there are three types of accidents hospital physicians regularly see. The first involves children being hit by cars as they walk to and from school. Sidewalks and crossing guards serve as some protection for children in many neighborhoods but not all. The second type of accident involves vehicles hitting children who are riding bicycles, often to and from school. Moss said children on bicycles should always wear a helmet.  The third type of accident involves children caught inside vehicles during a wreck. Injuries to children in auto accidents can be lessened if adults use proper safety restraints. Moss said. Babies and toddlers in laps become missiles in a wreck. ... They end up hitting everything inside the car. ,.. Its amazing the effect safety restraints have, Moss said. Glen Efird, health coordinator for the Little Rock Public School District, said the number of accidents involving school-age children last week has distressed the administration. Weve been discussing what we need to do and what we need to say to the kids, Efird said. Were trying to find out what it is about our instruction that theyre not hearing.ArkansasDei TOocrat '.^R' (Gazette  TUESDAY, APRIL 19, 1994 Gun-free school zones gomg to be with^us, lawyer predicts^ BY ADAM BIEGEL Democrat-Gazette staff writer Despite legal and political debates in Washington over the constitutionality of federal gun-free school, zones, Arkansas prosecutors and.educators hope to use the zones U.S. Circuit Court of Appeals in December, was surprised at the absent reference. as a weapon against violent crime. I think it does a great deal, Pine Bluff School Su- perintendent Willis Alderson said. Pine Bluff is one of at least 56 Arkansas school districts that promote the zones. It is a clear and visible message to the students and a reminder to the community, he said. Since October 1992, at least five Arkansans have been convicted of violating the federal Gun-Free School Zones Act. The act provides five- year jail terms for people convicted of carrying a gun within 1,000 feet of school property. The Supreme Court announced Monday it will consider whether the statute omitted necessary references to Congress regulation of interstate commerce. Little Rock lawyer Michael Booker, who unsuccessfully challenged a separate provision of the law before the Sth I thought, Surely it musfc be in here,  Booker said? if But (Congress) just failed to. do it This isnt something*' real esoteric.. Its something they know. *7**\u0026gt;4. With Congress considerii^- a corrected version, I think: this statute is going to be with ' us, Assistant U.S, Attorney ' Michael Johnson said. These kinds of cases are national* ^ priorities right now. r The bulk of the problem though is not with adults, iVs with kids bringing weapons to schools, Pulaski County Prosecuting Attorney Mark Stodola said. And generally speaking, the federal-IawF does not deal with people who are considered juve- niles. Johnson said federal juve^ nile prosecutions are rare because incidents must involve violent crimes and certification the state failed to reform  the individual. Federal prosecutions oiSm  are preferable for adults because of tougher sentencing guidelines, he said. Because there is no parole, they serve realtime. Arkansas Democrat (gazette . TUESDAY, APRIL 19,1994 Ban on guns near schools reconsidered The Associated Press WASHINGTON - The Supreme Court stepped into the national debate over gun control Monday, saying it will consider reviving a federal ban on possession of guns within 1,000 feet of any school. The justices agreed to decide whether a federal appeals court erred when it essentially threw out the 1990 Gun-Free School Zones Act as unconstitutional. A three-judge panel of the Sth Circuit Court, which covers Texas, Louisiana and Mississippi, struck down the federal statute as an unconstitutional infringement on powers reserved to states by the 10th Amendment. When Congress wishes to stretch its commerce powers so far as to intrude on state prerogatives, it must express its intent to do so in perfectly clear fashion, Judge William Garwood said in the ruling, which was joined by appellate judges Thomas Reavley and Carolyn King. The Clinton administration is asking the high court to reinstate both the law and the conviction of a former San Antonio, Texas, high school student who admitted he took a gun to school in March 1992. Alfonso Lopez Jr. told authorities she was to be paid $40 for delivering the gun to someone else to use in a gang war. Dennis Henigan of the Center to Prevent Handgun Violence At a glance The Associated Press WASHINGTON  The court Monday\n Said it would consider reviving a federal ban on possession of guns within 1,000 feet of any school after it was thrown out by a federal appeals court as unconstitutional.  Said it will consider reinstating a ban on federal employees accepting pay for any outside speeches and articles. Lower courts said the ban violated executive branch employees free- speech rights.  Left intact a ruling that said a Michigan teacher had legitimate educational reasons for refusing to let a girl show classmates a videotape of her singing a religious song.  Agreed to decide in a California case whether statements made by defendants during failed plea negotiations with federal prosecutors may be used as trial evidence against them. expressed hope Monday the court will reinstate the law. Gun violence at schools has become a national problem, Henigan said, adding that the 1990 law was a sensible public safety measure. More than 200,000 children carry firearms to school every day, according to Sen. Herb Kohl, D-Wis., sponsor of the invalidated law. But Larry Pratt of the Gun Owners of America said the lower court was correct in throwing out the law. The gun-control case asks whether Congress wrote the 1990 law correctly to comply with the Constitutions Commerce Clause, which allows Congress to regulate interstate commerce. The law carries a maximum penalty of five years in prison and a $5,000 fine for anyone caught with a gun near a school. Lopezs conduct already was banned by other state and federal laws, Pratt said, adding, Once again, we are reminded that America does not need more gun laws. Lopez, then a senior at Edison High School, was arrested after school authorities received an anonymous tip. He admitted carrying a .38- caliber handgun and five bullets, and was sentenced to six months in prison. But the Sth U.S. Circuit Court of Appeals ruled that in most\ncases the law was invalid under the Commerce Clause. Other federal gun control laws describe a link between the banned activity and interstate commerce, but the Gun-Free School Zones Act does not, the appeals court said. Because Lopezs indictment also did not describe such a connection, his conviction must be thrown out, the appeals court ruled. The Sth Circuit court suggested that Congress could enact a new law that might pass constitutional muster if it specified a link between guns at school and commerce.MU* r ' Arkansas Demtxrat SATURDAY, APRIL 30, 1994 Copyright  Little Rock Newspapers. Inc. LRSD task force urges more guards, alternative clasps ---------------------..r Bv- nroBrams. ............ dations calls for anti-violence and conflict-resolution training to extend to the school faculty, bus drivers and parents, as well as to the students. The recommendations also call for expanding the alternative education program beyond the one junior high alternative school that serves 75 to 100 students. There are no alternative programs available for elementary or senior higu students who do not function well in the traditional class- by CYNTHIA HOWELL Demoerat-GazeHo Education Writer The Little Rock School District could strengthen safety and security on its campuses with more alternative-education classes for disruptive students, more police and security guards, and training in violence prevention. Those suggestions are among 16 broad recommendations sent to district Superintendent Henry Williams and the Little Rock School Board this week by a districtwide Safety and Security Task Force. Williams appointed llie task force in December 1993 in response to security concerns raised by parents and staff at a series of public hearings. The task force did not try to determine the costs. T Kevin OMalley, a school board member and a member of the task force, said the group realized that there were costs associated with the proposals and that decisions about spending money on the dations have to be made by the school board. The recommendations oi the task force repeat or expand on many of the proposals made by a similar group in 1989. The earlier committee s work led to a school security department, a dramatic increase in the number of security guards at the secondary schools, strengthened school rules and an improved communications system by way of repairing school intercoms and providing staff members with two-way radios. Both sets of recommendations stressed the need for leaching violence-prevention nrograms. Bill Barnhouse, the district s director of safety and security who worked with both committees, said the district has some anti-violence programs, but they are not standardized throughout the district. Were in the teaching profession and we should be teaching this thing in pre-kinder- garten through 12th grades. Barnhouse said. Successful programs exist elsewhere in the country and could be adopted by the Little Rock district. he said. room.Aikansas Demcxiat (gazette THURSDAY AUGUST 18, 199^ THUKbU#^ NepapOT. Inc. ___e I htie LRSD security feel ignored, talk of protest district finished negotiating t^ contracts of the districts 300 BY JIM KORDSMEIER OemocratXSazette Polica Reporter Security officers for the Little Rock School District could vote to waia. uuL VL ------ ---------- Johnson said the security beginning today because district officers would get together this officials have yet to schedule a morning and, see how everybody walk out of training sessions date to negotiate a new contract The districts security officers are scheduled to meet today and Frank Martin, executive ---------------- director of the Classroom Friday at Parkview Magnet Arts -peachers Association, said he \"  wasnt sure what the 36 security a\nHigh School for training sessions. Benny Johnson, selfappointed spokesman for school ! district security officers, said he  wasnt sure what would happen this morning. A lot of guys said they want to walk out, Johnson said. A lot of VO'S i. protest. Some say they want to protest at the administration building, and thats what I would like to do. feels about it officers plan to do. I dont know that they are planning anything, but they are at the bottom of the totem pole. Theyve been hung out there a long time, Martin said. The Little Rock School Board custodians last week. Martin said he was supposed to talk with the districts director of labor relations, Brady Gadberry, to schedule a meeting to discuss security officer contracts before the 1994 school year starts. Classes begin Monday. Bobby Jones, director of school district security, said he was unaware of any pending protest I dont know anything about anybody being upset, Jones said. Johnson said school district security officers are concerned about the security department promotions system, a lack of pay for overtime work and the fact that their contracts have not been ai We want to show some form ofArkansas Democrat ^(j^azette FRIDAY, AUGUST 19, 1994 LRSD guards lack contract but dont skip school Security officers for the Little Rock School District decided Thursday morning not to walk out of a two-day training session at Parkview Magnet Arts High School. Thursdays training session was the first contract day of the 1994 school year for security officers. The districts 40 full-time and 10 part-time security officers are upset because school district officials have yet to negotiate a new contract with the officers representatives. Some threatened to walk out of the training session or protest at district offices. Bobby Jones, director of school district security, said the districts director of labor relations, Brady Gadberry, has been sick and hadnt yet scheduled a meeting with the security officers representatives to negotiate their contracts. Jones said Gadberry planned to meet with security officers today. A school district spokesman said contract negotiations with the security officers would begin Tuesday, a day after classes start. The Little Rock School Board voted in January to recognize union status for school district securily officers. Frank Martin, executive director of the Classroom Teachers Association, said the district finished negotiating the contracts of the districts 300 custodians Monday. Security officers are the last group of district employees without a negotiated contract for the 1994-95 school year, Martin said. if I I I I i I I  Arkansas Democrat ^(i^azcUcJ S MONDAY, AUGUST 22, 1994  CATMiirtjtC I.W1* Newaoaoers. Inc.  caomUbwc l.rtrte Rock | School security: fr -.L.vt. From hickory st i ckz ^. to ducking bullets BY JIM KORDSMEIER Democrat-Gazette PoHce Reporter j Ask most adults to describe ' their first days of school and I the memories most likely will ' be similar  new clothes and I pencils, the first football game, ' the sanitary smell of clean rooms and waxed hallways. I Ask a student in the Little ' Rock School District the same  question and the memories ' -t't - .-IM* .w^ .ris: 44 suspensions or expulsions, for fighting. At Hall High School, 36 students were disciplined for fighting and II students were suspended or expelled for drug-related incidents. There are 40 full-time security officers and 10 part-time officers in the- Little Rock. School District ' They are, charged with protecting 13 sec-\nmight be altogether different  ondary school campuses. locker searches, fights, ran- .25,000 secondary school dom metal detector sweeps, dents. They are supplemented^ guns, the navy blue shirts of se- resource officers, providi^,\n. curity guards. ed by the Little\nl^ck Poli\u0026lt;T Gone are the days when Department. \"reading, riting and 'rith- Bennie Johnson, an outspo\u0026lt;- ? metic were \"taught to the . ken security guard starting hi^- tune of a hickory stick. In the\neighth year at Central HighZ Little Rock School District, said school ^ards have seen S\" 1' school can be a dangerous little bit of everything. place. . \u0026lt; ' Tve been 'through notsj^ L- In the 1993-94 school year, shootings, stabbing i and as-r dom metal detector sweeps, curily guards.\n, Central High School recorded Security  Continued from Page 1B saults on teachers, Johnson said. Last year there were 60 guys fighting at a basketball game. We put our lives on the line at football games. Last year we were ducking bullets. Our job is real, real hard. The kids are constantly fight- ing, Johnson said. But Im here for the kids, about I care them and we get to know them real well. I see them screwing up and I try to help, but the only thing See SEt^Rtpr, Page 38\nthere were 61 suspensions or expulsions. Emphasis on security and additional measures such as random metal detector sweeps and an increased guard presence may have something to do with that improvement, Jones said. To keep guards up to speed, the district security department schedules a two-day training session at the beginning of each Students wearing gang clothes (such as red bandannas or T- shirts with gang slogans) are to be sent home and can return when they change clothes. Poole said. Patience, 4 1 professionalism i and prayer are the qualities that 1 school year. LRSD expulsions _______Fighting Assault Battery Drugs Guards review new district policies with Central J.A. Fair Hall Parkview 44 23 36 24 McClellan* 40 Total 167 3 3 7 1 4 18 15 7 6 1 6 35 19 6 11 0 8 44 veteran and rookie officers. Most of the districts Includes Metropolitan Vo-Tech Education Center thats going to make schools safe is zero tolerance, just like the police are doing. Bobby Jones, interim director of district security, is confident his security guards are making a difference on the districts five senior high and eight junior high campuses. Jones said he spent 24 years with the Little Rock Police De- Arkansas Oemocraf-QazeMe partment before joining the district. People usually only hear the bad things, the violent incidents\nthey dont hear about all the work t\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_1500","title":"Testing: Stanford Achievement Test, comparative data, Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["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","Education--Evaluation","Education--Standards","Educational statistics","School management and organization","School integration","Students"],"dcterms_title":["Testing: Stanford Achievement Test, comparative data, 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/1500"],"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":["372 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_727","title":"Williams, Henry P., Ph.D.","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":["1992/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School superintendents","African Americans--Education"],"dcterms_title":["Williams, Henry P., Ph.D."],"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/727"],"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":["452 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 superintendent from 1993-1996. Williams was the first African American to serve as Little Rock superintendent. Includes biographical information, Emails, memorandums.\nJUL-2S-1993 11 = 01 FROM SOCKWELL S.ASSQCIATES TO 15013742776 P.02 1 I DR- HENRY P. WILLIAMS (HENRY/HANK) I ' 303 Hurlburt Road , Syracuse, NY 13224 . Home: 315/446^205 ' Office: 315/435^164 i EDUCATION June 1974 to May 1983 i i I June 1974 to December 1975 i I I September 1968 to May 1973 I State University of New York Buffalo, NY EdB.-EducatiCHi AxlminisTranoii/ State University of New York Buffalo, NY Specialist in Education Administrancn State University of New York Brockport, NY EiM.-Education Administtatioi)/ ' September 1963 to May 1967 Fayettevffie State University Fayetteville, NC B.S.-Eleaicntary Education/ Social Studies I ! PROFESSIONAL EXPERIENCE i January 1988 ! i to Present I I Syracuse Qty School District Syracuse, NY SUPERINTENDENT As Superintendent of tins central New Yodc ui^ district of 22,000, Henry administcis an overall budget of S196MM and oversees a total staff of 4,000. Despite a significant (and continuing) reductioa in state tevenoes over the past four years, the district has seen major in^novements in student performance, community involvement and strategic planning. iSghligjits include: * increased standardized test scores which now place ail 3id and 5tb grades in die district above the state average\n the development and implementanon of a five year cUstrict-wide strategic plan wife 33 specific actions for the current school year.JUL-23-1993 11:02 FROM SOCKUELL ^-ASSOCIATE\nTO 15013742776 P.03 DR. HENRY P. WILLIAMS Page 2 I I ! I I i I September 1986 GO December 1987 I 1 I I July 1968 to June 1986' 1980-1986 I I I I * the development of two continuous progress spools and several continuous progress components\n district-wide adoption of the whole language approach to reading instruction and the initiation and funding of the Rt^ing Recoverv Program at several elementary schools\n ihiriarion of a business \"adopted paraers eSort which includes mini-grants for classroom creativity. Henry has stressed a collaborative decisionmaking style that involves staff, parents and the community at large. The 28-member Strategic Planning Team conducted more than 85 presentations throughout the community. Onre \"outcomes\" objectives were clarified, more than 400 staff and community members volunteered to serve on die eight Action Teams. Roanoke City Public Schools Roanoke, VA. DEPUTY SUPERINTENDENT As the deputy in this urban district of 13,000, Henry was recruited to develop three magnet options. The Performing Arts Schools at the junior and senior high school levels and the Futures Technology Program for high school students which resulted are still viewed as national models. Rochester Qty School District Rochester, NY PRINCIPAL Henry developed and served as the first principal of a 6-12 magnet school for academics, science and technology. The result was the transformation of \"the worst\" school in die district into one recognized as one of the top ten performance schools in the state and one widely emulated nationally. * note there is a break in service from 1969 tn 1975.JUL-23-1993 11 = 03 I FROM SOCKUELL S.ASSOC I ATES TO 15013742776 P.04 Rume i DR. HENRY P. WILLIAMS Pages I 1975-1980 1967-1969 I August 1968 to i May 1973 i YAROJS Henry held positions of resource teacher, vice-principal (junior/senior Irigfa), interim principal (academy), sqKrvisor of placement a^ follow up and direct of occu^onal education for this district. For one year, while pursuing a graduate degree, be was a research associate at SUNY-Brockport Monroe Community College Urban Center Roej^ter, NY I i I DIEECO. Henry was apart-dme teacher and then the Director of the downtown campus of this 7000-student communi^ college. Throughout his professional career, Henry has also held positions as Lecturer or Visiting Professor at various universities including Syracuse University, Virginia Polytechnic Institute and SUNY-Oswego. I ! REFERENCES ' Henry was originally recommended by two professional colleagues - ' Superintendents of major urban districts. If mutual interest continues, we will investigate his professional and personal background more thorou^y. I !iUMMARY AND APPRAISAL , Hank Wiffianvi was recruited to Syracuse four years ago, he found a system that had been tigfatly controlled by a top-down superintendent over the past sine years. Building principals had little flexibility, data was not disaggregated and the board had never developed a strategic plan to tie ' resources to goals and objectives. Additionally, Hank inherited fiat d7T\u0026lt;itiw with very va^e xesponsil^ties and the banning of stats budget cutbacks. This year, that State funding shortfall will be SoMM. I Despite the steadily decreasiiig revenues, a number of exciting gains have been realized across the district. The board's Now Is The Time strategic plan has been the keystone for focusing both energy and resources. And, more importantly, Syracuse is making significant progress toward its five basic objectives\nI 1 I I i I I 1. all students will demonstrate aasSX of defined and essential outcomes\n2. 50% fewn* Vd and 6th grnxters will perform below the norm on statewide tests (by 19^\n3. the number of 3rd and 6th graders performing at or above the 90th- percentile on statewide tests will double (by 1996)\nIJUL-23-1993 11:03 FROM ROCKWELL LftSSOCIATES TO 15013742776 P.05 Resuroe DR, HENRY P. WILLIAMS Page 4 1 I I i 4. 5. the graduation rate will increase by 25% (by 1996)\nthe number of Students failing the state basic skills test at grade 11 will decrease by 50% (by 1996). I 1 i I i I I Today, all standardized math and reading scores are up, with particularly improved performance at the middle school level More students are taking more courses and successfully completing them. And, the percentage of students going on to college or technical school is now the highest of the five largest New York districts. All schools have been removed fiom the states deficiency and probationary lists. Two continuous progress schools (and several additional continuous progress components) have enabled at-risk students to master subject content without felling into a cycle of failure and retention. Whole Language and Reading Recovery programs have made a big difference. One of Hank's first initiatives was a system-wide push for improved attendance. His belief that really following-up wife truants and letting kids know that you care can make a difference has plugged fee cracks for tardiness and absenteeism\naverage daily attendance is now 93%. I Every building has its own school improvement plan\ndisaggregated data allows specific intervention strategies to be targed to fee groups that need them the most. Professionai development is a top priority for ev^ staff member. New teachers must complete a 40-hour, probationary, in-service program which stresses multi-culturalisra, classroom mana^ment and student assessment. A creative potential teacher programed with some college credit as aides/sufastitutes, then offers tuition assistance individuals I I i I I I I i t I I and on-the-job training. The Syracuse magnet programs and alternative programs are widely gmniafRfi across the country. In addition to the academic alternative SAGE, eenled-leaming day and night programs offer help to those who have not been successful in the regular tracks. Every school has been adopted by a business partner. Collaborative training efforts with local companies have proiuced a better fit between en^ level workers and the skills these companies seek. And a new Merrc^iitan Development Association is now funding mini-grants for creative teaching projects. Active and visible in die community, Hank has built bridges with multiple interest groups. He facilitated the irnplerncntalion of a national model program which provides for the delivery of social, health, chUd-care and educational services at a school facility located in the economic development zene. And he frytted a forum in which diverse community representatives serve as a sounding board for past, present, or contemplated school board policies and actions. Everyone feels more involved. Throughout his professional career. Hank has made the time to lecture and teach at nearby colleges and universities. And, be is a highly sought after speaker on leadership development, staff development and multi-culturalJUL-28-1993 11 = 04 FROM SOCKUELL S.fiSSOCIATES TO 15013742776 P.06 DR. HENRY P. WILLIAMS Page 5 : education. His facilitativc skills have helped e once sharply divided boaid ! come togedier with unanimous support for the Hve-Year Strategic Plan and : its individual components. i Little Rock holds considei^lc appeal fOT Hank. Aldiough raised in the Northeast, he was bom in Alabama and bis southern roots arc strong. Ure oppatunity to lead the scixxils in a city with sneh a rich cultural history would be professionally and personally challenging. Family timing is right, as well Hank and Joyce's (a ^temphis native) twins-Gavin and i Courtney  are high school seniors. You need to be aware that another major urban district is actively pursuing ' Hank He agreed to make no commitments until he has met your board. If he becomes your candidate of choice, we look forward to assisting with his reenntmeot I' JUL-23-1993 11=05 FROM SOCKUELL \u0026amp;fiSSOCIRTES TO 15013742776 P.07 Rgsuroe ! DR. HENRY P. WILLIAMS Page 6 COMPENSATION Hank's base compensation is $88,000. A tax-sheltered annuity adds i another $8,000. 1 i i i I I i i J I I t I i I i . I i I I i I I I I i i I i iAccomplishments of Henry P. Williams in collaboration with district staff as Superintendent of the Syracuse City School District Overall Planning and Management Strategic Plan This is a comprehensive plan which involves parents, community, and district staff with the goal of readying the students for the 21st century. Recognition of Achievement Annual recognition is given to students and staff for outstanding accomplishments. Schools are encouraged to compete for recognition from outside sources. Examples:  Porter Elementary School has been designated as a Blue Ribbon School of Excellence by the New York State Education Department.  Levy and Shea Middle Schools have been identified by the New York State Education Department as Mid Level Regents Challenge for Excellence Schools. Center for School Improvement and Staff Development The merging of the services of the former Teacher Center with district staff development resources was accomplished through the creation of this Center. Principals Academy Staff development for administrators is provided on a regular basis. Emergency Plan for all Schools A plan has been developed for each school to provide for the safety of students and staff in the event of an emergency. School Based Health Clinics A study of the feasibility of school based health clinics is under way. These clinics would become the primary health provider for participating children. Budget Advisory Committee This is a group of citizens and district employees who study and make recommendations to the Board of Education on the annual school district budget. Primary Task Force In each elementary school, a committee has been formed to recommend program changes for primary students. Recycling The District has designed and implemented an innovative recycling program that coincides with the goals of the Onondaga County recycling efforts. Student/School Programs/Improvements Multicultural Initiatives Extensive curriculum and resource development has occurred that prepares students for a multicultural world.  Bilingual programs have been initiated.  A course on multicultural issues is offered to all staff.  The Latino Womens Conference meets on a regular basis.  The multicultural issue is now an integral part of the Districts Strategic Plan. Continuous Progress Instmctional activities are designed for students in a developmental sequence and each student determines his/her own pace of learning. Improvement of Student Reading and Mathematics Scores Student scores have shown a steady improvement and no district schools are under Registration Review by the New York State Education 2Department. Other indicators of success include: Degrees of Reading Power Test\nthe Pupil Evaluation Program (PEP) test in reading and mathematics\nthe New York State Writing Competency Test\nand the New York State Program Evaluation Test in elementary science. In an effort to maintain our record of improvement, Sustain the Gains workshops are offered to district staff annually. Chapter 1/PSEN math teachers and instructional specialists have been trained to work as a team in providing in-school staff development in mathematics for classroom teachers. The number of students in college prep courses is increasing and 80% of the high school graduates enter college. Reading Recovery This is an innovative, intensive reading program which targets at risk first grade students and makes them fluent readers in a short amount of time. Whole Language This language-based interdisciplinary method of teaching has been introduced in the elementary grades. Elementary Science Mentor Network One turnkey trainer per school receives extensive training in current science methodology. Technology Initiatives Computer Labs Installed Integrated Learning Systems (ILS) are integrated into the instructional programs in ten elementary schools. Other computer labs are in the middle and high schools. Four of the six middle schools and all of the high schools have at least one computer lab in the school. Writing to Read Program This is a computer program for primary students which introduces reading skills through writing. Automation of the District Library System A Novelle Network link provides E-mail and the automated Union catalog. ERIC services are also available. Medical Records School nurses offices will be linked to share pertinent information. 3Special Programs Department Networked The Special Programs Department of Central Offices has installed a Macintosh network system for file management. Drug Education Initiatives A variety of programs have been introduced that address student self esteem, conflict resolution, and peer leadership. Extensive training has been provided for parents, staff, and students. Community Schools The school community concept has been initiated at designated sites. While children are in school, their parents can attend adult basic education programs. Additional family literacy/job development services vary by site. Special Education Innovations Inclusionary Education  In this model, atypical and typical peers are educated in the same classroom. Facilitative Communication  Nonverbal children are provided an avenue of communication through technology. Starship A ninth grade high school team has completely restructured their learning environment. Removing the barriers of time and traditional approaches, student attitude and achievement has radically improved. Restructuring of the Gifted Program The restructured program will have the following characteristics:  More sophisticated methods of identifying gifted students will be implemented.  Gifted students will be accommodated in their home school.  Services at the Gifted Center will be redefined. Central Technical-Vocational Center Exploratory Program Students interested in technical and/or vocational programs have the opportunity to take a variety of exploratory courses before determining their major. 4Community Linkages with School Programs Adopt-A-School Program Every school has at least one company which is its adoptive partner. As partners, resources are shared to enhance the students learning experiences. Falcons Nest A retail institute has been created at one of the high schools. This institute provides life skills training and experiences for students. School and Business Alliance (SABA) This program brings together members of the business community with the secondary schools to provide meaningful programs that prepare students to obtain job readiness skills and work experiences. Student Mentorships Opportunities are provided for students to network with individuals in a variety of businesses in our community. COSCO (Council of School/Community Organizations) The purpose of this organization is to support and encourage communication and unification of parents and school community groups for a better educational environment. Salvation Army Day Care Arrangements have been made with this organization to provide day care for our Y-MED (Young Mothers Educational Development) Program. Scouting for Food This is a collaborative effort of the school district and the Boy Scouts of America to collect food for the food pantries of Central New York. Task Force on Aggression and Violence This group of citizens, representing both city and county agencies, works with staff of the Syracuse City School District to design strategies to prevent acts of violence in the schools. The City/County Drug and Alcohol Abuse Commission The monies to fund this commission were secured through a federal grant written by the Syracuse School District. The commission coordinates drug and alcohol abuse efforts in Onondaga County. 5Accomplishments of Henry P. Williams in collaboration with district staff as Superintendent of the Syracuse City School District Overall Planning and Management Strategic Plan This is a comprehensive plan which involves parents, community, and district staff with the goal of readying the students for the 21st century. Recognition of Achievement Annual recognition is given to students and staff for outstanding accomplishments. Schools are encouraged to compete for recognition from outside sources. Examples:  Porter Elementary School has been designated as a Blue Ribbon School of Excellence by the New York State Education Department.  Levy and Shea Middle Schools have been identified by the New York State Education Department as Mid Level Regents Challenge for Excellence Schools. Center for School Improvement and Staff Development The merging of the services of the former Teacher Center with district staff development resources was accomplished through the creation of this Center. Principals  Academy Staff development for administrators is provided on a regular basis. Emergency Plan for all Schools A plan has been developed for each school to provide for the safety of students and staff in the event of an emergency. School Based Health Clinics A study of the feasibility of school based health clinics is under way. These clinics would become the primary health provider for participating children. Budget Advisory Committee This is a group of citizens and district employees who smdy and make recommendations to the Board of Education on the annual school district budget. Primary Task Force In each elementary school, a committee has been formed to recommend program changes for primary students. Recycling The District has designed and implemented an innovative recycling program that coincides with the goals of the Onondaga County recycling efforts. Student/School Programs/Improvements Multicultural Initiatives Extensive cumculuni and resource development has occurred that prepares students for a multicultural world.  Bilingual programs have been initiated.  A course on multicultural issues is offered to all staff.  The Latino Womens Conference meets on a regular basis.  The multicultural issue is now an integral part of the Districts Strategic Plan. Continuous Progress Instructional activities are designed for students in a developmental sequence and each student determines his/her own pace of learning. Improvement of Student Reading and Mathematics Scores Student scores have shown a steady improvement and no district schools are under Registration Review by the New York State Education 2Department. Other indicators of success include: Degrees of Reading Power Test\nthe Pupil Evaluation Program (PEP) test in reading and mathematics\nthe New York State Writing Competency Test\nand the New York State Program Evaluation Test in elementary science. In an effort to maintain our record of improvement, Sustain the Gains workshops are offered to district staff annually. Chapter 1/PSEN math teachers and instructional specialists have been trained to work as a team in providing in-school staff development in mathematics for classroom teachers. The number of students in college prep courses is increasing and 80% of the high school graduates enter college. Reading Recovery This is an innovative, intensive reading program which targets at risk first grade students and makes them fluent readers in a short amount of time. Whole Language This language-based interdisciplinary method of teaching has been introduced in the elementary grades. Elementary Science Mentor Network One turnkey trainer per school receives extensive training in current science methodology. Technology Initiatives Computer Labs Installed Integrated Learning Systems (ILS) are integrated into the instructional programs in ten elementary schools. Other computer labs are in the middle and high schools. Four of the six middle schools and all of the high schools have at least one computer lab in the school. Writing to Read Program This is a computer program for primary students which introduces reading skills through writing. Automation of the District Library System A Novelle Network link provides E-mail and the automated Union catalog. ERIC services are also available. Medical Records School nurses offices will be linked to share pertinent information. 3Special Programs Department Networked The Special Programs Department of Central Offices has installed a Macintosh network system for file management Drug Education Initiatives A variety of programs have been introduced that address student self esteem, conflict resolution, and peer leadership. Extensive training has been provided for parents, staff, and students. Community Schools The school community concept has been initiated at designated sites. While children are in school, their parents can attend adult basic education programs. Additional family literacy/job development services vary by site. Special Education Innovations Inclusionary Education  in this model, atypical and typical peers educated in the same classroom. are Facilitative Communication  Nonverbal children are provided avenue of communication through technology. an Starship A ninth grade high school team has completely restructured their learning environment. Removing the barriers of time and traditional approaches, student attimde and achievement has radically improved. Restructuring of the Gifted Program The restructured program will have the following characteristics:  More sophisticated methods of identifying gifted students will be implemented.  Gifted students will be accommodated in their home school.  Services at the Gifted Center will be redefined. Central Technical-Vocational Center Exploratory Program Students interested in technical and/or vocational programs have the opportunity to take a variety of exploratory courses before determining their major. 4Community Linkages with School Programs Adopt-A-School Program Every school has at least one company which is its adoptive partner, As partners, resources are shared to enhance the students learning experiences. Falcons Nest A retail institute has been created at one of the high schools. This institute provides life skills training and experiences for students. School and Business Alliance (SABA) This program brings together members of the business community with the secondary schools to provide meaningful programs that prepare students to obtain job readiness skills and work experiences. Student Mentorships Opportunities are provided for students to network with individuals in a variety of businesses in our community. COSCO (Council of School/Community Organizations) The purpose of this organization is to support and encourage communication and unification of parents and school community groups for a better educational environment Salvation Army Day Care Arrangements have been made with this organization to provide day care for our Y-MED (Young Mothers Educational Development) Program Scouting for Food This is a collaborative effort of the school district and the Boy Scouts of America to collect food for the food pantries of Central New York. Task Force on Aggression and Violence This group of citizens, representing both city and county agencies, woiks with staff of the Syracuse City School District to design strategies to prevent acts of violence in the schools. The City/County Drug and Alcohol Abuse Commission The monies to fund this commission were secured through a federal grant written by the Syracuse School District, The commission coordinates drug and alcohol abuse effons in Onondaga County. 5Parental Involvement in the Syracuse City School District The Syracuse City School District works closely with its parents to secure the best education for every child. In partnership with the Superintendent and his staff, parents have become part of the decision making process of this district. Parents have been provided the opportunity to work in the schools and see first hand how the District operates. This has led to a level of parental support that is optimistic as we face ever increasing challenges within the District Some initiatives involving parents in the Syracuse City Schools are briefly described here. The Superintendent's Parent Advisory Council. The Superintendent's Parent Advisory Council meets monthly. This organization provides an opportunity for parents to discuss with the superintendent issues of mutual interest and concern. Some items discussed during 1992-93 were the magnet schools, outcome based education, schools of choice and the budget Committee Of School and Community Organizations (COSCO). The object of this organization is to insure parent involvement in the educational process of all present and future Syracuse City School District children in conjunction with existing parent and school community groups. The purpose of this organization is to support and encourage communication and unification of parents and school community groups for a better educational environment. The Parent Teacher School Organizations (PTSO). Every school is encouraged to have an active PTSO. This group is the established communication vehicle between the local school and home. In the last three years the importance of this group has been highlighted as Strategic Planning was initiated. Attendance at the PTSO meetings is increasing with this renewed emphasis. The Strategic Planning Team. Parents are equal partners in the strategic planning process underway in Syracuse. Through involvement in this process parents are recharting education in this city. They participate in all activities as equals with staff and community members in developing and monitoring the Strategic plan. The Special Education Parent Advisory Committee. This representative group of parents meets with the Director of Special Education on a regular basis to discuss issues such as transportation, programming, location of new classes, implementing new mandates and staff recruitment.The Magnet School Advisory Committee. Parents and district staff serve on this committee to provide guidance and support to the magnet school concept in Syracuse. This committee oversees the development and refinement of various magnet school proposals. This group is keenly involved in plans to keep schools in compliance with state and federal desegregation guidelines. our Site Based Planning Teams. Three of the Syracuse schools will undergo the process of site based planning during 1993-94. Each site will have a team responsible for the restructuring process affecting that school. Parents will be seated on each team as equals with staff in the school. These parents will be selected by a process that allows access to all parents. The Districtwide Chapter 1 Advisory Committee. This group is made up of one parent and one Chapter 1 staff member from each school. This organization identifies common needs and designs or organizes activities for Chapter 1 parents to learn about research or methods that work well to address those needs of their children. Syracuse City School District Occupational Education Advisory Council. This council is composed of parents, teachers, students and members of the business community. The group meets monthly with the goal of providing the best possible vocational programs. Establishing mentorships, defining career expectations and drafting funding proposals are agenda items addressed by this group. Chapter 1 Advisory Committees. There is a Chapter 1 Parent Advisory Committee in each school. This group of parents meet regularly with Chapter 1 staff to discuss ways of providing support services to children. Program revisions are based on the recommendations of these groups. Additionally this group elects one member to attend the Districtwide Chapter 1 Advisory Committee. Dr. King Community School Advisory Council. This council is representative of the Dr. King community and includes parents, school board members, district personnel and community agency representatives. It is required that a minimum of two parents are on this group. By insuring this configuration, parents are involved in the decisions that affect the programming of the Community School. The Native American Parent Student Committee. The Native American Parent Student Committee develops policies and procedures to assure that Federal funds from the Indian Education Act are used for Indian children. This committee also plans family centered activities that support this rich heritage. The Teacher Center Policy Board. Parents sit on the Teacher Center Policy Board as full voting members. This provides parents with input on staff development programs regarding decisions about program content, delivery and implementation. Syracuse City School District Parental Involvement 2The Drug Free Schools Advisory Committee. This group of parents and staff design and review programs aimed at keeping the children in the Syracuse schools substance free. The philosophy of most of these programs aims at creating a strong self concept in each child that only can be accomplished when the family and school work together. The School Volunteer Office. The work of this office has as its focus to bring as many partners as possible in to the schools. By working side by side with teachers, parents find ways to be stronger partners in the education of their children. Parents have learned through this experience to become advocates for the schools. Over 1000 parents volunteered on a regular basis during 1992-93. Reading is Fundamental (RIF). The RIF program operates with a volunteer labor force composed of only parents. This supports the emphasis we place on having parents involved in our schools. Additional areas of parental support within the District To insxire that all parents have input into the scope, sequence and content of curriculum, the District has initiated a process where public hearings are scheduled during phases of curriculum development and implementation. Revisions in curriculum are often made based on parent input. Cumculum does not go to the Board of Education for approval until this process has been completed. Parent Training Specialists. There are now two staff members assigned full time to work with parents. One focuses on the needs of the early childhood parent and one focuses on the needs of the Special Education parent. Both specialists provide workshops and consultations to parents they serve. News and Notes. This is a monthly publication initiated by the District that goes to every home with children attending the Syracuse City District. Pertinent information for parents such as information on various programs for school aged children in the community is included in this districtwide publication. School Newsletters. Every school in the District publishes and distributes a newsletter. This publication informs parents of programs and opportunities available to their children. PTSO information is shared through this vehicle. Homework Hotline. To have easy access to homework assignments or other specific information, the Homework Hotline has been established by Syracuse Newspapers. By dialing a number and designated code parents have access to a recorded message about assignments or projects in their childs class. Parent Rooms. Parent rooms have been established in many schools throughout the District where parents can meet and discuss issues pertinent to their children, read articles about parenting or participate in workshops aessing parenting issues conducted by Community Assistants. GED courses are offered in some of these locations. Syracuse City School District Parental Involvement 3Parental Involvement in the Syracuse City Schooi District The Syracuse City School District works closely with its parents to secure the best education for every chfid. In partnership with the Superintendent and his staff, parents have become part of the decision making process of this district. Parents have been provided the opportunity to work in the schools and see first hand how the District operates. This has led to a level of parental support that is optimistic as we face ever increasing challenges within the District Some mitiatives involving parents in the Syracuse City Schools are briefly described here. The Superintendent's Parent Advisory Council. The Superintendent's Parent Advisory Council meets monthly. This organization provides an opportunity for parents to discuss with the superintendent issues of mutual interest and concern. Some items discussed during 1992-93 were the magnet schools, outcome based education, schools of choice and the budget Committee Of School and Community Organizations (COSCO). The object of this organization is to insure parent involvement in the educational process of all present and future Syracuse City School District children in conjunction with existing parent and school community groups. The purpose of this organization is to support and encourage communication and unification of parents and school community groups for a better educational environment The Parent Teacher School Organizations (PTSO). Every school is encouraged to have an active PTSO. This group is the established communication vehicle between the local school and home. In e last three years the impoTrance of this group has been highUghted as Strategic Planning was iniriared Attendance at the PTSO meetings is increasing with this renewed emphasis. The Strategic Planning Team. Parents are equal partners in the strategic planning process underway in Syracuse. Through involvement in this process parents are recharting education in this city. They participate in all activities as equals with staff and community members in developing and monitoring the Strategic plan. The Special Education Parent Advisory Committee. This representative group of parents meets with the Director of Special Education on a regular basis to discuss issues such as transportation, programming, location of new classes, implementing new mandates and staff recruitment.The Magnet School Advisory Committee. Parents and district staff serve on this committee to provide guidance and suppon to the magnet school concept in Syracuse. This committee oversees the development and refinement of various magnet school proposals. This group is keenly involved in plans to keep schools in compliance with state and federal desegregation guidelines. our Site Based Planning Teams. Three of the Syracuse schools will undergo the process of site based planning during 1993-94. Each site will have a team responsible for the restructuring process affecting that school. Parents will be seated on each team as equals with staff in the school. These parents will be selected by a process that allows access to all parents. The Districtwide Chapter 1 Advisory Committee. This group is made up of one parent and one Chapter 1 staff member from each school. This organization identifies common needs and designs or organizes activities for Chapter 1 parents to learn about research or methods that work well to address those needs of their children. Syracuse City School District Occupational Education Advisory Council. This council is composed of parents, teachers, students and members of the business community. The group meets monthly with the goal of providing the best possible vocational programs. Establishing mentorships, defining career expectations and drafting funding proposals are agenda items addressed by this group. Chapter 1 Advisory Committees. There is a Chapter 1 Parent Advisory Committee in each school. This group of parents meet regularly with Chapter 1 staff to discuss ways of providing support services to children. Program revisions are based on the recommendations of these groups. Additionally this group elects one member to attend the Districtwide Chapter 1 Advisory Committee. Dr. King Community School Advisory Council. This council is representative of the Dr. King community and includes parents, school board members, district personnel and community agency representatives. It is required that a minimum of two parents are on this group. By insuring this configuration, parents are involved in the decisions that affect the programming of the Community School. The Native American Parent Student Committee. The Native Amgriran Parent Student Committee develops policies and procedures to assure that Federal funds from the Indian Education Act are used for Indian children. This committee also plans family centered activities that support this rich heritage. The Teacher Center Policy Board. Parents sit on the Teacher Center Policy Board as full voting members. This provides parents with input on staff development programs regarding decisions about program content, delivery and implementation. Syracuse City School District Parental Imolvement 2The Drug Free Schools Advisory Committee. This group of parents and staff design and review programs aimed at keeping the children in the Syracuse schools substance free. The philosophy of most of these programs aims at creating a strong self concept in each child that only can be accomplished when the family and school work together. The School Volunteer Office. The work of this office has as its focus to bring as many partners as possible in to the schools. By working side by side with teachers, parents find ways to be stronger partners in the education of their children, Parents have learned through this experience to become advocates for the schools. Over 1000 parents volunteered on a regular basis during 1992-93. Reading is Fundamental (RIF). The RIF program operates with a volunteer labor force composed of only parents. This suppons the emphasis we place on having parents involved in our schools. Additional areas of parental support within the District To insure that all parents have input into the scope, sequence and content of curriculum, the District has initiated a process where public hearings are scheduled during phases of curriculum development and implementation. Revisions in curriculum are often made based on parent input Cumculum does not go to the Board of Education for approval until this process has been completed. Parent Training Specialists. There are now two staff members assigned full time to work with parents. One focuses on the needs of the early childhood parent and one focuses on the needs of the Special Education parent Both specialists provide workshops and consultations to parents they serve. News and Notes. This is a monthly publication initiated by the District that goes to every home with children attending the Syracuse City District Pertinent information for parents such as information on various programs for school aged children in the community is included in this districtwide publication. School Newsletters. Every school in the District publishes and distributes a newsletter. This publication informs parents of programs and opportunities available to their children. PTSO information is shared through this vehicle. Homework Hotline. To have easy access to homework assignments or other specific information, the Homework Hotline has been established by Syracuse Newspapers. By dialing a number and designated code parents have access to a recorded message about assignments or projects in their childs class. Parent Rooms. Parent rooms have been esublished in many schools throughout the District where parents can meet and discuss issues pertinent to their children. read articles about parenting or participate in workshops aessing parenting issues conducted by Cotnniunity Assistants. GED courses are offered in some of these locations. Syracuse City School District Parental Involvement CITY SCHOOL DISTRICT 725 HARRISON STREET SYRACUSE, NEW YORK 13210 RECEIVED SUPERINTENDENT OF SCHOOLS MAY 1 1 1992 Office of Dessgregaiion hSofinohng May 4, 1992 Mrs. Ann S. Brown ODM 201 East Markha: Little Rock, Ar' Suite 510 Dear Mrs. irown ansas 72201 y6ur request, enclosed please find a copy of the Syracuse City School District's Strategic Plan for your perusal. Per Should you have any questions regarding the document, please feel free to give me a call. Sihceiel Heaagy P. Williams Superintendent of Schools HPW/cc Enclosure Mjm- 3- 53 FRiji' RI033 O-eiHE . Post-It brand fax transmitta emo 767 TO .o( pages \u0026gt; 93742776 P.Qi n\u0026gt; I From Dept. PaitV PM Cq. Phon*!* Fskt To: From: Date: Subject Dorsey Jackson John Riggs. iV June 30, 1993 Attached Proposal Dorsey: Please give me a shout after reviewing the attached proposal. ! will be available to meet anytime today or tomcrrov/. I'!! I 11 if you need me have my secretary coms and get ms. be outside most of the day (doing construction work), but thanx jr4'*ut^ FF-DH r  TO 93742776 P.02 Items that candidate would like to see\n1) Competitive Salary ecommend Faying 3110,000 per year______________ ________________________________ f2) Retirement Program Candidate has 23 years in his current retirement system. After 25 years he is able to draw 60K eveiy year tor imainder of his life. What can we do to make sure he will still make this. We need to get a copy of the program and find out how much money he will lose if he pulls out ieariy, ^Fl -Coraey to investigate BenefitsSee items 3F. 3G, 2H. 31. 3J in Mac's contract 12 Working days of sick leave 2G working days of vacation prorated at 2 days/month for 10 months $200/month expense allowance disabiiity, medical, dental, vision, and term life insurance disability insurance of 45% of current salary 5} Be allowed to do consulting work OK. Sae paragraph 3M of Mac's contract Q'f Be allowed to attend education conferences CK. See paragraph 3L of Macs contract 7) Be allowed to make speaking engagements OK. See paragraph 3M of Mac's contract 8) Relocation Fees OK. See paragraph 3A, 3B, And 3C of Mac's contract. Change paragraph 3C to say six (6) months of temporary housing. 9) Velvet Handcuff Ino' five to keep him here for 5 years or more. C ff\u0026amp;r him the same arrangement that we offered Mac except make that arrangement through the district rather than through private funding. 10) Financial incentives for achieving Board Goals 1. 2. Unitary Status: in 3 yrs~S50K\nin 5 yrs25K\nClosing of achievement disparity: (one time only) if gap closes within 10%-25K\nif two years in a row, then addi^onal bonus of lOKi Ki 3. 4. Formulation of a community wide strategic plan-? Achievement of all students vs state averages: 10K for every year abdve state 5. Q_ averages for selected grades and tests Achievement of Deseg plan goals- White Students. for every year, if 40% of student pop--15K. if 42% ofstudentpop- -20K\nif 50% of student pop-25K. If ail incentivs schools fall within plan deseg goals-25K Tarai Remediation rates for colleges of less than 25% on all courses: 25K/yaar Max /year liability\n$85K Max one time only liability: $ 75K n. *rar To Co? Oept. ^x# Fr\u0026lt;Mn \\ Co Phont it P3XJ 2. Board of Directors Memorandum To: Hank Williams From\nJohn Riggs, IV Re\nSuperintendent Compensation Date\nJuly 11, 1993 Dr. Wiliiams: attached is . - ,s a geiiCial outline on conif\u0026gt;ensation for the Superintendent's job. It is certainlv some\" '  - - - not intended to be all inclusive and certainly is somewhat fle.xible. I have included some information on some of the incentive categones tor your information. /kH 0.11 .u,u n 11 \u0026lt; . apologize it \\ou expected more detail than I sending. After starting on this protect I realized that I have little or no understanding or expertise in either i am ot student achievemen t. WXAi .tract negotiation or details As Bill or Dorsey may have relayed to you already, news of our interest m von .acnially openly told) to the press by one of our esteemed members (Mrs. Gee ), be the candidate that we would all (except for Mrs. Gee who refuse VA\u0026gt;u \u0026gt;0 ' as leaked (or You continue to to offer this position to. to commit to arivlhing) like Look this information over. Time is of the essence. If \\ ou continue to be \"intriaued\" bv the tob let's work out the fine print on this agreement and oJTer you the job. If you no longer have an interest we certainly would understand. Ill call you ihursday to see where we go from here. ?.S, If Gavan is still interested in UCA, he needs to call Coach Mike Isom (the head coach) at 501-450-3153. Mike knows about Gavin's interest but because ofNCAA rules, Gavin must __\\ \u0026lt;\"1  It   /S.-V .... maxe tne first contact. Mike is usuauy in Ins office in the mornings. I am also h\npacket of info on UCA being sent to you. ve another than.x jr41. Saiaty: $115.00G per year 2. Sick Leave: Fringe Benefits 141 working days of sick leave per year accrued at the rate of one day per If the board funds plan for payment to teachers for unused sick days, the Superintendent will be compensated at his per diem rate for the number of sick days for which he would be entitled to payment under the plan. mcnth. 3. Vacation: iO working days of vacation annually for the first two years, and twenty workino 4 . .. hereafter. Should the Superintendent not use these vacation days, they shall be accrued. All accumulated unused vacation days shall be compensated at the per dism Superintendents salaiy rate in effect at the time the Superintendent leaves the District. days of vacation for every year U 4. Insuiance. rhe ooard agrees to maintain oisaoiiity. medicai, dentai, vision, and term *ife insurance on tiie for the benefit of the Superintendent and medical, dental. insurance on and for the benefit of 4-i^ U i' and vision iS Superintendents wife and dependent children. These benefits shall be at least equal to the benefits provided to teachers in the Little Rock School District. 5. Expenses: the board agrees to give the Superintendent an expense allowance C3 f S2CC 00 per month to cover the cost of miscellaneous expenses incurred in the course of his duties. 6. Consulting and Speaking Engagements: with the prior knowledge of mJC board, the Superintendent may undertake consultative work, speaking engagements, writina. lecturing, or othei professional duues and obligations\nsaid outside professional activities may be performed for consideration provided they do not interfere with or nfiict with the Superintendent's performance ol nis duties and these functions take the Superintendent a'way from his normal duties no .more than 10 working days the first two years of this contract and no more than 15 working days each year thereafter. 7. Education Conferences: Conferences\nths Boa'd encourages the continuing professional growth of the Superintendent through hiS participation in state and national conventions, seminars, or other functions intended for the purpose of increasing his knowledge and leadership ability, addition vo the expense allowance of $200.00 per month, the Superintendent will keep abreast of de'v'eiopments in tlis field of education, and the Board agrees to pay his expenses in attending meetings, seminars, workshops and other programs for this purpose. ll IC In di 8. Relocation Expenses: a) one time only rslocatscn expenses\nb) actual expenses for two house hunting trips for the superintendent and his spouse\nc) temporary housing for the Superintendent, if necsssaiy, with payment up to $600.00 per month for six (6) months. 9. Retirement: $20,000 per year annuity to be paid by the district, if the Superintendent leaves within five years, he will pay back half of the annuity.10. Other Financial Incentives\nit the intent of the Board to give the Superintendent other goals and incentives the will allow the Superintendent if successful at achieving these goais to earn an additional $50.00Q-$SC,coo per y! and agreed upon by both the Superintendent and the Board, . These goals wouid need to be clear, achievable goals are the following\nsome ideas on Superintendent a) Achievement of desegregation of all schools. If white enrollment reaches 407o of total student population, O If* IJ l-4...L..rX^ ll (- a. U |i ien a bonus would be paid. If white enrollment is 45% of total student population, another bonus is paid: if white enrollment reaches 50% of total school population, another bonus v/ould be paid. This bonus would be determined by the enrollment as of the start of the second quarter and would be payable as of July 1. b) Unitary Status, if unitary status is declared for the whole school district within three years of this contract, a bonus would be paid. If unitary status is declared within 5 years of the start of this contract, another bonus wouid be paid. c) Strategic Plan: if the Superintendent leads the co.mmunity through a strategic planning process, a bonus wouid be paid at the implementation of that plan. If the plan is still being following at the end of the third year of its implementation, another bonus would be paid. d) Student Achievement\na bonus will be paid to the Superintendent if average LRSD test scores on each of the categories of ths Stanford 8 are abcv'e State averages. For each grade that has all test scores above State averages, a bonus will be paid. TOTAL P.0307/16/93 11:33 301 324 2032 L R School Dlst ODM 121002/002 a Little Rock School District NEWS RELEASE July 16, 1993 For more information: Jeanette Wagner, 324-2020 CORRECTION SUPERINT] ENT SEARCH a21J The Superintendent Seardi Commin-ee, as directed by the entire school board, has officially contacted Dr. Henry WiUiams of Syracuse, New York. Dr. Williams was contacted today in regards to the vacant Superintendent position and has agreed to come to Little Rock to further discuss the position with the school board. More information wUl be available after his visitI CITY SCHOOL DISTRICT 725 HARRISON STREET SYRACUSE, NEW YORK 13210 SUPERINTENDENT OF SCHOOLS / To: From: Date: Subject: MemberVbf me Litt h Henry P, iS July 20,1'993 Excellence in Education :k Board of Edui Education During my tenure as Superintendent of the Syracuse City Schools, I have had the opportunity to discuss with staff, students, parents and community the most critical educational issues that we will encounter in the future that will directly affect student outcomes. Through these discussions, I have identified six critical issues facing a public school superintendent and have articulated my personal educational philosophy regarding those issues. HPW:as1. Our communities and nation expect schools to constantly improve. To improve we must be innovative, face and overcome obstacles and expect improved student achievement. Innovative avproacbl^'^^   innovative approach that has helped student learning in the Syracuse City School District in the last three years is the Districts Strategic Plan. This plan calls for the transformation of our school system: from a traditional, calendar-driven and, in some cases, outdated curriculum and program structure to a transformational outcome-based approach to learning, with particular emphasis on success for all students. Curriculum, then, will have a new connotation. So too will the word success, for we mean not simply success in school, but success in all spheres of the students lives as adults: the personal sphere as well as those of learning, relationships, work, cultural, civic, and global. The Strategic Plan that has been developed is based on the dreams, the vision and the beliefs of a cross section of our schools and community. Never before in the history of the Syracuse Public Schools has such an effort been made to involve hundreds of people in determining the operation of our school system as it applies to the preparation of the students for a productive and wholesome life. New York State Regent Louise Matteoni recently made the following comment to the Syracuse Board of Education regarding our Strategic Plan: I come here to congratulate both Superintendent Williams and the school board and the community at large because you really are in the forefront in Strategic Planning. You are in the forefront in the implementation of the Compact for Learning and you will be the leaders in New York State! The major obstacles encountered during Obstacles faced this process were commitment and the financial resources needed to implement the Strategic Plan. Commitment to the Strategic Plan was accomplished by identifying and appointing strong, motivated leaders to chair design teams for each of the 8 strategies of the plan. These key people were then able to inspire large numbers of people to become actively involved in the strategic planning process. These active members include not only the Superintendent, members of the Superintendents Cabinet, members of the Board of Education, and other administrators, but also teachers, parents, community members and business leaders. Together, through their demonstration of firm commitment and dedication, they are making a significant difference in our educational community. Financial resources for the implementation of the Strategic Plan were obtained through: the reorganization of district budget priorities: funding through grants from private foundations and governmental agencies: and donations from business and industry. 9\\{easurabk resubts As a result of e Strategic Plan, the following measurable outcomes have been achieved:  Attendance: Districtwide attendance has increased to a level of nearly 93%highest among other large cities in New York Sate and comparable to many of our suburban neighbors.  Dropouts: The dropout rate for 1990-91 was 4.4%the lowest rate in 20 years.  PEP Test results: This is the first year since State Review of schools that we have had no schools identified in need of registration review. Over the past three years we have made significant gains in both reading and math at all grade levels and have held a level in writing that exceeds the state public school average.  Regents results: In English, social studies, and foreign language, we have made gains each year districtwide over the past three years.  SAT results: While sliU below the level for New York State and the nation, our record of improvement far surpasses the state and rivals the nation.  ACT results: Performance for the Syracuse June 1992 graduates was above both the state and national average in each subtest  College bound: The percentage of our pupils going on to college has dramatically improved from about 55% in 1982 to 84% in 1992an increase of nearly 30 percentage points.2. A major issue on the educational horizon is the \"privatization\" of the educational system. As a public school administrator, I have had to wrestle with this challenge and develop in concert with District-wide staff and Business/Industry a response. The top priorities of most private organizations has included productivity and needs for the future. In recent years, there has been loud and sharp criticism concerning a slackening of standards resulting in inferior quality goods. Under the threat of complete devastation, members of the private sector have been pressured into not simply improving their products, but committing themselves to superior workmanship under the total quality movement This required extensive and costly restructuring and retraining, along with a commitment to excellence through continual evaluation and improvement Analogies to this scenario in public education are evident Changes in our societal structure and increasing responsibilities for schools, as well as criticisms and threats are now forcing us to take no less than radical steps toward a better way of educating our youngsters and preparing them for an ever-changing, technological world. A merging of the public and private sectors is mutually beneficial: they need us because we are in the business of preparing students for the jobs of tomorrow\nwe need them to tell us what the present and future needs are, and also to actually help us meet those needshelp in the form of both expertise and financial resources. Another benefit for us is that we can leam from those who have been through the painful and difficult transformations toward excellence. The private sectors focus on superior products and future needs brings a new perspective to the educational realm. Our goals are similar, but daily problems and concerns that arise in our schools often obscure our mission. Private companies can introduce us to practices which they have already researched and field tested in the areas of business management, staff development, technology, recycling and organizational flexibility. Concerns Although private organizations have a wealthy store of assets to offer us in the field of education, we must be wary of those qualities which may be required for them, but would be detrimental to public education. Monetary profit and cutthroat competition are the two that stand out in my mind. Education is in the business of nurturing productive citizens for the future. To attempt to conduct this business while also making a profit and/ or being in fierce competition with other schools or school districts is not compatible. (DeaCing zuitfi the chaCenge There are several ways to accomplish teamwork between the private sector and educational institu- tions. Below are three approaches which we have implemented in the Syracuse City School District:  Private groups assist in planning and managing programs. A health careers program which has been designated by the State Education Department as a state model is located at Henninger High School in Syracuse. Every major health institution in Onondaga County has a role in either the planning of and/or the implementation of the program. Hospital personnel assisted with the designing and writing of the health career curriculum: and doctors and hospital technicians serve as the students mentors and supervisors during on-the-job training.  Business partnerships. Two such partnerships exist in the Syracuse School District: the Adopt-a-School Program and the School and Business Alliance (SABA) Program. Through the Adopt-a-School Program, over sixty companies that have adopted schools within the district provide technology, materials, staff development and tutorial services for our students. The School and Business Alliance gives students exposure and training in real businesses such as the marketing institute at one of our high schools. Also, the planning between an elementary school and a major United States business corporation helped earn that school a Blue Ribbon Award as a School of Excellence,  Representation on committees. I point with pride to the importance of private organizations in shaping the mission of Syracuse City Schools. The business community is represented on each of the committees of our Strategic Plan. Their active role in planning lends credibility to the process of outcome-based education.3. Students of the 1990s face unprecedented challenges. My philosophy concerning these educational challenges are as follows: CHaCknge-s students face Students of the 1990s face significant problems/ challenges/opportunities in each of the spheres of living. These spheres, along with some challenges related to each\nWORK SPHEREa constantly changing technological work setting requiring ongoing learning and retraining\na global market demanding high quality products and/or services\na multicultural, multiethnic, and multiaged work force\nvast and expanding amounts of information constantly being introduced to the work environment\nand a work environment that does not guarantee stable conditions, salary, and benefits. CIVIC SPHEREan increasing focus on human rights issues\na decline in the prevalence of traditional nuclear family communities\nincreased geographic mobility and loss of local community identity. GLOBAL SPHEREexpanding worldwide interdependence of nations\na fragile and vulnerable global environment that requires altering wasteful consumption patterns. CULTURAL SPHEREincreasing diversity in virtually every aspect of the world\nchanging aesthetic values in the world of arts and entertainment. RELATIONSHIPS SPHEREthe need to relate to a variety of individuals and groups based upon increased cultural diversity, the aging of our population, migration, changing family and job structures, and a redistribution of wealth and resources. LEARNING SPHERErapid change and expanding knowledge\nconstantly changing standards of competence, literacy, and excellence\ncomprehensive understanding of how humans learn, creating highly effective strategies for individual learning. PERSONAL SPHEREa high stress, fast paced, changing environment impacting on their public, private, and personal lives\nchanging and evolving social and cultural standards regarding personal, family, and social roles\nthe profound influence of mass media projecting standardized tastes, values, and information. Cftange. in pHiCosopfiy Without a doubt, the students of the 1990s face a future that will be far more complex and demanding than is the past on which our educational system has been based. Empowering all students to meet these challenges is our mission. Therefore, profound changes must be made, both in learning outcomes and in how schools facilitate them. These glaring facts have forced me to transform my philosophy of education. I once thought and believed that the school system in which I was educated was quite sufficient for preparing students for the future that they facethat, with some minor changes, we could have an excellent system. I now realize that such a superficial face lift wUl not do. If we are to truly address and prepare our students for the significant problems and challenges listed above, then our school systems must undei^o nothing short of a complete and well planned restructuringwith input from all facets of the community. While working our way through strategic planning, all of the staff are being given the opportunity to shape a new philosophy of education. In doing so, we become more and more optimistic about how our schools can become the groundwork for our future citizens. The dividends of our Strategic Plan to date can be measured by the wealth of resources and commitment from the entire community. Representatives from every sector have been developing desired learner outcomes. Our plan includes the creation of collaborative leadership and support for site-based management in each school. Parents will have greater responsibility as the childs first teacher and then as a partner with the classroom teachers. Student representation and input into program content and design will be an integral part of each schools building improvement plan There are districtwide programs for students, including the Superintendents Student Cabinet, to give all students in Syracuse an active role in shaping their future. Business partnerships are already an integral part of the school district My philosophy of education is embedded in the Districts Strategic Plan which I believe is the foundation of a new paradigm for children of the 90s.4. Communication must be responsive to the cultural, demographic and social needs of the school community. Needed changes in communication pose challenges as well as opportunities. Changes Since 1988, the Syracuse City School district has seen its non- present English speaking population triple. It has seen its minority Cnattenae population increase, while, at the same time, financial resources have dramatically decreased. By the year 2000, nearly one third of the States population is projected to be made up of minorities, predominately African-American and Hispanic. These profound and rapid changes present particular challenges in the area of communications. Even in an age of highly sophisticated technology, day to day communication has been hampered by Ian- guage and cultural differences. Steps to improve communication A number of initiatives have been enacted since my tenure began. These steps were designed to expand the avenues of dialogue between English and non-English speaking staff, parents and students in the district Two elementary schools with large Spanish speaking population have begun bilingual programs for kindergarten through sixth grade students. An important feature of this program is that it gives Spanish speaking parents total access to all school programs and activities. Bilingual psychologists, teachers, and teaching assistants, including special education personnel, are on site to provide native language support All school communications are printed bilingually and parent meetings are conducted bilingually. The District also hired a bilingual special education liaisoit This bilingual teacher translates all individualized education programs (lEP) into Spanish\nmeets with parents to review their rights and explain special education services\nand acts as a parent advocate by being a parent translator at Committee on Special Education hearings. One of the chief goals of the districtwide parent group has been to improve districtwide communications between parents and my staff. Every effort is made not only to provide written communication to the parents, but also to make face to face dialogue possible between teachers and parents. Parent conferences can be held at any time of the day. Special evenings are also provided for those who are available at that time to come to school. Because we believe that communication breaks down the barriers posed by language and culture, community agencies such as the Spanish Action League and the Refugee Assistance Program have open access to the Superintendent and the school principals to keep the lines of communication open. The districts efforts have also touched the Southeast Asians, the second largest non-English speaking population in Syracuse. The major ethnic groups include Viemamese, Laotian, Hmong and Cambodians. The Syracuse City School District houses and operates the Central New York Refugee Assistance Center through a cooperative effort of bilingual teaching assistants and contracted translators. Their diligent work with the Southeast Asian community has steadily improved communication over the past four years. Then there is the Superintendents Issues Analysis Team. This team has spent two of the last four years researching multiculturalism and its impact from a variety of perspectives. One charge I have given the team is to formulate a plan for more effective instruction of our ever increasing multicultural populatiott The depressed state of the economy has further impacted communica- S-irtanciaC ftardsftip tions. Many of our non- preSentS more English speaking parents cftaCUngcs are unemployed and are on public assistance. Many carry two jobs in their efforts to make ends meet In many homes, both parents work. These situations present the district with severe challenges in the area of communication.5. Staff development is a key to a successful school system. Strong programs must be provided that respond to the specific needs of staff and community. Changed. The population in our public schools is changing at an incredibly fast rate. I have observed great diversity in the social, economic and cultural backgrounds of children entering classrooms daily. Student value systems are vastly different from those of my generation. One thing has remained constant through the years\nparents have high expectations of schools. As these changes and expectations have become clearer their impact on our schools has become increasingly apparent. There is a need to support and retrain school staff to meet these changes. Addressed Teachers must be knowledge- able about the ever changing content and curriculum and sensitive to the personal needs and hopes of the children in their classrooms. We can only insure that this win happen if staff development is valued, available and relates directly to the teachers work environment Staff development has become part of a teachers growth in Syracuse while the Strategic Plan has identified specific initiatives to guide us in our journey toward excellence. These mitiatives are being addressed by:  The School Improvement Committees: Each School Improvement Committee is responsible to assess the needs of teachers in relation to district goals, plan and develop appropriate staff development to meet these needs and assess if the training has led to increased student achievement or performance.  Center for School Improvement and Staff Development: This center was created at my urging to serve as a resource to the School Improvement Committees and curriculum committees. The Center is staffed by experts in the area of staff development who provide training at each school based on the needs identified in the School Improvement Plans. This Center houses a well equipped computer laboratory where teachers leam a variety of ways to make technology enhance instruction. Training in the use of state-of-the-art technology, especially computers, and multi-cultural sensitivity inservice workshops help teachers gain new skills and perspectives for dealing with the challenges facing todays students.  Professional Responsibilities Committees: These are committees of teachers who focus on curriculum revision and staff development to insure that each teacher is equipped to deliver current information in a way that leads to student mastery.  Career Ladder Program: Knowing that urban areas have a difficult time attracting the best teachers - especially minorities I have expanded our Career Ladder program. This program provides an opportunity for Syracuses committed paraprofessionals to participate in course work leading to a degree in education. This has proven to be a most effective way of getting the best teachers in our schools.  Preservice Program: These programs are designed to provide new employees intense staff development to make their transition into the Syracuse City Schools successful. Since these programs have been initiated there has been a documented decrease in the number of initial year staff resignations. Approaches SaccessfuC The professional staff I am blessed with have made a commitment to achieve personal excellence so that they can pass their learning on to the students they work with. Their dedication is the catalyst that underlies districtwide success. I have witnessed an increase in the academic achievement of students because of the teachers zeal for these children. Improved attendance on the part of district staff is indicative of their renewed fervor to not miss the opportunity to teach.6. High quality public education is essential in sustaining a free and democratic society and a ffee- maiket economy. I believe this statement to be true for the following reasons: The first time I ever read about Frederick Douglass was when I was a youngster. I especially recall a profound thought he made in one of his writings. He claimed that anyone could chain his hands and legs with irons and enslave his body, but as long as that person was unable to shackle his mind, he remained a free man. These words have stayed with me since my childhood. Later in life, ideas that Douglass created in my imagination took shape in my educational philosophy. Many thoughts have served to forge lasting beliefs about my responsibilities as an educator. I remember reading a statement by President James A. Garfield who said that education was next in importance to fteedom and justice. He felt that without schooling neither freedom nor justice could be maintained. major tenets What our nations early leaders claimed about learning and education I believe to be true today. There are five major tenets in my educational philosophy:  School is preparation for life.  It must provide equal opportunities for everyone.  Education must teach those qualities that enable us to be effective citizens in a democracy.  We must study lessons from the past, so that we may leam for the future.  The reward for learning is the untold benefits to the nation as a whole from an enlightened population. High quality public education has been the traditional corrunodity that has given meaning and purpose to life. It has been the great equalizer that has served as the major catalyst to move the poor and disadvantaged into the mainstream of American economic and social life. Public education has also been the trainer of citizens that enabled us to be ever vigilant and protective to any threats to our nations freedom and individual liberty. As educators, we are charged with the responsibility of preparing our students to be active, participating, intelligent, thinking and caring human beings who take the responsibilities of citizenship very seriously and who are attuned to the responsibilities of their community, country and shrinking world they will inherit. We believe that the recipe for success is to continue and improve our cherished American way of life by providing students with: appropriate academic and thinking skills\nlife-centered skills\nexposure to opportunities that provide for future employment\njustice\nhuman rights and welfare\nmulticulturalism and international relations/cooperatiotL Educators are also in a crucial position to unlock the creative potential for all of the people they come in contact with by exposing their students to the concepts of understanding the past and the present The students must be exposed to the processes of peaceful implementation associated with change for the good of all citizens. In addition, the educator should not limit this education and training just to children. Quality public education is a right for all of the citizens and everyone benefits from its results. Education is a life long proposition and the adults in the community must be involved and supportive. We cannot rest on our laurels, but must take initiatives to offer each citizen an opportunity to partake in the education pie. Magnificent educational opportunities presently exist in our public schools. It serves as the conduit for transmitting both knowledge and behaviors to the people it serves. Our high quality public educational systems have indeed become enduring institutions and can and will continue to provide full preparation for sustaining a free and democratic society and a free market economy.CITY SCHOOL DISTRICT 725 HARRISON STREET SYRACUSE. NEW YORK 13210 SUPERINTENDENT OF SCHOOLS To: From: Date: Subject: Member\nHenry P. July 20,1993 Lil c^^ard of Educa . Wilnanis I 1993 V of Education Excellence in Education During my tenure as Superintendent of the Syracuse City Schools, I have had the opportunity to discuss with staff, students, parents and community the most critical educational issues that we will encounter in the future that will directly affect student outcomes. Through these discussions, I have identified six critical issues facing a public school superintendent and have articulated my personal educational philosophy regarding those issues. HPW:as 1. Our commumties and nation expect schools to constantly improve. To improve we must be innovative, face and overcome obstacles and expect improved student achievement. Innovative av-proacfi^'^^ r  innovative approach that has helped student learning in the Syracuse City School District in the last three years is the Districts Strategic Plan This plan calls for the transformation of our school system\nfrom a traditional, calendar-driven and, in some cases, outdated curriculum and program structure to a transformational outcome-based approach to learning, with particular emphasis on success for all students. Curriculum, then, will have a new connotation. So too will the word success, for we mean not simply success in school, but success in all spheres of the students lives as adults: the personal sphere as well as those of learning, relationships, work, cultural, civic, and global. The Strategic Plan that has been developed is based on the dreams, the vision and the beliefs of a cross section of our schools and community. Never before in the history of the Syracuse Public Schools has such an effort been made to involve hundreds of people in determining the operation of our school system as it applies to the preparation of the students for a productive and wholesome life. New York State Regent Louise Matteoni recently made the following comment to the Syracuse Board of Education regarding our Strategic Plan\nI come here to congratulate both Superintendent Williams and the school board and the community at large because you really are in the forefront in Strategic Planning. You are in the forefront in the implementation of the Compact for Learning and you will be the leaders in New York State! The major obstacles encountered during O 5s tacks faced this process were commitment and the financial resources needed to implement the Strategic Plan. Commitment to the Strategic Plan was accomplished by identifying and ^jpointing strong, motivated leaders to chair design teams for each of the 8 strategies of the plan. These key people were then able to inspire large numbers of people to become actively involved in the strategic planning process. These active members include not only the Superintendent, members of the Superintendents Cabinet, members of the Board of Education, and other administrators, but also teachers, parents, community members and business leaders. Together, through their demonstration of firm commitment and dedication, they are making a significant difference in our educational community. Financial resources for the implementation of the Strategic Plan were obtained through\nthe reorganization of district budget priorities\nfunding through grants from private foundations and governmental agencies\nand donations from business and industry. As a result of the Strategic Plan, the following measurable outcomes have been achieved\n Attendance: Districtwide attendance has increased to a level of nearly 93%highest among other large cities in New York Sate and comparable to many of our suburban neighbors.  Dropouts: The dropout rate for 1990-91 was 4.4%the lowest rate in 20 years.  PEP Test results: This is the first year since State Review of schools that we have had no schools identified in need of registration review. Over the past three years we have made significant gains in both reading and math at all grade levels and have held a level in writing that exceeds the state public school average.  Regents results: In English, social studies, and foreign language, we have made gains each year districtwide over the past three years.  SAT results: While still below the level for New York State and the nation, our record of improvement far surpasses the state and rivals the nation.  ACT results: Performance for the Syracuse June 1992 graduates was above both the state and national average in each subtesL  College bound: The percentage of our pupils going on to college has dramatically improved from about 55% in 1982 to 84% in 1992an increase of nearly 30 percentage points.2. A major issue on the educational horizon is the \"privatization\" of the educational system. As a public school administrator, I have had to wrestle with this challenge and develop in concert with District-wide staff and Business/Industry a response. The top priorities of most private organizations has included productivity and needs for the future. In recent years, there has been loud and sharp criticism concerning a slackening of standards resulting in inferior quality goods. Under the threat of complete devastation, members of the private sector have been pressured into not simply improving their products, but committing themselves to superior workmanship under the total quality movement This required extensive and costly restructuring and retraining, along with a commitment to excellence through continual evaluation and improvement Analogies to this scenario in public education are evident Changes in our societal structure and increasing responsibilities for schools, as well as criticisms and threats are now forcing us to take no less than radical steps toward a better way of educating our youngsters and preparing them for an ever-changing, technological worid. (Benefits A merging of the public and private sectors is mutually beneficial: they need us because we are in the business of preparing students for the jobs of tomorrow\nwe need them to tell us what the present and future needs are, and also to actually help us meet those needshelp in the form of both expertise and financial resources. Another benefit for us is that we can leam fiom those who have been through the painful and difficult transformations toward excellence. The private sectors focus on superior products and future needs brings a new perspective to the educational realm. Our goals are similar, but daily problems and concerns that arise in our schools often obscure our mission. Private companies can introduce us to practices which they have already researched and field tested in the areas of business management, staff development, technology, recycling and organizational flexibility. Concerns Although private organizations have a wealthy store of assets to offer us in the field of education, we must be wary of those qualities which may be required for them, but would be detrimental to public education. Monetary profit and cutthroat competition are the two that stand out in my mind. Education is in the business of nurturing productive citizens for the future. To attempt to conduct this business while also making a profit and/ or being in fierce competition with other schools or school districts is not compatible. (DeaCin^ TUitfi tfie cftaCen^e There are several ways to accomplish teamwork between the private sector and educational institu- tions. Below are three approaches which we have implemented in the Syracuse City School District\n Private groups assist in planning and managing programs. A health careers program which has been designated by the State Education Department as a state model is located at Henninger High School in Syracuse. Every major health institution in Onondaga County has a role in either the planning of and/or the implementation of the program. Hospital personnel assisted with the designing and writing of the health career curriculum\nand doctois and hospital technicians serve as the students mentors and supervisors during on-the-job training.  Business partnerships. Two such partnerships exist in the Syracuse School District the Advpt-a-School Program and the School and Business Alliance (SABA) Program. Through the Adopt-a-School Program, over sixty companies that have adopted schools within the district provide technology, materials, staff development and tutorial services for our students. The School and Business Alliance gives students exposure and training in real businesses such as the marketing institute at one of our high schools. Also, the planning between an elementary school and a major United States business corporation helped earn that school a Blue Ribbon Award as a School of Excellence.  Representation on committees. I point with pride to the importance of private organizations in shaping the mission of Syracuse City Schools. The business community is represented on each of the committees of our Strategic Plan Their active role in planning lends credibility to the process of outcome-based education.3. Students of the 1990s face unprecedented challenges. My philosophy concerning these educational challenges are as follows: ChaCCenges students face Students of the 1990s face significant problems/ chaUenges/opportunities in each of the spheres of living. These spheres, along with some challenges related to each: WORK SPHEREa constantly changing technological work setting requiting ongoing learning and retraining\na global market demanding high quality products and/or services\na multicultural, multiethnic, and multiaged work force\nvast and expanding amounts of information constantly being introduced to the work environment\nand a work environment that does not guarantee stable conditions, salary, and benefits. CIVIC SPHEREan increasing focus on human lights issues: a decline in the prevalence of traditional nuclear family communities\nincreased geographic mobility and loss of local community identity. GLOBAL SPHEREexpanding worldwide interdependence of nations\na fragile and vulnerable global environment that requires altering wasteful consumption patterns. CULTURAL SPHEREincreasing diversity in virtually every aspect of the world\nchanging aesthetic values in the world of arts and entertainment RELATIONSHIPS SPHEREthe need to relate to a variety of individuals and groups based upon increased cultural diversity, the aging of our population, migration, changing family and job structures, and a redistribution of wealth and resources. LEARNING SPHERErapid change and expanding knowledge\nconstantly changing standards of competence, literacy, and excellence\ncomprehensive understanding of how humans leam, creating highly effective strategies for individual learning. PERSONAL SPHEREa high stress, fast paced, changing environment impacting on their public, private, and personal lives: changing and evolving social and cultural standards regarding personal, family, and social roles\nthe profound influence of mass media projecting standardized tastes, values, and informatioa Change, in pfdtosopfy Wiout a doubt, the students of the 1990s face a future that will be far more complex and demanding than is the past on which our educational system has been based. Empowering all students to meet these challenges is our mission. Therefore, profound changes must be made, both in learning outcomes and in how schools facilitate them. These glaring facts have forced me to transform my philosophy of education. I once thought and believed that the school system in which I was educated was quite sufficient for preparing students for the future that they facethat, with some minor changes, we could have an excellent system. I now realize that such a superficial face Uft will not do. If we are to truly address and prepare our students for the significant problems and challenges listed above, then our school systems must undergo nothing short of a complete and well planned restructuringwith input from all facets of the community. While working our way through strategic planning, all of the staff are being given the opportunity to shape a new philosophy of education. In doing so, we become more and more optimistic about how our schools can become the groundwork for our future citizens. The dividends of our Strategic Plan to date can be measured by the wealth of resources and commitment from the entire community. Representatives from every sector have been developing desired learner outcomes. Our plan includes the creation of collaborative leadership and support for site-based management in each school. Parents will have greater responsibility as the childs first teacher and then as a partner with the classroom teachers. Student representation and input into program content and design will be an integral part of each schools building improvement plan There are districtwide programs for students, including the Superintendents Student Cabinet, to give all students in Syracuse an active role in shaping their future. Business parmerships are already an integral part of the school district My philosophy of education is embedded in the Districts Strategic Plan which I believe is the foundation of a new paradigm for children of the 90s.4. Commumcation must be responsive to the cultural, demographic and social needs of the school community. Needed changes in communication pose challenges as well as op^rtunities. Cflanges Since 1988, the Syracuse City School district has seen its non- present English speaking population triple. It has seen its minority Cnattenae population increase, while, at the same time, financial resources have dramatically decreased. By the year 2000, nearly one third of the States population is projected to be made up of minorities, predominately African-American and Hispanic. These profound and rapid changes present particular challenges in the area of communications. Even in an age of highly sophisticated technology, day to day communication has been hampered by language and cultural differences. Steps to improve communication A number of initiatives have been enacted since my tenure began. These steps were designed to expand the avenues of dialogue between English and non-English speaking staff, parents and students in the district Two elementary schools with large Spanish speaking population have begun bilingual programs for kindergarten through sixth grade students. An important feature of this program is that it gives Spanish speaking parents total access to all school programs and activities. Bilingual psychologists, teachers, and teaching assistants, including special education personnel, are on site to provide native language support All school communications are printed bilingually and parent meetings ate conducted bilingually. The District also hired a bilingual special education liaisott This bilingual teacher translates all individualized education programs (EEP) into Spanish\nmeets with parents to review their rights and explain special education services\nand acts as a parent advocate by being a patent translator at Committee on Special Education hearings. One of the chief goals of the districtwide patent group has been to improve districtwide communications between parents and my staff. Every effort is made not only to provide written communication to the parents, but also to make face to face dialogue possible between teachers and parents. Parent conferences can be held at any time of the day. Special evenings are also provided for those who are available at that time to come to school. Because we believe that communication breaks down the barriers posed by language and culture, community agencies such as the Spanish Action League and the Refugee Assistance Program have open access to the Superintendent and the school principals to keep the lines of communication open. The districts efforts have also touched the Southeast Asians, the second largest non-English speaking population in Syracuse. The major ethnic groups include Vietnamese, Laotian, Hmong and Cambodians. The Syracuse City School District houses and operates the Central New York Refiigee Assistance Center through a cooperative effort of bilingual teaching assistants and contracted translators. Their diligent work with the Southeast Asian community has steadily improved communication over the past four years. Then there is the Superintendents Issues Analysis Team. This team has spent two of the last four years researching multiculturalism and its impact from a variety of perspectives. One charge I have given the team is to formulate a plan for mote effective instruction of our ever increasing multicultural population. The depressed state of the economy has further impacted communica- S^inanciaC SarsSsfiip tions. Many of our non- pTCSCntS English speaking parents aie unemployed and are on public assistance. chaUenges Many carry two jobs in their efforts to make ends meet In many homes, both parents work. These situations present the district with severe challenges in the area of communication.5. Staff development is a key to a successful school system. Strong programs must be provided that respond to the specific needs of staff and community. Changed The population in our public schools is changing at an incredibly fast rate. I have observed great diversity in the social, economic and cultural backgrounds of children entering classrooms daily. Student value systems are vastly different fiom those of my generation. One thing has remained constant through the years\nparents have high expectations of schools. As these changes and expectations have become clearer their impact on our schools has become increasingly apparent There is a need to support and retrain school staff to meet these changes. 9(eeds addressed Teachers must be knowledge- able about the ever changing content and curriculum and sensitive to the personal needs and hopes of the children in their classrooms. We can only insure that this will happen if staff development is valued, available and relates directly to the teachers work environment Staff development has become part of a teachers growth in Syracuse while the Strategic Plan has identified specific initiatives to guide us in our journey toward excellence. These initiatives are being addressed by:  The School Improvement Committees: Each School Improvement Committee is responsible to assess the needs of teachers in relation to district goals, plan and develop appropriate staff development to meet these needs and assess if the training has led to increased student achievement or performance.  Center for School Improvement and Staff Development: This center was created at my urging to serve as a resource to the School Improvement Committees and curriculum committees. The Center is staffed by experts in the area of staff development who provide training at each school based on the needs identified in the School Improvement Plans. This Center houses a well equipped computer laboratory where teachers leam a variety of ways to make technology enhance instructiotL Training in the use of state-of-the-art technology, especially computers, and multi-cultural sensitivity inservice workshops help teachers gain new skills and perspectives for dealing with the challenges facing todays students.  Professional Responsibilities Committees: These are committees of teachers who focus on curriculum revision and staff development to insure that each teacher is equipped to deliver current information in a way that leads to student mastery.  Career Ladder Program: Knowing that urban areas have a difficult time attracting the best teachers - especially minorities I have expanded our Career Ladder program. This program provides an opportunity for Syracuses committed paraprofessionals to participate in course work leading to a degree in education. This has proven to be a most effective way of getting the best teachers in our schools.  Preservice Program: These programs are designed to provide new employees intense staff development to make their transition into the Syracuse City Schools successfuL Since these programs have been initiated there has been a documented decrease in the number of initial year staff resignations. Approaches SnccessfuC The professional staff I am blessed with have made a commitment to achieve personal excellence so that they can pass their learning on to the students they work with. Their dedication is the catalyst that underlies distnctwide success. I have witnessed an increase in the academic achievement of students because of the teachers zeal for these childrerk Improved attendance on the part of district staff is indicative of their renewed fervor to not miss the opportunity to teach.6. High quality public education is essential in sustaining a free and democratic society and a free- market economy. I believe this statement to be true for the following reasons: The first time I ever read about Frederick Douglass was when I was a youngster. I especially recall a profound thought he made in one of his writings. He claimed that anyone could chain his hands and legs with irons and enslave his body, but as long as that person was unable to shackle his mind, he remained a free man. These words have stayed with me since my childhood. Later in life, ideas that Douglass created in my imagination took shape in my educational philosophy. Many thoughts have served to forge lasting beliefs about my responsibilities as an educator. I remember reading a statement by President James A. Garfield who said that education was next in importance to freedom and justice. He felt that without schooling neither freedom nor justice could be maintained. major tene^ts What our nations early leaders claimed about learning and education I believe to be true today. There are five major tenets in my educational philosophy:  School is preparation for life.  It must provide equal opportunities for everyone.  Education must teach those qualities that enable us to be effective citizens in a democracy.  We must study lessons from the past, so that we may leam for the future.  The reward for learning is the untold benefits to the nation as a whole tarn an enlightened population. High quality public education has been the traditional commodity that has given meaning and purpose to life. It has been the great equalizer that has served as the major catalyst to move the poor and disadvantaged into the mainstream of American economic and social life. Public education has also been the trainer of citizens that enabled us to be ever vigilant and protective to any threats to our nations freedom and individual liberty. As educators, we are charged with the responsibility of preparing our students to be active, participating, intelligent, thinking and caring human beings who take the responsibilities of citizenship very seriously and who are attuned to the responsibilities of their community, country and shrinking world they will inherit. We believe that the recipe for success is to continue and improve our cherished American way of life by providing students with: appropriate academic and thinking skills\nlife-centered skills\nexposure to opportunities that provide for future employment\njustice\nhuman tights and welfare\nmulticulturalism and international relations/cooperatiorL Educators are also in a crucial position to unlock the creative potential for all of the people they come in contact with by exposing their students to the concepts of understanding the past and the present The students must be exposed to the processes of peaceful implementation associated with change for the good of all citizens. In addition, the educator should not limit this education and training just to children. Quality public education is a right for all of the citizens and everyone benefits from its results. Education is a life long proposition and the adults in the community must be involved and supportive. We caimot rest on our laurels, but must take initiatives to offer each citizen an opportunity to partake in the education pie. Magnificent educational opportunities presently exist in our public schools. It serves as the conduit for transmitting both knowledge and behaviors to the people it serves. Our high quality public educational systems have indeed become enduring institutions and can and will continue to provide full preparation for sustaining a free and democratic society and a fiee market economy.07/29'93 14:26 301 324 2032 L R School Dlst ODM 0002/002 A Little Rock School District NEWS RELEASE July 29,1993 For more information: Jeanette Wagner, 324-2020 LRSD HOLDS SPECIAL BOARD MEETING The Little Rock School District Board of Directors will hold a \"wrap-up\" session with Dr. Henry Winiams, candidate for the position of superintendent, 9 a.m. Saturday in the Board Room, LRSD Administrative Offices, 810 West Markham Streetf John w. Walker, p.a. I { JOHN )v. walk^h RALPH WASHiMITON mark BHRNEtlE WILSY A. BRANTOiN .!R AUSTIN POnTm'jii:  Al idn,ini to in finnrfU ,, V.Jnmhio. Mr, Aitornby At Law 1723BROAOWAV Little Rtk^k. Arkansas -22 FAX (501) .374-4187 *2206 July 29, 1993 John Moore, President Little Rock School 810 West Markham Little Rock, AR District Board 72201 Re\nDear Mr. Moore\nDr. Henry Williams In reading this William's schedule, capriciously omitted it Corning's paper. -  which set out appears that the Joshua Dr. Henry T J,, Intervenors r assume that is an oversight and^urtTy With us. This is ^o becaut^ i-V ^^^3tion would District is implementation Of itl Problem are the principal party The oth ^^segregation plan And none of them have been '^ith components of toSr assert are of highest prioriX ^e rights SSSh  that litigation, defamation of priority. Would you please let or rearrange Dr. meeting by Joshua are Want him to meet desegregation facing the . --J to which groups which will meet with rights which we i! y office know today if  representatives withhim.''^^'^ William's schedul you will arrange an hour I Thank you for your cooperation. sincerely yours, JWW:j s cc\n'hn w. i Mrs, Estelle Matthis (with the members receive I'rirn the Dr.  - a copy Henry Williams Ms. Ann Brown Mr. Jerry Malone I TOTAL P.02TuAuf 0 3 15:57 1 ? P a 9 e HENRY P. WILLIAMS DEFERRED COMPENSATION TRUST TRUST AGREEMENT entered into this____day of August, 1993, by and between LITTLE ROCK SCHOOL DISTRICT, hereinafter referred to as the \"Grantor,\" and ,, hereinafter referred to as \"Trustee. II A. B. C. D, FIRST IDENTIFICATION Grantor shall mean, and refer to, LITTLE ROCK SCHOOL DISTRICT. Trustee shall mean, and refer to. Agreement shall mean, and refer to, this Trust Agreement. Bengf-yiar:^ shall mean, and refer to, HENRY P. WILLIAMS, or his designated beneficiaries as hereafter provided. SECOND TRANSFER OF PROPERTY The Grantor, for good and valuable consideration, does hereby transfer to the Trustee in trust Sixty Thousand Dollars ($60,000.00) cash for the purposes and on the conditions hereinafter stated. Additionally, it is anticipated that the Grantor or any other person may transfer and deliver to the Trustee, during any year following the month this original trust agreement is executed, such additional amounts of cash as determined in the sole and absolute discretion of the Grantor, and such cash shall be held, administered, and disposed of by the Trustee in accordance with the provisions of this Trust Agreement without the execution of any further instrument or declaration.Tu Au-? 1 5 1 ? THIRD PURPOSE OF TRUST The purpose for this Trust shall be to provide a fund from which the Beneficiary, HENRY P. WILLIAMS, will eventually be paid as compensation for ser/ices performed by such Beneficiary for Grantor (or any affiliate of the Grantor). It is the intention of the parties that this Trust shall constitute a funded arrangement, subject to a substantial risk of forfeiture, maintained primarily for the purpose of providing deferred compensation to the Beneficiary. The assets held in this Trust shall not be subject to the claims of the Grantor's creditors in the event of the Grantor's insolvency, unless and until forfeited by the Beneficiary and returned to the Grantor, or its successor and assigns. The Grantor's contribution to this Trust shall be includable in the income of the Beneficiary' pursuant to Section 83 of the Internal Revenue Code of 1986, as amended. FOURTH DISPOSITION OF INCOME During the term of this Trust all income received by the Trust, net of expenses, shall be accumulated and reinvested by the Trustee. The Grantor specifically retains the right to all such income, subject to the requirement that such income be accumulated and reinvested during the term of this Agreement, At the end of calendar year, the income shall be deemed distributed to the Grantor. The Grantor shall then contribute back the income to the Trust as an additional contribution by the Grantor pursuant to Article SECOND above and such income shall be includible in the income of the Beneficiary pursuant to Section 83 of the Internal Revenue Code of 1986, as amended. FIFTH DISTRIBUTIONS TO BENEFICIARY (a) The Trustee shall pay over and deliver the Trust estate as it then exists, plus accumulated income, if any, to the Beneficiary, or his designated beneficiary or estate as the case may be, upon the earlier of: (1) June 30, 1998, if the Beneficiary is employed on such date by the Grantor, or its successor, as Superintendent of the Little Rock Public Schools\nTue A U 3 0  1 5 1 ? 4 (2) the death of the Beneficiary if the Beneficiary was employed on the date by the Grantor, or its successor, as Superintendent of the Little Rock Public Schools\n(3) the entry of an order placing the Grantor in receivership or otherwise placing the assets of the Grantor under the control of a party other than the Grantor's Board of Directors and the expiration of the applicable period for the filing of an appeal of such order without action being taken to stay, dismiss or otherwise vacate such order\nor (4) the effective date of any legislation enacted in Arkansas prohibiting salary supplements or arrangements of this nature for public employees. (b) The Trustee shall make provision for the reporting and withholding of any federal or state taxes that may be required to be withheld with respect to the payment of benefits hereunder. (c) The Beneficiary shall have the right to designate in writing and deliver to the Trustee his designated beneficiary or beneficiaries to receive the benefits payable hereunder in the event of his death. In the absence of such designation, the Trustee shall pay over and distribute such benefit to his estate. SIXTH RISK OF FORFEITURE The Beneficiary's interest in the trust fund created hereunder shall terminate in the event of the termination of the Beneficiary's employment agreement with the Grantor by the Grantor \"for cause\" or the Beneficiary's resignation as an employee of the Grantor prior to the time when the Beneficiary is eligible to receive distributions from the Trust estate under Article FIFTH above. In the event of such termination, the Beneficiary shall have no right to receive any distribution from the Trust estate and the Trustee shall thereafter pay over and deliver the principal of the trust fund, plus all accumulated income to the Grantor, SEVENTH TRUSTEE'S POWERS (a) In the administration of this Trust, the Trustee shall have the following powers, in addition to those conferred by law, all of which shall be exercised in a fiduciary capacity subject to any limitations stated elsewhere in this Agreement. 3T ue 1 1 : Paf (1) To invest and reinvest the property, without limitation to the Trust investment, in investments of any kind, real or personal, including, without limitation, savings accounts, certificates of deposit, stocks, bonds, notes, mortgages, lands, minerals, royalties, leaseholds, participation in partnerships, joint ventures and other business enterprises, including any depository account with the Trustee, or any affiliate thereof. (2) To participate in any reorganization, consolidation, merger or dissolution of any corporation, the stock, bonds or other securities of which may be held at any time as a part of the Trust property, and to receive and continue to hold any property which may be allocated or distributed to the Trustee by reason of participation in any such reorganization, consolidation, merger or dissolution. (3) To demand, receive, receipt for, sue for, and collect any and all rights, money, properties, or claims to which this Trust may be entitled and to compromise, settle, arbitrate, or abandon any claim or demand in favor of or against such Trust. (4) To borrow funds for this Trust in such amounts and for such purposes as shall seem for the best interest of this Trust and the Beneficiary' hereof, and to purchase property on the credit of this Trust, and, in connection with such borrowing or such purchase, to execute and deliver promissory notes or other evidences of indebtedness of this Trust and to mortgage or pledge all or any part of the property in this Trust to secure payment of such indebtedness, and to repay such indebtedness out of this Trust. (5) To employ agents, legal counsel, brokers and assistants, and to pay their fees and expenses, as the Trustee may deem necessary and advisable to carry out the provisions of this Trust. (6) To vote in person or by proxy any shares of stock which may form part of this Trust. (7) To allocate and apportion receipts and expenses as between income and principal acting consistently with subparagraph (b) of this Paragraph SEVENTH. (8) Generally, and without limitation by specific enumeration herein, to manage, control, operate, convert, reconvert, invest, reinvest, sell, exchange, lease, mortgage, pledge, pool, unitize or otherwise encumber and deal with the property of this Trust, for and in behalf of this Trust and Beneficiaries hereof, and in so doing to exercise the judgment and care under the circumstances from time to time prevailing which men of prudence, discretion and intelligence exercise in the management of their own affairs, not in regard to speculation, but in regard to the long-term growth and appreciation of their funds, considering the income as well as the probable safety of their capital. (9) In addition to the foregoing, the Trustee is vested with all of those powers authorized by Arkansas Acts of 1961, No. 153,  3, exclusive of subparagraphs A through 4T u e AU-? 0 3 1 5 : 57 1 9 9 Pa? e D, which said Act is, by this reference thereto, incorporated herein and made a part hereof. (b) The Trustee shall, in allocating the various items of receipts and expenditures between principal and income, be governed by all the provisions of Arkansas Acts of 1971, No. 318, which said act is, by this reference thereto, incorporated herein, and made a part hereof, as if fully set out. (c) The titles, powers, duties and description, herein conferred upon the Trustee, shall continue, after the termination of the trust created hereunder, until final distribution of the Trust estate. (d) The beneficiary shall have the right to instruct the Trustee in the investment of the Trust estate and to the extent that the Trustee follows such instruction, the Beneficiary hereby releases and agrees to indemnify and hold the Trustee harmless from and liability, claim, damage, loss or otherwise as a result of following such advice in the investment of the Trust estate, including, but not limited to, a situation where the trustee's following of such instruction would otherwise violate the prudent man standard or any other fiduciary duty of the Trustee in making investments on behalf of the Trust estate. EIGHTH LIMITATION OF POWERS Notwithstanding anything herein contained to the contrary, no powers enumerated herein or accorded to trustees generally pursuant to law shall be construed to enable the Trustee, any successor, or any other person to purchase, exchange, or otherwise deal with or dispose of all or any part of the principal or income of this Trust for less than an adequate consideration in money or money's worth, or to enable the Grantor to borrow all or any part of the principal or income of the Trust, directly or indirectly, without adequate interest or security. No person, other than the Trustee, shall have or exercise the power to vote or direct the voting of any stock or other securities of this Trust, to control the investments of this Trust either by directing investments or reinvestments or by vetoing proposed investments or reinvestments, or to reacquire or exchange any property of this Trust by substituting other property of an equivalent value. 5T u e  A u 3 03 1 ? 1 P a 3 e NINTH ACCOUNTING BY TRUSTEE The Trustee shall keep all the accounts and records of the Trust created herein and shall render to the Beneficiary, at least annually, a statement showing in detail receipts, disbursements, distributions of both principal and income of the Trust, and a statement of financial condition. TENTH IRREVOCABLE Subject to the rights of the Grantor to in the event of the Beneficiary's forfeiture of the benefits provided hereunder, this Trust shall be irrevocable. ELEVENTH BOND AND LIABILITY OF TRUSTEE Neither the Trustee nor any successor Trustee named herein shall be required to give any bond or other security nor shall they be liable for any mistake or error of judgment in the administration of the trusts herein created, except for willful misconduct, so long as they continue to exercise their duties and powers in a fiduciary capacity primarily in the interests of the beneficiary hereunder. TWELFTH SITUS This Agreement shall be construed, and its validity and effect, and all rights hereunder shall at all times be determined in accordance with the laws of the State of Arkansas. THIRTEENTH CONSTRUCTION In carrying out the provisions of this Trust, the Trustee shall observe the following rules of construction: (a) Throughout this Trust the singular shall be deemed to include the plural and the masculine gender the feminine, and vice versa, 6T u e ' A M -3  1 P a 3 e (b) This Trust has been executed in, and shall be construed under the laws of, the State of Arkansas, unless otherwise provided herein. (c) In construing the provisions of this Trust, the Trustee shall resolve any doubt as to the payment of income and principal from the Trust, within the limits recited in the provisions relating thereto, In favor of the beneficiary thereunder. (d) Throughout this Trust, any reference to service or employment of the Beneficiary with the Grantor shall mean and include employment with any bank or other subsidiary controlled by Grantor. FOURTEENTH SPENDTHRIFT PROVISION The Beneficiary of the Trust created hereby is enjoined and restrained from anticipating, assigning, transferring, selling or otherwise disposing of his interest hereunder, and is without power to do so, and no such anticipation, assignment, transfer, sale or other disposition shall be recognized by the Trustee, nor shall the same pass any right, title or interest, if any, of the beneficiary, and none of the interest of the Beneficiary shall be subject to the claims of his creditors or other persons (other than the Grantor's general creditors), bankruptcy proceedings, or the liabilities or obligations of the Beneficiary. FIFTEENTH ACCEPTANCE OF TRUST The Trustee hereby accepts the Trust created by this Agreement and agrees to carry out the provisions hereof according to the best of the Trustee's abiUty, but the Trustee shall not be responsible for any mistake in judgment or for any decrease in the value of or loss to the trust estate or for any cause whatever except the Trustee's own bad faith or gross negligence. The Trustee shall not be required to give bond or other security for the faithful performance of the Trustee's duties hereunder. 7T u e A u 3 03 15:57 1 = P a 3 e IN WITNESS WHEREOF, this Agreement has been executed by the Grantor and the Trustee. GRANTOR: LITTLE ROCK SCHOOL DISTRICT By: By: TRUSTEE: By: BENEFICIARY: HENRY P. WILLIAMS :8-C3'93 8. .-05/47/94 08:31 Q501 324 2032 L R School Dist ODM 002/003 Little Rock School District NEWS RELEASE May 16,1994 For more information: Russ Mayo, Associate Superintendent 324-2271 LRSD TAKES STEPS FOR EFFECTIVE SCHOOLS Little Rock School District Superintendent Dr. Henry P. Williams came to Little Rock to lead the LRSD in a positive direction. Since arriving last October 1, he has spent much of his time listening to the community and staff and studying information on the district and each school. Through community meetings and various groups, he formed opinions about ways to have quality instruction even with an austere budget. His most recent decisions have generated public concern about his strategies. Principal assignments for next year and the possible elimination of stipends for coaches and sponsors of extracurricular activities are among those decisions. When I accepted the position as Superintendent of the Little Rock School District, 1 knew their would be many challenges, he said. Recently, Dr. Williams made the decision to reassign approximately 15 principals. He is attempting to match the strengths of principals with the needs of individual schools. Everyone has his or her own strengths and should be placed where he or she can benefit the students and the community most,\" said Dr. Williams. Where possible, this has been done by mutual agreement In some cases, it was not possible to have agreement of the principal, he noted. This process is taking some time because a retirement incentive has been offered by the district. Some of the principals retiring have given notice while others have not. The deadline for employees to notify the district is May 20. After that time, he will be able to finish the principal assignment process, and teachers will be given the opportunity to request transfers. Several principal positions are advertised and will require interviews. Therefore, the selection of principals for a few schools may come as late as early June.05/17/94 08:32 301 324 2032 L R School Dlst ODM 003/003 LRSD TAKES STEPS FOR EFFECTIVE SCHOOLS Page 2 Dr. WiUiams is addressing a budget gap for next year. Many strategies are beino reviewed, i^ong those strategies is the elimination or modifying of some stipends paid to teachers who coach or sponsor extracurricular activities. KOXU .V tcacuers wno coacn or sponsor extracurricular activities. AU such stipends are under review. With the district facing a $7.2 mUlion budget gap, there are no sacred cows. It IS our responsibility to our community to consider everything, he said When asked what are the chances that the stipends will be eliminated he , . .. . _ , * -------------------------- iiC said, They are being studied. Those which are cost effective wiU remain. Those that are not will be adjusted accordingly. n Dr. Williams said that he is aware of and understands the community members have about the changes. II concern some 1 think that if our community is patient, they will see results over the next year. This is not change for the sake of ch^ge. It is change to improve instruction and to be economically responsible, he ###Skip Rutherford 5604 Hawthorne Road Little Rock, Arkansas 72207 i ~ * 2 u ticir: fj. IVEO June 24, 1994 JUN 2 7 1994 Office cf Oessgregai I'/iUi nJ Mr. Dorsev Jackson KPMG 1400 Worthen Bank Building 200 West Capitol Little Rock, Arkansas 72201 Dear Dorsey: In all my years of supporting public education never have I seen sucla outrageous and insensitive public statements as the ones made by Dr. Heruy Williams regarding parental involvement in die school (clipping attacired). His actions also completely contradict both the intent and tlie spirit of Ute desegregation plan which calls for parental involvement. Dr. Williams' continuing actions are comparable to the insensitive public attitudes of former superintendent Ed Kelly. Dr. KeUy's \"controlled choice\" plan and his actions blindly \"rubber stamped\" by a majority of the school board forced over 1,000 students to leave the district and many families to leave the city. There is a rapidly growing feeUng - particularly among those with children in the public schools - that Dr. Williams is taking the district and the city in the same disastrous direction. Perhaps, however. Dr. Williams' uncaring and arrogant attitude regarding the public does explain why he \"job-hopped\" so much before coming to Little Rock for a lucrative contract witla a \"pension for pals\" provision. With that kind of sweetheart deal, he doesn't need the public even thou^ he is head of a public school system. Someday though the district will need to go back to the public for a vote of support and to the Federal Court to explain why it is directly violating the court-approved plan. Good luck. Skip Rutherford SR.Sw Enclosure cc: Judge Susan Webber Wright Ms. Ann Brown v Ms. Pat Gee Ms. O.G. Jacovelli Dr. Katherine MitclrellOCT 31 '9d 10 :4AM 3APNE3 QUIMM FLAKE P.l memorandum DATE: TO: FROM: RE: OCTOBER 24,1994 ROCKEFELLER PARENTS AND STAFF MELANIE GIBSON AND THE PTA EXECUTIVE BOARD SUPPORTING DR. WILLIAMS Thursday night, October 27,1994, the Little Rock School Board will vote on extending Dr. Henry Williams' contract. As you all know,' stability is probably the one area that has been lacking in the district for a number of years. Dr. Williams wants to be here and wants to stay here to provide the stability so badly needed. As a parent with many concerns for e direction of the district, I can truly say that Dr. Williams' door has always been open and his ear always bent to listen. The new statistics just released on enrollment indicate that there was not a mass exodus to leave the district this year. That says to me that people feel comfortable with staying in the district and that problems are being addressed. Let us not forget that parents must also be satisfied with the progress their children are making in school. Learning and providing an environment conducive to learning are top priorities. Will you join the Rockefeller PTA Board by signing this memorandum and return it to the school tomorrow. This is one way we can show the school board our unified support for Dr. Williams. I will present our stack of signed memos to the Board. Thank you. The parents and staff at Rockefeller Incentive School support Dr. Williams ' and hope the Little Rock School Board will do the same. Date Name PosMt* Fax Note 7871 CojCfeol. Phone  Date ] From Co. |w9sM Fax  311-OICX? Phons  Fax #LITTLE ROCK SCHOOL DISTRICT SUPERINTENDENT'S OFFICE 810 West Markham Little Rock, AR 72201 Date: October 24, 1995 To: Dr. Williams From: Bev. Griffin Re: NSBA/CUBE Membership I have attached all of the documentation on file regarding our membership in CUBE. Please note the following: On May 5, 1995, I sent a note to the Board regarding the NSBA/CUBE Seminar and the invitation to join (Attachment #1). I received one response\nMs. Gee felt that we should not pay the membership fees. NSBA representatives contacted me by telephone several times regarding payment of NSBA ($2,425) or CUBE ($3,750) membership dues. We had, evidently, been paying NSBA dues for several years. Their representative faxed a copy of our previous enrollment form (Attachment #2) for verification of current information. NSBA billed us for the membership dues at least twice (Attachment #3) in the amount of $3,750. Gail Hester was also receiving bills (Attachment #4). I requisitioned for payment of the invoiced amount on August 16. (Attachment #5). If I should have paid the regular NSBA dues ($2,425) instead of the CUBE dues ($3,750) then it was an error on my part, but then we never got a bill for regular dues - only CUBE dues. Let me know if I need to do anything for the Board.Attadwec-h 4-1 Trom tfte of.. .  Beverly J. Griffin Date: May 5, 1995 To: Board of Directors Re: Council of Education of Urban Boards We have received an invitation for our Board to become a member of the Council of Urban Boards of Education of the NSBA. $3,750 per year. Membership fees are Please let me know if you fed it would be beneficial for us to join this organization and if you feel the expense would be justified. I  The information for the next CUBE conference IS attend the enclosed. conference You if can our district is not a dues-paying member of CUBE, but the registration fee is ' $125.00 more for non-members.zp I FROM: 1 No. of pages: .____________________________ Lf you do .not receive all pages ot chia tra.nar.uttal, please I contact NS8A at \"03/338-6741. Plan to Attend... CUBE Issues Seminar on School Desegregation NSBAs COUNCIL OF UEBAN BOzVRDS OP EDUCATION presents... \"Changing the Outcomes of Education for All Children: A New Vision Jiine 23-25, 1995 Boston, MA NSBA- How would you grade th.s cregress cf our nalicc since th.e Suprarr-e Court's histone crown v. acard cl Edccatcn ci Tcpe.ka dsoisen' Has the nation aitainea the goal of achueving racial, eth- CL: 3 'ssces Seminar or Scr\u0026lt;xl Oesegrsgadon is a one and cne-nall-day examira\nc( cesegregaicn efforts currently no, a.na .\u0026lt; ci aducad. or.' oncmic iniag,re'jcn in our urban schocis Has ths tonal ccpcrtuhit'r rea.y improved tor u.'ban chii- einctcyed in tne radon's scnoots  and she npac: of .'esse en'erts on student acnievemenu Youli Isa.T. :m axoeriencec '9S8a.'cnef5 ard desaq.recatcn axoarts as the'/\nCt Th,5 Suoreme Court's historic mandate in 8ic\\yn dearly altered ih.a iducaiicnai landscape fcr T.ar.'/ studants. Sut ths Ruth is, lar too prede the issuas surrounding dasagregatlcn, a rzr^- mr\ncurne'/ league.s 'cnty stude:' tiinue 10: Cll '.roLcn cu: pc\u0026amp;iic cy ^.9 waysJda in ttiair :ocls. He.v you arc your -co!- ne Ciemn'.a -.Xi.i or ii.cn's urban ssnoc! 'eaders  respond to this .aucaily affect generations of chjidren. \"he San. .si Scrod Soards Associatien's CC'Urc:l or Urban ocaros Ti Sch! ducs.icri I'CLSE\npresenls tne 1995 I\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_192","title":"Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), racial count and school capacity,","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1991-10-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","School integration","Little Rock School District","North Little Rock School District","Pulaski County Special School District"],"dcterms_title":["Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), racial count and school capacity,"],"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/192"],"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":["237 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 TO: LITTLER OCKS CHOODLI STRICT 810 WESTM ARKHSATMR EET LITTLER OCKA, RKANSAS October 8, 1991 Board of Directors FROM: James Jennings, Associate Superintendent for Desegregation\n,::3 Monitoring and Program Development THROUGHD: r. Ruth Steele, Superintendent of Schools~ SUBJECT: October 1 Enrollment - 1991-92 School Year Please find attached the October 1 enrollment statistics for the 1991-92 school year. cc: Senior Management Team /' LITTLER OCKS CHOODLI STRICT 810 WESTM ARKHASTMR EET LITTLE ROCK, ARKANSAS OCTOBE1R ENROLLMECNOTM PARISON 1990-91/1991-92 WHITE BLACK OTHER TOTAL %BLACK SENIORH IGH: 10/1/90 2201 3174 90 5465 58 10/1/91 2152 3243 114 5509 59 INCREASE(DECREASE()4 9) 69 24 44 % (2.2%) 2.1% 26.7% .8% JUNIORH IGH: 10/1/90 1878 4025 81 5984 67 10/1/91 1882 4112 68 6062 68 INCREASE(DECREASE) 4 87 (13) 78 % .2% 2.2% (16.1%) 1.3% ELEMENTARY: 10/1/90 4740 9435 161 14,336 66 10/1/91 4851 9374 166 14,391 65 INCREASE(DECREASE1) 11 (61) 5 55 % 2.3% (.7%) 3.1% .4% SPECIALS CHOOLS: 10/1/90 49 22 0 71 31 10/1/91 40 24 0 64 38 INCREASE(DECREASE) (9) 2 0 (7) DISTRICTT OTAL: 10/1/90 8868 16,656 332 25,856 64 10/1/91 8925 16,753 348 26,026 64 INCREASE(DECREASE) 57 97 16 170 % .6% .6% 4.8% .7% KINDERGARTEN: 10/1/90 682 1200 22 1904 63 10/1/91 694 1231 18 1943 63 INCREASE(DECREASE) 12 31 (4) 39 % 1.8% 2.6% (18.2%) 2.1% WHITE BLACK OTHER TOTAL %BLACK FOURY EARO LD: 10/1/90 76 146 6 228 64 10/1/91 120 163 9 292 56 INCREASE(DECREASE4) 4 17 3 64 % 57.9% 11.6% 50% 28.1% DISTRICTT OTAL WITHF OURY EARO LDS: 10/1/90 8944 16,802 338 26,084 64 10/1/91 9045 16,916 357 26,318 64 INCREASE(DECREASE10) 1 114 19 234 % 1.13% .. 7% 5.6% .9% SUMMAROYF OCTOBE1R ENROLLMENT 1991-92 GRADE HHITE BLACK OTHER* TOTAL %BLACK K 694 1231 18 1943 63 1 757 1414 22 2193 64 2 693 1291 32 2016 64 3 656 1240 22 1918 65 4 688 1333 24 2045 65 5 668 1410 22 2100 67 6 657 1348 25 2030 66 UNGR 38 107 1 146 73 TOTALE LEM. 4851 9374 166 14,391 65 7 649 1407 24 2080 68 8 597 1422 21 2040 70 9 626 1271 23 1920 66 UNGR 10 12 0 22 55 TOTALJR HIGH 1882 4112 68 6062 68 10 700 1241 44 1985 63 11 731 1056 37 1824 58 12 710 933 33 1676 56 UNGR 11 13 0 24 54 TOTALS R HIGH 2152 3243 114 5509 59 SPEC. SCHOOLS 40 24 0 64 38 FOURY EARO LDS 120 163 9 292 56 DIST TOTALS 9045 16,916 357 26,318 64 *SUMMAORFY.S TUDENTLSI STEDI N \"OTHERC\" ATEGORY: SPANISH - 92 ASIAN/PACIFICIS LANDER- 233 ESKIMO/AMERICINADNI AN - 27 OTHER 5 LITTLE ROCK SCHOOL DISTRICT OCTOBER 1 ENROLLMENT REPORT Uc I~ 1 , i. \u0026lt;:\n,c1\n, 13CflUUI../. hF:{,DE l.JHITE CL.(.:1C::I\u0026lt; Cf:iNTF,r\".1I... UNC1R{,l:ED ~cUE:TDT{1L l\u0026lt;lt-lD, TOTr::1.1. . F'(\\lF, Uhll3f,:PiDFD ~:\nuurCJT(1L. f\u0026lt;ItID .. TIJT(:iL ,. 1. f2.1.L L. Uh'C'iF~hDE'P SUE:TUTtiL.. l\u0026lt;IhlD .. 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Box 8601 Little Rock, Arkansas 72216 (501) 490-2000 B~~E Bowles, Assistant Superintendent Desegregation ~Hogan, Assistant Superintendent Support Services October 24, 1991 General Information for Office of Desegregation Monitoring As per your request I have attached a copy of each school buildings capacity. Should additional information be needed, please contact me. Thank you. bb Attachment SCHOOL CAPACITY INFORMATION PULASKI COUNTY SPECIAL SCHOOL DISTRICT OCTOBER 24, 1991 High School Jacksonville High Mills North Pulaski Oak Grove Robinson Sylvan Hills Junior High Schools Fuller Jacksonville North Jacksonville South Northwood Robinson Scott (Alternative School) Sylvan Hills Elementary Schools Adkins Arnold Drive Baker Bates Bayou Meto Cato College station Dupree Fuller Harris Jacksonville Landmark Lawson Oak Grove Oakbrooke Pine Forest Pinewood Robinson Scott Sherwood Sylvan Hills Murrell Taylor Tolleson School Capacity 1233 948 963 948 569 1041 School Capacity 1015 681 723 938 511 125 944 School Capacity 400 420 328 768 564 676 340 488 676 748 850 624 444 604 636 658 656 588 280 608 760 444 570 SCHOOLS Adkins Arnold Drive Baker Bates Bayou Meto Cato College Station Dupree Fuller Elem Harris Jacksonville Elem Landmark Lawson Oak Grove Elem Oakbrooke Pine Forest Pinewood Robinson Scott Sherwood Sylvan Hills Taylor Tolleson PULASKI COUNTY SPECIAL SCHOOL DISTRICT ENROLLMENT TO CAPACITY COMPARISON 1991-92 % % Enrollment BLK CAPACI1Y FILLED 352 39% 400 88% 408 14% 420 97% 268 25% 328 82% 737 47% 768 96% 611 2% 564 108% 663 21% 676 98% 310 34% 340 91% 431 24% 488 88% 529 58% 676 78% 605 34% 748 81% 844 27% 850 99% 522 44% 624 84% 331 16% 444 75% 515 13% 604 85% 629 18% 636 99% 658 15% 658 100% 631 27% 656 96% 443 23% 588 75% 205 34% 280 73% 443 26% 608 73% 755 17% 760 99% 423 26% 444 95% 566 24% 570 99% AVAILABLE SEATS 48 12 60 31 0 13 30 57 147 143 6 102 113 89 7 0 25 145 75 165 5 21 4   :\n,, :,,, ,),,, '{/,:,:,:,,,,):/?:\\ -- Fuller Jr. 863 48% 1,015 85% 152 Jacksonville North 626 27% 681 92% 55 Jacksonville South 600 30% 723 83% 123 Northwood 953 22% 938 102% 0 ' f .. 1991-92 % % AVAIIABLE SCHOOLS Enrollment BLK CAPACI'IY F1LLED SEATS Robinson Jr. 431 25% 511 84% 80 Sylvan Hills Jr. 953 21% 944 101% 0 Jacksonville High 1,051 27% 1,233 85% 182 Mills High 639 46% 948 67% 309 North Pulaski 828 21% 963 86% 135 Oak Grove High 926 23% 948 98% 22 Robinson High 412 25% 569 72% 157 Sylvan Hills High 901 22% 1,041 87% 140 PCSSD - 10/1/91 ENROLLMENT REPORT I SCHOOL \\\"1HI'f'E BLACK HISPANIC ASIAN/PAC.ISL. AM INn. ,.- -Ml SCHOOL oovs GIRTS 'AOVC: r.nn.c: BOYS r.TRLS OOYS GIRLS BOYS GIRLS TOTAL Adkins 108 101 71 65 4 2 1 352 Arnnl\u0026lt;'I Ori..ve 178 168 33 24 1 1 2 1 408 R\n,,1,-.,..,... 99 102 26 41 268 R\nait-lPC: 225 157 lQO  1 60 2 1 737 0 ~-,, Mot-n 322 277 7 3 I 1 611 rAt-n 270 249 78 64 1 l 6n1 rnl 1~~ C:t-a. 120 83 c\nc\n50 l l 310 n.-~ 165 154 '1.\n47 2 l 4 2 431 Fuller Elem. 122 99 170 138 529 Harris 206 189 108 97 l l l 2 605 J'vi l le E.lem. 1?8 ?7? l l ~ l l 7 1 'i fi 844 Landmark 160 131 115 116 522 Lawson 139 139 33 20 331 Oak Grove El. 233 212 33 36 l 515 Oakbrooke 270 244 56 58 l 629 Pine Forest 258 301 45 53 1 658 Pinewocxi 228 224 83 90 1 4 1 631 Robinson Elem. 164 175 60 40 2 2 443 I Scott 80 56 36 33 205 Sheiwocd 175 151 49 67 l 443 S. Hills Elem. 342 279 73 53 3 2 1 1 1 755 Taylor 160 146 58 54 2 1 2 423 Tolleson 213 205 71 66 3 4 4 566 'IUI'AL ELEM. 4565 4114 1619 1492 18 24 20 19 3 5 11. 879 I I I Fuller Jr. 231 209 221 190 l 4 6 l 863 I J'ville North 236 208 81 91 3 2 5 626 I I J'ville South 204 199 90 90 2 1 6 7 1 600 : J'v:ille Hiah 387 356 149 133 5 3 9 8 l 1051 ! Mills 173 171 148 143 l 2 l 639 North Pulaski 343 304 102 68 1 5 2 2 1 828 Northwood 392 337 113 101 4 1 2 3 953 Oak Grove Hiali 377 338 104 106 1 926 Rob. Jr. Hiqh 171 152 62 46 431 Rob. Sr. High 165 141 63 42 1 412 S.Hills Jr. 382 367 118 81 3 1 l 953 S.Hills Hinh 348 350 101 97 2 l l l 901 I 'TrfT'AT . 3409 3132 1352 1188 21 12 27 36 5 l 9 183 I 'IUI'AL DIST 7974 7246 2971 2680 39 36 47 55 8 6 21.062 BILLY J. BOWLES 10/4/91 Ann: ~~ ~ PCSSD Attached is Pulaski County Special School District's October 1, 1991 Enrollment Report. PULASKI COUNTY SPECIAL SCHOOL DISTRICT PCSSD - 10/1/91 ENROLLMENT REPORT I OCHOOL \\mrr\u0026gt;E BLACK HISPANIC /\\SIAN/PAC ISL hM TNn /f.\".\u0026lt;::l(TM') SCHOOL a BOYS GIRLS RfW\u0026lt;:: r-nn_c\n: OOYS f!TRT.\u0026lt;:: OOYS GIRLS BOYS GIRLS TOTAL -\nj\n/,,._c/,(. Mkins 108 101 71 65 4 2 1 352 .J'1 Arnoln nriu.o 178 168 33 24 1 1 2 1 408 I-- R\u0026gt;llc.or 99 102 26 41 268 ~ R.lt-P~ ??S 1S7 lQO  160 2 1 737 .J/-7 l:t::.un11 .....,. .. ~ 322 277 7 3 1 l 611 -2 C'.i\\t-o 270 249 7 P, 64 l l 663 ~/ C'o 11 \"\"\"\"\" C+-,. 120 83 55 50 l l 310 m - 165 154 Sn 47 2 l 4 2 . 431 ~ Fuller Elem. 122 99 170 138 529 ...::'.5'6' Harris 206 189 108 97 l l l 2 605 ..3. .1. J'vi e E.lem. 1?R ?7? l l \u0026lt; l l 7 1 'i n P.44\nr1 Landmark 160 131 115 116 522 J/.\u0026gt;/ Lawson 139 139 33 20 331 //n Oak Grove El. 233 212 13 36 1 515 /3 Oakbrooke 270 244 56 58 l 629 IX Pine Forest 258 301 45 53 1 658 J.5 Pinewood 228 224 83 90 1 4 1 631 ..:.. r1 Robinson Elem. 164 175 60 40 2 2 443 ~.3 I Scott 80 56 36 33 205 .\n,\n..., Shen.uod 175 151 49 67 l 443 ~ p S. Hills Elem. 342 279 73 53 3 2 l 1 l 755 I'' Taylor 160 146 58 54 2 1 2 423 _.J.~ Tolleson 213 205 71 66 3 4 4 566 ~~ 'IUI'AL ELEM. 4565 4114 1619 1492 18 24 20 19 3 5 11.879 ~~ 7iJ ..Ji .~ I.~~~ .../-'0(~ ~\u0026lt;--Jr, .,...1,~J.-1.1 i. ~\nx, -3/.76'/ ,.:\n)C, )r, ..J I Fuller Jr. 231 209 221 190 1 4 6 l 863 -'/, J--- J'vi .e North 236 208 81 91 3 2 5 626 ~~ J,-- J'v:Jj 1.1.11 South 204 199 90 90 2 1 6 7 l 600 30 : J'vit: ~~ Hiqh 387 356 149 133 5 3 9 8 l 1051 A.'/ ! Mills 173 171 148 143 1 2 1 639 4(,, North Pulaski 343 304 102 68 l 5 2 2 1 828 ..::iJ. .,_,,N.,-orthwood 392 337 113 101 4 l 2 3 953 ~ Oak Grove Hiat 377 338 104 106 l 926 di.~ Rob. Jr. Hiqh 171 152 62 46 431 ~5 Rob. Sr. High 165 141 63 42 1 412 ~=\u0026gt;  S.Hills Jr. 382 367 118 81 3 l l 953 A./ S.Hi 111:: H\nnh .:!41:3 350 101 97 2 l l l 901 ~ I 'IOI'AL ,-.-.-.. --~- 3409 3132 1352 1188 21 12 ?7 36 5 l 9.183 ~g~ 7C/74 7..JJ/~ .2971 ~l\".SO -~9 ~ 7 .Ii'~ X t.:: ~/\"'-\nJ_, I 'TY'YTT'I.I nT~ 36 17 .55 9 1 NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS Including Kindergarten October 1, 1991 School Enrollment Black 8 189 % 80.0 44.6 64.3 Non-Black % Alternative 10 (3 - 6) Amboy 424 Baring Cross 14 (K - 6) Belwood 151 Boone Park 528 Central 382 Crestwood 241 Glenview 233 Indian Hills 433 Lakewood 290 Lynch Drive 257 Meadow Park 254 North Heights 410 Park Hill 213 Pike View 410 Redwood 240 Rose City 245 Seventh Street 348 Total Elem. 5,083 Alternative 29 (7 - 11) Daring Cross 31 (7 - 12) Lakewood Md. 570 Ridgeroad Md. 551 Rose City Md. 389 NLRHS-East 1,336 NLRHS-West 1,267 Total Sec. 4,181 Dist. Total: 9,264 9 55 319 197 98 130 190 135 121 129 194 98 190 144 119 184 2,509 18 23 262 246 203 578 507 1,837 4,346 36.4 -60. 4 51. 6 40.7 55.8 43.9 46.6 47.1 50.8 47.3 46.0 46.3 60.0 48.6 52.9 49.4% 62.1 74.2 45.3 44.6 52.2 43.3 40.0 43.9% 46.9% 2 235 5 96 209 185 143 103 243 155 136 125 216 115 220 96 126 164 2,574 11 8 316 305 186 758 760 2,344 4,918 20.0 55.4 35.7 63. 6' 39.6 48.4 59.3 44.2 56.1 53.4 52.9 4 9. 2 52.7 54.0 53.7 40.0 51.4 47.1 50.6% 3 7 . 9 25.8 54.7 55.4 4 7. 8 56.7 60.0 56.1% 53 .1% School Alternative (3 - 6) Amboy Baring Cross (K - 6) Belwood Boone Park Central Crestwood Glenview Indian Hills Lakewood Lynch Drive Meadow Park North Heights Park Hill Pike View Redwood Rose City Seventh Street Total Elem. Alternative (7 - 11) Baring Cross (7 - 12) Lakewood Md. Ridgeroad Md. Rose City Md. NLRHS-East NLRHS-West Total Sec. Dist .. Total: 1991/92 Approved% Range for Black Enrollment Elem.: 37.4 - 62.3 Middle: 35.1 - 58.5 NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS Excluding Kindergarten October 1, 1991 Enrollment Black % Non-Black % 10 8 80.0 2 20.0 352 166 47.2 186 52.8 12 8 66.7 4 33.3 127 49 38.6 78 61.4 450 269 59.8 181 40.2 330 152 46.1 178 53.9 215 93 43.3 122 56.7 207 111 53.6 96 46.4 388 182 46.9 206 53.1 256 126 49.2 130 so.a 229 110 48.0 119 52.0 225 114 50.7 111 49.3 356 180 50.6 176 49.4 172 90 52.3 82 47.7 342 168 49.1 174 50.9 207 113 54.6 94 45.4 201 104 51.7 97 48.3 305 142 46.6 163 53.4 4,384 2,185 49.8% 2,199 50.2% 29 18 62.1 11 37.9 31 23 74.2 8 25.8 578 262 45.3 316 54.7 551 246 44.6 305 55.4 389 203 52.2 186 47.8 1,336 578 43.3 758 56.7 1,267 507 40.0 760 60.0 4,181 1,837 43.9% 2,344 56.1% 8,565 4,022 47.0% 4,543 53.0%\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_488","title":"Incentive Schools: ''Little Rock School District, Educational Equity Monitoring for Incentive Schools,'' Planning, Research, and Evaluation Department","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":["1991-09"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School integration","School improvement programs"],"dcterms_title":["Incentive Schools: ''Little Rock School District, Educational Equity Monitoring for Incentive Schools,'' Planning, Research, and Evaluation Department"],"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/488"],"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":["205 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\nTO: FROM: SUBJECT: Little Rock School District May 20, 1992 Connie Hickman, Associate Monitor James Jennings, Associate Superintendent for Desegregation 5:5 Monitoring and Community Services Fourth Monitoring Reports - Rightsell and Stephens For your information 810 West Narkham Street Little Rock, Arkansas 72201  (501)374-3361I* Little Rock School District DATE: May 12, 1992 TO: Lonnie Dean, Principal - Stephens Incentive School FROM: James Jennings, Associate Superintendent for THROUGH: Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent SUBJECT: Fourth Monitoring Report - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on April 29, 1992. Please respond to the concern(s) listed below by Friday, May 29, 1992. Please be specific as to how and when the concern(s) listed below will be addressed. Your response(s) should be forwarded to my office. Your response(s) should be forwarded to 10.1 Other areas of school program could use more parent involvement. 10.6 Acorn used building. 12.10 Kitchen door off courtyard area was unlocked. Additional observation relative to the monitoring visit\nDriveway behind cafeteria needs repairing - will make access to playground easier for students in wheelchairs,. Playground needs more equipment, improved surface, etc. cc: Doug Eaton 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361LZmi ROCK SCMOL DIRTRICT BocKnoKM. Boozn nraraoM roa nMBRZvB acaoou KAnnas, bbrahd bvaxjdatzom doaxinivt Llttl* Hoek, AriwaMS Xt*X '. C 1^' -J 1TABLS OP COUTKMTB PASI 1.0 Iquitabla piaoMMnt by Baoa/Oandar ia Behoel Profraaa 1 1 a.s earriaMlaa 3.0 School/Diatrlct Initiated Boners and Awards 4.0 - Onlttaaa 5.0 Bxtaadad Day Bduoatienal Opportonities 4.0 Stadant Acfalvsait/basaasMnt 0.0 Bsaolal Bdaoatlan Iftad and falaatad Bdaoatlaa Staff DavalqpaMMt 10.0 VaraataX ZanralwaMat 11.0 Stadant Diaclpllaa 13.0 Building Leadershlp/Managsaant 10 1,9 I 3 4 4 S ' 7 yj O \" Observation I \" Interview BP \u0026lt; Bobool Profile/ i^f^-/ 7^=2?c/q/ OX/c-e-t:. e- /fC\u0026gt; PUUmiNG, RKSKARCH, AMD KVA LU AT I ON DEPARTMENT LITTLl ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING zvcnriTB acMooLs caooL 1991-92 Grada LwHnh'ifck- OKTB nizwcirju. h/)A.ni y^ mKm or cxAssBs vzszno - y \u0026gt; yif^ \"'' s IIOIIITOR(8) Pleasa print obaarvations and avidanca in sufficiant datail to indicata poaitiva practicaa and araaa in naad of ii^provaaant. Obaairsrs ahaald rariav tha School prafiXo prior to aaapXti*f fims t riiHr- ** ifci\"^ *^niTri n Tba seboel anauraa a\u0026lt;aal oouau and fair traataant in all profrana raaulting in optiaun oonditiMia for atudant laaminf. 1.1 Tba oeapoaitlon ot tb aabool attt lunx^B that atttdanta bava aooaaa to, and contact vith, a variad ttt ot ortiti^A and non-oartifiad paraonnal, miMDICK: ___________________________________________ TB M 2.0 currlcttlM Tba a^ool providas a currlculun that is raflactiva oC cultural dlffaranoas. Local and/or stata**davalopad couraa eontant guidas anbanca aultl-cultural contant in all currieuluB araaa. 0/Z 2.1 In claMrooM obMrvad, the taacbara hava adaqnata atarlala and aquipaant to dallvar and uoa the aulti-cultural eurrieulun maMMbt YM/ M( Incentive Schools Monitoring Page 2 0/z a.a Currtont and coaplata student reco In tka olaasrooa and school offli to are aalntainad to nonltor the progress in aohieveaent ot the individual learner [l.e. grade books, reading folders, aath folders, Peraanent Mecord Cards, Intekla reports, report cards, student BduoatIonel Plans (SBPs) and Aoadaalo Skills (UDPs) DevelopaenV Plans). IPZOeiCBt _________________/______________________________ YU NO / O a.a All tottodmts ara aotlvaly involvad la olaaaKoaa Instruction. BV-----I--U-----N----C-----E-- -:- 0 2.4 Ibere Is evidence that the nultlcultural curriculua is being iaplenented. O 2.4.1 Bttllatin boards, Foblloations, sad pcodastloos throngbout the iflbflflX (lacladlag ths nsdla center) reflect ths BRQtlciQtaml cnrrteuXaB.\" - 0 2.4.2 Bullatin boards, publications, and prodaotleos In the filAMXfiflB raflact tha nultlcultural curriculua BVIDUCS: r - O 2.4.3 Display of student work reflects varying teaching strategies. MVIDUCl: z *0 0 NO Incentive Schools Monitoring Page 3 O/I 2.5 MeM*-**\" discovery and exploration approaches are used to enhance the learning of science and nath *0 oonoepts. BVZ : e. I 2.\u0026lt; O/I 2.7 3.0 8P SP fA\u0026gt;4 ---------- --- . 7aaaa. Special activities such as acadenic clubs, field trips, etc., are uspd r^^nfo^e the aM\u0026lt;l^i^ progran. IVIOCHClt - y7^aj/Q to 1^ rhyL.A^, ZizS\u0026lt; A^ieving students who work well with other students, as well as students with outstanding aoadenio avaragM, ara uaad as CMr tuto: SVIDCIICBl YKS MO J .y/,-------------- ----------- mit^ Wtrnewe end Awards The acbool aneures that no student is denied access to bains eeleeted tor boaoro and awards through sstahlistaant of non-biased and equitable policies and proosAiras. 3.1 3.2 A variety of awards and honors is provided in areas such as scholarship, citisenship, sports, s\u0026lt;dxool and coaminity service, choral and instrunental Music, attendance, clubs, and organisations. XVIMDICB: __ ______ ______________________________________ Procaduras ara avldant to assura that studanta ara apprlsad of ragulraaants governing honors and awards. BVZOBMCS: YS8 Y18 MO MO Incentive Schools Monitoring Page 4 SP 3.3 Procedures are evident to assure that students are apprised of inforaatlon regarding various opportunities in educational progress. BVIDBNCKt ________________________________________ YI8 NC SP 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to deteraine if new awards are necessary to neat student needs. ITIDCNeB: ___________________________________ YX8 NC IP 3.5 The distribution of honors and awards is generally reflective of the school population (gender/grade level). NVIDENCN: _______________________________________\n_______ YBS NC The sobeel staff ensures that appointsonts to all sobeel beeed oosnlttees are sede In a nesiHBiaaed sad eqalteble sansar in order to have oonsltteea that are kaowladgaabla of educational prograss. SP/Z 4.1 The ooaposltlon of each school based ooanlttee generally reflects the staff/parent population. BVIDKNCB: _____________________________ YU NC 5.0 Kybanded Dav Kduotlonal Qpportunitlaa The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately inforaed about extended day aotlvltles. BVIDKNCB t NC Znoentive Schools Monitoring Page 5 *P 5.2 The Mjority of the student population participates in extended day actlvitlM.  BVZOCHat .. Z 5.3 Bxtended day activities are directly related to the objectives of each SEP and adjusted to meet the needs of the students./ y EVipSICT:, iL. .o i P HP 8P YU /MO m mo The school staff laplesMnts ni-discrlnlnatory preoednres for adnlnlstration, analysis, and use of standardised tests.  .X  .2 6.3 When test results are exaBlned, overall sahlevasMBt ot (geader/grsde) has rsHSlnsd stshle or IVZOCHCB: .............................................. ...... coals and strategies are developed and laplaaiantaS to inprove student adilevenent using the following neasures: ,,, nom referenced tests ... Arkansas Nlninun Perfomanoe Test ... grade distribution EVIDEHCE: _____________________________________________ Proskotion/retention rates reflect the school population (gender/grade level). KVZDBfCB: ______________________________________ YSS HO TBS HO YB8 NOInoantiva Schools Monitoring Pago C 7.0 Special B^uotion The aehool ensuraa that student plaomant and services provided In the spacial education prograa ara non-dlsorlalnatory. SP/I 7.1 Strategies to aliainata disproportionate student asslgnaant (gander/grade level) to special education ara evident. BVIDBMCB: ______________________________________________ TBS BO O/I 7.2 In spacial education classrooms observed, the teachers have adequate aaterials and equipment to YBS NO dallvar tha ourrleulua BVIDBMCB: Burrlmlua. , / // / A 0/Z Paoliitles for speolal eduostioa are daalgnad to sat the aaeds of the stmSsnta oacvaS. . BPZBBBCB: ------- area- , rj s.o The Bobool anauras that student plaoasMnt and sarvioes provided In the Clftad/Talantad prograa ara non\u0026lt;-discr Inlnatory. 8P/I S.l Strategies to Increase the nuaber ot students assign^ to gifted and talented are evident. BVIDBMCB: ___________________________ YBS MO O/I. In gifted and talented claserocme obeerved, the J teachers have adequate aaterials and oqulpmsnt to deliver the currloulua. . BTIBBNCBt ____________________________________________ /  YBS NO '\u0026amp; Zncentlva Schools Monitoring Page 7 0  .3 Gifted and talented facilities are oonparable to those of the caapus in general. IVZDCMCBt ___________ '_______________________________ YU NO 0/Z . PacilitlM for gifted and talented are designed to neet the needs of the students served. KVZDWCB: _____________________________________________ YU NO 9.0 Staff Dv1nnnt The staff developnent plan for the school dsaonstrates connitnsnt to educational equity. sr/z 9.1 Staff developannt activities related to educational equity have been provided and are ongoing. UZBOCIt  YU 1K\u0026gt; \u0026gt; SP/Z 9.2 Staff developnent activities in teaching strnteqiee t9te nXti-cultuml eurrionlnn delivery heve been YU) NO NwrilU. ITZDCNCB: gP/Z 9.3 Staff davalopnent activities related to effective strategies to enhance the achievenent of a diverse student population have been provided. SVZMNCK: _____________________________________________ YU NO Zncantlva Schools Monitoring Page 1 r/z .4 X najorlty ot the teachers have participated in the following staff developnent activities: ~ PIT ~ TBSX Classroom Management ** Bffective S^xools IVIDCNCBt ______________________________________________ YB* NC 10.0 nrMt*^ ^\"TmiMnr The school provides equitable opportunities for parental Involvement in the district/school activities. SP/I 'Bd.l Xll identifiable groups of parents are aotively involved in school NC fmMtlons. jpnaa^x L^ 10. a Um (Mae, letter, phone, hsae visits) asst te enoemrmge parmtal Invelvoaant la seheel and in hone supported educational aotivities. BVZOBKlt W VC I 10.3 Contact is made regularly with the hoM to onnannieate posltlve/negatlve (as wi^op^iste) information related to student behavior an^or student achievement. BVIDSMCl: ____________ :____________________________ YM NC SP 10.4 School patrons and parents are given an opportunity to aotively participate in developing the local NC a^Mol plan. KVZmCB: z/ i \\ Zncantiva Schools Monitoring Paga 9 r/z 10.5 z 10. Z SP O Parantal involvanant stratagias ara nodifiad as naadv^ to ansura oonaunication with parants who ara difficult BVZDBNCK: __ _\nto roach., _ Naatings with snail groups of parants ara hold at coMunity locations such as churchas, connunity/ YSS NO MO raoraatlon coOQQttaarrss,, hhcoBoMM,, Jtc./ TYTPirat\nIha school aasuras that studant disciplinary polioias and practicaa ara non-discrininatory. 11.1 11.2 11.3 Znfomation, including tha school's anpoetatlon tor tuSsnt oonduetr In tha fom of handbooks and/or paMlo \u0026gt;raMtatloM raaxia  OiMmiMsr pellelM and F^oondoraa la diatrlfeotad to all atndswts and pamnts. BWZDmCK: ___________ Stratagias ara usad to pravant tha occurranca of a dispzcportionata nunbar of suspanslons, aiqpulslons, and/or disciplinary rafarrals involving Idantiflabla groups (gandar/grada). MVZDBMCK: ________________________ _ ____________________ ClasarooB instruction procaads in an ordarly nannar. ivzHaicx YSt MO TBS YXS NO NO Incentive Schools Monitoring Page 10 8P/I 11.4 A Mntorlng prograa is used to seat ths needs of et\u0026gt;risk student^ BVIDBICX: 11.5 Students have access to coMunity based support progress. YI8 YBS Nt I Nt BVIDEMCZ 4 12.0 aunsinfl Le\u0026gt;darship/Manaaeaent In ths desegregated setting the principal aust deeonstrate a strong ccaeitaent to educational equity. S\u0026gt; 12.1 The school has a clear, concise, well-written T^-*\nrrT~*r ot specific iaprovaswit goals la aooordanoe with ths inoentive scdiool plan. BTIPWW*H ___________________________________ :_____ YBS Nt Z 13.2 are actively involved la addvsaslag ths Bssds sf at-risk students and assistisg pavaats, as needed, in obtaining services free cutside agencies. z / / BVIDsra: \u0026gt; fc \u0026lt;ns sir Z f I  IfQ III O/I 12.3 There is evidence that the guidance progras provides equitable services to all students (counselor's schedule/logindividual/group). BVIDBI r O 12.4 TJ The caapus and*building are clean and free of dabris and graffiti. TnxiUKa.\\ t m) Nt YBS N Nc I Incentive Schools Monitoring Page 11 o 12.5 Mailways are orderly. Ttivtanc^ 7' \u0026lt;2. (y^ no O 12.\u0026lt; Th chool office has friendly and helpful NC personnel. EVIDEMCB: I Vi.,1 There is evidence that curriculua Monitoring occurs. EVIDENCE: ________________ __________________________ YES NC SP 12. Strategies to increase the nuaber of alnorlty students enrolled in un^r level courses/class groups are evident. BVZOnCBi______________________________ ____ _______ YBS NC O/I 12.t There is evidence that the guidance prograa provides equitable services to all students (l.e., counselor's schedule/dally log-individual/ group). EVIDENCE: ___________________________________________________ YBS NO I/O/ 12.10 Diatrict and school security guidelines are being SP followed BVIDBMCB YES NC A ai. Z-~\\ JkiDOmOHM. MXj^nvB cfi' r'^ot^ i, 'yz\u0026gt; r / Ci\u0026lt;^ /'c/ ^i? 7/ fi.,. c^  i 4 t-. .Vv , t ji^-' -op ? I ,0 f I - t . jjr Tiaiv -'p .\ncj. f  . I L ..GGA S LRSD INCENTIVE SCHOOLS * EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOL 1991CCm'^H I : t I m A ____ LITTLE ROCK SCHOOL DISTRICT I i-pfinkho, 7 lO/^PI i  .\n'.-I : t I. I ri'7 I*\nki, fTT ^5''' ? I I n'i !b!  ii  'I ! '1  I i'i^S 7* ! ft t .s J1 I ' I 4. I ])r. C-A^(2\u0026lt;9{| EDUCATIONAL EQUITY MONITdRINO 1! 'V (i 7 FOR 17 . !h 't 'i\nINCElitlVE SCHOOLS j Mi I I. ?'   \\^i7'. I II, 'j'i . \"tL .  11' / \" ii 77 I I PLANNING, RESEARCH, AND EVALUATION DEPARTMENT r I Little Rock, Arkansas September 1991 :| i I\nI : i I i: ' I I i I i i I I TABLE OF CONTENTS I 1 \"i I i' i  ! i PAGE 1.0 Equitable Placement by Race/Genderjin ^chool Programs 1 2.0 Curriculum 3.0 School/District Initiated Honord arid Awards 4.0 Committees ?.Ci ! : -1' fl i 1 , J r T?  1 3 4 5.0 Extended Day Educational Opportunities^\nI 6.0 student Achlevement/Assessment JI- Special Education I.  f 1 1.0 4 5 6 8.0 Gifted and Talented Education 'ci 6 f ! . 9.0 Staff Development 7 10.0 Parental Involvement 11.0 student Discipline 1: .r. J '4^   I? i. I 8 I 9 12.0 Building Leadershlp/l^anagemerit J., I / t. I (  I 10 Key: f H.  O = Observation I = Interview SP = School Profile t.  ' t' I J I'  I i: I I i' I 4 ,1 :  I  1 I I I i 'i r\" I Is I 4/' . \u0026lt; I i I I  i ! i i 1I I . 1 i i'-' .i: ! L:fTTLE ROCK SCHOOL DISTRICT PLANNING,1 RESEARCH, AND EVALUATION DEPARTMENT EbUCATIOHAL EQUITY MONITORING INCENTIVE SCHOOLS SCHOOL I 1 I \u0026amp; ' PRINCIPAL Gfade Levql(s .J.3 , . \"i  \\ DATE MONITOR(S) NUMBER OF CLASSES VISITED Observers are raquiy^4-^ ,1 o'provid^ evidence for eaoh orltegloa. Please print observations! ahd evidence in sufficient detail to indicate positive practices arid pteas in need of improvement. Observers should review itiie 0o))o61 Profile prior to completing this form. ill'.  i1li.ll: IBCIiONI 1.0 Equitable Placemeh^ bv Race/Gender In School Programs The school ensiires\nequal-access and fair treatment in all programs resulting in optimum conditions for student learning. I 11 I SP 1.1 The compositiph of the school staff ensures that students liave' access to, and contact with, a varied staff of certified and non-pertifi^ personnel. . EVIDENCE\niu A--//-fR 4- Z4. ------------------------ p\\af\u0026gt;\u0026gt;K  pertifipd 2kL -Ht I YES NO 2.0 Curriculum I I. 1 'fe- The school proyides' a curriculum that is reflective  of cultural di es, ipocal and/or state-developed fferppci ! gu|.iies curriculum course content in all .teas ehhapce mUlti-cuitdral content O/I 2.1 I . ' In classrooms''observed \u0026gt; the teachers have adequate materials' and equipment to deliver and use the NO multi-cultural curriculum.  \\ EVIDENCE 't/iU \u0026gt;^41 --------------------------------------------------- T i' * jilf-H- !:I, Incentive Schools Monitoring Page 2 ! i! _L O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor /the progress in achievement of the individual learner [i.e. grade books, reading folders, imatt folders. Permanent Record Cards, interim reports^ report cards, Student Educational Plans (SEPs)!and Academic Skills (ASDPs) Development Plans). j . EVIDENCE: iadM, eVg^l^\u0026lt;4Kon prC\u0026gt;Cr'Jun'i j e{i^/r,y' 'a{ I I O 2.3 All students are actively involved irt cJl instruction . 1 assroom 2.4 O O O YES NO 3hir lt YES NO 'Z EVIDENCE: There is evidence that'the mUlticultu: is being implemented. 2.4.1 2.4.2 2.4.3 J I ..x. irai curriculum -I Bulletin boards, publication^! and productions throughout the school (including the media center) reflect the multicultural curriculum I I ! ahd productions Bulletin boards, publications, qhu ttuuuvxu in the classroom reflect thejmUlticultural curriculum*'. EVIDENCE:\nf.' . '  iv  .\nni!\n?  t ! f I 1 Display of student work reflects varying - teaching strategies.: stpategie EVIDENCE\n. I I I i\nr' I I . I I YES YES YES NO NO OI Incentive Schools Monitoring Page 3 T O/I 2.5 Hands-on (jlisqpvery an4 exploration approaches are YES NO used to concepts. EVIDENCE enhapce thglearning of science and math\n.------i2__L2_LL----- I  rW  . l\"  --n t,:'' . t\u0026gt; T   I \u0026lt; I-T I 1 'l 'i ' . - ii.. 2,6 Special a\u0026lt;!:t\niYit|es suph ap. pcadgroip clubs, field YES NO O/I 3.0 SP SP trips, etd program. EVIDENCE\nr? al-e 'use^tpir^lnf^ the academic \u0026gt;vn * irl 7 2.1 Achieving as well as 111 students who worjc well with other students, averages, ar^ student^ if|th pytptan4ipg academic arree'j^isse^d aass ^.Deeeerr',. ttuuttoorrss // \u0026gt; EVIDENCE\nI r . ii \n.  \u0026gt; ii /\nf :. ..  1  School/District Tn|tiatect ^iondrs and Awards * jr 'I The school ensures that no student is denied access to being selectedjfor, honors and awards through establishment of non-biased and eguitable policies and procedures. 3.1 3.2 I t I ' ' '*1. * A variety of awards and honors is provided in areas such as scholarship,\"citizenship, sports, school and community^ service, choral music, attendance, c|ubs, apd organizations. EVIDENCE: r c|ioral apd instrumental music. 1 r:li* ' 'l l' I. Mt' ! i'. Procedures a^e evident to assure that students are apprised of requirements goYprping honors and EVIDENCE ......-.... t . +I T  1- : i ii  YES NO YES NO NO I Incentive Schools Monitoring Page 4 11  T  J  J 't . .f.. SP 3.3 Procedures are evident to assure that,students are apprised of information iregardiri^ various f opportunities In educational!programsi ! EVIDENCE:  \\ fi 1 X SP 3.4 SP 3.5 YES NO 1 \\t-\n! . .\n-.1. fferings andprocedures': r^^ardliig_______ 3 ate evaluated tegularI for,fe'^ulty and to determine H ndW awards 'ate :ftecessdty j to, meet' heedsi., 4''\".ri i' '!. ' t The o awards honors and YES NO student needsi.j - -''Jj' 'I.' * 5.1. : ( I.*, -1  - i  The distribution ot ' hbJidtS kw^r^Sj is! generally -\u0026lt; reflective of the school popUlhtidhj'(geh^er/grade 1 ovol \\ ''1 level). evidence: ,' I ! ..I  X 1 ' r  'i  '4 J ( 1 YES NO 4.0 Committees ... i_ tH I rt' I ... '   I ' ' The school staff ensures that appointments'to all school based committees are made, in a non-biased'and equitable manner in order to havhcofcilittees that hte knowledgeabl ational nrdaram^l'' .... of educational program^. e SP/I 4.1 r 5.0 I I, I, The composition^ ofeahh*^\u0026amp;chopi2 fcksfedi,dom^ittee generally ref lectii! ^hhYstatf/Baterii^ pppulatXbh EVIDENCE: 'rr\"ri Extended d^y Mppati.QnaI-QBP.ortmiitisg The school provides arid encoura^ I : I YES NO -.'I I X z',: I'. . -f\n,1   ge^ participation by I students in extended day activities: all 5.1 f'  I it   K'l'' Parents are adequately informed about extended day activities. YES NO TDENCE\nEVID] Xvier  :-r, if 'I liS,' I I d  ' Ii Incentive Schools Monitoring Page 5 I Ivi'' SP 5.2 The majority Mi in extendei \"~F?t7F\" -------\"He.jgtVdent P,PP,V.^?f^9P participates YES NO I 5.3 I 6.0 SP EVJPENCE: 10 Extended objectives]of needs of ........... ' day aBtivltlgi arg'dirpctly relate^ to the Student Actilevei The for tests. YES NO \u0026gt;]jngngj^g,geg^^^pt school staff ifc^OJTjtofl administration '- -t ppn-^i^OfimipatPry procedures a!r|^ ppp'pf standardized f 1 1 6.1 When test resultsaF^^pxaroine^, overall achievement of student J (^!pp\u0026lt;^er/^r|4e) hap fewainetj stable or improved EVIDENCE -  ' I*?-* .. I\u0026amp;t TF i T w IA.i (\u0026gt; ' .i'vii:-\nV -11' ' I SP 6.2 YES NO Goals and' jip improve st^de: VMAAC911VAa* I measures\nSP j m u* jdenj:. achieypwehh usin^ 91)^ implemented to YES tii^ following NO Tpsh  ':?kanS)*' ----------------- kr ... g EVIDENCE: I K ag HinIffiW perfPF^gP^ dfstrl^htion Jdifeii-il. rs:: Ui jW i'fr\n: i Si lOtion/ret^ntion'-r'^tea' rsfleati^the pchool i -............ 6.3 Promi (y^ NO I I rr F\" I , .],...,.  l.\nr..,  1,.. . . X 1  ! ...Eiji'Ji 1 ii\ni TTCi Incentive Schools Monitoring Page 6 'I. \nI.' ' I 7.0 Special Education !' \u0026gt; I i : 11 ! i . I r ,\n'i  \"I ? :\nt)z/ .\nI n,\nl I ' !\nI The school ensures that students placemerit a id provided in the special.education.program are non-discriminatory   4 t \u0026lt; J . , I. . \u0026gt;ir .  1 I ! I SP/I 7.1 Strategies to eliminate disproportionate I O/I 1.2 O/I 1.3 8.0 SP/I / services Wifc Wk W W* A  kWk W W* W* A  kW* |W wi assignment (gShdSr/^rade'^^lev41)^t0 i special education are evident   '' \" ' - EVIDENCE: \\2l' .niiTj Alia J. In special eedduuccaattiioonn'' hcllaassssrroooommss oobbSseerr'vveedd,, tthhee '' teachers have adequate materials and equipment to deliver the ci EVIDENCE: iUrricpl^ii? p YES NO NO . I.' X HU! '  11'I Facilities for specihl education are designed to meet the neei' of* ths. students, ser  YES NO Ev**V*\" I/D ENC E: e^ of ths,, students _ I I 'C i  1 Gifted and Talented Education Hvi\n.J j I. I The school ensures.that studentplacemeht and services provided in the Giftsd/.Taitnted .programlare non-discriminatory. / :^ls\n, \\ sS'i , [   ' tvri-- 3 8.1 Strategies to*'irtcr6aiSiS*th4,jhUmb6rrdi'Students a_s_s_ig_n_e_d__ _t_o_ _g_i_f_teredd'^*^Manndd ..ttaalld4hhtteedd'\u0026lt;a tsftilfe'Vid b  Ir- iii I YES NO O/I 8.2 In gifted and talented classrooms,observed, the teachers have adequate materials ritid equipment to ______ curricula yiDENCE: ^4c4LA deliver the curriculum EVIDENCE YES NO Ul i I .  i*!:-' \u0026gt;- U\ns 'll . I .ili't. ! 'tU 1 \"I I It\nI '1- I I ' 1 Incentive Schools Monitoring 'P' !  Itn O ' ll i?  bi  'I*, t 8.1 Gifted an4 mente\u0026lt;i:fftpiiii,ipa ere comparable to those of thgi campus Jn cfeneFftl, evidence\n  ' , T J -iM,'\u0026lt;}\u0026lt; Vhb F iV'M t i y-^' I jiP 5  \u0026gt; rt ? TTT A ' I i YES NO O/I 8.4 F^ciiitiqi^/t -J\n! uc iib-e I bijiiir meet the peqc _______-Tr,_________________nl  '*' gift8d^^n\u0026lt;}^l)^nte4/ftre designe\u0026lt;l to YES NO 9.0 EVlp^llCE\ntWIJ.T T t. r\u0026gt;W?r:!7'i!S!Bg7?Tr~' V-T------ nwT \n................... staff peygiPPTBent'fiytio 0,1141 i ......... \"T A- f T T ifiid J ti li ii ,'(( 1? i mtf' '?.? ^i.li ' The staff deve|6propnt'p|\u0026amp;nfor t\nh Sphofii dejnopstratoa commitment fi- - SP/I 9.1 Staff devgloplpenti^ sg^iviti^^ to educational equity have'^in'pFp^ded And,ere ongoing, YES J NO SP/I 9.2 SP/I 9.3 EVIDENCE\n V' i . '\u0026gt; ^ I i A V L w TTFr \u0026lt;1 staff devuloppent apt'|vitiep in teaching strategies for jnuitircu:n.turai'PHpiPM5-w* delivery have been provided. ' J-\n. \n - - EVIDENCE: Yp, NO  IF' ' I \u0026lt; H   pt- f staff development apUvities relete4 to effective strategies 4gitenhanfi^r.t^he\n:achieYewent of a diverse student p jpnutienihSve 4?en.pE0X\u0026lt;^^4 . . t?x7TrM?Mr'P  . 'hi t ...A -/! ' Ui f , t 7 tTl i a . . ) yes NO EVIDENCE It  p\nWY+H^4* . 'I miww T T-^rr^ liiygy iwwmniii W  .T  '?\u0026gt; I't :' atLoa'is I I ! . I,-.\nI- I IIncentive Schools Monitoring Page 8 . 1' I . 'p I 4. I SP/I 9.4 A majority of the teachers have participated in' the following staff development\nactivities PET TESA\n.'i I NO  Classroom Management  ,.Jh h\u0026gt;  '-.J  Effective Schools , 1 ! -l-\u0026gt;-1 evidence: ze Schools ' *  ' /VZf4 o rt-'* ' \u0026gt;' f J t-i 10.0 Parental Involvement itft x'G-Sjf-jjt'.j-'-'C  I _______ ____ a__ equitable opportunities ior parental involvement'in the district/school'activities. . -j*, -------- r.f' I The school provides SP/I 10.1  I. ' All identifiable groups of parents .are actively iC O 10.2 I 10.3 SP 10.4 YES NO involved in schlooooll ffuunnccttiioofhidd?.'-- EVIDENp: s^  1 6  Kl  fia* .0 1 ' The school keeps la record of\nthe diffe-r--e--n---t m----e-t-h- ods (memo, letter jj phonehomer,visits)i. iusfed to encourage parental InvolvSmehti ihj:lchbol and in home supported educational-activities'. EVIDENCE: ' ............ . T^i | r i n I Contact is made, regulariy^jwith the. hote to communicate positive/negatlve (aS'Aappropriate) information related to student\nbShSviOr and/or student aacchhiieevveemmeenntt\n' ijn''WSW ! EVpENCE^  * V     Liif.l I i I .:eir-i I YES YES NO NO School patrons and parents\nare:g '' i I ' ' ------- ------------- - ----- 4-i7v.eTn\" an ooppppi ortunity to actively participate in\ndeveloping the local school plan..--------------------------------------------- \u0026lt;\\ ) YES NO evidence: k:- I txi' . I  1 I. r ' : )! ..i t, I I  Incentive Schools Monitor|ng Page 9 I if . I 15 H I t SP/I 10.5 I i 1 M  \u0026lt;' Parental! .involveraepti strategies are modified as needed to epsure communicationwith parents who YES NO I I i difficult to pe^ch. EVIDENCE: are '3  T 10.6 I Heeting community \u0026gt; recreat|op EVIDENC r wi\n^j^2ro9fiTgtPpp\u0026gt; of parents  tettsntosh-\n7|^nter^^\n|omse, stc.\" , _ are held at YES NO li I.-,. ,.0? PhHFCbes, community/ 7 I t'iv 11-0 Student CisciB   '\n5. I I SP O Ki I.\n), J till'-J .\n\\J J t I-Uj I ip The school ensureg^ that .gtli^^ht. disclplinary polici and practices are.inpn7diggj\ni^ip2!tQry, , ,, , 11.1 11.2 11.3 es |pclud\n^ng school's expectation for Informat|.op,i^|pcludj^pg th ^chooi's expectation for student (ponduct, ^p'^l^he form o( handbooks and/or public preseptatiops* regatding student disciplinary policies apd procedures is distributed to all students and-parent^'^\" ' \" i. . EVIDENCEi . lM.xM luji [ I .1 4 1 .\u0026gt;. Strategics 'a*re used to preyent the occurrence of a dispropoptlppate number of-'suspepslons, expulsions, apd/or disQlplinary refppt\u0026lt;ls' ipvolving 'identifiable groups (gepder/gradej i fw/q,i uwt' (?^S9tplipary ptptJ^als EVIDENCE 22|L n-i\nri' I'? ! . 1' YES YES NO NO . I-i-M .1  fl ..Uki*- - ciassroop ipstructlPn procseds ip an orderly manner. il\u0026lt;. EVIDEUCEi- \\ I '  . 1  ir  -i' '  1 I .  '.I ' I' YES NOIncentive Schools Page 10 Monitoring \u0026gt;1 I ' 1J SP/I '11.4 1 i - A mentoring! program is usee} to meet the needs ) I I T  Of at-risk st^e^ent^,^. YES NO I 11.5 EVIDENCE: 1 i Students haveacce^s|t9^community based support programsJ\nEVI PENCE i. v'W YES NO 12.0 Building t SP I O/I O I-I I-  nrrn7\"jt!^^pFn^ ! ili-ftc silt:- f ifS\" ' ,  i^'5 'Jm: lieedgriBhiy/Man^^^lilignt In the desegregate^} sett|pg the principal must demonstrate a strong commitment to educational equity. 12.1 I 12.2 12.3 12.4 4-  I The schoQl has a clear, concise, well-written statement of/specific:Improvement goals in accordanqe wi^h 'th9Hhcentiv^_school plan. EVIDENCE! .yF !'  . I ji 4l-\n  -I......... .  Counselors s^pe actively involved in addressing the needs of at,-|^isk\u0026gt;students and assisting parents, as neede(|, in obtaining incies i ''J i i J' * services from outside YES YES NO NO agencies EVIDENCE r I. I T\" nr There isi evidence phat the guidance program providesreqilitable services to all students (counselpr^j pchedule/logindividual/group). - EVIDENCE\nThe campus ^nd building are clean and free of debris and graffiti.\u0026lt; ' .  EVIDENCE nd 7 ' 1 I I I !*. f iT\" YES NO NO I  I ' . I I 1 I Incentive Schools Monitoring Page 11  . f' I O 12.5 Hallways are orderly\nEVIDENCE: O 12.6 i i i / YES NO I 12.7 SP 12.8 0/1 12.9 -Xi I Li I I Jhe school office has ftiendly arid helpful personnel.. evidence: ? '  Abi'  A\n!' I I . I i There is eviderice thdfc curricUlUni Monitoring occurs. EVIDENCE: d ''! iiL I I H I\n t 5'  . :? I strategies to increase thS htlmber.of minority students enrolled irijUppef'tilevSl OOUrries/class groups are evideht.i L . EVIDENCE: , i 4 I:- -4 .1 i .'Li. _li There is SVidShdd that ffthe J '^UidhhSri: program : - provides etjuihablS\nttarvie4ils.to\nai^ Students (i. e., couftsfelor * S ^.bhsdullS/daily log-J-ind^ group). ' EVIDENCE\n? - . .  ' -individual/  . \u0026gt; YES YES YES YES NO NO NO NO EVIDENCE: if-L. .LLj: i 1 T/O/ 12.10 District and School S^cUriC^ Qdiddi'ihci SP followed. followed. \\\nS ard being t? -1 ) ' V EVIDENCE\nj til !?\u0026lt; I.' J Li fff'  A 'I : fff'J \u0026gt; j'lA\n. . . ADDITIONAL OBSERVATIONS RELATIVE TO TRR ,M01!|ltDRlN} VISIT: JJLi. : I ! v\u0026lt;- ,'11  1 -  J,\n i '' '. I ! YES NOTO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 501 Sherman Little Rock, AR 72202 October 22 1991 Franklin Davis, Principal, Franklin School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services 'Tony Wood, Deputy Superintendent, LRSD First Monitoring Visits Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 8, 1991. Please respond to the concern(s) listed below by Friday, November 1, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response(s) should be 2.2 Some of the SEP'S did not have dates initiated, evaluation procedures, and/or parent signatures. Some of the ASDP's did not have instructional strategies to address deficit areas. cc: tarry Robertson Arma HartFRANKLIN INCENTIVE SCHOOL 1701 South Harrison TO: FROM: SUBJECT: Little Rock, AR 72204 December 13, 1991 James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Franklin Davis, Principal, Franklin School First Monitoring Visit - Concerns Ml A copy of the attached memo was sent to all teachers whose SEPs were found to ha^ areasdeficit. I personally reviewed each teacher's SEPs and I have a copy of what was given to each teacher in his/her file.wed ) LITTLE ROCK SCHOOL DISTRICT PLXMNING, RUXARCH, AND XVALUATZOM DXPARTMXNT XOUCATIOMAL aQUm MMITOaZlIO neaffm sonoM I vnezMkL aaLLlo------ kI- a ll-2  V - Orade Level (s) B*\" NOMBH OP eXASOi TUXTH A I I t Planae obearra^io'na and evidence in sufficient detail to indioete pSBiXlw praetioae and areas in need of iaprovesMst. HMvem ahseld revies the seheel Profile prior to eeapidOW *Bis HiB. ir .5 The seheel ensuroe equal aeeeoa and fair troataant in all Bra*rM rasultinq in eptinun eonditions fr stadont 1.1 Tha poaq Baition of tha aehool staff onsuras that studanta hava accaaa to, and contact with, a varied staff of certified and non-certified persenMl. TH) H 2.0 IVIDHCX: Wf.C4rt A rtlftzvi\n/\u0026gt;\u0026lt; Curriculua ___________ g' ____aF ________________ ____ Ct \u0026gt;n ni\u0026lt;ail-----b-----H37. tf 6r' tta (iryLUiaita H A Tha aehool providaa a curriculua that ia raflactiva of cultural diffarancas. Local and/or atata-davalopad couraa contant guidaa anhanca aulti-cultural contant in all curriculua araaa. QU 2.1 In claaarooaa obaarvad, tha taachara hava adaquata aatariala and aquipaant to dalivar and uaa tha Bulti\u0026gt;cultural curriculua. IVIDI TH t-t i'Ats. .X )id^, i Aq^aa 4 1A. VraaA^' r Incentive Schools Monitoring Page 2 5. n \\ V i.a OunruMt and oengleta student records are naintalned la the elessroce and school office to nonltor the V srogreos In achievesMnt of ths individual learner ri.e. grade hooks, roodlag folders, noth folders, \"\" MMMnt hsoerd Cords, lotorlh rsgsrto, regert ' \" Btudeni^ Bducational Plans (tIPs) and hoadosic t fldlls (XdDPsj Developnent Plans). irf f biT Jil F^- a.3 All BtudentB are actively involved in classrooB instruction ITZOWCS: 0 . t 4 a.4 There is evidence that the eulticulteral oerrioelun tfi t throughout the agtefil (Ineludiwg the eedla center) refleet the sultlmltural curric^i ITZOBKB: O 2.4.2 AAA., - .err' Xa. q d a^''\nBulletin boards, publications, and productions Y NO in the claaeroee reflect the aulticultural curriculua. BVIDKNCE: CA. esyX-ee\u0026lt;A il Z9\u0026lt;W XI\\ \\dL^'' 'itA.r rd: I !  11 fc*j.n I  I  k.\u0026gt;e__ ge-fc-VriWU-lioK: O 2.4.3 Display of student work reflects varying YIB teaching strategies. EVIDENCE: NO Incentive Schools Monitoring I I. JI oWlbl I** BMlB-on \u0026lt;iM)VMry mi4 MiplMratiM pprasnfc  \u0026gt; M\u0026lt; to onhaooo tho loaria of ooionoo oaA mtM 'r IVXBWCB: f ita. : X-nt fn a. S\n-' I. ' apocial aetlvitlaa ooch aa loatMtc claho, tlalA... 3R-V%X\u0026gt; f ozx 1.7 Aailevlng students who work well with ether studaate as well as students with eutataadiav asadiia aver ays, are used as fXOOWl: \"dki BAft tutors. t 1 ' itiii  s. leltlot * aahael ensures that ns stad i* dsniad aanana ta___ _ hnlnt aaleated toe tMooeo and awards thraah eatahlishaant ot nen**hlased and equitahle policies and prBosses. 3.1 K variety of awards and honors is provided in areas such as scholarship, cltiBonship, sports, sa\u0026gt;ool and cossnanity service, choral and instrusMotal suslc, attendance, clubs, and organixations. BVIDBMCE: Me eJKl\u0026amp;r.cr^  P I -Uxoo g\u0026gt; Vl 4U-Me a tit t. g-pr Az\u0026gt; X\n____ ot. uia ni ne. J t r Sl. ik. 3.3' Procoduros are evident to aaeure that students YH are apprised of requireaents governing honors and awards. BVIDBMCE: jyfi jL,kliA^iL JZi2 JEi22^ 't*' k v b I \u0026gt; J drS X\u0026gt;? A?, \u0026lt;\u0026gt; ici J. lacantiva Schoola Monitoring Faqa 4  i-A . j|^fl\nl9li^\u0026gt;.3 ' Vraaadarao ara aaldont ta aaaara that atadanta \" . I arra aaapaprrllaaaadd ott IInffomattllan rayardllnyg aaaarr\u0026amp;ldadnBa' Sffartaaltlaa la adaoatlsnal prayrana- \"0 0\" T 4\n1 i \u0026lt;4^ . ?r- OTUMCBt m\nC.lLr 1' ^'j v 3.4 Dm eCfariMva an* proeataraa aManta ara aaalaata* ratal arXy ICVIdS^\n____I Sdinl 3.5 fha diatrlbtttlon ot honors and anards la raflaetiva of tha aohoal pepnlatlon (yantar/frats laval). VZOaKB: ^io LiU La. iifkaa I i ? ... fbs schsol otott snaaraa that appalntnanta ta all aslMai-haaad oonnlttaas ara nods In a non-blaaad and aqultahla naanar In ordar to hava eeanlttaao that ara knovlatyaahla ot aducational prograna. /l 4.1 t The conpoaition of aach achool baaad eoonittaa ganorally raflacta the ataff/parant population. IVIDIHCE: iCld g-Jt A en ce. ir\u0026gt; I nJLfcti 5.0 Kattandad Dav Educational Opportunltiaa Tba achool providas and ancouraqaa participation by all atudanta in axtandad day aetivltlaa. 1 5.1 Paraata ara adaquataly inforaad about aataadad 9Kf aetivltlaa. KVIDBMCK: 5f\n I Mi 1 ?. 1 Znoentlve Schools Monitoring Page 5 t TIM osjorlty { the stodsot pspoXotioo sr)^|\u0026lt;d t ia satswdsd day aotivitioo. ie irZMBKB: U). grJiii \u0026gt;4' V.. 'ij B.) BxtendM ay activiti aw Airaetly ralatat to tta ofeloetiv^ t tail W aa* a41oto\u0026lt; to aaot tbo . 4i. iti lite  1 o\n* aolMol staff lawXsosats non-discriataotory for analysis, and aoo of otandardlsod tooto. VZMMBt t  .2 goals and stratogioo are dovelopod and Iwpl aaasitad to laprove student artiieveoent using the following neasures: ... nor* referenced tests ... Arkansas Minlsusi Perforoanoe Tost BF \u0026lt;.3 ... grade distribution ftM Pt Clfi- Deeres ilt  \u0026lt;.uXfl^ XVIDCMCE: tfetK Wt\u0026lt; tn Aih D/tf ^CtrC-i fl Proootlon/ratantion rates reflect the school population (gender/grade level). 1VID*59I*CCEK:: L^o 0 JidP /\\r^- l**^***** iScktaa I vUko I' z YIS WO 1 Incentive Schools Monitoring Page 6 (' Ths school ensures that student plaoemnt and servioes pree\u0026amp;ded in the special education proqraa are mardiesr isinatery. en 7.1 dtrategies tb elisinate disproportionate student assignsMnt (gender/grade level) to special eduoation V are evident. . VZOMCBx - '5- j. /-  f' . bhtX r w  A4 O/I In special education classrooM observed, the teachers have adequate saterials and equipmet te .'I deliver the iriDBICX: lUB. hr ' VtaUitiM t9r P1\u0026gt;1 tlBMtt'w *  ~ met the needs o: BTZDBICX: 1 A-\" t.o eive^ \u0026gt;jd Talented Iducatian The eohool ensures that student plaeeaent and servioes provided in the Gifted/Talented progras are non-diserieinatory. ** SP/I 8.1 strategies to increase the nusber of students assigned to gifted and talented are evident. EVIDENCE: gw '2\u0026gt;y CvJl- SDO juiA. jZ\u0026gt;v S O*f o \"IV-ita-----X- .f---------- --------- YKS H( O/I 8.2 In gifted and talented classroees observed, the teachers have adequate saterials and oquipsMnt to deliver the eurrieulun. IDKNCE: sA^.n-^p-e.. I. i\nwc V .'?. w 1 o f 4^ e. Vse f  -4^^ L Q 4 i Incentive School* Monitoring M/v* S.\u0026gt; ifted entf taXente\u0026lt; feellitiee ere eeapoMMa WXOBKBt .r 1 S. PacilitlM for gifted and talented are dMigaed to is\u0026lt;. sat tBe .. .WttOWi \u0026lt;2 *** Pbs staff davelopBent plan for the ocSmoI dasMMtratos MBBitaaot to edoeatlenal ofaity. */Z ..! 9^tt AevelopMnt eetivitiee related tc eAteatieMl  Sl\naio tib^tAxXi XJL 1 ') \u0026gt; - fli 1 5 'i:a^ lAr'iail '/?S \"'t\u0026gt; ^\\'XvO |iL ler mlti-eeltwal Msrrlmlwi teUwtr BM 1 presided. BVIDBfCB: SP/I .3 Staff developnent activitiee related to effective trategiee to enhance the achievenent of a diverse student population have EVIDENCE: /e been provided. N\u0026lt;?_____f V \u0026gt; d g. 'J '\u0026lt;.\u0026lt;.*\u0026gt; A\u0026gt;elW 'i 1^.*------ C flk ' 3? YBS \u0026lt; .. r ^..y laOentive Schools Monitoring rage B J h aalerity ot the teeehers have partiaipatad ia UM taXlaatag staff davalepMnt aativitiaai  rir  nsh CaTi A. I -t^ ri' Um school provides equitable opportunities for parental lavelvaaMnt in the district/school aotivities. IS.l hll identifiable grovqps of parents are aotively iavelved in school functions. riDBKB: lUO fe, (MBBs, letter, piMae, hoas vlalta) aaad ta aaaaarage parental iirvalvsaaaM la ashaal and la (MBO Cj^ aA\u0026gt; sr ( .h 10.3 10.4 Contact la aada regularly with the hoaa to coBBunlcata poaitlve/negative (aa appropriate) inforaation related to atudent behavior and/or student achiavaeent. kvidence: lb YBSiMO School patrona and parenta are given an opportanlty to actively participate in developing the local aehool plan F.-TL, tJLx I IV 190 jt-- Z 213^ IMM fliif*rteA : A 0 Q P.^ f u\ni4^r. V Inoentiv* Schools Monitoring Mrental IweelveMank needad te saMure ere diffieult te 0ZMKB\u0026gt; Mr mMM m 7 \u0026gt; X r. (   O'ih-i *a aabeel enaures that student diasiplinery paliaiaa aad praatioea ere non-discriainetery. Ut' XafcnMtiMi I foMUi fvemitatieM vvM\u0026lt;ia aMH* pelieiee end \u0026gt;rNP\u0026gt;OgM i* diatrlMMd t* al atadata awd YZMdCBt 0 0 11.2 Strategies are used to prevent the ooeurrenee ot a disproportionate nuaber of auoponeiens, expulsions, and/or disciplinary referrals involving identifiable YM \u0026lt; M( 11.3 groups (gender/grads). EVID0CE: et\u0026gt; Classroos instruction proceeds in an orderly YM NC e '41 ?. t/IG f A  'K^nnT. 0IDMCE: I Incentive Schools Monitoring Page 10 Otw/I V11.4 A Ben tor Ing prograa la used to seat the needs 0t at-risk I^DIMCE: udenl .o aeev wie neeas 4X^V\\ I 11.5 Students have access to cossRinlty based support prograas. r -\u0026gt;^1^ f vnoaiCB: I ^envdrb , MMJh 13.0 suildina Leaderahin/Manaaesant Zn the desegregated setting the principal sust desonstrate a strong ooasitnent to educational equity. 12.1 The sohool has a clear, concise, well*\u0026gt;vrltten TM IK I statasset of specific isprovasant goala in eoeacdesoe with the, inoestive ectel plan. 12.2 Counselors afd \u0026lt;a otlvely Involved in addressing the needs of at-risk students and aaaiating parents, needed, in obtaining servioes fros outside agencies. EVIDENCE: Aze tt.fcir , Hr. There is evidence that the guidance progra* wc NC EVIDENCE: L la caspua and building are clean and free of provides equitable services to all students (counselor  s schedule/logindividual/group). O/I 12.3 } Incentive Schoole Monitoring Page 11 0V O 12.S Mallweys are orde: BEVVIZDDBBMMCCBB:: \"It-L bsid'.rft St. irly. I. IK 12. Dm school sfflos has friendly and helpful personnel. BVIDBMCB: NC I SfiV 2dl .1 .Ad.jjddsilUl LhA__ hiwr: I 12.7 12. 2kabA Al jLdi  a k There Is evidence that curriculua sonitoring occurs. BVIDBMCB tVv\u0026lt;r __ bJL Btretegles to Increase the nueriBsr of slnerity stsdonts enrol led la wper level ooerses/eXsso frfs ere BTZBflVCBt ers evident. f.- : -   tifl 12.0 There Is evidence thet the guidance progren provides squltahle sorvloes a. judents (i.e., counselor's schsduls^teily lo^-lndlvldual/ group).  .BVIDBNCZ: ___________________________________________________ YBS  JK If Of 12.10 SP District and school security guidelines are being followed. EVIDENCE\ng. r-e~^ ABOZTZUHhL OMBRVATI ..Add la bih QjuexvJl OJrvU. xIm.* I \\ vcpe-''*^ c S  F._________ -Li 1  TivB TO nn ITOKZMG BZTt ii ed.1 \u0026gt;e^ ZIT MC CiBrjc Wdu? a (1 LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 \\ DATE\nMarch 27, 1992 TO: FROM: Franklin Davis, Principal - Franklin James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services THROUGH\n^ony Wood, Deputy Superintendent SUBJECT: Second Monitoring Report - Concem(s) Your school was monitored by a team from the Little Rock School Dxstrict Biracial Advisory Comnittee on February 17, 1992. concern(s) listed below by Monday, April Plse concem(s) listed below wxll be addressed. Please be specific as to how and jwhen the warded to my office. Yo\\w response(s) should be for2.4.1 Media center should have more evidence of multicultural aspect. The condition of the playground is unsafe, students are injured regularly by rocks and bricks, attention ASAPI Needs 3.2 No evidence in school profile. 7.2 Need grade level reading, math and social studies materials. 7.3 Need more of a setting which would be conducive to teaching fxinctional skills and community based instruc- txon. Facilities could be a lot hettar. to 9.2 better. No evidence of activities. passage and no usage of same. No training for rites of 12.4 One class had several large holes in na-rpat-, 12.10 Some doors were unlocked, lighting (unsafe.) School needs outside ITO: FROM: SUBJECT: DATE: ilecU Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services ,Jifi^rank 11 n A. Davis, Principal, Franklin Incentive Second Monitoring Report - Concern\u0026lt;s) April 17, 1992 My school was monitored by Mr. Robert Jones, a member of the Little Rock School District Biracial Advisory Committee, on February 17, 1992. Mr. Jones made it clear to me that no one else would be monitoring with him on this particular day. This visit by Mr. and I. Jones was an unpleasant one for both. he Mr. Jones began the pre-conference by making, what I felt were, personal attacks on my beliefs, ideas. philosophy, leadership, and management styles. I was j ust as. If not more. wrong than Mr. Jones for acting unprofessional towards him in the form of defensiveness and retaliation. about Mr. Jones Several staff members made complaints to me mannerism and attitude. I hope that you remember that immediately after Mr. J ones left my office, happened in the pre-conference. I phoned you to inform you of what had I think that it is in the best Interest of Franklin Incentive School and the Little Rock School District that I include, in the response to this Report, the statements listed above explaining Mr. J ones behavior during the pre-conference. and my unprofessional I do not want the School or the District to receive unfair marks for what I term, A SERIOUS PERSONALITY CLASH BETWEEN TWO MEN THAT HAVE NEVER SEEN EACH OTHER, BEFORE FEBRUARY 17, 1992. Response\u0026lt;s) to Mr. J ones concern(s): 2.4.1 Media center should have more evidence of multicultural aspect. RESPONSE: Franklins Media Center Includes a wide variety of multicultural materials and books. If you will look at Mr. Jones handwritten report. It says, Also, more evidence of African/Amerlean contributions and books. The reason Mr. J ones did not see more books and materials in the Media Center, was because the majority of them were being used by the majority of our students andteachers preparing for the most beautiful Black History Program in the District. The condition of the playground is unsafe, students are injured regularly by rocks and bricks, attention ASAP! Needs RESPONSE: The Franklin playground is full of rocks and bricks. rocks and bricks. Students are sometimes injured by the This is something that I have discussed with the PTA and the Partner in Education, and we are all realistic that we are going to need District support\u0026lt; Plant Services ) in improving our playground. This is one reason I was saddened by the news of Summer School being held at Franklin. There is SO much work that MUST be done at Franklin, inside and outside, and it cannot be done (EFFECTIVELY) with students in the school year-round. 3.2 No evidence in school profile. RESPONSE: 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. Franklin Incentive School has an Honors Assembly for all students at the end of each nine weeks grading period. This assembly honors students for Academic, Behavior, Citizenship, Artistic, Gifted and Talented, Media, and a host of other achievements. The day Mr. Jones visited. our School Profile was not available. Ms. Sharon Brooks and Ms. Bettye Davis had monitored the school a few days earlier, and had mistakenly took our School Profile with them. I called Ms. Brooks, while Mr. Jones was monitoring, to ask her if she would have our Profile ready when I send someone to pick it up. I was told that Ms. Brooks was out of the office for day, and the Profile was in her files. Mr. I explained this to Jones and told him that he was welcome to our working copy of the Profile, which was very much Incomplete, he agreed and apparently based his written report on Its contents. 7.2 Need grade level reading, math and social studies materials. RESPONSE: 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum.7.3 I am unaware of either special education classroom at Franklin being without needed materials. I ask, on a frequent basis, teachers to put any needs and/or concerns in writing to me as soon as they are detected. I have not received a need or concern list from either special teacher. However, I will check with them to see if there are needs/concerns. Need more of a setting which would be conducive to teaching functional skills and community based instruc- tion. Facilities could be a lot better. RESPONSE: I am not sure what Mr. Jones mean when he refers 9.2 to the setting. The setting at Franklin is conducive to learning, and learning does occur. I agree that the facilities could be a lot better. I was, and I am in hopes that some im- provements will be made this summer. No evidence of activities. passage and no usage of same. No training for rites of RESPONSE: Mr. Jones visited the school from 11 a.m. until about 1:30 p. m. THE FRANKLIN SCHOOL LUNCH PERIOD. The only two activities he would have seen evidence of, during this time, been EATING AND RECESS. would have 12. 4 On January 27, 1992, we receive 45 minutes of inservice on the Rites of Passage. Ms. Faith Donavan conducted the inservice and did the best she could in the given. small amount of time she was However, this was not enough training to begin to know how to teach and implement the Rites of Passage. to use it, should be. There are some teachers trying but it is not as effective as it One class had several large holes in carpet. RESPONSE: I am very pleased to say that by 7:00 p. m. today, room 3 will have new carpet in its ent irety. 12. 10 Some doors were unlocked, lighting \u0026lt; unsafe.) School needs outside RESPONSE: All staff members have been doing an excellent Job of keeping their doors locked. I have been including the reminder to do so, in my daily announcements and walkthrough visits. The monitoring visits have made me more aware andconscientious of the importance of ensuring that all doors are locked. The school does badly need outside lighting. Mr. Bill Barnhouse has been very helpful, recently, in trying to help us secure lighting.LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING IMCIMTIVI SCHOOLS 1991-92 CHOOl* Grada Laval (s) k-6) DATE PRINCIPAL  ... I I ..I.,!........ NUMBER OF CLASSES VISITE6 t2 \u0026gt;|IITOR(S) . X. '. csJuZ 'Vvvoj^P^j-q/xJ gG4\u0026lt;y^. Obaarvera are raouirad to provide avidanea for aaeh arlfriQa. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of Improvement. Observers should review the School Profile prior te oompleting thio form. KZXSBZ\u0026amp; r4'iT..Mq . OMI 1.0 eniitable Placement bv Race/Gender in School Program . The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied YES staff of ca^iflad and cartifiad parsoi EVIDENCE: iertlfled non-certxfled pi __________ ~fo 1 \u0026gt;nnal. Ciju{djta.~h\u0026gt; l\u0026lt;UL n tLf t/v (LI L 2.0 Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multi-cultural curriculum.. (Uc CvJbJLkj fvv\u0026gt;xjJZtjJc Cxcw. EVIDENCE: I YES NO uUa iltf }Incentive Schools Monitoring Page 2 . O/I. a.a f Current and complete student records i^re maintained in the classroom and school office to 'ibcNiltor the progress in achievement of the individual learner [l.e. grade books, reading folders, math folders, Permanent Record Cards, Interim reports, report cards. Student Educational Plans (SEPs) and Academic Skills (ASDPs)X Development Plans). EVIDENCE:_______________________________,_____________________ A 0 YBS NO 2.3 All BtudentB are actively involved in claesrooa y: NO instruction. EVIDENCE: itSi, 2.4 There is evidence that the multicultural curriculum is being Implemented. O 2.4.1 Bulletin boards, publications, and productlmia throughout the school (Including the media Y BS center) reflect the eulticultural currlculvn. E^DENCE: Ot\nlkcAxxWaJ, . O 2.4.2 Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: YES Nd' O 2.4.3 Display of student work reflects varying teaching strategies. EVIDENCE:  Zhifir, traJi le txgn.---------------------------------------------------- EVIDENCE YES N\u0026lt; ?Incentive Schools Monitoring Page 3 ' O/I\n\u0026lt;h-MWtands-on discovery and exploration approaches are used to nhanca the learning of science and sath YIS concepts. EVIDENCE: \u0026amp; I Special activities such as acadenic clubs, field  trips, etc., are used to reinforce the acadealc - ' F progran.  EVIDENCE: A rvv\\ 0/1 2.7 faunA A. Achieving students who work well with other students, as well as students with outstanding acadealc averages, are. used as peer tutors. EVIDENCE: I\u0026amp; 3.0 IrtMT'* strict Initiated Honors and Awards The school ensures that no student is denied access te being selected for honors and awards through establishaent of non-biased and equitable policies and procedures. SP A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and conuaunity service, choral and instrunental nusic, attendance, clubs, and organizations. EVIDENCE: a.A.\\ \u0026gt;C.^ jr lA A ijJ - iX SP 3.2 Procedures are evident to assure that students are apprised of requiresents governing honors and awards. EVIDENCE: _________________________________________________ YES^Xg) : YES YES \u0026lt; NO NO NO -A .'li-Incentive Schools Monitoring Page 4 \u0026lt;(r. SP 3.3 Procedures are evident to assure that student* are apprised of inforaatlon regarding various opportunities in educational programs. EVIDENCE: __________________ ________ YlS' MO A- V.' SP A. SP 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to dtenina ~lf .nw award* ar* nao***nary \u0026lt;o Msit student needs. EVIDENCE: 3.5 The distribution of honors and awards is generally reflective of the school population (gender/grad* level). EVIDENCE YES YBS MO NO 4.0 Comlttaa* The school staff ensures that appointaents to all school based coaalttees are aade in a non-biased and equitable aaimer in order to have coaalttees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE\n5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. 5.1 Parents are adequately inforaed about extended day activities. EVIDENCE\nES NO ES. NO r\\ 1\\  I 6^ \u0026lt;Wgt^.zOJ t 'z Incentive Schools Monitoring Page 5 Oh BP y t)ii 5.2 The majority of the student population.participates in extended day activities. EVIDENCE: 5.3 Extended day activities are directly related to the \u0026lt; objectives of each SEP and adjusted to neet the nds ot the.students. iwiottCB: J , xUhiauxULu /\u0026gt; SiSsee nrrrSrTtife ai dk NO NO '\u0026gt;/ V A Z I I .'TUtft flJl^  \u0026lt;\u0026lt;\u0026gt;1 L. a \u0026gt; 4^ Y 6.0 student Achieveaent/Assesssent J*  The school staff i^pleaents non-discrlainatory procedures for adalnistration, analysis, and use of standardised . tests. SP 6.1 When test results ere exealned* overall echievesMnt ot students (gender/grede) has reaained stable or YBS Isproved. BVIDBNCE: lOcjQAxa  b zvAluk. f-  C grv Q-t Ib -9 : . erv aa. L. 1^7. b-^ - E  , 71?r b ,.^ A SP 6.2 Goals and strategies are developed and lapleaented to improve student achievenent using the following measures: ... non referenced tests ... Arkansas Mininun Perfomance Test ... grade distribution EVIDENCE: pLoL,-.\\^ ~V- Vsx_ 'lx. VX-t-^y-a-A. . ______________________________________ \u0026lt; SP 6.3 Pronotion/retention rates reflect the school population (gender/grade level). EVIDENCE: 15 YBS NOIncentive Schools Monitoring Page 6 0.7.0 Special Education S, . The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to Eliminate disproportionate student asslgraent (gender/grade level) to special education are evident. EVIDKNCE In special education classrooms observed, the teachers have adequate materials and equipaMnt to deliver the curriculum. EVIDENCE: VVVAp 0^ L_:i_H h ______________________________---------------------------------- V. O/I Facilities for special education are designed.to I of the students served- meet the ne\u0026lt; EVIDENCE: U wHw VUvt*e1Vw M\u0026amp;WUe YIS) NO S8 NO \"r..iit O/I 1,2 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Strategies to increase the number of students assigned to gifted and talented are evident. EVIDENCE: (2\n/T YES NO O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. YEJ NO ^ID^CE: Qx?~g. l-C p 0\u0026gt;-^.q rIncentive Schools Monitoring Page 7 0 t.s Gifted and talented facilities are coaftarabla to those of the canpus in general. EVIDENCE: I irT I campus _ .________ C ni vrirfr \u0026lt;  X-K O  maaA -------tr Qll Facilities for gifted and talented are designed to Meet the \"nee^ of the students EVIDENCEt L^UJUli yilDMO YES NO 9.0 staff Development The staff development plan for the school demonstrates oosmltnent to educational equity. SP/I Staff development activities related to educational vCt equity have been provided and are ongo BVMENCE: flliiJMMiiia SP/I 9.2 Staff development activities in teaching atrataglaa for multi-cultural curriculua delivery have bean provided. EVIDENCE: YES  V YU) IN) SP/I 9.3 staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. EVIDENCE: YES NOIncentive Schools Monitoring Page 8 SP/I 9.4 A majority of the teachers have participated in the following staff development activities: '  PET  TESA  Classroom Management ~ Effective Si^hools EVIDENCE: f'-i?- \nI 11 i3a \u0026gt; ~tP. Q-AC Ua- YES [0 10.0 Parental Involvement The school provides equitable opportunities for parental Involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents are actively Involved in school functions. YES NO O 10.2 I 10.3 SP 10.4 EVIDENCE: Cl. fit Ti ___________________'_______________________________________ T fl .X  -'ipfiif*r\"'\"^ \u0026lt; '*\" itT^ : ~i. JI. - ^\u0026lt;-0 ----------- The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in hone supported educational activities. EVIDENCE: j Lnrrt^ /\\k lA rr:fcl Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or Student achievement EVIDENCE gyyJL. + School patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE\n( kC 1 yi --------*. . - Jk ______G-  o. j\u0026gt; a io Vx- YES ES YES NO NO \u0026gt;0.Incentive Schools Monitoring Page 9 10.5 Parental Involvenent strategies are npdified as needed to ensure connunication with parents who are difficult to roach. y\n10.6 Wrq EVIDSNCE: . , rm I_____ A a^Wr Pftp Meetings with snail groups of parents are held at connunity locations such as churches, cosnunity/ .. recreation centers, hcsMs, EVIOBNCE: YMJ MO r I A 'r ^5 I 1 A .'.S'v. Aac.,i\u0026gt;tA.^ rll.O atudnt Diclplln The school ensures that student disciplinary policies and practices are non-dlscrlnlnatory. z 11.1 Inforaatlon, including th* spool's xpactatlMi tor ? ( 'student conduct, in the fora of handbook* and/or nay HO public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. I BVIDBNCE: SP 11.2 Strategies are used to prevent the occurrence of a disproportionate nuaber of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). YBS NO EVIDENCE: P V 4 a.  /. 1 0 11.3 Classroon instruction proceed* in an orderly YES NO Manner. EVIDENCE:Incentive Schools Monitoring Page 10 r iP/I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: ______________________________________ YK: NO I 11.5 Students^ have access to connunity based support YES NO I programs: EVIDENCE: 12.0 Building Leadership/Management In the desegregated setting the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific Improvement goals in accordance with the incentive school pl ''-----TJ UJLCcbs\n, 4- EVIDENCE: IJ ftPfl 4 I 12.2 Counselors are actively Involved in addressing the needs of at-risk students and assisting parents. as needed, in obtaining services fros outside agencies. EVIDENCE: JL- CX_/\\Jc sui. X- a. O/I 12.3 There is evidence that the guidance program provides equitable services to all students (counselors schedule/logindividual/group). EVIDENCE:  ' - c I VKAl O The campus and building are clean and free of debris and graffiti. * 't' YBS YES YES YES EVIDENCE: C. isa^^ A NO NO HO NOIncentive Schools Monitoring Page 11 1 0 12.5 Hallways are orderly. EVIDENCE: O I I I YES NO 12.6 The school office has friendly and helpful personnel. evidence! r ______ ES NO 12.7 There is evidence that curriculum monitoring occurs. EVIDENCE: cJL^'Q.C-a.. ES NO A 12.8 Strategies to increase the nuiBber of minority students enrolled in upper level courses/class . groups are evident. EVIDENCE: _______ ____ :/   8P YES NO 0/1 12.9 There is evidence that the guidance program provides equitable services to all students group). EVIDENCE: counselor's schedule/daily logindividual/ YES NO I/O/ 12.10 SP District and school security guidelines are being fXoUlXlXoVwWeVdU* EVIDENCE: k)QC\u0026gt;n.2\u0026gt; \\Z) f 1 rCAX YES NO Sdk ary I I An aDonzQKXL^PBsnvATioMs REiATivE IO 'TiiE M6in9mtMaXvz\u0026lt;i\u0026lt;tj in flftrku -i d i wises *,-X)|^23SSS^ t. JLJl. 'Al X 2 A t A * C LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN LITTLE ROCK, AR 72202 ' DATE: March 2 7, TO: Franklin Davis, Principal - Franklin FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services THROUGH: -Ji Tony Wood, Deputy Superintendent SUBJECT: Third Monitoring Report - Concern(s) Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on March 23, 1992. Please respond to the concern(s) listed below by Wednesday, April 22, 1992. -P-l ease -be specific as to how and when the concern(s) listed below will be addressed, warded to my office Your response(s) should be for- 2.1 Hallways and classrooms are nearly devoid of multicultural exhibits. Some teachers are confused as to methods used in multicultural education, but are eager to learn. 2.5 Virtually none. 2.6 Teachers told money and transportation are limited, teachers are using their own money and cars. Some 3.1 No display of honor roll/citizenship. Teachers and administration are restricted due to lack of support, concern for children in category \"other.\" Some 2.4.3 Virtually no exhibition of student work and those few were graded 100%. No variation. 7.3 Observation disclosed little tfhands on. tf environment and a good cleaning are needed. A more stimulating Incentive School Monitoring Mitchell Page 2 Q.li Observation disclosed the environment not to be.conducive to learning. 9.1 Insufficient training, although discussed in staff meeting 12.4 The 11 newer\" portion is clean. in disrepair. The remainder is dirty and Barbed wire on roof resembles a prison. 12.10 Door to some classrooms were unlocked and even standing open in some instances. ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: Building is inadequate, playground is rocky and dangerous, almost no equipment. as supplies. Teachers often new and need support as well Carpets are torn and dirty. Aids are assigned too many places to be effective with the increased class size. Lunchroom monitor uses a microphone and is constantly yelling and complaining--very noisy and distressing during lunch--again resembles a prison environment.TO: FROM: SUBJECT: DATE: fjdd Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Franklin A. Davis, Principal, Franklin Incentive Response\u0026lt;s\u0026gt; to Third Monitoring Report Concerns April 20, 1992 Our school was monitored by a team from the Little Rock School District Biracial Advisory Committee on March 23, 1992. Several concerns were listed In their report to you. I am responding to their concerns as specifically and honestly as possible. 2. 1 Hallways and classrooms are nearly devoid of multicultural exhibits. Some teachers are confused as to methods used in multicultural education, eager to learn. but are RESPONSE: During faculty meeting, April 13, 1992, I talked with the staff about the importance of evidencing multiculturalism in their classrooms and hallways. As mentioned by the monitors, several teachers are totally confused in regards to multicultural education. Ve have several first year teachers and teachers new to the District. We just cannot provide adequate training in 45 mlnutes/month for inservice and staff development. However, my. assistant principal and I will continue to assist the teachers in need as much as possible. I have also contacted Ms. 2.5 Paula Greer, assistance. Virtually none. staff development specialist, for 2.5 Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. RESPONSE: I am sorry that the classroom(s) visited did not use hands-on discovery and exploration approaches to enhance the learning of science and math. Mrs. Phillips and I have observed several teachers using these approaches to teaching science and math. Ve have purchased a large quantity of math and science manlpulatives for the teachers this year. in addition to the many science and social studies materials we purchased last year with money from our Area School Grant. 2.6 Teachers told money and transportation are limited. Some teachers are using their own money and cars. RESPONSE: I do not know what person or authority is telling them this. It sure is NOT their Principal. I do not answer staff members request\u0026lt;s) verbally. I require all wants, needs, and requests to be put in writing to me. Then I answer their request in writing. Which means, anyone or anything that I have turned down or not approved, they should have it in writing. I feel safe in saying that only about 10% of the staff ever request anything outside of their monthly supply allocation. Several teachers have told me that they have a problem with having to put everything in writing. They do not like the three weeks advance notice required for field trips. They do not like having to explain, on the field trip form. how the trip relates to the curriculum, have arranged, through VIPS, a couple of field trips for grades and classes that I thought would be beneficial. We have adequate budget documentation of money we have spent upon the teachers' re- 3. 1 quest Ing. and cars, If they are using their own money IT IS STRICTLY BY CHOICE. Our copier print-out from purchasing Is the first indicator that teachers' needs are being met. As of last week, we are already at 99% of our yearly allocation. In summary. those that are willing to follow the policies and procedures are not facing this ALLEGED problem. No display of honor roll/cltizehship. Teachers and administration are restricted due to lack of support. Some concern for children in category \"other.\" 2.4.3 RESPONSE: Virtually no exhibition of student work and those few were graded 100%. No variation. Beginning with the third nine weeks honor roll/ citizenship, we will post it in the hallway as we do the superstars for each month. Teachers have expressed they feel restricted due to lack of\" adequate quality training in operating and managing an effective Incentive School classroom. I The lack of support that I have felt has been mainly In the area of the faclllties/bullding renovations. I fully understand the Districts position financially and manpower wise. However, that is something that monitors and parents have a difficult time accepting. I am unable to respond to the concern for children in category \"other\" without knowing what the specific concern is. I will be glad to respond if it can be resubmitted more specifically. 2.4.3 This has been discussed with the teachers during the April 13, 1992 faculty meeting. I expect to see Improvements immediately. The teachers were very receptive to this concern. 7.3 Observation disclosed little hands on. A more stimulating environment and a good cleaning are needed. RESPONSE\nThe same as 2.5 above. 8.4 Observation disclosed the environment not to be conducive to learning. RESPONSE: I am in hopes that the observation of the environment not conducive to learning, was in a particular classroom or area. We have a couple of troubled areas that we are working diligently to improve. Ms. Greer, Incent Ive School Staff Development Specialist, is currently working in the two areas that we are having problems with. I am confident that we will soon have the environment, to learning. in those areas. conducive 9. 1 Insufficient training, meeting. although discussed in staff RESPONSE\nThis is true. The training that the Franklin Incentive School Staff has received all year long, has been insufficient. I think the different departments that have provided us training, did the best they could in the small amounts of time given. There never seems to be enough time to thoroughly inservice or teach the lessons that are needed. 12.4 The newer\" portion is clean. The remainder is dirty and in disrepair. Barbed wire on roof resembles a prison. RESPONSE: The new wing is beautiful. It was added to the 12. 10 school in August, 1989. The first three wings or levels were built in 1949, and to the best of my knowledge, there has been no major renovations. We have a custodian on each level that does his/her best to keep the building clean. I am in hopes that we will get some roof work soon. Mr. Larry Robertson, Assistant Superintendent, has been trying to speed up the process of getting our roof repaired. Door to some classrooms were unlocked and even standing open in some instances. RESPONSE: All staff members have been doing an excellent Job of keeping their doors locked. I have been including the reminder to do so, in my daily announcements and walkthrough visits. The monitoring visits have made me more aware and conscientious of the importance of ensuring that all doors are locked at all times. ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: Building Is Inadequate, playground is rocky and dangerous. almost no equipment. well as supplies. Teachers often new and need support as Carpets are torn and dirty. Aides are assigned too many places to be effective with the increased class size. Lunchroom monitor uses a microphone and is constantly yelling and complainingvery noisy and distressing during lunchagain resembles a prison environment. RESPONSE: Building is inadequate: The monitors were concerned about the overall condition of the building. The building is old and would benefit greatly from a major renovation. I would be happy to get smaller things taken care of. The smaller things I am referring to are playground renovation, carpet in the majority of the classrooms, paint, and repairing of the roof. new Playground is rocky and dangerous, almost no equipment: The Franklin playground is full of rocks and bricks. Students are sometimes injured by the rocks and bricks. This is something that I have discussed with the PTA and the Partner in Education, and we are all realistic that we are going to need District support \u0026lt; Plant Services \u0026gt; In improving our playground. This Is one reason I was saddened by the news of Summer School being held at Franklin. there is SO much work that MUST be done at Franklin, Inside and outside, and it cannot be done ( EFFECTIVELY ) with students in the school equipment. -rqund. There is relatively no playground Teachers oft Answered in 2.6, 3.1, and and need/support as well as sipplles: x*' The carpet in room 3 ( by far Carpets are torn and dirty: the worst in the school ) was changed Friday, April 17, 1992. The carpet in all rooms. on the first three levels. need changing. Aides are assigned too many places to be effective with the Increased class size: The majority of our discipline problems were occuring on the playground at recess, was due to inadequate supervision on the playground. This Three adults were trying to supervise over 100 students at a Assigning the instructional aides to the recess period.  _ playground. Increased the supervision and decreased the number of discipline problems. Lunchroom monitor uses a microphone and is constantly yelling and complainingvery noisy and distressing during a prison environment: There is a iunch--again resembles particular aide that is very loud and raises her voice on a The aides rotate when it comes to using the frequent basis. I will continue to remind the aide. microphone. her voice. that raises to keep her voice tone at a professional level.LITTLE ROCK SCHOOL DISTRICT I i I i I r I i EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS I I 1 I I I I I PLANNING, RESEARCH, AND EVALUATION DEPARTMENT I Little Rock, Arkansas September 1991 I I I TABLE OF CONTENTS I 1 I PAGE 1.0 I Equitable Placement by Race/Gender in^ School Programs 1 2.0 Curriculum I 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 1 4 5.0 Extended Day Educational Opportunitiek 4 6.0 Student Achievement/Assessment 7.0 Special Education I 5 6 8.0 Gifted and Talented Education 6 ! i 7 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 12.0 Building Leadership/Management 10 8 I I 9 I i I Key: I  O = Observation I = Interview SP = School Profile I i I I I !1 . LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT ,1 EDUCATIONAL EQUITY MONITORING I INCENTIVE SCHOOLS 1991-92 SCHOOL i Grade Level(s)K*-^ DATE PRINCIPAL NUMBER OF CLASSES VISITED \"7 MONITOR(S) Observers are required to' pyovlde evidenoe for each criterion. I Please print observations and evidence in sufficient detail to indicate positive practices an^ areas in need of improvement. Observers should review the School Profile prior to oompleting this form. I ,1 1.0 _____________CRITERIA__________________________________ Equitable Plaseyent.bv Race/gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. CIRCLE ONE SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: L'.-fe ES NO 2.0 Curriculum I I The school provides a curriculum that is reflective __ of cultural differences. Local and/or state-develope^d course content guides enhance multi-cultural content in all curriculum ^reas. I O/I 2.1 In classrooms 'observed, the teachers have adequate materials and equipment to deliver and use the YES NO multi-cultural curriculum. EVIDENCE:\nural curriculi exz?2 7^A l\\ li'Ke A. c I I IIncentive Schools Monitoring Page 2 I O/I 2.2 Current and complete student records are maintained in the classroom and School office to monitor/the progress in achievement of the individual learner [i.e. grade books, reading folders, math folders. Permanent Record Cards, interim reports, report cards. Student Educational Plans (SEPs)\nand Academic Skills (ASDPs) Development Plans). i j I 21DENCE\na 4* It fw iw luWi fOM Qvi O 2.3 2.4 O O O YES NO rtvn. lOiorf .s 'uriei e iTkere were na \u0026lt;h\u0026lt;4c. .Vt irx\n^ cH-'fi\u0026gt;e. -Kt4 u/f\u0026lt;te All students are 'actively' ihvolvedvin'classroom instruction. EVIDENCE\n.YES NO V X wctn i . O o There oil ^g? A__f ____________ I \u0026lt; SVe tg anje. 't X j\n).sA7rV/c is evidence.that the .multicultural curriculum is being implemented.. /.'I  2.4.1 2.4.2 2.4.3 I. I Bulletin boards, publications, and productions throughout the school (including the media center) reflect.the inulticuAtural curriculum. evi\ndence:^ IDENCE: /VVcAM C A c e JiT^/L. 4ee. I YES Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: ' .1 NO YES NO I I i  i t Display of student workreflects varying ~ teaching strategies. EVIDENCE: , I-'  I YES NO tIncentive Schools Monitoring Page 3 O/I 2.5 Hands-on discovery and exploration approaches are used to enhance the learning of science and math YES NO I 2.6 O/I 3.0 SP SP * concepts. EVIDENCE:  I I Special activit^ies such ag ppademiq clubs, field trips, etc., aye used to reinforce ths academic ,, program. ! . i , , . r EVIDENCE\ni e A q S **\u0026lt;*-^  r J 2.1 Achieving ptudepts who.work well with other students. as well as' students with outstapdlpg academic averages, pre used as peer tutors. . ' Evce: ' schQol/Pistrict' Initiated Honors and Awayds The school ensures that ng student is denied access to being selected for honors and awards h^fough establishment of non-biased and equitable policies and procedures. 3.1 3.2 YES ^ES NO NO A variety pf awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and 'instrumental music, attendance, club^ and organizations.  EVIDENCE: i -----________________________________________________ ailM W. djcce__ApjJ\u0026gt;4 1 \u0026lt;____- \"1 Asc L:^_U_ Procedures^ arp evident to assure that students are apprised pf requirements governing honors and awards. EVIDENCE i o'/ ..............~ YES YES NO NO I i IIncentive Schools Monitoring Page 4 I SP 3.3 Procedures(are' evident to assure that students are apprised of information regarding various 'es in-veducational programs. YES SP 3.4 SP 3.5 opportuniti EVIDENCE\nv eaucaironax progra j /OoZ* e\u0026gt;/\nA The offerings'and' procedures Regarding honors and awards .arei evaluated regularly for equity and to determine i-j- ---------------------------- student ne^ EVIDENCE: .1 YES NO if pew ' awards^are necessary to meel^  A/yc.*\u0026lt;s- __fa/Ti V .d I i The distribution'of honops and awards is generally reflective'of the school population (gender/grade level). 1 EVIDENCE\nI it O ' t r\u0026gt; i A ft. . ' t I YES NO 40 Committees i I ! 'r- J The school stafjf ensures \"tihat appointments to all school based committee^ are made in a pop-biased and equitable manner in orderi to |iave committees that are knowledgeable of educational programs. SP/I 4.1 The composition of eacp school based committee generally reflects the sta'ff/par^t^ population. /IDENCE: ' 5.0 I ES NO EVIDENCE I Extended Pav E^jieatlonal Opportup|ties The school provides and epcopr^^ge^s par^iicipation by all students in extehdied day aPtivities. . 5.1 Parents are adequately informed about extended d^Y activities, n / EVIDENCE: I if TKiA-f ^o-r ~f \u0026lt; 4^ YES NO p.1.1 I I tr A IIncentive Schools Monitoring Page 5 SP 5.2 The majority of the student population participates in extended day activities. EVIDENCE: ^/\u0026gt;7o IIA.' I J. I I 5.3 Extended day activities are directly related to the objectives of each SEP and adjusted to ineet the needs of the si_ IDENCE: EVIDENC .tudents JL^ A CA I 6.0 Student Achievement/kssessinent I I The school staff implements non-discrimiriatoiry procedures for administration, analysis, and use of,standardized tests. I I SP 6.1 I I  I When test results are examined, overallj achievement of students (gender/grade) has remaihed' stable or improved. ' ' EVIDENCE: c f i 2 -t Y /o Kjje A. I SP 6.2 Goals and strategies are developed and implemented to improve student achievement using the following measures: ' i / ... norm referenced tests ... Arkansas Minimum Pdirtormance'Test ... grade distribution\nEVIDENCE: ex. I T SP 6.3 Promotion/retention rates rfetlect the school population (gendi ier/grade level). . _________ EVIDENCE: . I ! V ' !. H- I T 1 ! YES NO YES YES YES YES iNO [0 'NO NO .! I 1 I I IIncentive Schools Monitoring Page 6 7.0 Special Education r The school ensures that student placement and services provided in the:special education program are non-discriminatpry. SP/I 7.1 Strategies^ to eliminate disproportionate student assignment! (gender/grade level) to special education are evident.  iiji.. y j EVIDENCE: J I . 0 zJ  0 YES NO O/I 1.2 O/I 1.2 8.0 SP/I O/I I T In spdcialj education classrooms observed, the teachers have adequate materials and equipment to deliver thp curriculum. EVIDENCE:\nI Facilities for special'education are designed to meet the n'eeda of thd students served. EVIDENCE\n| !______ ' __________________________ I I Gifted and Tale'nte\u0026lt;^ Education\nI The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. 8.1 8.2 ES NO CXES \u0026gt;0 Strategies to increase the number of students assigned to gifted and talented are evident. EVIDENCE\nk In gifted andtalented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: ________________________________________________ YES ES NO NO I i I i iIncentive Schools Monitoring Page 7 I O 8.3 Gifted and talented facilities are comparable to those of the campus in general. EVIDENCE: ' ____ I I YES NO O/I 8.4 Facilities for gifted and talented are designed to meet the needs of the students served, i EVIDENCE:   ' i YES NO 9.0 1 I Staff Development  The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity have been provided and are ongoing. EVIDENCE: /p o\n_______________ I I ES NO SP/I 9.2 Staff development activities in teaching strategies for multi-cultural curriculum delivery have been provided, i EVIDENCE: 1 I ES NO SP/I 9.3 Staff development activities related to effective strategies to enhance the.achievement of a diverse student populaticn^ave b6eh' provided. ! EVIDENCE: /o ________  ?' ! YES NO i I I I IIncentive Schools Mon:|.toring Page 8 i I I SP/I 9.4 A majority\nof the teachers have participated in the following staff development activities\n PET jf'o fo  TESA loo K  Classroom Management  Effective Schools EVIDENCE: ' YES NO 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. 1 SP/I 10.1 All identifiable groups of parents are actively involved in school functions EVIDENCE: lool functions. .''f. YES O 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in t?ome supported edu,cational activities. EVIDENCE?  I I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student ^chievemep EVIDENCE\nyemept. , i T SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE: .r. YES YES YES NO NO NO I I IIncentive Schools Monitoring Page 9 SP/I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: YES NO 10.6 Meetings with small groups of parents are held at community locations such as churches, community/ recreation centers, home EVIDENCE\n07 A-f esj etCx~ YES NO I I I i 11.0 student Discipline I The school ensures that student disciplihary policies and practices are non-discriihinatory. i I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all YES NO students and parents. EVIDENCE\nVcX-y __A.dj' A. O rHg $ SP 11.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving identifiable YES NO O 11.3 groups (gender/grade). EVIDENCE: jO CYK I Z Classroom instruction proceeds in an orderly manner. EVIDENCE\ni YES NO IIncentive Schools Monitoring Page 10 I I i SP/I 11.4 A mentoring progran, is used to meet the needs of at-rrislc student^.''    i \\  I YE NO I 11.5 EVIDENCE:I 4 I I\n\u0026gt; Students |iave access to community based support ES NO programs. EVIDENCE\n1 . IZn-'/He- I i  i UQ.j 4-j\n12.0 Building Leadership/Me|nactemept 5 TV 1 'ii In the desegregate^ setting the principal must demonstrate a strong commitjnenti to ecjyc^tional equity.  - T .' . .   f ! SP 12.1 I The school has a clear, doncise, well-written statement^of specific improvement goals in accordance with the incentre school/plan. EVWENCE: AJor : 'Cte !. ' I 12.2 I Counselors are actively involved in addressing the needs of at-risk students and assisting parents. as needed\nIry obtaining services from outside agencies.\nEVIDENCE\n! C O I S f ^1L mj4S i\"_a. 7^.4 J O .J YES YES NO NO 0/1 12.3 There is evidence that the guidance program provides equitable services to all students (counselors\"schedule/logindividual/group). _ EVIDENCE: ! S'atM.e- \u0026lt; 2- O 12.4 The campus and building are clean and free of debris and graff VIDENCE: g ' A EVIDENCE: tcA j- ( _____ T Afear.., Ket L Y* YES YES NO NO I I 1 I IIncentive Schools Monitoring Page 11 O 12.5 Hallways are EVIDENCE: derli 1\nO 12.6 The school oStfice has friendly and helpful personnel. EVIDENCE: ce. hk^\\. LV*J T K/e YES ES NO NO I 12.7 There is evidence that curriculum monitoring occurs. EVIDENCE X I YES NO SP 12.8 Strategies to increase the number of minority students enrolled in Upper level courses/class NO O/I 12.9 1/0/ 12.10 SP groups are evident EVIDENCE: , i 9 7% 7^4 Oo I. IS I There is evidence that the guidance program provides equitable services to all,students (i.e., group). EVIDENCE\ncounselor's schedule/daily logindj^vidual/ O 'I *' 1/ ' ... 19. A ii-X \u0026amp; (J District and school security guideline's are being followed. EVIDENCE\n^9,0 /Vj\nk a :- O 1. O I ADDITIONAL OBSERVATIONS A YES YES NO NO z % _____________ATIONS RI 1  Log .ELATIVE .TO T1 MONITORING VISIT: eX-e. VO .e. zUcoj ___aLITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET TO: FROM: THROUGH: SUBJECT: LITTLE ROCK, AR 72201 Robert Brown, Principal, Garland Incentive School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services xA Tony Wood, Deputy Superintendent, LRSD First Monitoring Visits Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 9, 1991. Please respond to the concern(s) listed below by November 1, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, office. Your response(s) should be forwarded to my 2.1 Some teachers would like to have an additional Black History course. 2.2 Interim reports appeared to be in order. Most SEP'S did not have parent signatures or dates of initiation. most SEP'S did not have evaluation procedures. There Also, were no instructional strategies listed on any of the ASDP's that were reviewed. 2.4.1 Media center needs more bulletin board space. Library needs remodeling. 3.2 Did not see evidence of requirements in profile. 4.1 Limited parent involvement and participation. 5.1 Students must remain during the full extended day. 12.1 cc: 10.1 10.4 10.6 Limited parent involvement. Not reflected in profile. Not at this time. Not in profile. However, in discussion with principal, he has very definite goals for this school. Larry Robertson Arma Hart TTO: a* Garland 3615 W, 25th Little Rock, AR 72204 'Simply TWin\u0026lt;for7national'* tii \u0026gt;lP m' fjiij piifa December 5, 1991 Incentive Mr. Robert L. Brown, Jr,, Principal Phone: (501)671-6275  Associate Superintendent for James Jennings, Desegregation Monitoring and Community Services FROM:|*^^obert L. Brown, Jr., Principal, Garland Incentive School SUB J: Response to First Monitoring Visit Concerns The following responses reflect an update of what has occurred since the Biracial Advisory Committee's monitoring visit. 2.1 An attempt was made to assess staff support for the purchase of an African American Video Encyclopedia Program. staff vote produced only three (3) responses in favor of purchasing the program. The staff feels that the Little Rock School District does not approve of, or support those The programs recommended by this administrator\ntherefore they express discomfort in supporting that which they feel that the District does not support. A few books have been ordered that will provide teachers with access to some information that has been suppressed concerning the African/African American struggles.  '!!b!\n\u0026lt; 2.2 4% SEP'S were not completed or properly initiated and still Teachers have been reflect serious deficits to this date. informed of their requirements to meet the obligations stated in the Desegregation Plan. Providing an adequate assessment of SEP'S by this administrator is hampered by a lack of inservice time needed to fully understand the essential components of a proper SEP. Some ASDP's contained instructional strategies from the previous year, but strategies developed by the current teachers The teachers have been made aware of the had not been done, concerns.J Garland 3618 W, 35tfi UM* Rode. AR 73304 Boboat* Incentive Mr. Robert L. Brown, Jr. Principal fftone: POD 671-6375 2.4.1 3.2 4.1 5.1 10.1 10.4 10.6 12.1 cc: School The needs of the Library are correct. The facility is too small to conduct a full size staff meeting with an appropriate setting. The individual in charge of awards had not communicated the requirements to the students. and the situation is being corrected. The concern has been shared There is limited parent involvement and participation. Parent involvement has been significant at three events. PTA Meetings are held each month, but the attendance has been low. Students were required to remain during the full extended day program. This requirement has been eased since it doesn't meet the approval of the team. Equitable opportunities exist for parents to be involved in school activities, but few parents choose to become involved . Some of the school patrons reflected on the profile are also employed in various capacities within the school. Two meetings with parents have been held at a local community church. Documentation and dates are available. Although the school's plan does not reflect specific improvements in line with the Incentive School plan, recommendations for programs that would address several aspects of educational equity has been made by this administration. However, those recommendations have not been approved by Central Office Administration. Larry Robertson Arma Hart Tony Wood r 1 LITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rack, Arkansas September 1991 TABLE OF CONTENTS PAGE 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 1 3.0 School/District Initiated Honors and Awards 3 4.0 Committees 4 5.0 Extended Day Educational Opportunities 4 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 6 9.0 Staff Development 7 10.0 Parental Involvement 8 11.0 Student Discipline 9 12.0 Building Leadership/Management 10 Key: O = Observation I = Interview SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING IMCENTIVE SCHOOLS SCHOOL PRINCIPAL ^7 anj-Qrt MONITOR(S) 1991-92 Grade Leve 1 (s) DATE Oak her NUMBER OF CLASSES VISITED QofoRAK__CdikLtyTO r\\ Observers are required to provide evidence for eaoh grit^ridP* Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form CRITERIA CIRCLE f 1.0 Equitable Placement bv Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied YES ) NC certified at^ non-certified personnel. ,\nSchc/}/ 6 staff of EVIDENCE\nJ, 2.0 Curriculum The school provides a curriculum that is reflective Local and/or state-developed of cultural differences. course content guides enhance multi-cultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the ES N( multi-cultural curriculum --------------------ral curriculum. , / EVIDENCE: C r \u0026lt;4^, -\u0026lt; fM K c\u0026lt; 4 u 1  2 / /-u y/ z/g zz A 4^r-T:E.V.L..ii)i...- LLL I ry\\f/^t-iC{U4 Incentive Schools Monitoring Page 2 O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner [i.e. grade books, reading folders, math folders. Permanent Record Cards, interim reports, report cards. Student Educational Plans (SEPs) and Academic ES r 0 2.3 2.4 0 O o Skills (ASDPs) Development Plans). EVIDENCE:: red/)'rds ijCiCre. bu 2ho\u0026gt;l * --^o vv\\t'3 All students are actively involved in classroom instruction. EVIDENCE\nCjji. /rbfbtb dr. 4'KjL. There is evidence that the multicultural curriculum is being implemented. 2.4.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the multicultural curriculj^. EVIDENCE rdt, YES ES 1 J 2.4.2 2.4.3 Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum.^ . . . EVIDENCE: bjiddc/ldd Jyy, ddbo. ............ ........................... Display of student work reflects varying teaching strategies. EVIDENT I YES 1 YES r uVis e/^dP-rd O.l^jsses y'/rfen'is h)e\\-^ q^DLtbfa dr. d.. ~ EVIDENCE: ______ _____ ____ , ... risCi^d / .. .. Z drd Incentive Schools Monitoring Page 3 O/I 2.5 Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. EVIDENCE\n___________ g^//iQ/R $trcii an'\u0026lt; finals j '4^s:ua! C(\u0026gt; . maih.. damPJ, 4i^r4i^Cri\u0026gt;it^r Q --------- .. ..and'^ rP lj\u0026lt;/-4-Cd -!\u0026gt; rni^ I 2.6 Special activities such as academic clubs, field trips, etc., are used to reinforce the academic program. EVIDENCE r^re cliLl}^ {f^A: ard (^^rial /\u0026gt;.4^ YES !0 O/I 2.7 3.0 SP SP YES NO II . ------ Achieving students.who,work well with other students, as well as students with outstanding academic averages are usei YES, NO EVIDENCE\n-ni Diber cl- 'Ome 'rGcrrt'. as peer tutors. / , , , KaVfi Carine IZjHSZ2SaZ^ZZ2*2 rtr'b qrabfikti tiCg-rOA/yg ^ reezr/Tnc^j IPiL^ I. n School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music. attendance, clubs, and organizations. EVIDENCE\n-'/rd sch bifi tn'i ar, I 'i'^ ,9ftrrh. i-he, h cr. I ff'ar'Lr ir\\Qhr..Ci in. bu4 ^ire /tirrA! I Oir:CLrd^^y\\i^yriis area LMnhu nncrSj 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. EVIDENCE\n________, A/o u r^e^s Cjdut-A ta i-i\\e~sc hoc ----- YES 'i^SIncentive Schools Monitoring Page 4 SP 3.3 Pj^ocedures are evident to assure that students apprised of information regarding various YES/ NO SP SP ar opportunities in educational programs. . a  u 3.4 3.5 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student nneeeeddss.. . i' EVIDENCE: A/b \u0026lt;Sn-Kr\u0026lt;g\u0026lt;^ fc e i/z? h 1 n rP J u (g t'ly. : ~ r'/d'jdgr^ ' a r\u0026lt;:fs g/^ YES NO QOJQ 'fig L\u0026gt;\nf\\P J-The distribution of hohors and awards is generally reflective of the school population (gender/grade YES level). EVIDENCE: 4.0 Committees The school staff ensures that appointments to all school based committees are made in a nonbiased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: SaJ/lOa I \u0026gt;\u0026gt;zgs\u0026lt;J CLeyysVU ( 4-.^ QS Ve.\u0026lt;iift4-p j r I e ah irJ. -ptA pOjOul S^ah^joCiJi^rg rt./fi------- EVIDENCE: as igre^-^L 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. EVIDENCE: i 1\nYES YES NC NC Qfrr\u0026lt;ML/r. d\u0026lt;ri____ Incentive Schools Monitoring Page 5 SP 5.2 The majority of the student population participates in extended day activities. EVIDENCE: 'The mainnhj rA rne. A)nauia/j^f YES N I 5.3 6.0 SP SP SP I~^ )r(}4^l'P0.^d J izx 0 /pnpii 7| Ay jPfyj^m J}/AiEL S.c/^)r:) I 'Pr\u0026amp;'f-ji^J  ^ ..... zZi Extended day activities are directly related to the objectives of each SEP and adjusted to meet the needs of the students. EVIDENCE: Pek.r\\d\u0026lt;?p cb , Cl a -h Cor\u0026lt;Pir\u0026gt;a'C ~i mnr. YEl N n\n/-1 Vt-h Qrg- hd. IC I IS 44 UIl student Achievement/Assessmgnt. The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. 6.1 6.2 6.3 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: ~Be, h^. V e Tu fK I v\\ p.d s^-Akt g. Goals and strategies are developed and implemented to improve student achievement using the following measures: ... noirm referenced tests ... Arkansas Minimum PerformaAce Test ES, K ES K grade distribution .i. z u EVIDENCE: 2 ----- 444LX\u0026lt;y // n /^rriAa i Schrc l....My}pri i\nC EVIDENCE: riDENCE: * /^LX A-r K/if2 Promotion/retention rates reflect the school YES K (gender/grade level). ZIDENCE: 44\u0026lt;2ljW_2Z2_2^A population EVIDENC: a EX. Sc Apr / Pf'dAz/^' 1 y -3 ' tX /\u0026lt; - f I ) y t .! i I /^S 'Incentive Schools Monitoring Page 6 7.0 Special Education - The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I .7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident EVIDENCE C)ni\\'kiXr\\i:i'h\u0026gt; hf., nr-e. niC/(^P.------ YES N O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to YE: N O/I 1.3 d__e_l_i_v_e_r tthhee curriculum. EVIDENCE: CdPoijn M r u rriC.Lt I ij Facilities for special education are designed to Beds of the students served. , . , _________ --------- ------------------------ meet the needs EVIDENCE: YES K 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Strategies to increase the number of students assigneedd ttoo ggiifftteedd .and talented are evident. YES I \u0026lt;1 O/I 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. / EVIDENCE: A/f)'h P vC \u0026lt;A_________________ YES- K Incentive Schools Monitoring Page 7 O 8.3 Gifted and talented facilities are comparable to those of the campus in general., EVIDENCE\n_____________________ YES NC O/I 8.4 Facilities for gifted and talented are designed to NC meet the needs of the students served. EVIDENCE: eds student\nYES y 9.0 Staff Development The staff development plan .for the school demonstrates commitment to educational equity. SP/I 9.1 staff development activities related to educational equity have been provided and are ongoing. ^IDENCE: -M ry/g4/-!\u0026gt;-/ '(duCaSit SP/ SP/I 9.2 SP/I 9.3 YES .piCLCij. Staff development activities in teaching strategies for multi-cultural curriculum delivery have been provided. -E-V-I-D-E-N-C-E-: .A. .Uer-u-Aiv?)/ -kda I ceHifi\u0026amp;i S'/c T,^n A . . staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. 'E^'L'QTXiZ-Z-. 6'zY7pZ/fi^iC\u0026gt;te 'iflCc^rV'CF jS.p' c-bl I Cl CH 1-^V\" \u0026gt; n nt+ C\u0026amp;rY)ivivym' nf-. '* YES YE\nNC inQ/Cii^n^riiaiiCn :________________ J,_____ i- j on Incentive Schools Monitoring Page 8 SP/I 9.4 A majority of the teachers have participated in the following staff development activities:  PET  TESA  Classroom Management  Effective Schools EVIDENCE: -  * dd ofa-^ ES Nt CIS re 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. SP/I 10.1 All identifiable grogps of parents are actively involved in school functi EVIDENCE: n school, f unct^ns, hr Ide O 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities. EVIDENCE: Ct V XwmVJu  ____ hrrr\\'Q didrir c^rc^ 'ry-M I n Sr h^rf ^c/ u y-iyj ii~i^S L I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achieve\nSP 10.4 YES YES YES Nt NC NC achreveMnt. EVIDENCE: d CAve. YYlr, d I IS , L School patrons and parents are given an opportunity to actively participate in developing the local YES school plan. EVIDENCE: (Incentive Schools Monitoring Page 9 SP/I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who YES Ni I 10.6 u] to rea^ \u0026lt;L, anri r^s -f ta rds . ?6 t.^tcb are difficu^ reach. ,i n , , EVIDENCE: co.lied, r\\7^\u0026lt;a. (2rc anflr^s-f gre. .gent 7d..... inurram rZSSSSSx Meetings with small groups of parents are held at community locations such as churches, community/ YES recreation centers homes etc centers, nomes, etc. , . , rt . Sgt\\^r\\ l d(d QD-j n f I\u0026gt;iCyZrahbc^.MS/ or\\i..'ty r.C42ggLZi^ EVIDENCE: Z)/Mm6z/7//v rigcng^ i- 11.0 Student Discipline , . , The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. 4^ -etjn YEl N rl/5'iribki'f SP 11.2 Strategies are used to prevent the occurrence of a \\disproportionate number of suspensions, expulsions, r^..)and/or disciplinary referrals involving identifiable YES N /*,z-\\/z,ji/iand/or : /groups (gender/gradeY . .EVIDENCE: r}H-_0d .  . :^\\sC-h?z. f V-t dr^.f.rrh.:ae...'S^ -\nScgj^sT CLr}b. IS, r r / cV- 1. 0 11.3 I Classroom instruction proceeds in an orderly YES N\u0026lt; manner. EVIDENCEIncentive Schools Monitoring Page 10 SP/I 11.4 A mentoring program is used to meet the needs YES 'NC of at-risk studMts EVIDENCE: -hc. W)*P Cfryd Phe bp(pPC:grants I^sea /r, I 11.5 Students have access to community based support YES NC programs EVIDENCE: 12.0 Building Leadership/Management In the desegregated setbih9. the principal must demonstrate a strong commitment to educational equity. SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals in YES NC I 12.2 O/I 12.3 0 accordance with the incentive school plan. schoo. ^IDENCE: \u0026gt;4\u0026lt;^ 'm i-h(^ (Yy'P ^lan, -Z Counselors are actively involved in addressing the needs of at-risk students and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: Ct 1^-/ 4 7-gr I ng C'.u^ cP CiCl i -f-. There is evidence that the guidance program provides equitable services to all students (counselor' EVIDENCE: a-i--binef ^schedule/logindividual/gro\\w) . s^-f' fnr bCiO c Ct 7 H g bi^i in\u0026lt;-i YES YES NC NC 12.4 The campus and building are clean and free of 'YES NC debris and EVIDENCE: raffiti. XXXUXe I '  cP dbPc./^, bina.-^ _ p cP- J rci U I ij.Incentive Schools Monitoring Page 11 12.5 Hallways are orderly. EVIDENCE . ,\n/ :: Ig6/, Na II tjOa_Ui ----------L 'c YES NO O 12.6 The school office has friendly and helpful personnel. , , , r\\p. : /h(^3c-/}/^a)l^l-A H I n \u0026gt;Qrt Oi-S . ------ YES NC I 12.7 There is evidence that curriculum monitoring YEi NC SP 1_2_._8 I J. O/I 12.9 1/0/ 12.10 SP occurs. EVIDENCE: zfe C^'____ in Strategies to increase the number of minority students enrolled in upper level courses/class ggrroouuppss aarree eevvxidueeniiut . . i a / i rviin/?ri'W -- There is evidence that the guidance program provides equitable services to all students (i.e., counselors schedule/daily log~individual/ group). EVIDENCE: District and school security guidelines are being followed EVIDENCE: /ZI.z I/_/l ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: YES 'LZ3 ES NC NC LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street Little Rock, Arkansas 72202 November 11, 1991 TO: FROM: THROUGH: 5 Stan Strauss, Principal, Ish School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Ji Tony Wood, Deputy Superintendent, LRSD SUBJECT: First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 10, 1991. Please respond to the concern(s) listed below by Friday, November 29, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response(s) should be 3.2 No evidence of the procedures found in the school profile. 3.4 No evidence is offered in the school profile showing that honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. 3.5 Cannot be determined from the school profile. 9.1 The staff development program participation level of certified staff does not demonstrate commitment to district desegregation education plan. 9.2 A very few of total certified staff have completed multicultural curriculum which is designed to help staff implement the districtwide desegregation plan. Ish School First Monitoring Visit-Concerns Page -2- 10.4 10.6 After reviewing school plan, was not able to see evidence of parent participation in developing local school plan. Records at school did not reflect that parents participated in school meetings at local churches, community or recreation centers, etc.ISH INCENTIVE SCHOOL 3001 S. Pulaski.Street Little Rock, AR TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Coranunity Services FROM:^Stan Strauss, Principal DATE: December 2, 199 1 RE: First Monitoring Visit - Concerns 3.2 The Parent/Student Handbook is being revised to Include honor requirements. At the first honors program, requirements for academic honor roll, academic achievement award, behavior honor roll, and perfect attendance award were explained verbally to all students. 3.4 Honor awards are checked each nine weeks by the principal and are recorded in the School Profile. the first nine weeks was October 31. The monitoring team came October 10. The end of All studentSt those working at or above grade level and those working below grade level have the opportunity to achieve at least one of the awards mentioned In 3.2. In addition to the school awards, individual classroom teachers have been instructed to present classroom awards in order to provide a greater opportunity for a student to be presented with an award. 3.5 Honor awards are recorded in the School Profile each nine weeks. The monitoring team visited October 10. was October 31. The end of the first nine weeks 9.1 All certified staff participate in two building level staff development meetings. One meeting Is addressed to the entire staff and focuses on an area of Instruction based on teachers' individual Improvement plans. The second meeting focuses on Instruction and methodology, but is directed at primary teachers one time and intermediate teachers another time, second meetings also discuss current concerns and issues dealing with curriculum and instruction. These 9.2 All certified staff members have participated in District meetings concerning content and delivery of the multi-cultural curriculum guides. 10.4 The School Improvement Plan for Ish was written by the staff and the previous administration. When the new administration took office, the plan was reviewed and revised by the principal and the staff. It was Important for the staff and administration to understand each other and the plan before parents were brought in to help write. Parents will be included on any future revisions and the writing of the plan for next year. 10.6 At this time no meetings have been held at community locations outside the school. LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AID EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1991-92 SCHOOL Ish Grade Level(s)PK-6 DATE 12/09/91 PRINCIPAL Stan Strauss NUMBER OF CLASSES VISITED 12 MONITOR(S) Mr. Bennie Smith________ Mr. Larry Davis______ Mr. Kenyon K. Lowe, Sr. Observers are required to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to conpleting this form. CRITERIA CIRgLS QNg 1.0 Ecfuitable Placement bv Race/Gender in School Programs SP The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. 1.1 The composition of the school staff ensures that students have access to, and contact with, a varied staff of certified and non-certified personnel. EVIDENCE: 61% Afro-American, 397o White: Only 1 certified and non-certiied black male statt member. The District recruitment ot the category ot these type of employees IS a must. YES 2.0 Curriculum O/I The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multi-cultural curriculum. EVIDENCE: All teachers stated that they have adequate materials available. NO Incentive Schools Monitoring Page 2 O/I 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner [i.e. grade books, reading folders, math folders. Permanent Record Cards, interim reports, report cards, Student Educational Plans (SEPs) and Academic Skills (ASDPs) Development Plans). EVIDENCE: Referred to Mr. Jennings YES NO O 2.3 All students are actively involved in classroom instruction. EVIDENCE\ncross Art class hag active participants from section of boys and girls._____________________ 2.4 There is evidence that the multicultural curriculum is being implemented. O 2.4.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: Media Center needs improvement on bulletin board. O 2.4.2 Bulletin boards, publications, and productions in the classroom reflect the multicultural curriculum. EVIDENCE: A wide variety on display O 2.4.3 Display of student work reflects varying teaching strategies. EVIDENCE: YES YES YES YES A wide range and variety of applica :ions of math and reading on display. NO NO NO NOIncentive Schools Monitoring Page 3 O/I Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts. EVIDENCE: Same as 2.4.3 NO 2.6 Special activities such as academic clubs, field trips, etc., are used to reinforce the academic program. EVIDENCE: Field trips are being planned and activites outside the school are also Clubs are evident. being planned. O/I 2.7 Achieving students who work well with other students, as well as students with outstanding academic averages, are used as peer tutors. EVIDENCE: Little evidence of i principal has discussed plans peer tutoring, but for this activity. 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music. attendance, clubs and organizations. __________ Profile being updated\nStudent of the week, stud ent honors math and reading grade and Wd^tery of grade-level material. EVIDENCE: SP 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. EVIDENCE: J this verbally! NO YES YES NO NO Procedures are not in writing, but has done\n2.5 I Incentive Schools Monitoring Page 4 SP 3.3 Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs. EVIDENCE: SP 3.4 SP 3.5 YES NO Students are appraised about school programs, district, and city-wide competitions. The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. EVIDENCE: Student work is often displayed bulletin boards in the cafeteria. on The distribution of honors and awards is generally reflective of the school population (gender/grade level). EVIDENCE: The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner in order to have committees that are knowledgeable of educational programs. SP/I 4.1 The composition of each school based committee generally reflects the staff/parent population. EVIDENCE: According to the school pprrooffiillee, only 8 parents are involved and a maiority of employees___ are on those committees, but plans include Incentive school comm., chap 1, and speakers bureau. 5.0 Extended Dav Educational Opportunities The school provides and encourages participation by all students in extended day activities. I 5.1 Parents are adequately informed about extended day activities. at 9-week intervals, children decide which extended day~activity that he/she would like to EVIDENCE: participate. YE NO NO YES YES NO Incentive Schools Monitoring Page 5 SP 5.2 The majority of the student population participates in extended day activities. There seems to be NO I 5.3 6.0 SP SP SP EVIDENCE: a high percentage of student paticT^ation and a wide range of activities. Extended day activities are directly related to the objectives of each SEP and adjusted to meet the needs of the students. Certified staff is assigned to students who need heTp in the extended day program. EVIDENCE: Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. 6.1 6.2 6.3 When test results are examined, overall achievement of students (gender/grade) has remained stable or improved. EVIDENCE: MPT scores are lower in the 3rd ^rade. comparison oT grades in the profile ol previous y Procedures are being updated in the school profile. test. No ears Goals and strategies are developed and implemented to Improve student achievement using the following measures: ... norm referenced tests ... Arkansas Minimum Performance Test ... grade distribution Staff development on the upcoming Stanford Test and the~objectives are re-iterated in class. EVIDENCE: Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: 6/7oblack male, 337biack female\nin the firsf~and second grades. Gender on retention suspected to be higher. Based on test scores NO YES y YES NO YES Incentive Schools Monitoring Page 6 7.0 Special Education The school ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignment (gender/grade level) to special education are evident. Teacher communicates with parents often and on changing attitudes. EVIDENCE: O/I 7.2 In special education classrooms observed, the teachers have adequate materials and equipment to deliver the curriculxim. EVIDENCE: Classroom and materials are very adequate. O/I 7.3 Facilities for special education are designed to meet the needs of the students served. EVIDENCE: Same as 7.2 8.0 Gifted and Talented Education The school ensures that student placement and services provided in the Gifted/Talented program are non-discriminatory. SP/I 8.1 Strategies to increase the number of students assigned to gifted and talented are evident. EVIDENCE: New G/T teacher testing 3rd graders to identify strengths and weaknesses?~ 30 min/week per class. O/I 8.2 In gifted and talented classrooius observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: Classroom and materials are very adequate NO YES YES NO YES NO NO NO Incentive School Page 7 Monitor ing O 8.3 Gifted and talented facilities are comparable to those of the campus in general. ES NO O/I 8.4 9.0 EVIDENCE: school Just as or more capable than a magnet Facilities for gifted and talented are designed to meet the needs of the students served. EVIDENCE: YE, New teacher based on interviews will, afterV visiting all classes, identity students tor the program. Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity have been provided and are ongoing. EVIDENCE: Very lif  the school profile. NO SP/I 9.2 little during '91-92 school year per  Individual improvement goals from the teachers are used as a basis for on-going staff development and the traing is being updated schools profile. . in Staff development activities in teaching strategies for multi-cultural curriculum delivery have been provided. EVIDENCE: See 9.1 YES SP/I 9.3 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided. EVIDENCE: See 9.1 YES YES Incentive School Page 8 Monitoring SP/I 9.4 A majority of the teachers have participated in the following staff development activities:  PET  TESA  Classroom Management  Effective Schools EVIDENCE: See 9.1 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents are actively involved in school functions. EVIDENCE: Based on school profile, limited involvment. Principal requested that some We parent meetings in the district be held at his facility. O 10.2 The school keeps a record of the different methods (memo, letter, phone, home visits) used to encourage parental involvement in school and in home supported educational activities.  Principal has called, sent memos, kept a list of events EVIDENCE: I 10.3 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or student achievement. EVIDENCE: Counselor makes numlerous home visits. SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school plan. EVIDENCE: ES YES YES Principal new to this school and is making changes, modificdtidrig,' and updating' the school profile . ------------ ---------------------------------- YES YES NO NO tNO Incentive Schools: Monitoring Page 9 SP/I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. NO EVIDENCE: Same as 10.2 I 10.6 Meetings with small groups of parents are held at community locations such as churches, community/ recreation centers, homes, etc. EVIDENCE: YES 11.0 Student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE: NO Seen when entering the building. SP 11.2 Strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions, and/or disciplinary referrals involving identifiable groups (gender/grade). ES NO EVIDENCE: has a modified in-house discpline program. 0 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: ES 0 Jflicswtii'ye Sicto)! Jfcsnitcirflinig ^'a(5(e J 11,4 A centering pregraon is utsed tc oieet the needs at'risk stndents, WIII3\u0026gt;EWC:\nNeeds being identified and being initiated. I 11.^$ have access tc ccoxnuandltj based sa^pport W?5 w progrsHS, EVIOEHCE\nDARE, Boys \u0026amp; Girls Scouts. Art Center. 12,0 Building T^^d^shioZMaaaqeiniett In tlx desegregated setting the fsrincipal nost desonstrate a strong eosnitsmt to edocational egoity. 12,1 The school has a clear, concise, well-written statenent cf ^xoific iapcovssMnt goals in accordance with the ince^iva school plan. EVIDSICE: _______ submitted by the administration and provided tn the parents. J 12,2 Coonselors are actively involved in addressing the needs of at-risk stndents and assisting parents,  needed, in (rt^ining services from outside agencies, EVIOEHCE: Same as 10.3____________________________________ O/I 12,3 There is evidence that the guidance progran provides equitable services to all students (counselor's schedule/logindividual/group). EVIDEWCE: Same as 12.2 O 12,4 The caspus and building are clean and free of debris and graffiti, EVIDENCE: Building leaks, stress cracks are evident around the skyiinebeams, holes in the walls outside the DuiiUing, playground equipment needs repair, lanascaping needs to done, and needs a new root. BK D YES HO Incentive Schools Monitoring Page 11 o 12.5 Hallways are orderly. EVIDENCE: Orderly, cleaned, and well dPr.nratPd ^YEsj/NO 0 12.6 The school office has friendly and helpful personnel. EVIDENCE: Very helpful and friendly t NO I 12.7 There is evidence that curriculum monitoring occurs. EVIDENCE: NO SP 12.8 Strategies to increase the number of minority students enrolled in upper level courses/class groups are evident. NO EVIDENCE: 98% Afro-American O/I 12.9 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's schedule/daily logindividual/ group). EVIDENCE: Same as 12.2\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_977","title":"Desegregation: ''North Little Rock School District Desegregation Plan as Modified''","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":["1991-07-22"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Education--Arkansas","Educational law and legislation","Educational planning","Educational statistics","School enrollment","School employees","School facilities","School improvement programs","School integration","Student assistance programs"],"dcterms_title":["Desegregation: ''North Little Rock School District Desegregation Plan as Modified''"],"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/977"],"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":["7 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  \n\nLittle Rock School District v. Pulaski County Special School District\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITTLE ROCK SC lN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS' WESTERN DIVISION L DISTRICT VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL PLAINTIFF DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AS MODIFIED JULY 22, 1991 SP-00699 TABLE OF CONTENTS HISTORY OF NLRSD DESEGREGATION PLAN SECTION 1: STUDENT ASSIGNMENT PLAN SECTION 2: STAFF RECRUITMENT PLAN SECTION 2A: STAFF RECRUITMENT PLAN SECTION 3: SPECIAL EDUCATION PLAN SECTION 3A: SPECIAL EDUCATION SECTION 4: COMPENSATORYE DUCATION SECTION 5: COMPENSATORY PROGRAMS AIMED AT DROPOUT PREVENTION SECTION 6: EXTRACURRICULAR ACTIVITIES SECTION 7: DISCIPLINE, EXPULSIONS AND SUSPENSIONS DISCIPLINE 902 910 919 924 926 938 939 960 963 966 SECTION 8: GIFTED AND TALENTED EDUCATION 968 SECTION 9: SCHOOL CONSTRUCTION AND INADEQUATE FACILITIES 973 SP-00700 HISTORY OF NLRSD DESEGREGATION PLAN The desegregation plan approved by the Court of Appeals for the Eighth Circuit in its decision in Little Rock School Dist. v. Pulaski County Special School Dist. No. 1, et al, 921 F.2d 1371 (8th Cir. 1990) on December 12, 1990 (hereinafter \"NLR Plan\") is actually to be found in several documents beginning with its original submission in March, 1986 and culminating with the stipulation regarding compensatory education filed on October 25, 1989. The purpose of this document is to consolidate all the elements of the Plan into a single document for ease of reference. The NLR Plan was initiated by the filing on March 17, 1986 of the \"Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as It Applies to the North Little Rock School District\" ( hereinafter \"March Plan\") . See Joint Designated Record Vol. 1 at 67-69\nVol. 2 at 81-364\nand Vol.3 at 365-535 (hereinafter'' __ JDR __ \"). The purpose of this initial submission was to address the interdistrict violations addressed by the Court of Appeals in LRSD v. PCSSD, 778 F.2d 404, 435 (8th Cir. 1985). The district court, however, required the NLRSD to provide a plan to address its intradistrict violations as well, and in response the NLRSD filed on October 14, 1986, its \"Supplement to Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as It Applies to the North Little Rock School District\" (hereinafter \"October Supplement\"). 3 JDR 536- 634. 902 IILRSD SP-00701 In its Order of February 27, 1987, the district court approved the NLR Plan as described in these two documents. LRSD v. PCSSD, 659 F. Supp. 363, 367-68 (E.D. Ark. 1987)\nsee also, LRSD v. PCSSD, 921 F.2d at 1387. Subsequently, some modifications to the NLR Plan were made either by petition to and approval by the district court or by operation of the settlement among the parties which has now been approved. LRSD v. PCSSD, Order (E.D. Ark., January 18, 1991). The first modification occurred as a result of the NLRSD's motion of July 21, 1987 to add an addendum to the NLR Plan to address the impact of Acts 624 and 762 of 1987 which was approved by the district court by its Order of July 27, 1987. Copies of the Addendum and the district court's order have been attached as Addendum lE to Section 1 of the NLR Plan which addresses student assignment. The next modification occurred as a result of the NLRSD's \"Petition to Modify NLRSD Student Assignment Plan and to Close Central Junior High School\" filed on July 20, 1988 ( 4 JDR 910) (hereinafter \"NLR Secondary Reorganization\") and approved by the district court by its Order of September 1, 1988. 5 JDR 1032. This modification provided for the reorganization of NLRSD secondary schools beginning in the 1990-91 school year and resulted in a single high school for the NLRSD with grades 9-10 at the former Northeast High School campus and grades 11-12 at the former Ole Main campus. Additionally, Central Junior High School was closed and the student assignment zones for the remaining three 903 RLRSD SP-00702 junior high schools for grades 7 and 8 redrawn to ensure comparable racial balance. These modifications were implemented at the beginning of the 1990-91 school year, i.e., August, 1990. The remaining modifications occurred as a result of the settlement among the parties. First, the parties agreed to the NLRSD's \"Petition to Modify NLRSD's Desegregation Plan\" (hereinafter \"NLR 2/89 Petition\") submitted to the Special Master in February, 1989 and incorporated into the parties' \"Interdistrict Desegregation Plan\". See 8 JDR 1737-46. The provisions of the Petition dealing with interim efforts to desegregate Lakewood Junior High School pending the secondary reorganization to be implemented in the 1990-91 school year (8 JDR 1737-39) were satisfied and are no longer applicable since the secondary reorganization has now been accomplished. The other provisions of the Petition have now been incorporated into the NLR Plan. The final modification of the NLR Plan occurred as a result of the \"Stipulated Compensatory Education Programs to be Implemented by the NLRSD with Settlement Monies\" (hereinafter \"NLR Comp. Ed. Stip.\") filed on October 25, 1989 (14 JDR 3584-91) which satisfied paragraph VIII D. of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989 (as revised September 28, 1989) (14 JDR 3483) (requiring a description of the compensatory education programs to be implemented by the NLRSD with funds to be received from the Settlement Agreement). This Stipulation also gave effect to and now supersedes that portion of the original NLR Plan which described additional compensatory education programs 904 RLRSD SP-00703 which could be implemented only with additional State funds. See 3 JDR 562-574. In organizing the original NLR Plan and these modifications into a single plan document, the March Plan has been used as the base document. Thus, Sections 1, 2 and 3 of the October Supplement, which involve the same topics as Sections 1, 2 and 3 of the March Plan, have been relabeled Sections lA, 2A and 3A and placed immediately after Sections 1, 2 and 3 respectively of the March Plan language. Sections 4 through 9 of the October Supplement have then been added as Sections 4 through 9 of this consolidated plan document. The addenda which immediately followed the respective sections of the March Plan and October Supplement have been moved to a separate volume for attachments. Commentary - is included through the use of footnotes or parentheticals\nomissions are reflected by\"[***]\" with an explanatory footnote as appropriate\nand new language is identified by footnote or by underlining as appropriate (except for this History, all of which is new). These steps were taken to minimize the amount of editorial change and to retain as much of the original language as possible since that is the language approved by this Court and the Court of Appeals. SP-00704 905 IILRSD PLAN FOR IMPLEMENTING THE REMEDIAL ORDER OF THE COURT OF APPEALS FOR THE EIGHTH CIRCUIT AS IT APPLIES TO THE NORTH LITTLE ROCK SCHOOL DISTRICT 1 1ariginally submitted on March 17, 1986, supplemented on October 14, 1986 and approved by the Court in LRSD v. PCSSD, 659 F. Supp. 363, 367-68 (E.D. Ark. 1987). 906 RLRSD SP-00705 - [***]2 INTRODUCTION I I 3 In its decision of April 13, 1984, this Court found the North Little Rock School District (NLRSD) to have committed the following segregative acts: 1. The NLRSD constructed and renovated schools in a manner which sought to preserve the racial identification of North Little Rock neighborhoods. Little Rock School Dist. v. Pulaski County Special School District No. 1, 584 F. Supp. 328, 343, Paragraph 39 (E.D. Ark. 1984) (LRSD I). 2. Blacks were underrepresented on the administrative staff and teaching faculties of the NLRSD schools. Paragraph 91. Id. at 348, 3. Whites were underrepresented in schools south of Interstate 40 and blacks were underrepresented in schools north of Interstate 40. Id., Paragraph 92. 4. The NLRSD has failed to have blacks coaching at the senior high school level. Id., at 348-49, Paragraph 93. 5. Blacks were significantly overrepresented in special education classes and no valid testing procedure could explain it. Id., at 349, Paragraph 94 and 99. Furthermore, the NLRSD classified white students as \"learning disabled\" while blacks 'The March Plan Introduction was rendered irrelevant by the requirement to file a plan to address the NLRSD's intradistrict as well as interdistrict violations and has therefore been deleted. See 2 JDR 83-84. ~ource: October Supplement, 3 JDR 541-43. 907 IILRSD SP-00706 were classified as \"mentally retarded.\" Id. at 350, Paragraph 103(l)(d) \u0026amp; (l)(g). 6. Blacks were underrepresented in the NLRSD's gifted and talented program. Id. at 349-50, Paragraph 100 \u0026amp; Paragraph 103(l)(a). 7. A disproportionate number of blacks drop out of school. Id. at 349, Paragraph 102. 8. Blacks were disproportionately expelled from school. Id., Paragraph 102. 9 . The NLRSD does not provide education programs for black students. 103(l)(c). adequate compensatory Id. at 350, Paragraph 10. A disproportionate number of black students were bussed in the NLRSD with \"less than satisfactory desegregation results.\" Id. at 351, Paragraph 103(5)(a). However, only four of these violations were found to have had a continuing interdistrict effect. Specifically, the NLRSD \"(a) failed to assign blacks to its central administration or to high school principalships and coaching positions\n( b) concentrated whites in schools north of Interstate 40 and blacks in schools out of it\n(c) assigned students to special education classifications on a discriminatory basis\nand (d) failed to apportion the burdens of transportation equally on black and white students.\" Id. at 353, Paragraph 10. The NLRSD's remedial plan, submitted as NLRX R-1, was directed toward remedying those segregative acts determined to have 908 RLRSD SP-00707 interdistrict segregative effects and did not address those violations which were intradistrict in their effect under the assumption that remedial efforts directed to intradistrict violations would be addressed in proceedings in Davis v. Board of Educ. of NLRSD, No. LR-68-C-151. The Court, however, directed that North Little Rock supplement its remedial plan in the present case to address the intradistrict violations that were not determined to have an interdistrict effect and that is the purpose of this document. 909 RLRSD SP-00708 SECTION 1: STUDENT ASSIGNMENT PLAN4 HISTORY OF STORM PLAN5 Elementary students within the District are assigned according to the Storm Plan in grades 1-6. The Storm Plan pairs a school in a predominately black area with one or more schools in a predominately white area. These schools are grouped so that each group's racial make-up represents the racial make-up of the District. This plan is based on two primary premises: first, that it accomplish total integration and, second, that it is the least discriminatory method possible in that no area of the District can be considered to be favored in any way. In order to be as fair as possible, students were initially - selected at random for transportation. The following procedure was used: all letters of the alphabet were placed in a container and an alphabet was drawn from the container. Beginning with that letter of the alphabet the student body in each school was divided into groups of appropriate size. When the end of the alphabet is reached, the process starts over and the District continues to regroup alphabetically. ELEMENTARY SCHOOLS6 The North Little Rock School District desegregation plan, 4rhe Court found in LRSD v. PCSSD, 659 F. Supp. 363, 367 (E.D. Ark. 1987) that the NLRSD had corrected any violations relating to student assignment. ~ource: March Plan, 2 JDR 85 ~ource: March Plan, 2 JDR 85 910 RLRSD SP-00709 - approved by the Court of Appeals, see Davis v. Board of Ed., 449 F.2d 500, 501 (8th Cir. 1971) and revised with the approval of the district court, see Davis v. Board of Ed., Order (E.D. Ark., May 12, 1978), incorporates the following features 7: 1. Since the total student population of the elementary schools in the North Little Rock School District is approximately 42 percent black and 58 percent non-black students, each elementary school in the district must have a student population which approximates as nearly as is feasible these percentages. 2. To assure that each school will have a student population which is composed of approximately 42 percent black students and 58 percent non-black students, schools are placed in groups so that students within each group can be assigned to schools in such numbers as is necessary to achieve the desired racial composition in each school. See Addendum lA. 3. Children entering the first grade after May 1, 1978, as well as all children entering the district from another school district after May 1, 1978, will enter the District pupil assignment plan according to the last name of the child shown on his official birth certificate (or his previous school record if he is entering from another ~tatistics in this section reflect the school population of the NLRSD in the 1985-86 school year since this part of the Plan was submitted in March, 1986. As of October 1, 1990, the elementary student population in the NLRSD was 49. 2% black and 50.8% non-black. 911 RLRSD SP-00710 school district) and will continue in the rotation cycle under that name. 4. Kindergarten students are assigned to their neighborhood schools and are not transported for purposes of racial balance. This was approved by the court in Davis v. Board of Ed., 362 F. Supp. 730 (E.D. Ark. 1973). S. Black students living in predominately white areas and white students living in predominately black areas are not bussed or transferred. The questions and answers concerning the District's student assignment plan (Addendum 18) are published in August of each year and mailed to all patrons of the North Little Rock School District. The decision of the Court of Appeals directs that the student - population in the District have a racial composition within 25% of the racial composition of the District as a whole. Mem. Op. at 62\n778 F.2d at 435. The NLRSD has 4,620 elementary students of whom 2,467 (57.9%) are non-black and 1,793 (42.1%) are black. Thus, in order to meet the~ 25% standard, each school must have a non-black population between 42.4% and 73.4%, i.e., 57.9% ~ 15.5%. All the elementary schools in the District are presently in compliance with this standard. 8 JUNIOR HIGH SCHOOLS9 \u0026amp;rhese data and the use of the present tense related to data provided in March, 1986. 9source: March Plan, 2 JDR 87 and NLR Secondary Reorganization, 4 JDR 910. 912 IILRSD SP-00711 Junior high schools, grades seven and eight, 10 are also assigned by zones. [***) Each junior high school reflects the racial make-up of the District. These zones will be changed, if and when necessary, to maintain the racial balance within the District. [***)11 SENIOR HIGH SCHOOLS [ * * * ] 12 For twenty years, the NLRSD had two senior high schools - Northeast and Ole Main. Beginning in the 1990-91 school year, however, these schools were consolidated into a single school - North Little Rock High School - with two campuses. All students grades 9-10 are assigned to the East campus (formerly Northeast High School} and all students grades 11-12 are assigned to the West campus ( formerly Ole Main) . 13 STUDENT DISTRIBUTION NORTH AND SOUTH OF I-40 1As a result of the NLR Secondary Reorganization, 4 JDR 910, Central Junior High School was closed. The remaining three junior high schools were converted to grades 7-8 rather than 8-9 and their attendance zones were redrawn to ensure racial balance. The language of this subsection has been modified to reflect these changes. 11Addendum lC, 2 JDR 94, which was referenced in the deleted language has also been eliminated. 14.l'he section in the March Plan, 2 JDR 88, dealing with senior high school assignment has .been deleted since it has been superseded by the NLR Secondary Reorganization, 4 JDR 910. Addendum lD, 2 JDR 95, which was referenced in this language has also been deleted. 1~ource: NLR Secondary Reorganization, 4 JDR 910. 913 RLRSD SP-00712 [***]14 VOLUNTARY TRANSFERS BETWEEN NLRSD AND PCSSD 15 To a.uoid thi. poti.ntia.l that any NL.RSO :.i.conda.ry :.chool:. might thi. othi.r :.i.conda.ry achool:., and to a.:.:.i:.t thi. Fu.la.a.Id Cou.nty Spi.cia.l School Oi:.trict in thi. gff,-ctiui. impl,-mi.nta.tion of it:. propoai.d long tgrm d,-:.,-gr,-ga.tion plan, th,- North L.ittli. Rock School Oi:.trict will a.:.:.ist th,_ FCSSO in it:. i.ffort:. to rgcru.it black :.tu.d,-nt:. from Ridgi.roa.d, Roa'- City a.nd Ci.ntra.l Junior High School:. to a.tt,-nd Oa.k Groui. Junior High School on a. voluntary ba.:.i:. In addition, th,- NL.RSO will pgrmit black :.tud,-nt:. from Ol,- Ma.in High School to a.tt,-nd thi. :.i.nior high :.chool a.t Oak t\nrovi. prouidi.d no :.chool a.nd that :.a.id tra.n:.f,-r:. do not rg:.ult in a lo:.:. of rgv,-nui. to th,- NL.RSO North L.ittl,- Rock will a.l:.o a.cc,-pt thi. tra.n:.fgr of 1-ihit,- stud,-nt:. from Oak t\nrovi. Junior and Si.nior High School:. to Oli. Ma.in High School a.nd Ro:.,- City, Ridg,-roa.d and Ci.ntra.l Junior High School:. undi.r thi.:.,- :.a.mi. condition:. To aid in the desegregation of NLRSD and PCSSD schools, the North Little Rock School District and the Pulaski County Special School District will cooperate in each other's efforts to recruit 1~he language in the March Plan regarding student distribution north and south of I-40 has been deleted since it does not describe any plan, policy or procedure governing student assignments and any violation in this regard has been found to be corrected. See LRSD v. PCSSD, 659 F. Supp. 363, 367 (E.D. Ark. 1987). 1~ource: NLR 2/89 Petition, 8 JDR 1739-40. 914 RLRSD SP-00713 black students from the NLRSD to attend PCSSD schools and white students in the PCSSD to attend NLRSD schools on a voluntary basis provided no transfer negatively affects the desegregation status of any NLRSD or PCSSD school. 16 COMMUNICATION OF ANTICIPATED SCHOOL ENROLLMENTS Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. INTERDISTRICT TRANSFERS OF TEACHERS' CHILDREN. 17 In the 1987 Legislative Session, the Arkansas General Assembly passed two Acts which either directly affect or could affect the 16source: NLR 2/89 Petition, 8 JDR 1739 -40. The language limiting such transfers to Oak Grove Junior and Senior High Schools in the PCSSD and to secondary schools in the NLRSD has been modified to reflect the adoption of the Public School Choice Act, A.C.A.  6-18-206 (Supp. 1989), passed after the NLR 2/89 Petition was agreed to by the parties and submitted to the Court, which permits such interdistrict transfers to any school in another district provided only that one is moving from a greater racial proportion to a lower racial proportion. 17Source: Proposed Addendum submitted by NLRSD on July 21, 1987 and approved by the Court's Order of July 27, 1987 regarding Acts 624 and 762 of 1987. See Addendum lE. 915 RLRSD SP-00714 desegregation efforts of the North Little Rock School District. Act 762 of 1987, copy attached as part of Addendum lE, 18 directs that no school district may permit or accept transfers of students from other school districts if either school district is under a desegregation order and the transfer would negatively affect the racial balance of the district subject to the desegregation order. This policy is consistent with the established policy of the NLRSD and the District will continue to adhere strictly to these requirements. However, the Legislature also passed Act 624 of 1987, copy attached as part of Addendum lE, which states that \"the children or wards of anyone who is a public school teacher in one school district entitled and a resident of another school district ... shall be to attend school in either ... district ... \". This is seemingly inconsistent with the \"no transfer\" requirements of Act 762, and, as a result, the Attorney General was asked for an opinion regarding this apparent conflict. In Opinion No. 87-190, copy attached as part of Addendum lE, the Attorney General opined that a child living in one district who was enrolled, pursuant to Act 624, in another district was not a transfer subject to the provisions of Act 762 since the child was statutorily entitled to attend school in either district. In light of the Attorney General's opinion, the NLRSD has no discretion regarding the admission of the children or wards of non- 1~hile Addenda lC and 10 have been deleted, see notes 10 and 11 supra, this has been designated lE to avoid any possible confusion. 916 RLRSD SP-00715 resident teachers and this situation could result in an interdistrict segregative effect on the racial composition of the LRSD and NLRSD. Specifically, the NLRSD has 578 teachers of whom 141 live in the LRSD, the great majority of whom are white. 19 Thus, if a significant number of these teachers enrolled their children in the NLRSD, it would result in a negative impact on the racial composition of the LRSD student body. To date, the number of applications for such interdistrict enrollment of teachers' children has been minimal and the race of those applying has been so balanced as to have no adverse effect on either school district involved. However, to protect against the potential adverse interdistrict effect that such enrollment makes possible, the NLRSD will report to the Court annually regarding the - number and race of teacher's children who are being enrolled in the district where the teacher is employed rather than in the district in which they reside. Should a problem develop, the NLRSD will ask the Court for relief. Until that time, however, the NLRSD will adhere to the requirements of Acts 624 and 762 as interpreted by the Attorney General's Opinion No. 87-190. 1'These numbers were accurate as of July, 1987 when the - Addendum was submitted to the court for approval. 917 IILRSD SP-00716 SECTION lA: STUDENT ASSIGNMENT20 Section 1 of NLRX R-1 21 addressed issues relating to student assignment and established a plan for assigning students in the NLRSD which remediated any concentration of whites and blacks north and south of Interstate 40 and achieved a racial balance in each school well within the standard of plus or minus one fourth of the District-wide racial make-up. These student assignment provisions were not criticized at trial or in the proposed findings submitted by the parties and the NLRSD believes these provisions fully remediate the effects of any violation related to student assignment. 22 2Source: October Supplement, 3 JDR 544. 21NLRX R-1 is the March Plan. 24I'he Court held in LRSD v. PCSSD, 659 F. Supp. 363, 367 (E.D. Ark. 1987) that all deficiencies related to student assignment had been corrected. 918 RLRSD SP-00717 - SECTION 2: STAFF RECRUITMENT PLAN23 The Eighth Circuit directed the North Little Rock School District to develop a plan to comply with earlier decrees regarding increasing the representation of blacks as principals and administrators in the North Little Rock School District. To ensure that a greater number of black applicants are attracted to teaching positions which would improve the pool of qualified applicants for administrative positions, and in order to meet the standards set by applicable law, the North Little Rock School District proposes the following components of a comprehensive recruitment plan. INTERNAL ACTIVITIES 24 1. The District will develop a budget that anticipates activities related to all components of the plan and provides the necessary funding for these activities. 2. North Little Rock School District personnel will be notified of vacancies in administrative and principal positions and will be encouraged to apply. 3. Periodically, the North Little Rock School District will conduct an interest survey among its teachers and administrators with the purpose of identifying those individuals who would be interested in advancement to administrative or principal positions. COLLEGE AND UNIVERSITY CONTACTS25 23source: March Plan, 2 JDR 96 24source: March Plan, 2 JDR 96 25source: March Plan, 2 JDR 97 919 IILRSD SP-OO718 College and universities are perhaps the qualified applicants for teaching positions. District will contact these institutions for recruiting qualified black applicants. best source Therefore, the purpose of the of 1. The District will identify regional colleges and universities which have strong teacher education programs with significant black enrollment. 2. The District will identify regional universities having post graduate education programs with significant black enrollment for the purpose of soliciting black applicants for administrative positions. 3. The district will contact those institutions identified in paragraphs 1 and 2, as well as others, using a letter of introduction (Addendum 2A) and will provide them with a brochure containing brief information about the District, occupational opportunities and employee benefits\nan Equal Opportunity Employer statement\nand a kit containing other pertinent information. 4. District personnel will visit institutions expressing interest, those teacher training with special emphasis on established career days or special events sponsored by the institutions and with special attention given to institutions that have historically produced great numbers of black educators. S. District personnel will attend visitation seminars at interested institutions at times agreed upon by the 920 RLRSD SP-00719 6. institution and the District. Prearrangements and announcements would be made through the appropriate officials at the institutions. The District will develop appropriate materials for distribution to institutions and their interested students, including an introductory letter (Addendum 2B)\na description of employee benefits (Addendum 2C)\na District brochure (Addendum 20)\nan application\nspecific informational items on teaching, coaching, and administrative positions\nnotices on current job vacancies\na schedule of visitations and seminars\nand the brochure described in paragraph 3 above. COMMUNITY ACTIVITIES 26 Another excellent source for recruitment can be found in community programs and activities. To this end, the District will ensure that its participation in community programs and activities is consistent with its commitment as an equal opportunity employers. 1. Black community leaders will be invited to talk with the North Little Rock School District concerning the employment of black administrators. 2. The District will also contact community organizations, such V as the Urban League of Greater Little Rock, which provide employment referrals for black professionals. PROFESSIONAL ASSOCIATIONS 27 2t:source: March Plan, 2 JDR 98. 2~ource: March Plan, 2 JDR 99. 921 BLRSD SP-00720 Placement services provided by professional associations for their members is an additional method of recruitment. 1. The District will identify those educational organizations which could serve as a source of black applicants for administrative positions. 2. The District will contact those organizations which provide employment information and will provide them with relevant materials regarding employment with the NLRSD. 3. Where appropriate, District personnel will attend regional or national conferences sponsored by professional associations for the purpose of recruiting administrative personnel. OTHER OUTSIDE ACTIVITIES 28 1. Recruitment activities will be administered by those fully aware of the District's non-discrimination and equal employment opportunity policies. 2. Recruitment programs may be held in hotel/motel conference rooms in cities considered a promising source of applicants - for example, Memphis, Tennessee\nJackson, Mississippi\nBaton Rouge, Louisiana. Such programs would be preceded by extensive local publicity. 3. It will be the policy of the North Little Rock School District to notify in writing all recruitment sources and to state in all recruiting materials, including newspaper advertisements, that it is an \"Equal Opportunity Employer\". 4. The District will produce a 10-minute slide show or videotape 28source: March Plan, 2 JDR 99. 922 SP-00721 IILRSD presentation describing the District and occupational opportunities in the District for use at recruitment sites. 5. When appropriate, the District will advertise teaching and administrative vacancies in newspapers and other media in communities that have colleges and universities targeted for recruitment efforts. SP-00722 923 RLRSD SECTION 2A: STAFF RECRUITMENT PLAN29 In Section 2 of NLRX R-1 30 the NLRSD enumerated the steps it will take to improve the recruitment and selection of black faculty and staff. Included in these are job posting and an employee interest inventory intended to improve promotional opportunities for black employees, with particular emphasis on placing blacks in administrative and principal positions. These efforts are all related to remediating violations 2 and 4 which related to the underrepresentation of blacks principal and coaching positions. in administrative, teaching, At trial, there was criticism of the failure to provide for numerical goals and timetables. In the NLRSD's Proposed Findings of Fact and Conclusions of Law, the District addressed this criticism by incorporating requirements that the District develop numerical goals and timetables. NLRSD F.O.F. \u0026amp; C.O.L. #20. A labor economist will be employed to conduct an analysis of the pool of qualified applicants in the relevant labor market for each job classification. 31 In addition, the vacancies in the District for the last five years, anticipated new positions and positions it is anticipated will be eliminated will be considered in determining the vacancies reasonably anticipated in the future. The 29source: October Supplement, 3 JDR 545-46. 3:rhe March Plan. 31This labor market analysis was completed in 1988 and submitted to the Special Master. See 5 JDR 1451-78. 924 RLRSD SP-00723 availability data and vacancy information will then be utilized in developing reasonable goals and timetables for each classification. The NLRSD proposes that these be submitted to the Court no later than March 1, 1987. NLRSD F.O.F. \u0026amp; C.O.L. No. 23. When fully implemented, the NLRSD believes these recruitment efforts and selection goals will fully remediate any violations related to the underrepresentation of blacks in administrative, teaching, principal or coaching positions. 925 RLRSD SP-00724 SECTION 3: SPECIAL EDUCATION PLAN32 INTRODUCTION The Court of Appeals has ordered the North Little Rock School District to adopt a \"racially neutral plan evaluating and placing students requiring special education.\" Mem. Op. at 61, 778 F.2d at 435. In addressing this directive, the NLRSD remains cognizant of several important factors. First, the District is obligated by State and federal law to provide every handicapped child with a free and appropriate education. While classifying black children as in need of special education when, in fact, they do not need it, could be discriminatory and, thus, a violation of the Constitution, the failure to provide special education to a black child who did need it would be a violation of Public Law 94-142 and Arkansas Act - 102 of 197 3. Recognizing the tension between these important public policies, the District considers that the emphasis of its special education plan must be on ensuring the accuracy of its evaluation programs and the elimination of any masking influence caused by cultural of socioeconomic biases. Second, the District recognizes that the Court of Appeals' primary concern is with the classification of black students as educably mentally retarded (EMR) and has, therefore, focused specifically on the evaluation, placement and instructional practices related to its mental retardation programs. Third, the District also notes that the evidence giving rise to the Court's findings arose from data collected in 1976 and 1980. Since 1980, however, significant 32source: March Plan, 2 JDR 117. 926 RLRSD SP-00725 - changes have been implemented in the State and federal regulations governing evaluation and placement in special education programs, many of which were specifically aimed at safeguarding against the misclassification of students as needing special education. See generally, Referral, Placement \u0026amp; Appeal Procedures: For Special Education and Related Services (Ark. Dept. of Educ. 1985) ([***]\nhereinafter referred to as \"Referral Procedures\".) and Program Standards and Eligibility Criteria for Special Education (Ark. Dept. of Educ. 1985). \"Program Standards\".) ( [ ***] 33\nhereinafter referred to as With these factors in mind, the North Little Rock School District proposes the following plan for implementing a race neutral special education program. STRICT ADHERENCE TO PROCEDURAL SAFEGUARDS REQUIRED BY STATE GUIDELINES 34 The Arkansas Department of Education, and the Regulatory Agency Responsible for the enforcement of the Education of the Handicapped Act of 1975, P.L. 94-142, 20 u.s.c.  1401 et seq., has issued detailed regulations governing the operation of special education programs in Arkansas public schools. These detailed guidelines were first issued in 1981 and were updated and reissued in 1985. See \"Referral Procedures\" (1981) and \"Program Standards\" 33since these are published documents available from the Arkansas Department of Education and are quite voluminous, they have been deleted as Addendum 3A and 3B and, references to Addendum 3A or 3B have been deleted. 3'1source: March Plan, 2 JDR 118 927 RLRSD SP-00726 - ( 1981) contained in NLRX 28. [ *** J 35 These guidelines incorporate provisions which specifically act as safeguards against improper evaluation and placement. DUE PROCESS PROTECTIONS36 In \"Referral Procedures\" ( 1981 \u0026amp; 1985), the Department of Education adopted detailed requirements for due process designed to safeguard against the misevaluation of a child and to ensure that the best educational interests of the child were of paramount importance. The North Little Rock School District complied with these requirements by implementing due process procedures consistent with the State regulations. A copy of the NLRSD's due process procedures are attached hereto as Addendum 3C. For a complete understanding of all the details of these procedures, one is referred to the procedures themselves. A summary of some of the more important features follows: 1. Parents must be notified of every step in the referral, evaluation and placement process and given the opportunity to attend and participate in all meetings and conferences. 2. Parents must give their consent before any formal evaluation or testing of the child may be done. 3. The parent has the right to be represented by the person of their choice at all proceedings. While not required by State or federal regulations, the NLRSD provides the parents of children being evaluated with a list of independent agencies who provide assistance to parents in this process. See 35Reference to Addendum 3A and 3B deleted. 3~ource: March Plan, 2 JDR 119 928 lfLRSD SP-00727 Addendum 3D. 4. No child can be placed in a special education program without either parental consent or court order. 5. The parent may request an independent professional evaluation from a list of twenty-four approved agencies. See Addendum 3E. While the NLRSD is required to pay for such an evaluation only in the event the District's evaluation is found to be incorrect, the NLRSD has nonetheless paid for every independent evaluation requested in the past even though its evaluations have never been found to be incorrect. The NLRSD will continue this practice to the extent its budget permits. 6. Finally, the parent has the right to appeal any evaluation or placement decision to a hearing officer, who conducts a formal evidentiary hearing, and ultimately to a court of competent jurisdiction. See \"Referral Procedures\" at 24-33 (1985). 7. In any appeal, the burden of proof as to any placement is upon the school district. See \"Referral Procedures\" at l.B, p. 24 (1985). 8. The NLRSD advises parents of these rights in writing at the beginning of the referral and evaluation process. ---SAFEGUARDS AGAINST IMPROPER USE OF TEST INSTRUMENTS37 In addition to the procedural safeguards discussed above which are designed to ensure an open process involving fully informed parents having access to independent review of any decision, the State regulations first adopted in 1981 also require the incorporation of specific safeguards in the assessment process. 3~ource: March Plan, 2 JDR 120. 929 RLRSD SP-00728 The most important of these safeguards are as follows: 1. Tests and other evaluation materials: a. Have been validated for the specific purpose for which they are used\nand b. Are administered by trained personnel in conformance with the instructions provided by their producer. c. Include materials tailored to assess specific areas of educational need 9nd not merely those which are designed to provide a single general intelligence quotient. 2. No single procedure is used as the sole criterion for determining an appropriate educational program for a child. 3. The evaluation is made by a multidisciplinary team or group of persons, including at least one teacher or other specialist with knowledge in the area of suspected disability. 4. The child is assessed in all areas related to the suspected disability, including, where appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. 5. Intellectual ability must be measured by an individual intelligence test appropriate to the student and such testing may only be done by a certificated educational examiner, licensed psychologist or licensed psychological examiner. See \"Referral Procedures\" at 3-4 (1985). STATE REGULATIONS SPECIFY WHICH TESTS MAY BE USED IN MENTAL RETARDATION ASSESSMENT38 38source: March Plan, 2 JDR 122. 930 RLRSD SP-00729 In furtherance of the requirement that tests must have been validated for the purpose for which they are used, the Arkansas Department of Education, in its \"Program Standards\" specifies by name, which tests may be validly used for what purpose. This is done for each handicap category. The provisions relating to mental retardation assessment are found at pages 13-1 through 13-7 of the \"Program Standards\" (1985). The North Little Rock School District is in compliance with these regulations. It uses no test not specifically approved in these regulations in making final evaluation and placement decisions and will continue to adhere to this practice. ADOPTION OF ALTERNATIVE ASSESSMENT PROCEDURES AND INSTRUCTIONAL PRACTICES SPECIFICALLY DESIGNED TO AVOID OVERREPRESENTATION OF MINORITY STUDENTS IN EMR PROGRAMS39 In addition to maintaining its compliance with all State and federal regulations governing special education, particularly those provisions designed as safeguards against the misclassification of individuals as being mentally retarded, the North Little Rock School District will engage in an on-going effort to identify and study new assessment and evaluation techniques which are designed to address the problem of overrepresentation of minority children in EMR programs. [ * * * ] 40 39source: March Plan, 2 JDR 122 4References to SOMPA found in the March Plan, 2 JDR 123, have been eliminated pursuant to the NLR 2/89 Petition, 8 JDR 1740-41. 931 RLRSD SP-00730 CANTALICIAN STUDY41 In 1984, the Cantalician Foundation, published a booklet entitled \"Technical Assistance on Alternative Practices Related to the Problem of the Overrepresentation of Black and Other Minority Students in Classes for the Educ ably Mentally Retarded\" (Cantalician Foundation, Inc.: 1984). (Addendum 3F\nhereinafter referred to as \"Cantalician Study at __ \"). This publication was commissioned by the Office of Civil Rights, United States Department of Education in an effort to provide technical assistance to state and local educational agencies in the reduction of the overrepresentation of minority students in EMR programs. As a result of its study, the Cantalician Foundation identified six alternative instructional practices, two alternative referral practices and two alternative assessment practices which appeared to be effective in reducing minority placement in EMR classes. The alternative instructional practices were endorsed by the Foundation because, if implemented successfully, they would enable some students at risk of EMR placement to improve their performance to the extent that referral for special services would not be necessary. The six practices identified were: 1. Direct Instruction with DISTAR (Cantalician Study at 10) 2. Exemplary Center for Reading Instruction (Id. at 13) 3. Precision Teaching (Id. at 20) 4~ource: March Plan, 2 JDR 123. 932 RLRSD SP-00731 4. Peer Tutoring (Id. at 20) 5. Adaptive Learning Environment Model (Id. at 23) 6. Computer Assisted Instruction (Id. at 26) 42 At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide - school districts with exemplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore, the parties agree that the North Little Rock School District should not be required to 42A detailed description of these practices is contained in the Cantalician Study attached hereto as Addendum 3F and will not be repeated here. [This footnote is in the original Plan. See October Supplement, 2 JDR 124.) 933 RLRSD SP-00732 implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit A Attached Addendum 3J). The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching nonhandicapped students. The North Little rock School District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. 43 CANTALICAN STUDY -- ALTERNATIVE ASSESSMENT PRACTICES 44 The Cantalician Foundation also recommended four alternative referral and assessment practices: 1. Pupil Appraisal Assessment Program (Id. at 30) 4~ource: NLR Petition, 8 JDR 1741-43. 44source: March Plan, 2 JDR 124-25. 934 RLRSD 2. Rapid Exam for Early Referral and Classroom Learning Screening (Id. at 35) 3. Reclassification and Declassification (Id. at 40) 4. Interactive Model for Professional Acticn and Change for Teachers (Id. at 46) The alternative referral and assessment practices listed above will be closely studied by the NLRSD. If there are critical attributes within the above referenced practices that are not currently in use in the North Little Rock School District and the addition of these attributes will lower referral and placement rates in the District without compromising educational quality, these attributes will be added or used to replace current practices. OTHER ALTERNATIVE PRACTICES45 In addition to the alternative instructional practices endorsed by the Cantalician Foundation, the NLRSD has also implemented a Chapter I Project for Elementary schools designed to identify children in grades K - 2 who lack the basic learning skills necessary for successful performance in the regular classroom. Teacher aides are assigned to the regular classroom specifically for the purpose of working with the students in this program and provide these students with intensive, individualized instruction designed to develop the learning skills needed. When successful this program avoids the need to place a student in a special education program and permits advancement through the 4~ource: March Plan, 2 JDR 125. 935 RLRSD normal curriculum. A more detailed description of this program is contained in Addendum 3G, entitled \"North Little Rock Public Schools: A Chapter I Project for Elementary schools\". INCREASED REVIEW BY INDEPENDENT PARTIES 46 State regulations provide that the Department of Education will conduct a review of each school district's special education program at least once every three years to determine compliance with all State and federal regulations. The North Little Rock School District's last compliance review was completed on April 18, 1984 and the District was found to be in compliance. See NLRX 30 \"Monitoring Checklist and Compliance Letter'' attached as Addendum 3H. All suggested improvements were implemented by January 31, 1985. See Letter to Ark. Dept of Education dated 1/31/85 attached as Addendum 3 I . In addition to this regularly scheduled compliance review, the District will invite the following organizations to conduct inservice training and/or periodic review of the district's policies, practices and procedures related to special education. 1. Child Advocacy Services, Inc. 2. Bureau of the Educationally Handicapped 3. Parents' Coalition for the Handicapped 4. Federal Office of Special Education 5. Arkansas Department of Education 6. Office of Civil Rights, U.S. Department of Education 46source: March Plan, 2 JDR 126. 936 RLRSD 5p-00735 As a further effort to open the District's assessment process to outside review and constructive criticism, child advocates will be invited to attend conferences where children's needs are being discussed, subject to parental approval where necessary. The Superintendent of the North Little Rock School District will also appoint a committee whose members will include, but will not be limited to, parents, patrons, students, teachers, licensed examiners, counselors, principals, speech therapists and special education administrators which committee will be charged with reviewing student records and special education procedures and whose members will be asked to attend student conferences. Additionally, this committee will be asked to monitor all phases of the District's special education program and its compliance with State and federal regulations at least every 18 months. 937 RLRSD SP-00736 SECTION 4: COMPENSATORY EDUCATION49 The North Little Rock School District believes that each student can learn and encourages each student to achieve according to his or her best abilities. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. The curriculum in the elementary schools places primary emphasis on the basics of reading, spelling, language, mathematics, writing, social studies, science and health. Students also participate in music, art, and physical education activities. Mastery of skills in each subject is stressed, and career awareness is a component in many of the basic subjects. The junior high program provides a period of transition from the elementary school to senior high school. The transition covers all areas of school life: academic, co-curricular, and social. At the junior high level, continued emphasis is placed on the individual and on basic skills instruction, while a wider scope of instructional programs and co-curricular activities is introduced. In addition to basic disciplines, junior high students may select electives in modern foreign languages, industrial arts, home economics, exploratory business, art, communications, choral music, and band. Introduction to competitive athletics, student government, spirit clubs, and special interest organizations encourage self-development and preparation for high school. The senior high schools provide a comprehensive course of 49source: October Supplement, 3 JDR 548. 939 RLRSD SP-00738 study based on the District's commitment to providing a classical college preparatory curriculum and career preparation programs. A strong basic academic program and a wide-range of electives in fine arts, foreign languages, forensics, business, and vocationaltechnical skills offer a multitude of options to high school students. The District recognizes, however, that the regular curriculum is often insufficient in aiding disadvantaged students, particularly disadvantaged minority students suffering the effects of centuries of societal discrimination, to achieve mastery of basic skills. Therefore, within the framework of a comprehensive curriculum which meets and exceeds state standards and which is structured to meet the varying individual needs of all students, the North Little Rock School District must address identified remedial needs of disadvantaged minority students. The following compensatory programs and compensatory components of programs will be provided to help students overcome the segregative effects of a nonunitary school system. Like the Little Rock School District, however, the North Little Rock School District lacks sufficient resources to implement all the compensatory programs it would like to have available and still provide a regular program of instruction which is educationally adequate. The District is aware that Little Rock contends that the State is obligated, pursuant to the Court of Appeals decision in this case, to provide additional funds to all three school districts for additional compensatory education. The NLRSD does 940 RLRSD SP-00739 not necessarily share this interpretation but should Little Rock's position be the correct one, there are compensatory programs beyond the District's present means which should be implemented if the State is obligated to provide the additional funding. Because of this ambiguity in the availability of resources, the NLRSD has provided two lists of compensatory programs. The first lists those programs which the District has implemented or will implement from its present funding base and without additional funding from the State. The second lists those compensatory programs the District would like to implement but cannot without additional State aid. [***)~ PROGRAMS IMPLEMENTED WITHOUT ADDITIONAL STATE ASSISTANCE EARLY CHILDHOOD PROGRAM Kindergarten programs will be implemented at each elementary school with a District goal of 100 percent attendance by all eligible students. Two diagnostic tests, the Boehm-R Test of Basic Concepts and the [***) Early Prevention of School Failure Test 51 , will be administered to all kindergarten children at the first of each school year. The Boehm test assesses student understanding of fifty basic concepts which are fundamental to understanding verbal 5Addendum 4A and, thus, references to Addendum 4A have been eliminated since Add. 4A has been deleted and superseded by the NLR Comp. Ed. Stip. regarding compensatory programs to be implemented with the settlement funds from the State. See 14 JDR 3584-91. 51The Early Prevention of School Failure Test has replaced the Dallas Preschool Screening Test included in the October Supplement (3 JDR 550-51) pursuant to the NLR 2/89 Petition, 8 JDR 1743. 941 IILRSD SP-00740 instruction and are essential for early school achievement. [***] 52 Teachers will use the data from these two tests to design a prescriptive learning program for each child. They will assume the responsibility for implementing the instructional learning programs. Intensified Instruction. At levels kindergarten through second grade, teacher aides will be assigned to assist teachers in providing learning experiences for selected students who exhibit deficiencies in reading, language, and basic concepts. Third grade students in selected schools will also receive special instruction from paraprofessionals. The paraprofessional will provide supplemental compensatory instruction for selected students. Instruction will occur in small groups and on a one-to-one basis. The instructional lessons provided by the paraprofessional will be correlated with the instructional lessons provided by the teachers. BASIC SKILLS INSTRUCTION53 The curriculum in grades K-7 places primary emphasis on the mastery of the basic skills in reading, language arts, and mathematics. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. s2I d. 5~ource: October Supplement, 3 JDR 552. 942 RLRSD SP-00741 In grades 8-12, continued emphasis will be placed on the individual student and on basic skills instruction within the framework of a comprehensive secondary curriculum. 1. PACIR. A curriculum renewal project for Mathematics and Language Arts called Practical Approach to Curriculum and Instructional Renewal (PACIR) will be developed to insure that classroom learning meets the expectations of parents and students. In this program, objectives will be developed\nstudents' progress will be measured\nstudents' needs will be identified\nany programs, practices, and resources will be adjusted. Through this emphasis on the mastery of the basic skills, the North Little Rock School District will continue to focus on the remediation of identified deficiencies in reading, language arts, and mathematics. 2. Early Childhood Program. First and second grade students, as well as third grade students in selected schools, who have identified reading deficiencies will receive supplemental reading instruction as described in the Early Childhood section. This instruction will be in addition to the regular reading instruction and will be planned and directed by the classroom teacher. The program will include one-to-one tutoring by a trained paraprofessional. 3. Additional Reading Instruction. Generally, District elementary students will be involved 943 RLRSD sp-00742 in only one small group classroom instructional reading lesson per day. Selected elementary students will be involved in an additional reading instructional lesson per day. Students who are reading below grade level and who are experiencing difficulty in reading will be prime candidates for this additional instruction. 4. Academic Skills Development Plans. State Minimum Performance Tests will be administered to students at the third, sixth, and eighth grade levels. Teachers will work in cooperation with principals, parents, and counselors to develop and implement Academic Skills Development Plans for all students who do not pass the Minimum Performance Tests. Each individual student plan will include a list of the basic skills which were not mastered by the student and strategies for remediation of these deficiencies. Teachers will be required to indicate the date when mastery of each skill has been reached. 5. Remedial Reading at the Junior High School Level. Remedial reading classes will be provided at each junior high school for students with deficiencies in reading. The classes will be staffed by reading specialists. Special emphasis will be placed on the following skills: comprehension, word recognition, communication, study skills and survival reading skills. PUPIL SERVICES 54 54source: October Supplement, 3 JDR 554. 944 RLRSD SP-00743 In addition to the opportunities for academic achievement provided by the core curriculum, the District will provide specialized programs and services to diagnose and meet the particular educational needs of all students and to foster their individual physical, social, intellectual, and emotional growth. The special needs of identified disadvantaged and minority students will be met in a variety of ways. 1. Guidance Services. A guidance program will be provided in each school to aid students in educational, personal, social, and vocational development. All students will have access to a guidance counselor. The ratio for secondary schools will be one counselor for every 450 students. For elementary schools, the ratio will be one counselor for every 600 students. Particular attention will be paid in this program to the needs of minority and disadvantaged students. 2. Diagnosis and Prescription. A comprehensive assessment program will permit the District to identify students who are having academic problems and to provide opportunities for them to experience success. The assessment program will include standardized tests in grades 2-10\nMinimum Performance Tests in grades 3, 6, and 8\naptitude tests\nsubject area mastery tests\ndiagnostic tests, such as the Boehm Test\nteacher-made tests\npsychological tests\nand heal th screening. Test data will be used in planning appropriate compensatory programs and services for 945 RLRSD SP-00744 students. Again, particular emphasis will be placed on the needs of minority and disadvantaged students. 3. Social Work. A half-time social worker will provide services for students who have serious problems with school adjustment. The social worker will serve as a link between school, home, and community and will assist students in overcoming academic, social, and behavior problems. 4. Homebound Services. Students with medical conditions which require them to be absent from school for four or more consecutive weeks will be provided instruction by a certified teacher. LEARNING RESOURCES55 1. Library/Media Program. The library/media program is a key component of the instructional program. The District Instructional Materials Center and the individual school media centers are extensions of classroom instruction as books, films, videotapes, and other instructional materials are utilized to expand and enrich the curriculum. The media specialist, recognizing students' unique learning abilities, performance levels, learning styles, and interest, prescribes appropriate curricular and special interest learning materials. This service is extremely beneficial to educationally disadvantaged students as their specific learning needs are matched to 5~ource: October Supplement, 3 JDR 556 946 RLRSD SP-00745 appropriate learning materials. 2. Computer Assisted Instruction. For those students whose instructional needs require reteaching and additional drill and practice to achieve mastery in reading, language, and mathematics, computer assisted instruction will be provided. Computer activities will be integrated into the instructional program so that classroom instruction will be reinforced by concentrated ontask learning on the computer. All schools will use computers and computer assisted instruction and computer managed instruction software. 3. Basic Skills Computer Laboratories. Basic Skills Computer Laboratories have been established at Argenta Elementary School, Central Junior High School, and Rose City Junior High School. The basic skills computer laboratories provide supplementary computer assisted and computer managed instruction in reading, language, and mathematics for all students on a regularly scheduled basis. Utilizing IMPAC software and course materials, the supplemental instruction is geared to the individual student's needs. The educationally disadvantaged student will benefit greatly from this individualized program. SUMMER LEARNING EXPERIENCES56 To extend students' opportunities for the mastery of the basic skills and for enrichment, a program of summer learning experiences 5'Source: October Supplement, 3 JDR 558. 947 IILRSD SP-00746 will be established. 1. Summer School for Secondary Students. A summer school program will be offered on a tuition basis for students in grades 9-12. Students may elect to take remedial or enrichment courses. 2. Pilot Project for Eighth Grade Students. During the summer of 1987, a pilot summer program funded by JTPA (Job Training Partnership Act) will be conducted to remediate the learning deficiencies of eighth grade students who did not pass the Minimum Performance Test. The procedure will be to assess learning deficiencies, plan for and provide individualized instruction, and utilize the best learning approaches available in a concentrated time frame. Transportation will be provided for the students. If the pilot project is successful and if JTPA continues to fund the project, the eighth grade summer school will be implemented each summer. PARENTAL/COMMUNITY INVOLVEMENT57 Parents will be encouraged to become informed about the District's educational program and involved in their children's instructional program. Opportunities for involvement will include: PTA\nChapter 1 Parent Advisory Committee\nDistrict committees such as Curriculum, Textbook, Discipline, Gifted, Special Education, and Six-Year Planning\nand local school committees such as Six-Year Planning, 5~ource: October Supplement, 3 JDR 558. 948 RLRSD SP-O0747 - PTA, and NCA Self-Study. Steps will be taken to assure that there is biracial participation in this committee work. A part-time coordinator will work with Volunteers in Public Schools (VIPS) which serves as a vehicle to involve parents directly in the instructional process. Parents will serve as resource persons, do one-to-one tutoring for students not achieving mastery of the basic skills, and perform other volunteer tasks. Parents will be kept well-informed of their children's progress in school. Conferences will be scheduled at least twice each year for parents of elementary students and at least once each year for parents of secondary students. This parental involvement, while important for all students, is extremely critical to the success of many disadvantaged and minority students, and special - attention will be paid to these students. Report cards will be issued at the end of each nine week grading period. Written interim progress reports will be sent home to parents if a student is making unsatisfactory progress. Parents will be asked to confer with teachers throughout the year concerning the student's progress. For minority students who are participating in other compensatory education programs extra steps will be taken to involve parents or guardians in the student's educational experiences. Through the Classmates Program, the business community will become more informed about and more involved in the educational process. Efforts will be made to extend Classmates, which provides the opportunity for a business and a school to become community 949 RLRSD SP-00748 partners, to all North Little Rock schools. STAFF DEVELOPMENT58 The North Little Rock School District Staff Development Program is designed to assist each staff member in performing at his/her optimum level in every area of the total teaching act. The District programs which will impact greatly on compensatory education are the Program for Effective Teaching (PET) and Classroom Management Training. 1. Program for Effective Training. The Program for Effective Training (PET) teaches the teacher the key elements which must be present in any instructional lesson if student mastery is to occur. A training cycle consists of: seven full days of instruction for the teacher\nfive practice lessons taught by the teacher while being observed by a trained observer\nand follow-up conferences by the observed and teacher. Since all present staff members have completed PET training, new teachers will receive the training each spring. Students with learning deficiencies will profit as the instructional proficiency of teachers is increased. 2. Classroom Management Training. In the training sessions, Classroom Management is approached as a matter of preparation, organization, and instruction. The program stresses that effective classroom managers are successful, not so much because they are more 5~ource: October Supplement, 3 JDR 560. 950 RLRSD SP-00749 effective in responding to problems of inattention or disruption, but because they are more effective in preventing such problems. Each training cycle consists of two days of training for each teacher and three classroom observations. Following each observation, the trained observer confers with the teacher to commend areas of strength and to provide assistance in overcoming deficiencies in classroom management. All elementary teachers have completed this training. New elementary teachers and all secondary teachers will receive Classroom Management Training. Since many students who are encountering learning problems are often inattentive or disruptive, this program impacts positively on these students as teachers learn to manage classrooms more efficiently and effectively. 951 RLRSD SP-00750 STIPULATED COMPENSATORY EDUCATION PROGRAMS TO BE IMPLEMENTED BY NORTH LITTLE ROCK SCHOOL DISTRICT WITH SETTLEMENT MONIES59 The programs listed below will be implemented with settlement monies pursuant to paragraph VIII. D, at page 39, of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989, as amended. The District cannot presently implement these programs without funds from the Settlement Agreement due to the financial condition of the District. In its October, 1986 Supplement to Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as it Applies to the North Little Rock School District, approved by the Court in its Order of February 27, 1987 (LRSD v. PCSSD, et al., 659 F. Supp. 363, 367-68 (E.D. Ark. 1987), the NLRSD described in Section 4: Compensatory Education, certain educational programs needed to address achievement disparity of black students which could be implemented only with additional funding from the State. With the settlement monies from the State, the NLRSD will now be able to implement those programs as described below. SETTLEMENT PLAN FOR COMPENSATORY EDUCATION Programs to be Implemented with Settlement Monies I. Learning Resources 59source: NLR Comp. Ed. Stip., 14 JDR 3584-91. These stipulated programs were approved by the Court of Appeals in LRSD v. PCSSD, 921 F.2d 1371, 1387-88 (8th Cir. 1990). This stipulation gave effect to and now replaces that portion of Section 4 of the October Supplement describing programs which could only be implemented with additional state funds. Therefore, 3 JDR 562-574 has been deleted and replaced by this stipulation. 952 RLRSD SP-00751 Goal: Provide technology based remedial basic skills instruction to reduce the achievement disparity between black and non-black students. A. Basic Skills Computer Laboratories The first priority of this Settlement Plan is to establish a twenty-eight station Basic Skills Computer Laboratory in each elementary school to assist students in mastering the basic reading, language and mathematics skills. Settlement funds, federal funds and other available funds will be utilized to fund the computer laboratories. The first priority will be to increase the size of existing computer laboratories at Redwood, Boone Park, Amboy, Glenview and Rose City elementaries to twenty-eight station labs. Computer laboratories would then be added to all other elementary schools in priority based upon the largest number of economically deprived students as determined by the eligible participants in the free/reduced lunch program. The expansion of labs at these five schools will occur the first year of the Plan and additional schools will be equipped with a computer laboratory starting the second year of the Settlement Plan and completing that installation process by the end of the fourth year of the Settlement Plan. B. Diagnostic and Prescription Diagnostic and prescriptive services will be 953 HLRSD SP-00752 available to each grade 1-8 student and teacher in reading, language and mathematics through locally developed PACIR objectives with prescriptive test and the use of the Curriculum Management software that IBM has under development or some comparable alternative. 60 The North Little Rock School District has requested that IBM Corporation allow North Little Rock School District to participate in the pilot of this software this year. Through the use of PACIR objectives and diagnostic tests using the Curriculum Management software, individual education plans (IEP) will be made available for students. These services will be available during the fourth year of the Plan provided IBM Corporation has developed and releases the Curriculum Management software in early 1990. 61 II. Pupil Services (and Program Monitoring) Goal: To assess student achievement and monitor the reduction of achievement disparity between black and non-black students. A. Diagnosis and Prescrietion Standardized achievement testing will be extended to grade 1 and grade 11 in order to provide more sequential 6~BM has withdrawn the Curriculum Management software and the status of its development and likelihood of release is unknown. The NLRSD is presently seeking a suitable alternative. 954 RLRSD SP-00753 and comprehensive data for curriculum assessment and individual student mastery. Achievement data by race will be developed for each school by grade. These data will be analyzed each year to determine program efficacy and in developing achievement components of each school's annual School Improvement Plan. Beginning in year one of the Settlement Plan, the District will provide up to $5,000.00 to assist disadvantaged youth in paying for college entrance testing such as the SAT and ACT. III. Staff Development Goal: Provide teachers with additional skills and awareness which will more greatly involve minority students into the mainstream of classroom activities and reduce teacher preconceptions which might hinder learning by black students. A. Teacher Expectations and Student Achievement (TESA) Extensive research shows that teacher interaction with students perceived as low achievers is less motivating and less supportive than interaction with students perceived as high achievers. Research also shows that high achievers receive more response opportunities and are given more time to respond to questions. This has particular application to educating minority and disadvantaged students. The Teacher Expectation and Student Achievement Program (TESA) deals with these important research data. 955 NLRSD SP-00754 It addresses the effects of teacher expectations on student achievement. In the program, teachers learn to increase specific motivating and supportive interactions with low achievers. Fifteen interactions are presented in the program. The training program consists of five workshop sessions and five classroom observations per teacher. The TESA program will begin implementation the first year of the Plan, and all teachers will have received TESA training by the end of the sixth year of the Plan. IV. Early Childhood Goal: To better prepare disadvantaged and minority four and five year old students for school success. A. Pre-Kindergarten Program To better prepare disadvantaged and minority students for school success, a HIPPY program will be established in lower socio-economic elementary attendance zones such as Redwood, Pine, Boone Park, Argenta, Glenview and Seventh Street. This program will focus on academic and social skills necessary for school success. Parent involvement in the learning process of the students is a component of the program. One attendance zone will be added each year beginning in 1989-90 school year and continuing until all identified schools' programs are made operational. Funds outside the settlement funds will be utilized until after 956 RLRSD SP-00755 V. year four of the Settlement Plan. Summer Learning Experiences Goal: Provide tuition grants and transportation to low socio-economic students to attend summer school. A. Summer School for Secondary Students To meet the summer school needs of educationally disadvantaged students, tuition scholarships and transportation will be provided to those students who would be unable to attend without assistance. Regulations governing the free and reduced lunch participants will be the guide in awarding scholarship tuition and transportation for secondary summer school. Tuition scholarships and transportation will be made available the second year of the implementation plan. B. Summer School for Elementary and Junior High School Students Goal: To enable low achieving opportunity to receive small instruction. students the group remedial Summer learning opportunities will be provided for selected elementary and junior high school students who have not mastered the basic skills curriculum. Each year the instructional department will carefully review and analyze Metropolitan Achievement Test data and the data from the Minimum Performance Tests to determine the content areas and grades in greatest need of remediation services. The curriculum would provide remedial and enrichment activities in large and small group settings 957 RLRSD SP-00756  through both computer assisted and teacher directed instruction. Summer school activities are currently on-going for grades 1, 3, 6 and 8. An evaluation and review of each program is made each summer. Continued review and evaluation will continue with consideration given for program expansion for the second year of the implementation plan. VI. Basic Skills Instruction Goal: A. B. Provide remedial instruction mastery to reduce achievement black and non-black students for basic skills disparity between Remedial Reading Laboratories at the Senior High School Level Remedial reading instruction will be provided at each senior high school for students with deficiencies in reading. Instruction would be provided jointly through computer assisted and teacher directed by a reading specialist. Special emphasis would be placed on the following skills: comprehension, word recognition, communication and survival reading skills. These services will be implemented beginning with the fifth year of the Settlement Plan and continuing through year seven. Remedial Reading and Mathematics Supplementary Instruction at the Elementary Level Remedial reading and/or remedial mathematics 958 IILRSD SP-00757 supplementary instruction will be provided in the elementary schools serving students who score below the twentieth percentile in grades 1, 2 and 3. The Metropolitan Achievement Test (MAT-6) will be used as the evaluative instrument for grades 2 and 3. An appropriate standardized instrument will be selected for evaluation of grade 1 students prior to implementation date. Grades 4, 5 and 6 will be served as funds become available. The supplementary instructional program will be staffed by itinerate (floating) reading and/or mathematics specialists who will be assigned to schools as needed to deliver instruction to students who score below the twentieth percentile on diagnostic instruments described above for grades 1, 2 and 3. The learning experiences would be in addition to classroom instruction, but will be correlated with classroom programs. The supplementary instructional services will be provided the fifth, sixth and seventh year of the settlement plan. VII. The implementation of the District's compensatory education programs will also be monitored by the State pursuant to Section III A of the Settlement Agreement and nothing in this plan is intended to limit that monitoring responsibility. 959 RLRSD SP-00758  SECTION 5: COMPENSATORY PROGRAMS AIMED AT DROPOUT PREVENTION62 In North Little Rock, as in any urban school district today, at least 25 percent of the students could be categorized as potential dropouts. Characteristics of these \"at risk\" students may include: poor self-concept, a high degree of frustration with school work, possession of values that are in direct conflict with those of the school, and difficulties in verbal and nonverbal communication. All compensatory programs address those symptoms, even at the early elementary level\nhowever, if the problems have not been corrected as the student enters the secondary schools, the risk of dropout intensifies . A number of intervention programs which address the \"at risk\" student will be implemented. WIN PROGRAM63 The WIN Program (We Intervene Now), designed to identify and modify student behaviors which interfere with educational progress, is being piloted at Lakewood Junior High School during 1986-87. If the program is successful, it will be implemented in other secondary schools. The intent of the program is to provide an intervention process that involves the student, parent, and school personnel. This intervention process will be especially beneficial for disadvantaged students. 62source: October Supplement, 3 JDR 575. 6~ource: October Supplement, 3 JDR 575. 960 RLRSD SP-00759 STUDENT ASSIGNMENT CLASSES (SAC) 64 Student Assignment Classes (SAC) will be established for oncampus suspension of secondary school students. Students involved in this program will continue academic work under the supervision of the SAC teacher during the time of suspension. ALTERNATIVE SCHOOL65 Suspension to the North Little Rock Boys Club is an alternative to out-of-school suspension that will be provided for selected secondary school students. This program will be available for students whose behavior is unmanageable both at school and at home and who cannot function in the on-campus suspension program. Students involved in this program will continue their academic work, and receive counseling services at the Boys Club Alternative School. VOCATIONAL SERVICES 66 Compensatory services in the area of vocational education will also be provided through the Carl Perkins Project, which is specifically targeted for students who are potential dropouts. An individualized written vocational plan will be completed for each student identified for inclusion in this program. Services will include the assessment of interests, learning modes, and individual needs by a vocational education evaluator and the use of a computerized Job Opportunity Based Search System to place students 64source: October Supplement, 3 JDR 576. 65source: October Supplement, 3 JDR 576. 66source: October Supplement, 3 JDR 576. 961 RLRSD SP-00760  in the most appropriate vocational courses. STUDENT ATTENDANCE67 When possible, parents of senior high school students will be notified each day that a student is absent from one or more classes. To aid in this effort, an automatic phone calling system will be installed in each of the senior high schools. A computer will call the home of each absentee at night and ask for a response from a parent. Follow-up calls will be made the next day by school personnel . 6~ource: October Supplement, 3 JDR 577. 962 SP-00761 RLRSD SECTION 6: EXTRACURRICULAR ACTIVITIES 68 The North Little Rock School District recognizes that clubs and student organizations are an important part of the total educational experience for students. All clubs and student organizations shall operate under the direction of the principal and shall be under the supervision of a staff member appointed or approved by the principal. Membership in student organizations and clubs shall not be restricted on the basis of race, sex, national origin, or other arbitrary criteria. Further, entry shall not be by decision of the current membership of the organization. Eligibility requirements for participation in cheerleading,  drill teams and athletic activities are determined by the Arkansas Activities Association. Other extracurricular activities and/or organizations related to special interests or subject areas do not have a minimum grade requirement, except those clubs and organizations that are governed by charters from parent organizations. In order to assure greater participation by minority students the following actions will be taken: 1. Principals, counselors, sponsors, and teachers will inform and encourage minority students to become more active in all extracurricular activities. 2. Schools will publicize and inform minority students and 68source: October Supplement, 3 JDR 578. 963 NLRSD SP-00762  their parents well in advance of the selection process so that they will know what to expect and when to apply. 3. All selection committees will be biracial in make-up. 4. The District recognizes that one impediment to minority participation in extracurricular activities is the lack of transportation before or after normal school hours. Unfortunately, the NLRSD lacks the resources to provide extracurricular transportation for its students and, therefore, has requested that the Court direct the Department of Education to provide such transportation, not only for majority-to-minority transfer students but for all students. See NLRSD F.O.F. \u0026amp; C.O.L. Nos. 10 \u0026amp; 11. Absent funding by the State, however, the NLRSD will be unable, with its present resources, to provide such additional transportation and still provide a regular program which is educationally adequate. 5. Principals and sponsors will monitor participation in all extracurricular activities and, where such participation is racially identifiable, special efforts will be made to promote minority participation in any such racially identifiable clubs and/or organizations. 6. The District will annually review try-out procedures and eligibility requirements to identify and eliminate any practices that discourage or adversely affect minority participation. 7. Each school will prepare a summary report for all clubs, 964 RLRSD SP-00763  organizations and other extracurricular activities reflecting the racial composition of the officers in each activity, the total membership, and all those who tried out or sought membership. This report will be prepared in April of each year which provides sufficient lead-time to permit planning, publication and recruitment of minority participation for the following year. See Addendum 6A. These reports will be compiled in a District summary for all extracurricular activities which will be completed and presented to the Board of Education at its May meeting each year . 965 RLRSD SP-00764 SECTION 7: DISCIPLINE, EXPULSIONS AND SUSPENSIONS DISCIPLINE 69 Disciplinary polices are periodically reviewed to ensure fundamental fairness and the absence of bias. In this effort all District policies relating to student conduct and discipline were revised in the 1985-86 school year. See Addendum 7A. To ensure that parents and students are advised of expected student conduct, bases for discipline and all disciplinary procedures including any right of appeal, District-wide handbooks were developed in the 1985-86 school year and given to each student. Students are annually required to have their parents read the handbooks and sign a statement acknowledging that both the parents and the student have read the handbook. Additionally, the handbook  is reviewed with the students in all schools during class time. SUSPENSIONS 70 The NLRSD student population is 40% black and 60% white. 71 In the 1985-86 school year 48% of those students suspended were black. While the District does not believe this is significantly disproportionate, it has taken additional steps to ensure fairness and the absence of bias. First, as discussed above, it has revised its policy to provide clear standards of expected behavior as well as guarantees of due process including the right of appeal. Second, each 69source: October Supplement, 3 JDR 582. 7Source: October Supplement, 3 JDR 582. 71This was the population in 1985-86. 966 RLRSD SP-00765  suspension is reviewed by the Assistant Superintendent for Student Affairs and the Superintendent to ensure that District policies are followed. Third, a summary of suspensions showing the number and race of students suspended in each school will be compiled by the Assistant Superintendent for Student Affairs and will be provided to the Board of Education at its July meeting each year. A review of all suspensions will be conducted for any school that has a disproportionate number of suspensions of minority students to ensure that race has not been a factor in the suspensions. EXPULSIONS 72 The North Little Rock School District has expelled only twenty students during the last three years. 73 Of this number ten have been black. Seventeen of these expulsions have been because of serious offenses relating to drugs or the possession and/or use of weapons. Given the very small number of expulsions and the extreme seriousness of the offenses involved, the District believes that any violation relating to expulsions has been corrected. Further, all expulsions are made by the Board of Education and then only after a hearing. 7~ource: October Supplement, 3 JDR 583. 73The data in this section were accurate as of the 1985-86 school year. 967 RLRSD SP-00766 SECTION 8: GIFTED AND TALENTED EDUCATION74 The Court based its determination that the NLRSD denied black students access to its program for gifted and talented students on data from 1980. LRSD I, 584 F. Supp at 349, Paragraph 100. Since that time, significant changes have been made in the District's identification procedures designed specifically to improve the identification of gifted minority students. These efforts, which are detailed below, have been described by Dr. Emily Stewart, an expert in gifted and talented education, as comparing favorably with the state of the art for identifying minority gifted students. T. 2692. She also testified that the referral and placement of minority children in the NLRSD gifted program for the 1983-84  school year, NLRX 22 and 23, were consistent with the national norm and were reflective of a concerted effort to identify gifted minority students. T. 2689. [ * * * ] 75 CALLAHAN/TREFFINGER STUDY76 During the 1982-83 school year, the District's concern was the identification of all gifted students, but an overriding concern was the identification of the culturally disadvantaged. Through a 7'tlctober Supplement, 3 JDR 613 75References to SOMPA found in the October Supplement, 3 JDR 613, have been eliminated pursuant to the Petition to Modify NLRSD's Desegregation Plan, 8 JDR 1740-41, which was in the Interdistrict Desegregation Plan. 76source: October Supplement, 3 JDR 614 968 RLRSD SP-00767 Title IV-C Grant, the District was afforded the opportunity to hire two consul tan ts in the field of gifted education, Dr. Donald Treffinger from State University College at Buffalo, New York, and Dr. Carolyn Callahan, University of Virginia. The plan was to develop a methodological case-study/placement procedure. The casestudy method provides information from a variety of sources and also summarizes strengths and weaknesses for instructional programming. Dr. Callahan evaluated the District's case-study placement procedures. She found that although the identification of minority students was uneven across the District, the selection of minority students had increased by 43% districtwide. Recommendations in Dr. Callahan's study were used by the District to implement other  strategies to increase identification and selection of culturally different students as well as to even out the process across the District. CREATIVE POSITIVES FOR IDENTIFYING DISADVANTAGED YOUTH77 During the same year, Positives of Disadvantaged Torrence. See Addendum BA. the District utilized the Youth and Children,\" by \"Creative E. Paul The District also adopted the Torrence Test of Creative Thinking. This test has been even more useful in discovering giftedness among the culturally different. The District continues to use the test, and special scoring of strengths is used in the creativity test for purposes of screening and identification of 7~ource: October Supplement, 3 JDR 614. 969 RLRSD SP-00768 culturally disadvantaged students. MULTIPLE REFERRAL SOURCES78 As a safeguard against bias, nominations for placement in the gifted program are sought from a wide variety of sources including parents, other students, and the individual student himself or herself as well as from teachers and principals. This ensures that everyone who might see a different facet of the nominated student perhaps not seen by others is encouraged to nominate that student if he or she feels the student might be gifted. MULTIPLE PLACEMENT CRITERIA 79 Student placement decisions are based on multiple criteria. See Addendum 8B. No single criterion or cut-off score is used to exclude a student from placement. Teacher ratings may override  poor test scores\nhowever, good normative information may outweigh negative teacher ratings. Creative Positives Among the Culturally Different by E. Paul Torrence is used to assist in identification of the culturally different. GROUP DECISION-MAKING 80 Another safeguard against bias and a further assurance that no student is overlooked lies in the fact that no single individual makes a placement decision. Each school has a case study/placement committee made up of the principal or assistant principal, counselor, resource teacher for gifted and talented, and two 78source October Supplement, 3 JDR 615. 79source: October Supplement, 3 JDR 615. 8Source: October Supplement, 3 JDR 616. 970 RLRSD SP-00769 classroom teachers. On the elementary level, one teacher is primary\nthe other is intermediate. On the secondary level, one classroom teacher is a current teacher of the student being referred. The principal is responsible for the total process and serves as chairman of the case study/placement committee. The resource teacher of gifted and talented will be actively involved in the committee work. The supervisor of gifted and talented assists as needed. student. No single person can decide to place or not to place a PARENTAL INVOLVEMENT AND APPEAL81 Parents are involved throughout the referral and placement process. They are invited to refer their children for placement.  They are required to complete the Parent Questionnaire, Addendum 8C, which is an important source of information not obtainable by other means. They meet with the case study/placement committee concerning placement recommendations. Finally, parents have the right to appeal the decision of the case study/placement committee to the Director of Elementary or Secondary Education. The Director and the Supervisor of the Gifted and Talented Program then review all identification instruments, Addendum 8B, and meet with the parents to review all placement criteria. If an error has occurred an appropriate correction will be made. MONITORING AND INTERVENTION 8~ource: October Supplement, 3 JDR 616. 971 RLRSD SP-00770 Reports are submitted to the Central Administration showing the race and grade of all students referred and placed in the gifted programs in each school. Where there is an unevenness of nominations, referrals, and placements of the culturally disadvantaged students, the permanent folders are carefully examined by the Supervisor for Gifted and Talented Education. As a result of such additional reviews, minority students who might be gifted are identified and follow-up procedures are initiated to observe and document the student's actions which would justify referral, evaluation and possible placement. Also, additional in-service training regarding the use of the creative positives in identifying minority gifted students is conducted for teachers in those schools. 972 RLRSD SP-00771 SECTION 9: SCHOOL CONSTRUCTION AND INADEQUATE FACILITIES 82 The North Little Rock School District was established in 1901 with all students housed in a single building. As the population increased during the next several years, schools were added to accommodate student growth. The District made an early commitment to neighborhood schools as evidenced by the relatively small size and geographic location of school buildings. Such commitment prevailed until recent times. Constructed in the 1950 's, the Belwood Elementary School, for example, contains only seven classrooms and small spaces for library, offices, and cafeteria. Most elementary schools were originally designed to house two hundred or less pupils. Almost all of the existing school facilities have been expanded since their original construction. Although facility expansion has increased pupil capacity in most North Little Rock Schools, the neighborhood school concept has remained evident in the location of elementary schools. No elementary pupil within the District is assigned to a home school which is located two or more miles from his place of residence. From its inception in 1901 until the 1969-70 school year, student population grew at a steady rate until reaching the alltime high of 14,000. Since the 1969-70 school year, student population has, consistently declined. The October, 1986, enrollment was 9,686 students, an overall decrease of 4,414 since 8~ource: October Supplement, 3 JDR 632. 973 IILRSD SP-00772 1969-70. Through its history, various school facilities have come into and gone out of existence. During the 1970-71 school year, elementary and secondary students attended school on twenty-eight separate school campuses. Twenty-three regular schools and two special schools currently serve students in the twenty-six square mile district. Beginning with the 1972-73 school year, all North Little Rock schools have been fully integrated in accordance with the \"Storm Plan\" approved by the Federal District Court ( Judge Henley). Attendance zones have been established and racial quotas established to ensure that the racial composition in all elementary and secondary schools is within plus or minus twenty-five percent of the percentage of the minority school population. Beginning with the rebuilding of Amboy Elementary School (fire) in 1970, the North Little Rock School District has sought Court approval of all openings, closings, and additions to school facilities. The most recent such action was a request (granted) to close the Levy Elementary School prior to the 1985-86 school year. In light of the declining to stable student population, it does not appear likely that new school construction will be necessary in the near future. If new facilities or additions to existing facilities become necessary in the future, the District shall rely on the standards contained in Swann v. CharlotteMecklenburg Bd. of Educ., 402 U.S.l (1977). The overall condition of school facilities in the North Little 974 RLRSD SP-00773 Rock School District is excellent. A rather well-financed maintenance program has kept facilities in a very serviceable and attractive condition. This is evidenced by the fact that since the 1982-83 school year every school in the District has been reviewed as part of the ongoing North Central Accreditation process and all have satisfied NCA standards. No building is in need of major renovation. All buildings are well ventilated and heated. Over fifty percent of the students attend school in air-conditioned facilities. The overall condition of buildings shows only minor variations throughout the District. Certainly, no building condition bears a relationship to its geographical location within the District. 975 RLRSD SP-00774 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AS MODIFIED JULY 22, 1991 Appendix 5p-Q0775 ,:  l Addendum lA Addendum lB Addendum lE Addendum 2A Addendum 2B Addendum 2C Addendum 2D Addendum 3C Addendum 3D Addendum 3E Addendum 3F Addendum 3G Addendum 3H Addendum 3I Addendum 3J Addendum 6A Addendum 7A Addendum 8A Addendum 8B Addendum 8C TABLE OF CONTENTS NLRSD Racial Count as of 10/1/85 Questions and Answers Addendum to Section 1 Notice Regarding Applicants Notice Regarding Positions. Schedule of Benefits NLRSD Brochure Due Process Steps for Appraisal NLRSD Special Services Dept. List of Agencies 63 Cantilician Study 69 Chapter I. Project 101 . A.D.E. Monitoring Checklist Letter to Arkansas Dept. of Educ. Recommendations Activities Report Policies and Procedures Gifted/Talented Program Instruments of Identification 1050 1051 1054 1064 1065 1066 1069 1080 1112 1113 1119 1151 1168 1191 1197 1198 1200 1228 1238 Parent Questionnaire . . . 1239 SP-00776 Pages 976 - 1049 are Reserved for Future Use RLRSD SP-00777 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AS MODIFIED MAY 1, 1991 Appendix SP-00778 Addendum lA Addendum lB Addendum lE Addendum 2A Addendum 2B Addendum 2C Addendum 2D Addendum 3C Addendum 3D Addendum 3E Addendum 3F Addendum 3G Addendum 3H Addendum 31 Addendum 3J Addendum 6A Addendum 7A Addendum 8A Addendum 8B Addendum SC TABLE OF CONTENTS NLRSD Racial Count as of 10/1/85 Questions and Answers Addendum to Section 1 Notice Regarding Applicants Notice Regarding Positions. Schedule of Benefits NLRSD Brochure Due Process Steps for Appraisal NLRSD Special Services Dept. List of Agencies 63 Cantilician Study 69 Chapter I. Project 101 A.D.E. Monitoring Checklist Letter to Arkansas Dept. of Educ. Recommendations Activities Report Policies and Procedures Gifted/Talented Program Instruments of Identification 1050 1051 1054 1064 1065 1066 1069 1080 1112 1113 1119 1151 1168 1191 1197 1198 1200 1228 1238 Parent Questionnaire . . . . . 1239 SP-00779 -. :. - NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF OCTOBER 1, 1985 EXCLUDING KINDERGARTEN STUDENTS ADDENDUM lA SCHOOLS GROUP A LAKEWOOD CRESTWOOD BELWOOD PINE TOTALS GROUP B PIKE VIEW ARGENTA TOTALS GROUP C GLENVIEW LYNCH DRIVE TOTALS GROUP D AMBOY INDIAN HILLS SEVENTH STREET BOONE PARK TOTALS GROUPE PARK HILL NORTH HEIGHTS REDWOOD TOTALS GROUP F MEADOW PARK ROSE CITY TOTALS BARING CROSS* DISTRICT TOTALS NONBLACK No.(%) 143 (63.6) 100 (57.l) 61 (55.0) 93 (53.l) 397 (57.9) 234 (60.6) 97 (53.9) 331 (58.5) 104 (58.8) 123 (51.0) 227 (54.3) 172 (58.1) 209 (63.5) 169 (57.1) 239 (54.8) 789 (58.1) 116 ( 61. 7) 238 (63.2) 133 (54.l) 4 8 7 ( 61. 0) 117 (56.5) 116 (53.5) 233 (55.0) 3 (30.0) 2,467 (57.9) BLACK No. ( % ) 82 (36.4) 75 (42.9) 50 (45.0) 82 (46.9) 289 (42.1) 152 (39.4) 83 (46.l) 235 ( 41. 5) 73 (41.2) 118 (49.0) 191 (45. 7) 124 (41.9) 120 (36.5) 127 (42.9) 197 (45.2) 568 (41.9) 72 (38.3) 127 (34.8) 113 (45.9) 312 (39.0) 90 (43.5) 101 (46.5) 191 (45.0) 7 (70.0) 1,793 (42.1) TOTALS 225 175 111 175 686 386 180 566 177 241 418 296 329 296 436 1357 188 365 246 799 207 21 7 424 10 4,260 *Baring Cross was created as an alternative to placing severely handicapped children in state institutions. The only students assigned to this school are those who are profoundly and mult~isD handicapped. (/) \"O I 0 0 \"-J CXl 0 001050 QUESTIONAS NDA NSWERS ADDENDUM 1B CONCERNINTGH E REVISEDE LEMENTARSYCH OOLD ESEGREGATIPOLNA N FORT HE NORTHL ITTLE ROCKS CHOOLD ISTRICT 1. Q. What about children in the same family who have different names? A. A child who enters the School District after May 1, 1978, as a first grader or as a newcomer to the district on any grade level will be placed in the pupil assignment rotation according to his/her last name as it appears on the official birth certificate. Special consideration cannot be given to families whose members have different last names. 2. Q. After the number of assignments have been made in the spring to achieve the proper racial balance, what provisions will be made to protect that balance from losses resulting from moving during the summer? A. An additional 10 percent will be selected as a standby list. 3. Q. Will the elementary schools continue to operate on a staggered time schedule? A. Yes, this is necessary to prevent st~dents fro~ having to wait at school longer than is desirable. It should be noted that no child will be transported more than 7.5 miles one way\ntherefore, the staggered time schedule causes only slight differences in school schedules. ~. Q. Can a student avoid being transported if he/she attend~ a private school during the year(s) he was assigned to a school outside his neighborhood? A. Any movement within the District will place the student in the rotation plan or assignment presently in effect in the attenda~ce zone where he will be residing. If a student attends a private school during the years(s) he is to be bused he is auto~aticallv buse~ ~hen te ret~c~~ to the ~orth Little Rock Puhlic Schools. SP-00781 HLRSD 0010 fj l 5. Q. Where do students attend school who enroll after the school year begins? A. Students will be assigned according to their place in the alphabetical rotation system. 6. Q. Are the loading and unloading of buses used to transport children supervised? A. Yes, principals and teachers supervise the loading and unloading of each bus. 7. Q. Where do buses load and unload? A. The neighborhood elementary school will be the pick-up point for all children being transported. 'No stops vill be made to receive or discharge pupils at any other point. It is the parent's responsibility to deliver children to the neighborhood school\nit is the district's responsibility to return the children to the neighborhood school in the afternoon. In case the student is late and does not board the bus at the neighborhood school, it is the responsibility of the parent to transport the child to the school he/she attends. 8. Q. When this plan was revised, were any changes made in the elementary attendance zones? A. Yes, minor changes were made to alleviate crowding in two schools. The zones were revised so that some students who would have attended Crestwood Elementary will now attend Indian Hills, Some students who would have attended Crestwood will now attend Lakewood, and some students who would have attended Seventh Street will no~ attend Redwood. SP-00782 HLRSD 0 0 1 0 r- 'J J ,) ,_ 9. Q. How were the groupings of schools determined? A. Using the percentages of 42 percent black and 58 percent nonblack students as a goal for each groupings, factors such as the racial composition of attendance zones, the present enrollment of each school and the capacity of each school were considered. 10. Q. Will any student be exempt from assignment outside their neighborhood? A. Yes, kindergarten students and students who live in an elementary zone with a racial composition such that their race is in the ~inority. Also, there may be instances where some handicapped children will not be transported although it is the general policy of the district to include special education students in the pupil assignment plan. There are children whose handicapping condition requires a particular special education program which may not be available in every school. It is also necessary to consider the number of students who can be accommodated in a particular program in a school since it is essential that enrollment in special education classes be small enough to allow for as much individual attention as is needed for each child. Exceptions may also be made for children with a medical disability if the situation warrants. These must be considered on an individual basis. SP-00783 HLRSD 0010~53 I -1- i I l . ADDENDUMlE FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKAl'ISAS JUL 211987 IN THE UNITED STATES DISTRICT COttfARLR . BRENTSC LE EAS'l'ERN DISTRICT OF ARKANSAS ' RK WESTERN DIVISION Sy: ____ ~-- oEP.cLtRK LITTLE ROCK SCHOOL DISTRICT PLAil'ITI:fF vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEF.HlDANTS ADDENDUMT O STUDENT ASSIGNMENT PROVISIONS Of SECTION 1 OF THE PLAN FOR IMPLEMENTING THE REMEDIAL ORDER OF THE COURT OF APPEALS FOP. THE EIGHTH CIRCUIT AS IT APPLIES TO THE ~ORTH LITTLE ROCK SCHOOL DISTRICT (NORTH LITTLE ROCK FLAN) In the 1987 Legislative Session, the Ark~.r).S~.s G\u0026lt;.=n\u0026lt;.=ra.l Assembly passed two Acts which either directly affect or could affect the desegregation efforts of the North Littl\u0026lt;.= Rock School , District. Act 762 of 1987, copy attached as Exhibit \"A\", directs that no school district may permit or a.cc\u0026lt;.=pt tra.nsfers of students from other school districts if \u0026lt;.=ither school district is under a desegregation order and the transfer would negatively affect the racial balance of the district subj\u0026lt;.=ct to the desegregation order. This policy is consistent with the established policy of the NLRSD and the District will continue to adhere strictly to these requirements. However, the Legislature also passed Act 624 of 198,, copy attached as Exhibit \"B\", which states that \"the children or wards of anyone who is a public school teacher in one school district ... and a resident of another school district ... shall lfLRSD 001054 03-009 (/) \"Cl I 0 0 '-J (X) ,p,.  be entitled to attend school in either ... district This is seemingly inconsistent with the no transfer requirements of Act 762, and, as a result, the Attorney General was asked for an opinion regarding this apparent c~nflict. In Opinion No. 87-190, copy attached as Exhibit c, the Attorney General opined that a child living in one district who was enrolled, pursuant to Act 624, in another district was not a transfer subject to the provisions of Act 762 since the child was statutorily entitled to attend school in either district. In light of the Attorney General's opinion, the !lLRSD ha.s nc discretion regarding the admission of the children 0r wards 0 non-resident teachers and this situation could result in an interdistrict segregative effect on the racial coroposition of the LRSD and NLRSD. Specifically, the NLRSdhas 578 teachers of whom 141 live in the LRSD, the great majority of whom are white. Thus, if a significant number of these teachers enrolled their children in the NLRSD, it would result in a negative impact on the racial composition of the LRSD student body. To date, the number of applications for such interdistrict enrollment of teacher's children has been minimal and he race of those applying has been so balanced as to have nc adverse effect on either school district involved. Howe~er, to protect against the potential adverse interdistrict effect that SQCh enrollment makes _possible, the NLRSD will report to the Court BLRSD (/) 'U I 0 0 '-J Cl) 0, -2- 0010[5~-j I '  annually regarding the number and race.of teacher's children who are being enrolled in the district where the teacher is employed rather than in the district in which they reside. Should a problem develop the NLRSD will ask the Court for ielief. Until that time, however, the NLRSD will adhere to the requirements of Acts 624 and 762 as interpreted by the Attorney General's Opinion No 87-190. July 21, 1987 Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Tower Capitol at Broadway Little Rock, AR 7220! (501) 375-1122 . STEE'HEl'l W. JONES, Attorneys for the North Little Rock School District CERTIFICATE OF SERVICE I hereby certify that a true and correct copy 0f the foregoing Addendum was mailed to the attached. list '2 counsel on this 21st day of July, 1987. SP-00786 HLRSD 00105t\u0026gt; -3- 0 3-0'J 9 , 2 3 State of Arkan5a5 76th General A55embly Regular Se5sion, 1987 ACT7 62 l~d7 A Bill By: Reps. Towosend, I. Brown, Walker For An Act To Be Entitled HOUSE BILL 1790 \"AN ACT TO ALLOWT HE TRANSFERO F CHILDRENF ROHO NE SCHOOL DISTRICT TO ANOTHER\nAND FOR OTHER PURPOSES.\" 4 BE IT ENACTEDB Y THE GENERALA SSEHBLYO F THE STATE OF ARKANSAS: 5 6 SECTION 1. Upon the petition of a 5tudent residing in one school 7 district (resident district), to transfer to another school district (receiving 8 district)\nthe Board of Directors of the resident district may enter into an 9 agreement with the Board of Directors of the receiving school district trans- 10 ferring the 5tudent to the receiving district for purposes of education. 11 Forms for use in transferring children from one school district to another  12 shall be provided by the State Department of Education. After the petition 13 has been approved by the Board of Directors of th~ resident district and the 14 Board of Directors of the receiving district, copies of approved transfers 15 shall be filed by the receiving district with the office of the County Clerk, 16 with the administrative offices of the respective 5chool districts, and with 17 the State Department of Education. This legal transfer of a student from one 18 district to another places the responsibility for the education of the student 19 on the receiving district and permits the receiving district to count these 20 children in average daily memb~rship for state aid purposes. This- section '- 21 does not transfer the local tax money from the resident district. -:\"----..-.._ 2 2 ~  I 23 SECTION 2. Boards of Directors of local ~chool districts are prohib~ted 24 from granting legal transfers in the following situations: ~'-~\\ ~5 (a) where eith~r the resident or the receiving district is under.a ~ 26 desegregation related court order or has ever been under such a court o~e i 27 and , \\ 28 (b) the transfer in question would negatively affect the ra~~a~ 2: of ,that di~trict which 1 ~en unrlA uch a court order. , \\ ~,' 3 /4(/1,~'fi- .I BIT -...........S.P.-0-0787 00105'1 mih227 '.  , 2 3 !i 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 H.B. SECTION 3, Each form filed with the State Department or Education reporting a legal ~tudent tran~fer must be accompanied by an affidavit 8igned by each member or both ~ch~ol boards 8tating that the transfer does not violate the prohibition ~et forth in Section 2. SECTION 4. The Arkansas Department or Education ~hall w~thhold state aid in an amount equal to that to be generated by the student in Question in the respective districts from each district, if the transfer fails to comply with Section 3, SECTION 5, (a) Any di~trict not currently unde~ a desegregation related court order but which bas been under such a court order in the past may apply for a waiver of the prohibition ~et forth in Section 2. (b) The State Board of Education may grant ~uch a di~trict a v.aiver from the provisions of Section 2 if it is determined that the district's desegregation status would cot be adversely affected by allowing a legal transfer which would negatively affect tbe district's racial balance. 22 23 2~ 25 SECTION 6. Act 275 of 1959 as a.mended, the,~ame being Arkansas Statutes 80-1518.1, 80-1518.2 and 80-1525 through 80-1528, is hereby specifically repealed along with all other laws or par . of laws in conflict with this Act. . . lif fr( \u0026gt;1,,,(I( I( J7\n.M: f f?// ..  .,' :-\n', .~. ,-:, .. . 26 ,,..,\n. , .. /:, . SP-00788 NLRSD onio,~_c' \\ J l 2 3 4 5 6 7 8 9 10 -11 12 13 14 15 16 17 18 \"'I, 19 '20 :~ 22 ,, 23 (\\ 24 \u0026gt; 2S ~\n~~-8 ' 9 ' \\ 30 State of Arkanau  76th General .laaembly hgular Seaaion. 1987 !y: kpreaentative Thomason ACT6 24 1987 A Bill ROUSE !ILL167 4 For An Act To Be Entitled \"AN ACT TO PROVIDE ni.AT liU: CHILDREN OR WARDS OF A PERSON \\,/HQ IS A PUBLIC SCHOOL TEACHER IN ONr SCHdbL DISTRICT AND A RrSIDEh'T OF ANOTHER SCHOOL DISTRICT SHALL !E Eh'TITLED TO ENROLL IN AHD A.ITEND SCHOOL IN EITHER TrlE DISTRICT IN \"7HICH THE PARrh'T OR GUARDIAN RESIDES OR IN nu: DISTRICT Di lir'RICH THE PARENT OR GUARDIAN TE.ACHES\nAND FOR OTHER PURPOSES.\" :BE IT ENACTEDB Y '11:ITG ENERALA SSEMBLYO F 'IRE STATE OF ARKANSAS: ) SECTION l. The children or vards of any person vho is a public achool teacher in one school district in this State and a resident of another achool district in this State ahall be entitled to be enrolled in and to attend school in either the district in which the parent or guardian resides or the district in vhich the parent or guardian is a public achool teacher. SECTION 2. All lavs and parts of lavs in conflict vith this Ar:.t are hereby repealed. _ C), _0 J-~., ,r J.ef'-~ {A~~ SP-00789 EXHIBIT B STATE OF ARKANSAS OFFICE OF THE ATTORNEY GENERAL 201 EAST MARKHAM STREET STEVE CLARK TORNEY GENERAL HERITAGE WEST BUILDING LITTLE ROCK. ARKANSAS 72201 (501) 371-2007 Opinion No. 87-190 May 29, 1987 The Honorable John Ward Representative, District 6S 2705 Donaghey Drive North Little Rock, AR 72116 Dear Representative Ward: This is in response to your opinion request wherein you posed the following inquiries ~hich appear to result from the apparent conflicts between Act 624 and Act 762 of 1987, to-wit: 1. By virtue of Act 624, is i school district required to enroll the children of teachers who reside in other districts and whose children have been attending in another district if the receiving district is currently under a desegregation order? 2. Would it be considered a \"transfer\" under Act 762 for children who have been attending another district to enroll in another under the provisions of Act 624? 3. Would it be considered a \"transfer\" under Act 762 for the receiving distriet to enroll children of teachers who reside in other districts (by virtue of Act 624) which children have not been enrolled in any district (e.g., first graders)? Act 624 of 1987 provides in pertinent part as follows: SECTION 1. The children or wards of any person who is a public school teacher in one school district in this State and a resident of another school district in this State shall be entitled to be enrolled in and to attend school in either the district in which the parent or guardian resides or the district in which the parentHLRS or guardian is a public school teacher. D 0010GO Cl) 'U I 0 .0. .., (0 0 Representative John Ward May 29, 1987 Page 2 Act 762 of 1987 limits legal transfers among school districts to those situations where such transfer would not adversely impact the racial balance of either the sending or receiving district if one of the districts were under a court ordered desegregation plan. Because Act 624 of 1987 entitles children of public school teachers to attend school in either their resident district or the district wherein their parent or guardian teaches, it is the opinion of this Office that such children are not transfers and would not come under the limiting provisions of Act 762 of 1987. Thus, in response to your question 1, the school district wherein the parent or guardian teaches would be required to accept the child of the parent or guardian. As stated above, the answer to your question 2 is that a child coming under the provisions of Act 624 would not be considered a transfer under Act 762. And, new students (e.g., first graders) availing themselves of the special provisions of Act 624 would also not be considered transfers under Act 762. The foregoing opinion, which I hereby approve,. was prepared by Assistant Attorney General C. Randy McNair III. JSC:CRM:jk SP-00791 NLRSD 00108.l FILED U.$. DIHRICT . (ASTfRN D.  COURT ISTRICT ARKANSA!\" IN THE UNITED STATES DISTRICT COURT JUL 2 'l 1987 EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DI STRICT PLAINT I FIi. V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS ORDER The North Little Rock School District (NLRSD) has requested this Court's approval of an addendum to its desegregation plan which was approved in the Order of February 27, 1987. The NLRSD has expressed the concern that Arkansas Act 624 of 1987, which provides that teachers residing in one school district but teaching in anothe~ have the right to enroll their children in either district, could have an interdistrict segregative effect on student enrollment in the Little Rock School District (LRSD). Since 141 of the NLRSD's 578 teachers live in the LRSD and most of these teachers are white, these concerns are legitimate although the problem is merely prospective and no such interdistrict segregative effect has occurred to date. In its plan addendum, the NLRSD corrmits to report to this Court annually regarding the number and race of students being enrolled in the NLRSD from other districts and in other districts - from the NLRSD. No further action is contemplated unless a segregative effect actually occurs at which time this CourtH,UU\nD 0010 E\n!, I (/) 'ti I 0 .0. .., lO I\\J be asked for appropriate relief. The scope of the NLRSD's proposed addendum to its desegregation plan is appropriate in light of the speculative nature of the problem. The NLRSD proposes to comply with the State law until such time that this compliance actually results in a segregative effect. Until that time it will keep the Court apprised of the impact of Act 624. Such reporting compromises no party's rights and is entirely consistent with rulings of this Court and the Court of Appeals requiring the school districts in this case not only to remediate past interdistrict segregative effects but also to avoid further such effects.  For these reasons, the NLRSD's Motion to Approve Plan Addendum is approved and it is directed to report to the Court on an annual basis the number and race of children enrolled in the NLRSD or removed from the NLRSD and enrolled in other districts pursuant to Arkansas Act 624 of 1987. IT IS SO ORDERED this ,J._7 day of July, 1987. SP-00793 HLRSD -- i I I -  ADDENDUM 2A ADMINISTRATIVEO FFICES 2700 POPLAR STREET January 14, 1986 MEMTOO : Officers of Teacher Training Institutions FROM: Doyle Crownover, Assistant Superintendent for Administration SUBJECT: Employment Applications The North Little Rock Public Schools seeks to staff its schools with the best teachers available. To be able to do this, we covet opportunities to consider your teacher candidates. Toward this end we have prepared material that gives prospective teacher applicants information concerning employment in the District. We are eager to have this information placed in the hands of all potential teachers, and solicit your assistance in this effort. We would welcome calls or visits from your teacher candidates, and would be happy to visit your campus to talk with groups of prospects if it appears this would be mutually beneficial. SP-00794 NORTHLI TTLER OCKS CHOODLI STRICTIS ANE QUAOL PPORTUNIETMY PLOYER HLRSD P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/758-1760 00108'1  ADMINISTRATIVE OFFICES 2700 POPLAR STREET The North Little Rock (Arkansas) School District is seeking an opportunity to consider for employment the most outstanding teaching and administrative candidates available. If you desire to be a part of the professional staff of a public school district that is recognized as being a state leader in learning opportunities and student performance, we earnestly solicit your application. We ask you to examine the enclosed materials to acquaint you with the advantages and desirability of employment with tre North Little Rock School District. If becoming associated with this District appeals to you, we encourage you to complete and return the application form, ADDENDUM 2B SP-00795 NLRSD P.O. BOX 687, NORTH LITTLE ROCK. AA 72115/0687 501 /758-1760 0010 6\n_) ADDENDUM 2C Salary NORTHLI TTLER OCKS CHOODLI STRICT North Little Rock, Arkansas Benefits of Teaching in North Little Rock School District Teachers are paid on an indexed salary scale that recognizes training and experience. Increments are provided for each 12 hours of graduate study beyond the Bachelor's Degree, and for each 15 hours beyond the Master's, and for each year's experience up to eight years at the Bachelor's Degree level, and up to 15 years at the Specialist's Degree level. For the 1985-86 school year the salary for a regular classroom teacher of 187 days of employment with a Bachelor's Degree and no previous experience is $14,530. A teacher with a Specialist's Degree and 15 years experience receives $25,611. Fringe Benefits Each teacher is provided a fully paid Blue Cross-Blue Shield Major Medical Coverage, a dental insurance coverage, and a hospital indemnity plan, with the option of having f~nily members included through payroll deduction. We provide $21,000 life insurance coverage on each teacher. Each teacher is provided an amount of $15.83 per month which may be applied to the cost of family coverages, or for additional life insurance. The total value of these coverages is $91.93 per month. All teachers must be members of the Arkansas Teacher Retirement System. Beginning on July 1, 1986, they will have the option of joining the contributory plan (6% of salary) or non-contributory plan (05~ of salary). Those choosing the contributory system will qualify for a greater annuity upon retirement. Deferred tax options are also available for retirement planning. Teachers also participate in the Social Security retire1ilent system. Sick Leave Teachers in the North Little Rock system receive nine days per year sick leave for the first four years in the District. These days per year then increase for each of next six years until 20 days per year are awarded for the tenth year and thereafter. Unused sick days are accumulated up to 100 days. Personal Leave Teachers of the District are awarded one day per year of leave for personal reasons. There is an accumulation provision for these days if they are unused. HLRSD en \"O I 0 0 \"-I (0 C]) 00108ii - Page 2 (Benefits of Teaching in North Little Rock School District) Inservice Training The North Little Rock School District maintains an ongoing, indepth program for increasing the competency of its staff. The program is constantly revised and adapted to the needs of the staff. Professional Leave Upon approval of request, teachers are granted professional leave for a wide variety of activities. SP-00797 NLRSD ADDENDUM 2D NORTH LITTLE ROCK PUBLIC SCHOOLS-- moving in the right direction, helping every child achieve 001osn SP-00798 From the Superintendent .. We arc pleased that you want to know about public schools in Nonh Little Rock. This brochure will give you some basic facts about our schools, students, teachers and educational programs. We hope you will also visit our schools to see for yourself why we have one of the state's best school systems. Quality education has been a standard in the Nonh Little Rock School District since the first school door opened in 1901. Since then, the District has grown to approximately 30 square miles with 25 schools serving nearly 9,500 students, the founh largest in Arkansas. Along with growth in siz.c and enrollment, the District has also grown in educational stature to become a recognized leader in learning opponunities and student performance. To ensure individual student growth, school curriculum is broad in scope while emphasinng basic skills in reading, communication and computation. All schools have earned accreditation status by the Nonh Central Accreditation Association, and all are rated \"A\" by the State of Arkansas. Public suppon for our schools is reflected through Parent Teacher Associations (PT A), the District PT A Council, advisory committees and other groups. The District enjoys the help of patrons through the Volunteers in Public Schools program. Through these and other efforts, community members are involved in the education of our children. The School Board and the staff agree with the\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_1205","title":"Little Rock School District of Pulaski County, Arkansas","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1991-06-30"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Economic aspects","Education--Evaluation","Education--Finance","Educational statistics"],"dcterms_title":["Little Rock School District of Pulaski County, Arkansas"],"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/1205"],"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":["648 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\nCombined financial statements and supplemental information with independent auditors' reports by Thomas and Thomas, certified accountants\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nTHE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Combined Financial Statements and Supplemental Information (With Independent Auditors' Reports Thereon) June 30, 1991 CERTIFIEO PV8UC ~Atfl'$ I THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Combined Financial Statements and Supplemental Information (With Independent Auditors' Reports Thereon) June 30, 1991 f LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Table of Contents June 30, 1991 INDEPENDENT AUDITORS' REPORT ON COMBINED FINANCIAL STATEMENTS AND SUPPLEMENTARY SCHEDULES COMBINED FINANCIAL STATEMENTS Combined Balance Sheet - All Fund Types and Account Groups Combined Statement of Revenues, Expenditures and Changes in Fund Balance - All Governmental Fund Types Combined Statement of Revenues and Expenditures - Budget and Actual - All Budgeted Governmental Fund Types Notes to Combined Financial Statements SUPPLEMENTARY SCHEDULES Combining Schedule of Revenues and Expenditures - Special Revenue Funds Rockefeller Day Care Center - Schedule of Revenues and Expenditures (Cash Basis) - Budget and Actual Revenues of Salary, Operating and Debt Service Funds (Basis of Accounting as prescribed by Handbook II) Expenditures of Salary, Operating and Debt Service Funds (Basis of Accounting as prescribed by Handbook II) Reconciliation of General and Debt Service Fund Balances - Generally Accepted Accounting Principles and Handbook II Basis of Accounting Schedule of Long-Term Debt OTHER REPORTS AND SUPPLEMENTAL INFORMATION Independent Auditors' Report on Internal Control Structure Based on a Study and Evaluation Made as a Part of an Audit of the Basic Financial Statements Performed in Accordance with Government Auditing Standards and the Additional Tests Required by the Single Audit Act 1 4 6 8 12 31 32 33 34 35 36 40 LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Table of Contents (Continued) June 30, 1991 Independent Auditors' Report on Compliance Based on an Audit of the Basic Financial Statements Performed in Accordance with Government Auditing Standards 44 Independent Auditors' Report on Compliance with General Requirements Applicable to Federal Financial Assistance Programs Independent Auditors' Report on Compliance with Specific Requirements Applicable to Major Federal Financial Assistance Programs Independent Auditors' Report on Compliance with Requirements Applicable to Nonmajor Federal Financial Assistance Program Transactions Schedule of Findings and Questioned Costs Independent Auditors' Report on Schedule of Federal Financial Assistance Schedule of Federal Financial Assistance 45 46 48 49 52 53 I - ~and~ CERTIFIED PUBLIC ACCOUNTANTS Little Rock Office: 201 E. Markham  Suite 500  Little Rock, AR 72201 (501) 375-2025  FAX (501) 375-8704 Texarkana Office: 701 Arkansas Blvd.  Texarkana, AR 75502 (501) 773-2168  FAX (501) 774-7244 INDEPENDENT AUDITORS' REPORT ON COMBINED FINANCIAL STATEMENTS AND SUPPLEMENTARY SCHEDULES The Board of Directors The Little Rock School District of Pulaski County, Arkansas Little Rock, Arkansas We have audited the combined financial statements of The Little Rock School District of Pulaski County, Arkansas (the School District) as of, and for the year ended, June 30, 1991, as listed in the accompanying table of contents. The financial statements are the responsibility of the School District's management. Our responsibility is to express an opinion on these financial statements based on our audit. We conducted our audit in accordance with generally accepted auditing standards, Government Auditing Standards, issued by the Comptroller General of the United States, and the provisions of Office of Management and Budget Circular A-128, Audits of State and Local Governments. Those standards require that we plan and perform an audit to obtain reasonable assurance about whether the financial statements are free of material misstatement. An audit includes examining, on a test basis, evidence supporting the amounts and disclosures in the financial statements. An audit also includes assessing the accounting principles used and significant estimates made by management, as well as evaluating the overall financial statement presentation. We believe that our audit provides a reasonable basis for our opinion. As described more fully in Note l(F) of the combined financial statements, the School District does not record the valuation base of its property, buildings, and equipment at historical cost in the general fixed asset group of accounts ,as required by generally accepted accounting principles. In our opinion, except for the effect of the failure to record the general fixed asset account group at historical cost, as discussed in the preceding paragraph, the combined financial statements referred to in the first paragraph present fairly, in all material respects, the financial position of the Little Rock School District of Pulaski County, Arkansas as of June 30, 1991, and the results of its operations for the year then ended in conformity with generally accepted accounting principles . 1 Members American Institute of Certified Public Accountants Private Companies Practice Section and S.E.C. Practice Section The Board of Directors The Little Rock School District of Pulaski County, Arkansas Page Two Our audit was made for the purpose of forming an op1n1on on the combined financial statements taken as a whole. The supplemental information included at pages thirty-one through thirty-eight is presented for purposes of additional analysis and is not a required part of the basic combined financial statements. The information has been subjected to the procedures applied in the audit of the basic combined financial statements of the Little Rock School District of Pulaski County, Arkansas and, in our opinion, is fairly stated in all material respects in relation to the combined financial statements taken as a whole. November 5, 1991 Little Rock, Arkansas 2 ~QA) -r-re...~ Certified Public Accountants I COMBINED FINANCIAL STATEMENTS 3 I Assets and Amounts to be Provided General Cash (Note 10) $ 55,842 Investments (Note 10) 9,907,823 Property taxes receivable (Note 3, 5 and 12) 2,252,877 Accrued interest and other receivables Bl, 110 Due from other governments (Notes 8 and 11) 7,968,755 Due from other funds 9,319 Inventories 400,105 Fixed assets (Notes l(F) and 4) Prepaids and deferred charges 20,991 Total assets 20,696,822 Amount to be provided for retirement of general long-term debt (Note 5) Total assets and amounts to be provided $ 20,696,822 THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Combined Balance Sheet - All Fund Types and Account Groups June 30, 1991 Fiduciary Governmental Fund Ty~es Fund Trne Account General Special Debt Capital Fixed Revenue Service Projects Agency Assets $ $ , 851 $ 85,739 $ 168,213 $ 1,550,000 13,780,332 800,000 683,725 12,118 41,936 2,088,298 105,129 40,652 150,454 145,460,826 616,665 3,800,870 1,301,241 14,013,136 1,008,865 145,460,826 $ 3,800,870 $ 1,301,241 $ 14,013,136 $ 1,008,865 $ 145,460,826 The accompanying notes are an integral part of this financial statement. 4 Grou~s General Total Long-term (Memorandum Debt Only) $ $ 310,645 26,038,155 2,936,602 135,164 10,057,053 155,100 550,559 145,460,826 637,656 186,281,760 71,877,108 71,877,108 s 71,877,108 s 258,158,868 (Continued) Liabilities and Fund Equity Liabilities: Bank overdrafts (Note 10) Accounts payable Accrued payroll taxes and withholdings Accrued interest payable (Note 12) Retainage payable (Note 4) Estimated claims liability (Note 14) Deferred revenues Due to school activity groups and other agencies (Notes 2 and 9) Due to other funds Notes payable (Note 12) Long-term debt payable (Note 5) Contracts payable Total liabilities Commitments and contingencies (Notes 4, 5, 6, 7, 8, 11, 13 and 14) Fund Equity: Investment in general fixed assets (Notes l(f) and 4) Fund Balance: Reserved for prepaids and deferred charges Reserved for inventories Unreserved: Designated for debt service Designated for capital projects Undesignated Total fund equity Total liabilities and fund equity LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Combined Balance Sheet - All Fund Types and Account Groups (Continued) June 30, 1991 General $ 57,307 3,296,595 2,554,541 101,000 252,068 35,462 133,628 14,080,000 7 900 20,518,501 20,991 400,105 (242,775) 178,321 Governmental Fund Types Special Debt Revenue Service S 632,824 $ $ 112,575 552,490 21,472 1,319,361 150,454 2,331,055 2,481,509 616,665 684,576 1. 301,241 Capital Projects 785,959 182,214 968,173 13,044,963 13,044,963 Fiduciary Fund Type Agency 1,008,865 1,008,865 Account Groups General General Fixed Long-Term Assets Debt s s 71,877,108 71. 877,108 145,460,826 145,460,826 s Total (Memorandum Only) 690,131 4,195,129 2,554,541 101,000 182,214 252,068 587,952 L 008, 865 155,100 14,080,000 71,877,108 7 900 95,692,008 145,460,826 637,656 550,559 684,576 13,044,963 2,088,280 162,466,860 $ 20,696,822 $ 3,800,870 $1,301,241 $14,013,136 ~ 1,008,865 $145,460,826 $ 71,877,108 $ 258,158,868 The accompanying notes are an integral part of this financial statement. 5 THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Combined Statement of Revenues, Expenditures and Changes in Fund Balance All Governmental Fund Types Revenues Local Sources: Property taxes (Notes 3 and 12) Tuition Interest Food sales Food services and other Magnet schools funding (Note 11) Total local sources State Sources: Minimum foundation programs (Note 8) Desegregation settlement (Note 8) Magnet schools funding (Note 11) Handicapped children aid Vocational aid Transportation aid Compensatory education Other Total state sources Federal Sources: Elementary and Secondary Education Act Vocational Education Act Food services Energy conservation Other Total federal sources Total revenues s Year Ended June 30, 1991 General 41,321,190 334,760 805, 768 619,916 43,081,634 22,759,804 10,356,778 602,063 930,950 2,885,960 609,943 1,090,271 39,235,769 28,585 28,585 82,345,988 s Special Revenue 34,416 71,307 1,344,429 882,602 2,693,138 5,025,892 6,285,892 637,358 6,923,250 3,467,391 268,295 3,634,607 514,775 620,812 8,505,880 20,455,022 The accompanying notes are an integral part of this financial statement. 6 s Debt Service 13,465,844 82,624 125,158 13,673,626 13,673,626 s Capital Projects 332,213 68,832 401,045 401,045 s Total (Memorandum Only) 54,787,034 369,176 1,291,912 1,344,429 1,571,350 2,818,296 62,182,197 22,759,804 10,356,778 6,285,892 602,063 930,950 2,885,960 609,943 L 727,629 46,159,019 3,467,391 268,295 3,634,607 514,775 649,397 8,534,465 116,875,681 (Continued) THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Combined Statement of Revenues, Expenditures and Changes in Fund Balance All Governmental Fund Types (Continued) Expenditures Instructional services: Basic programs Exceptional child programs Vocational-technical programs Adult continuing education programs Compensatory education programs Other instructional programs Total instructional services Instructional support services Pupil transportation services Operation and maintenance of plant School administration General administration Capital outlay (Note 4) Principal retirement of long-term debt (Note 5) Interest charges (Notes 5 and 12) Fiscal agent's fees Debt issuance costs Food services Community services Indirect and other (Note 11) Total expenditures Excess of revenues over (under) expenditures Other Financing Sources (Uses) Contributed assets Proceeds of long-term debt (Note 5) Operating transfers in (Notes 3 and 11) Operating transfers out (Notes 3 and 11) Total other financing sources (uses) Excess of revenues and other financing sources over (under) expenditures and other uses Fund equity, beginning of year Fund equity, end of year (Notes 2 and 8) Year Ended June 30, 1991 General $ 39,093,805 4,681,223 3,879,053 14,264 1,636,102 1,088,004 50,392,451 s 8,435,274 5,523,600 10,187,374 5,524,559 7,373,144 3,464,604 155,000 125,000 776,427 18,054 91,975,487 (9,629,499) 53,522 7,648,889 7,596,913 (6,018,306) 9,281,018 (348,481) 526,802 178,321 Special Revenue $ 7,981,805 572,079 932,774 702,381 2,717,955 278,588 13,185,582 1,520,760 1,048,177 1,220,846 911,544 5,410,705 207,934 453,907 23,959,455 (3,504,433) 3,592,755 (59,028) 3,533,727 29,294 2,452,215 $ 2,481,509 The accompanying notes are an integral part of this financial statement. 7 s Debt Service 5,483,830 3,726,121 62,898 9,272,849 4,400,777 3,084,203 (6,955,779) (3,871,576) 529,201 772,040 $ 1,301,241 s Capital Projects 6,887,061 507,889 62,587 7,457,537 (7,056,492) 17,197,450 (1,240,758) 15,956,692 8,900,200 4,144,763 $13,044,963 Total (Memorandum Only) $ 47,075,610 5,253,302 4,811,827 716,645 4,354,057 1,366,592 63,578,033 9,956,034 5,523,600 11,235,551 5,524,559 8,593,990 11,263,209 5,483,830 3,881,121 62,898 632,889 5,410,705 984,361 534,548 132,665,328 (15,789,647) 53,522 24,846,339 14,273,871 (14,273,871) 24,899,861 9,110,214 7,895,820 $ 17,006,034 Revenues Local Sources: Property taxes {Notes 3 and 12) Tuition Interest Food sales Food services and other Magnet schools {Note 11) Total local sources State Sources: Minimum foundation programs {Note 8) Desegregation settlement {Note 8) Magnet schools funding (Note 11) Handicapped children aid Vocational aid Transportation aid Compensatory education Other Total state sources Federal Sources: Elementary and Secondary Education Act Vocational Education Act Food service Energy conservation Other Total federal sources Total revenues THE LITTLE ROCK SCHOOL DISTRIC'f OF PULASKI COUNTY, ARKANSAS Combined Statement of Revenues and Expenditures - Budget and Actual All Budgeted Governmental Fund Types Year Ended June 30, 1991 $ 49,122,429 635,908 100,000 680,165 50,538,502 23,371,654 8,356,778 468,000 890,092 2,400,000 243,243 1,524,480 37,254,247 44,625 44,625 87,837,374 General Fund S 41,321,190 334,760 805,768 619,916 43,081,634 22,759,804 10,356,778 602,063 930,950 2,885,960 609,943 1,090,271 39,235,769 28,585 28,585 82,345,988 Variance - Favorable {Unfavorable) $ (7,801,239) (301,148) 705,768 (60,249) {7,456,868) {611,850) 2,000,000 134,063 40,858 485,960 366,700 (434,209) 1,981,522 (16,040) (16,040) (5,491,386) The accompanying notes are an integral part of this financial statement. 8 s Budget 55,000 1,282,134 1,081,967 2,705,116 5,124,217 6,297,871 6,297,871 2,886,618 340,012 3,169,164 349,233 6,745,027 18,167,115 Special Revenue Funds $ Actual 34,416 71,307 1,344,429 882,602 2,693,138 5,025,892 6,285,892 637,358 6,923,250 3,467,391 268,295 3,634,607 514, 775 620,812 8,505,880 20,455,022 s Variance - Favorable (Unfavorable) 34,416 16,307 62,295 {199,365) {11,978) (98,325) (11,979) 637,358 625,379 580,773 (71,717) 465,443 514,775 271,579 1,760,853 2,287,907 (Continued) THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Combined Statement of Revenues and Expenditures - Budget and Actual All Budgeted Governmental Fund Types (Continued) Year Ended June 30, 1991 General Fund Sl!ecial Revenue Funds Variance - Variance - Favorable Favorable Budget Actual (Unfavorable) Budget Actual (Unfavorable) Exl!enditures Instructional services: Basic programs s 39,824,551 s 39,093,805 s 730,746 s 8,109,834 s 7,981,805 s 128,029 Exceptional child programs 4,300,105 4,681,223 (381,118) 342,837 572,079 (229,242) Vocational-technical programs 4,003,153 3,879,053 i24,100 699,334 932,774 (233,440) Adult continuing education programs 655,110 14,264 640,846 63,073 702,381 (639,308) Compensatory education programs 2,143,448 1,636,102 507,346 2,851,680 2,717,955 133,725 Other instructional programs 1,101,272 1,088,004 13,268 258,748 278,588 (19,840) Total instructional services 52,027,639 50,392,451 1,635,188 12,325,506 13,185,582 {860,076) Instructional support services 8,276,060 8,435,274 (159,214) L 207,548 1,520,760 {313,212) Pupil transportation services 5,109,606 5,523,600 (413,994) 2,000 2,000 Operations and maintenance of plant 10,886,626 10,187,374 699,252 L 042, 298 1,048,177 (5,879) School administration 5,421,139 5,524,559 (103,420) General administration 6,648,197 7,373,144 (724,947) L 177,809 1,220,846 {43,037) Capital outlay (Note 4) 3,859,480 3,464,604 394,876 633,168 911,544 (278,376) Principal retirement on long-term debt (Note 5) Interest charges (Notes 5 and 12) 155,000 (155,000) Debt issuance costs 125,000 (125,000) Food service 7,170,539 5,410,705 1,759,834 Community services 1,012,270 776,427 235,843 175,908 207,934 {32,026) Indirect and other (Note 11) 18,054 (18,054) 451,884 453,907 (2,023) Total expenditures 93,241,017 91,975,487 1,265,530 24,186,660 23,959,455 227,205 Excess of revenues over {under) expenditures (5,403,643) (9,629,499) (4 I 225,856) (6,019,545) (3,504,433) 2,515,112 Other Financing Sources (Uses) Contributed assets 53,522 53,522 Proceeds of long-term debt (Note 5) 6,000,000 7,648,889 L 648,889 Operating transfers in (Notes 3 and 11) 590,000 7,596,913 7,006,913 3,592,775 3,592,755 Operating transfers out (Notes 3 and 11) {3,181,520) (6,018,306) (2,836,786) (59,028) (59,028) Total other financing sources (uses) 3,408,480 9,281,018 5,872,538 3,592,755 3,533,727 (59,028) Excess of revenues and other financing sources over (under) expenditures and other financing uses $ 0,995,163) $ (348,481) $ 1,646,682 $ (2,426,790) $ 29,294 $ 2,456,084 {Continued) The accompanying notes are an integral part of this financial statement. 9 Revenues Local sources: Property taxes (Notes 3 and 12) Tuition Interest Food sales Food services and other Magnet schools and other (Note 11) Total local sources State Sources: Minimum foundation programs (Note 8) Desegregation settlement (Note 8) Magnet schools funding (Note 11) Handicapped children aid Vocational aid Transportation aid Compensatory education Other Total state sources Federal Sources: Elementary and Secondary Education Act Vocational Education Act Food service Energy conservation Other Total Federal sources Total revenues THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Combined Statement of Revenues and Expenditures - Budget and Actual All Budgeted Governmental Fund Types (Continued) Year Ended June 30, 1991 Debt Service Fund Variance - Favorable Budget Actual (Unfavorable) $ 7,501,576 ,$ 13,465,844 $ 5,964,268 $ 330,000 82,624 (247,376) 125,158 125,158 7,831,576 13,673,626 5,842,050 7,831,576 13,673,626 5,842,050 The accompanying notes are an integral part of this financial statement. 10 Total (Memorandum Only) Variance - Favorable Budget Actual (Unfavorable) 56,624,005 $ 54,787,034 $ (1,836,971) 635,908 369,176 (266,732) 485,000 959,699 474,699 1,282,134 1,344,429 62,295 1,762,132 1,502,518 (259,614) 2,705,116 2,818,296 113,180 63,494,295 61,781,152 CL 713,143) 23,371,654 22,759,804 (611,850) 8,356,778 10,356,778 2,000,000 6,297,871 6,285,892 (11,979) 468,000 602,063 134,063 890,092 930,950 40,858 2,400,000 2,885,960 485,960 243,243 609,943 366,700 1,524,480 1,727,629 203,149 43,552,118 46,159,019 2,606,901 2,886,618 3,467,391 580,773 340,012 268,295 (71,717) 3,169,164 3,634,607 465,443 514,775 514,775 393,858 649,397 255,539 6,789,652 8,534,465 1,744,813 113,836,065 116,474,636 2,638,571 (Continued) THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Combined Statement of Revenues and Expenditures - Budget and Actual All Budgeted Governmental Fund Types (Continued) Year Ended June 30, 1991 Debt Service Fund Total (Memorandum Only) Variance - Variance - Favorable Favorable Budget Actual (Unfavorable) Budget Actual (Unfavorable) ExJ:!enditures Instructional services: Basic programs s s s s 47,934,385 s 47,075,610 s 858, 775 Exceptional child programs 4,642,942 5,253,302 (610,360) Vocational - technical programs 4,702,487 4,811,827 (109,340) Adult continuing education programs 718,183 716,645 1,538 Compensatory education programs 4,995,128 4,354,057 641,071 Other instructional programs 1,360,020 1,366,592 (6,572) Total instructional services 64,353,145 63,578,033 775,112 Instructional support services 9,483,608 9,956,034 (472,426) Pupil transportation services 5,111,606 5,523,600 (411,994) Operations and maintenance of plant 11,928,924 11,235,551 693,373 School administration 5,421,139 5,524,559 (103,420) General administration 7,826,006 8,593,990 (767,984) Capital outlay (Note 4) 4,492,648 4,376,148 116,500 Principal retirement of long-term debt (Note 5) 3,359,093 5,483,830 (2,124,737) 3,359,093 5,483,830 (2,124,737) Int erest charges (Note 5 and 12) 2,466,391 3,726,121 (1,259,730) 2,466,391 3,881,121 (1,414,730) Debt issuance cost 125,000 (125,000) Fiscal agents' fees 6,500 62,898 (56,398) 6,500 62,898 (56,398) Food service 7,170,539 5,410,705 1,759,834 Community services 1,188,178 984,361 203,817 Indirect and other (Note 11) 451,884 471,961 (20,077) Total expenditures 5,831,984 9,272,849 P,440,865) 123,259,661 125,207,791 (1,948,130) Excess of revenues over (under) expenditures 1,999,592 4,400,777 2,401,185 (9,423,596) (8,733,155) 690,441 Other Financing Sources (Uses) Contributed assets 53,522 53,522 Procee~s of long-term debt (Note 5) 6,000,000 7,648,889 1,648,889 Operat7ng transfers in (Notes 3 and 11) 3,084,203 3,084,203 4,182,755 14,273,871 10,091,116 Operating transfers out (Notes 3 and 11) (6,955,779) (6,955,779) (3,181,520) (13,033,113) (9,851,593) Total other financing sources (uses) (3,871,576) (3,871,576) 7,001,235 8,943,169 1,941,934 Excess of revenues and other financing sources over (under) expenditures and other financing uses s 1,999,592 s 529,201 s (1,470,391) s (2,422,361) s 210,014 s 2,632,375 The accompanying notes are an integral part of this financial statement. 11 I I THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements June 30, 1991 Note 1: Summary of Significant Accounting Policies The accounting policies of The Little Rock School District of Pulaski County, Arkansas (the School District) conform to generally accepted accounting principles (GAAP) applicable to governmental units, except for the practice of recording various components of its general fixed assets at appraised values rather than at cost (Note l(F)). The following is a summary of the more significant accounting policies. (A) Fund Accounting The accounts of the School District are organized on the basis of funds or groups of accounts, each of which is considered to be a separate accounting entity. The operations of each fund are accounted for by providing a separate set of self-balancing accounts which comprise its assets, liabilities, fund equity, revenues and expenditures. The following fund types and account groups are used by the School District: Governmental Fund Types: General Fund - The General Fund is the primary operating fund of the School District. All general tax revenues and other revenues that are not allocated by law or contractual agreement to another fund are accounted for in this fund. The general operating expenditures, the fixed charges, and the capital improvement costs that are not paid through other funds are paid from this fund. Special Revenue Funds - Special Revenue Funds are used to account for the proceeds of specific revenue sources, other than major capital projects, requiring separate accounting because of legal or regulatory provisions or administrative action. Debt Service Funds - Debt Service Funds are used to account for the accumulation of resources for the payment of principal, interest, and fees on long-term general obligation debt. Capital Projects Funds - Capital Projects Funds are used to account for financial resources segregated for the acquisition or construction of major capital facilities. Fiduciary Fund Type: Agency Fund - The Agency Fund is used to account for the school activity groups and other agencies. The assets in this fund are held by the School District in a fiduciary capacity. 12 I I I I THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements (Continued) June 30, 1991 Note 1: Summary of Significant Accounting Policies (Continued) (A) Fund Accounting (Continued) Account Groups: General Fixed Asset Account Group - This account group is established to account for the fixed assets of the School District. General Long-Term Debt Account Group - This account group is established to account for the long-term debt that is guaranteed by the full faith and credit of the School District. (B) Basis of Accounting The modified accrual basis of accounting is utilized by all funds. Revenues are recognized in the accounting period in which they become available and measurable. Expenditures are recognized in the accounting period in which the liability is incurred, if measurable, except for unmatured interest on general long-term debt which is recognized when the interest is due. Resources from special grants are generally recognized as revenues to the extent of expenditures made under the provisions of the grants. Significant funds received before the revenue recognition criteria have been met are reported as deferred revenue. {C) Budgetary Accounting Certain revenues and expenditures are budgeted in accordance with various legal requirements which govern the School District's operations. The annual budget is submitted to the Arkansas State Department of Education (the State) for approval. Revisions by subsequent budget amendments, if any, are not submitted to the State. Budgeted revenues and expenditures were approved by the Board of Directors at their August 23, 1990 meeting. No amendments were adopted subsequent to this date. The budgets formally approved by the Board of Directors include the General Fund (salary, desegregation and other operating) and the Debt Service Fund, as required by the State (Handbook II) and certain construction and special revenue expenditures. The budgets of the School District utilized in its internal budgetary accounting systems and for financial reporting vary in some regards from those required by applicable state statutes to be formally approved by the Board of Directors. 13 THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements (Continued) June 30, 1991 Note 1: Summary of Significant Accounting Policies (Continued) (C) Budgetary Accounting (Continued) The budgets approved by the Board of Directors are utilized in the preparation of the Combined Statement of Revenues and Expenditures - Budget and Actual. Certain budgeted items have been reclassified for this financial statement presentation to facilitate comparison to the classifications required in reporting the related actual amounts. Such reclassifications relate primarily to operating transfers and proceeds of long-term debt. In addition, certain amounts (primarily property tax revenues and food service expenditures) are budgeted in accordance with accounting methods required by applicable state regulations with the related actual amounts being reflected in accordance with generally accepted accounting principles. (D) Investments Investments are stated at cost, which approximates market value. Investments consist of certificates of deposit, repurchase agreements, and treasury bills. (E) Inventories Inventories are stated at the lower of cost (first-in, first-out) or market (net realizable value). Inventories are recorded as expenditures when transferred to schools and departmental offices for utilization. (F) General Fixed Assets In the general fixed asset group of accounts, land is valued at historical cost. Certain other components are stated at costs estimated by independent appraisers and by School District employees at various appraisal dates. Valuations of land improvements and buildings are intended to approximate fair market values at the latest appraisal dates (1965 and 1971, respectively)\nfurniture and fixtures are stated at appraisal values determined for insurance purposes in 1975. Additions since the date of the last appraisals are recorded at cost. The amount that such valuations vary from historical cost has not been determined. (G) Property Taxes Property taxes are recognized and recorded as current period revenues in accordance with the provisions of Interpretation 3 of the National Council of Governmental Accounting's (NCGA) Statement 1, which states that: (1) Property tax revenues should be recognized when they become available\nand (2) available means when due and receivable within the current period and collected within the current period or expected to be collected soon enough thereafter (generally not to exceed sixty days) to be used to pay liabilities of the current period. 14 THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements (Continued) June 30, 1991 Note 1: Summary of Significant Accounting Policies (Continued) (H) Interfund Transactions During the course of operations, transactions occur between individual funds for goods provided or services rendered. These related receivables and payables are classified as \"due from other funds\" or \"due to other funds\" on the balance sheet. Quasi-external transactions are accounted for as revenues or expenditures. Transactions that constitute reimbursements to a fund for expenditures initially made from it that are properly applicable to another fund, are recorded as expenditures in the reimbursing fund and as reductions of expenditures in the fund that is reimbursed. All other interfund transactions, except quasi-external transactions and reimbursements, are reported as transfers. Nonrecurring or nonroutine permanent transfers of equity are reported as residual equity transfers. All other interfund transfers are reported as operating transfers. (I) Accumulated Vacation and Sick Leave School District employees do not receive vacation pay as such. Certain employees contracted to work 240 days per year receive additional pay if they work more than 240 days in any particular year. These employees are paid upon termination for any unpaid days accumulated in this manner. Due to the small number of employees contracted for 240 days per year who have accumulated unpaid days in this manner, the School District's liability for this type of compensated absence is not considered material and, therefore, has not been recorded in the accompanying financial statements. Accumulated sick pay or personal leave days are not paid upon termination. Accordingly, the School District has not recorded a liability in the accompanying financial statements since payment is not probable and the amount of ultimate payment if any, is not determinable. (J) Encumbrances Encumbrances for goods or purchased services are documented by purchase orders or contracts. Encumbrances outstanding at year end are not reported as expenditures for financial statement purposes as the related goods have not been received or the services performed. 15 -- THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements (Continued) June 30, 1991 Note 1: Summary of Significant Accounting Policies (Continued) (K) Total Columns on Combined Statements Total columns on certain combined statements are captioned \"memorandum only\" to indicate that they are presented only to facilitate financial analysis. Data in these columns do not present financial position, results of operations, or changes in fund equity in conformity with generally accepted accounting principles. Neither is such data comparable to a consolidation. Certain comparative data have not been presented because inclusion would make certain statements unduly complex and difficult to understand. (L) Tax Exempt Status The School District is a tax exempt organization since its revenues are nontaxable under Section 115 of the Internal Revenue Code. (M) Bond Premiums or Discounts and Other Issuance Costs Generally accepted accounting principles (GAAP) require that bond discounts and additional issuance costs be included in the calculation of proceeds and reported separately as an expenditure on the statement of revenues, expenditures and changes in fund balances. In prior years, the School District capitalized such issuance costs and amortized them over the lives of the related bond issues, in accordance with Handbook II prescribed methods. This accounting method was not considered a material departure from GAAP. Issuance costs related to the September, 1990 bond issue (see Note 5) were recorded in accordance with GAAP as an expenditure of the Capital Projects Fund. Neither the balance of unamortized capitalized issuance costs, nor the change in the method of accounting for 1991, are considered to have a material impact on the financial statements. 16 II II Ii THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements (Continued) June 30, 1991 Note 2: Reconciliation of Fund Equity - The School District issued unaudited financial reports (the \"State Report\") on August 28, 1991 to the Arkansas State Department of Education. Financial information in the State Report was prepared in accordance with accounting methods prescribed in Handbook II, as required by applicable state regulations. In that report, the \"Salary, Operating and Debt Service Funds\" are generally the equivalent of the combined General and Debt Service Funds used for annual financial statement presentation purposes. The \"Federal Grants Fund\" corresponds to the Special Revenue Fund, except that it does not include activity in the \"Revolving Funds\" and the \"Food Service Fund\". The \"Building Fund\" per the State Report corresponds to the Capital Projects Fund. Balances and transactions related to the Agency Fund are reflected in the State Report as the \"Student Activity Fund.\" The following is a reconciliation of total fund balances as shown on the State Report and in the accompanying financial statements at June 30, 1991: Fund equity per State Report Current period adjustments, net: Handbook II Other Fund balances not included in State Report: Revolving Funds Food Service Fund KLRE-FM/KUAR-FM Cumulative effect of prior years adjustments Fund equity per financial statements Due to school activity groups and other agencies per financial statements 17 s Governmental Fund Ty12es 14,754,087 (602,727) 85,269 277,703 2,203,806 287,896 $17,006,034 Fiduciary Fund Ty12es s 937,083 71,782 $ 1,008,865 I I THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements (Continued) June 30, 1991 Note 3: Property Taxes Pulaski County, Arkansas (the County) levies a property tax each February on the assessed value listed as of January l of the prior year for all real and personal property located in the County. Assessed values are established by the County Assessor's office. All taxes are due from property holders on an installment basis by October 10 and related amounts collected on behalf of the Little Rock School District are receivable from the County as collected. Taxes to be levied upon January 1, 1990 assessment values are as follows: Millage Valuation General Debt {Millions) Fund Service Real Estate $ 1,085 34.0 9.9 Personal property 356 34.0 9.9 Utilities 70 35.8 10.2 $ 1,511 During 1985, a reassessment was completed for all property located in Pulaski County, Arkansas. Based upon the results of this reassessment, the assessed value of all property within the sphere of taxation by the School District at January 1, 1985 increased approximately $400 million, as compared to January 1, 1984. In addition, there was an overall reduction of millage under Amendment 59. The School District is liable for its prorata share of the cost incurred by the State of Arkansas in relation to the reassessment. It is understood that reimbursement of this cost to the State, totaling approximately $513,000, will be made over a five year period beginning in fiscal year 1987 through semi-annual withholdings from the School District's revenues. Property tax revenues are reflected net of such withholdings. Property tax revenues of the Debt Service Fund totaling approximately $6,956,000 (the excess of funds necessary to meet current debt service requirements) have been transferred to the General Fund during the year ended June 30, 1991 as provided for under the statutes of the State of Arkansas. Note 4: Fixed Assets The following is a summary of the major components of fixed assets of the School District as of June 30, 1991: 18 THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements (Continued) June 30, 1991 Note 4: Fixed Assets (Continued) Balance Balance June 30, 1990 Additions June 30, 1991 Land $ 2,861,085 $ $ 2,861,085 Land improvements 925,255 925,255 Buildings 105,035,846 5,293,409 110,329,255 Furniture and equipment 25,375,431 3,465,966 28,841,397 Construction-in-progress 2,503,834 2,503,834 Totals $ 134,197,617 $ 11,263,209 $ 145,460,826 The School District has entered into contracts for the construction or renovation of various facilities as shown below. Retainage payable in relation to these contracts totaled approximately $182,000 at June 30, 1991. June 30, 1991 Balances Project Expended/ Commitment Authorization Accrued Remaining: Geyer Springs Elementary $ 1,762,784 $ 1,218,437 $ 544,347 Woodruff Elementary 753,328 506,226 247,102 Western Hills Elementary 1,019,459 536,800 482,659 Forrest Heights Elementary 3,442,600 117,439 3, 325,161 Other projects 279,490 124,932 154,558 $ 71257,661 $ 2,5031834 $ 4,753,827 Note 5: Long-Term Debt On September 24, 1990, the School District received $6,000,000 of desegregation loan proceeds from, and executed a promissory note to, the State of Arkansas (see Note 8). The principal will bear interest beginning on the seventh anniversary of the date of the note at the rate of 3% per annum. The Principal of this loan is to be repaid in twenty equal annual installments beginning seven years after the execution of the loan and is secured by liens in favor of the State on certain new and existing millages. Under terms of the desegregation settlement agreements, if at any time between September, 1989 and December 31, 2000, the composite scores of the School District's black students (excluding special education students) on a standardized test agreed upon by the State and the School District are 90% or greater of the composite scores of the School District's white students (excluding special education students), any principal or interest payments Previously paid on the desegregation loan will be repaid to the School District and any outstanding loan balances forgiven. 19 1: THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements (Continued) June 30, 1991 Note 5: Long-Term Debt (Continued) A summary of all long-term debt transactions of the School District for the year ended June 30, 1991, is as follows: Balance at July 1, 1990 New debt issued: Construction school bonds - Capital Projects Fund Desegregation loan - General Fund (Note 8) Present value of capital lease obligations related to purchases of equipment and buses - General Fund Total new debt issued Debt retired: School bonds Capital lease obligations Revolving loan Pulaski County, Arkansas Special School District (Note 8) Total debt retired Balance at June 30, 1991 $ 52,514,599 17,197,450 6,000,000 1,648,889 24,846,339 2,180,750 2,124,737 60,000 l I ll8, 343 5,483,830 $ 71,877,108 Long-term debt at June 30, 1991 is comprised of the following: School bonds, construction and refunding issues s Pulask 0 i County Special School District (Note 8) Arkansas State Department of Education Revolving Loan Arkansas State Department of Education Desegregation Loan Capital lease obligations, secured by related buses and computer equipment $ Principal Balance 51,003,550 9,952,323 180,000 6,000,000 4,741,235 71,877,108 20 Interest Rates 3.25% - 7.7% 4.2% - 10% 9% 3% 6.6% - 8.9% Maturities Semiannually\nthrough 2020 Semiannually\nthrough 2003 Semiannually\nthro_ugh 1994 Annually\n1998-2017 Various\nthrough 1995 1 I I THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements (Continued) June 30, 1991 Note 5: Long-Term Debt (Continued) The annual requirements to amortize all long-term debt outstanding at June 30, 1991 are as follows: Year Ending June 30 1992 1993 1994 1995 1996 Thereafter Amount 5,499,5'28 5,232,230 4,428,025 4,260,686 3,460,714 48,995,925 $ 71,877,108 Total interest payable in the future on debt outstanding at June 30, 1991, excluding amounts for the desegregation loan, is approximately $39.5 million. Interest on the desegregation loan, assuming a twenty year amortization beginning in 1998, would approximate $1.7 million. Subsequent to year end, approximately $15 million of construction bonds, dated October 1, 1991, were issued to finance capital expenditures. Note 6: Prior-Year Defeasance of Debt In prior years, the School District defeased certain 1984 and 1985 construction bonds by placing the proceeds of a refunding bond issue in an irrevocable trust to provide for all future debt service payments on the old bonds. Accordingly, the trust account assets and the liability for the def eased bonds are not included in the School District's financial statements. At June 30, 1991, $2.8 million of bonds outstanding are considered defeased. Note 7: Retirement Plans All School District employees are required by law to be covered by the Arkansas Teacher Retirement System (ATRS) except the following: (1) certain bus drivers, cafeteria workers and janitors, who are required by law to be covered by the Arkansas Public Employees Retirement System (APERS) and (2) ~art-time teachers, teacher aides and foreign exchange teachers who may elect in writing to exclude themselves from coverage. Effective July 1, 1991, all new employees of a school district, including part-time employees, must be members of the Arkansas Teacher Retirement System. Both systems are multipleemployer, cost-sharing public employee retirement systems which also provide death and disability benefits. Benefits for both systems are established by state statute. 21 1 I I ! I I ' THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements (Continued) June 30, 1991 Note 7: Retirement Plans (Continued) The payroll for employees covered by the ATRS for the year ended June 30, 1991, was approximately $74,000,000 and the payroll for employees covered by APERS for the same period was approximately $6,000,000. The School District's total payroll was approximately $81,000,000. ATRS employees who retire at or after age 60 with 10 years of credited service, or after 30 years of credited service regardless of age, are entitled to a retirement benefit, payable monthly for life, equal to 1.85 percent of their final average salary for each contributory year of credited service and 1.17 percent of their final average salary for each non-contributory year of credited service. Final average salary is the average of the member's highest five fiscal years of earnings, regardless of when they occur. Benefits fully vest upon reaching 10 years of service. Vested employees that retire prior to accumulating 30 years of service or reaching age 60 will experience a reduction in benefits for early retirement. APERS contributory employees who retire at or after either (a) age 65 with 10 years service, or (b) age 60 with 20 years service, or (c) 30 years of service regardless of age, are entitled to a retirement benefit, payable monthly for life, equal to 1.8 percent of average pay for each contributory Year of credited service, or a minimum of $150. Average pay is the average of the highest 60 calendar month's of pay. Benefits fully vest upon reaching 10 years of service. Vested contributory employees that retire at or after age 55 but prior to age 65, with 10 years of service, receive reduced retirement benefits. APERS non-contributory employees who retire at or after age 65 with 10 years of service, or 30 years of service regardless of age, are entitled to a retirement benefit, payable monthly for life, equal to 1.8 percent of average Pay for each year of credited service. The retirement benefit is reduced fer applicable Social Security primary benefits for each year of credited service . The APERS benefit cannot be less than .7 percent of average pay times years of non-contributory service, or $150 monthly. Vesting, average pay calculations and early retirement provisions are the same as those of APERS contributory employees. Contribution requirements are established by State statute for each system. For the year ended June 30, 1991, employees covered by ATRS had the option to contribute 6% of full salary or $7,800, whichever applies, and employees covered by APERS had the option to contribute 6% of full salary. Federal funds of the School District were used to provide the 12% matching contribution, for all eligible ATRS employees who are paid through Federal Programs, while the state provided the matching contribution for other ATRS employees. The School District is liable for the 4% match for APERS employees. 22 THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements (Continued) June 30, 1991 Note 7: Retirement Plans (Continued) For the year ended June 30, 1991, retirement and matching contributions for School District employees, expressed in thousands of dollars and as a percent of covered payroll, are as follows: ATRS APERS Total Employee contributions $ 1,877 2.54% $ 17 .28% $ 1,894 2.82% Matching Contributions: School District 240 4.00 240 4.00 State 8,055 10.88 8,055 10.88 Federal 361 _\u0026amp; 361 _\u0026amp; $ 101293 13.91% $ 257 4.28% $ 101550 18.19% The pension benefit obligation (PBO) is a standard disclosure measure of the present value of pension benefits, adjusted for the effects of projected salary increases and any step-rate benefits, estimated to be payable in the future as a result of employee service to date. The measure, which is the actuarial present value of credited projected benefits, is intended to help users assess each system's funding status on a going-concern basis, assess Progress made in accumulating sufficient assets to pay benefits when due, and make comparisons among PERS and employers. The systems do not make separate measurements of assets and PBO for individual employers, thus such information is not available as it relates to the School District individually. The total PBO, net assets available for benefits and funded status at June 30, 1990, the date of the latest actuarial valuation, is shown below for each system: ATRS APERS Total Pension benefit obligation $ 2,380,800 $ 1,054,875 $ 3,435,675 Net assets available for benefits 2,232,810 114111279 316441089 Unfunded (overfunded) pension benefit obligation $ 1471990 $ (356,404) $ (2081414) Ten year historical trend information showing each system's progress in accumulating sufficient assets to pay benefits when due is presented in each system's June 30, 1990 comprehensive annual financial report. Note 8: Desegregation and Related Funding Issues During 1982, the School District brought litigation to consolidate the three school districts in Pulaski County, Arkansas. This was an interdistrict school desegregation case involving complex federal litigation in both trial and appellate courts. 23 THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements (Continued) June 30, 1991 Note 8: Desegregation and Related Funding Issues (Continued) In relation to the remedy issues of this litigation, the Pulaski County Special School District (PCSSD) and the Little Rock School District entered into agreements, which were approved by the Courts, for the transfers of certain schools, buildings and related personal property between the districts. The Little Rock School District assumed approximately $14. 6 million in long-term debt (see Note 5) related to the properties transferred to them. The transfer of property also resulted in approximately $300 million in property assessment values being transferred to the Little Rock School District effective upon the January 1, 1987 assessments. The litigation also resulted in the courts ordering the School District to initiate certain desegregation programs with the Arkansas Department of Education (the State) being liable for certain aspects of funding the programs. All major financial aspects of this litigation have been settled and accepted by the courts. Under the terms of the settlement agreements, the Arkansas Department of Education agreed to pay the School district a total of $71 million, net of $2 million in legal fees awarded the NAACP Legal Defense and Education Fund, Inc. This amount included approximately $57,130,000 for compensatory education and other desegregation programs and $13,870,000 for cash equivalent Payments in lieu of formula guarantees. In addition, the State agreed to loan the School District up to $20 million between July 1, 1989 and July 1, 1999. The loan proceeds are to be used for desegregation purposes and are secured by liens in favor of the State on certain new and existing millages. As of June 30, 1991, $6,000,000 had been received in regard to the loan provisions of the agreement and is recorded as proceeds from long-term debt in the general fund (see Note 5). During the year ended June 30, 1991, the School District recorded settlement Proceeds of $8,356,778 in the general fund for compensatory education programs and other desegregation expenses. Included in this amount is a receivable of $4,747,528 due the School District on July 1, 1991 for reimbursement of desegregation expenditures made prior to year end. Legal fees advanced by the State, totaling $2,000,000, to be deducted from settlement proceeds in the final years of payment to the School District, are recorded as settlement Proceeds in the general fund. In addition, the School District received and recorded additional cash equivalent payments in lieu of Minimum Foundation Program Aid (MFPA) formula guarantees totaling $2,000,000 which are recorded as MFPA revenue in the general fund. 24 THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements (Continued) June 30, 1991 Note 8: Desegregation and Related Funding Issues (Continued) Net amounts of future funding under the above described agreements (excluding potential loan proceeds) at June 30, 1991 are as follows: MFPA Year Ending Desegregation Guarantees Total June 30, 1992 s 8,637,482 s 2,000,000 s 10,637,482 June 30, 1993 8,926,606 2,000,000 10,926,606 June 30, 1994 8,094,112 2,000,000 10,094,112 June 30, 1995 6,042,591 2,000,000 8,042,591 June 30, 1996 3,829,942 1,870,114 5,700,056 Future years 6831125 6831125 Total $ 36,213,858 $ 9,870,114 $ 46,083,972 Note 9: Agency Funds As the School District serves only in a fiduciary capacity for the school activity funds and other agency funds, related transactions are not reflected in the combined statement of revenues, expenditures and changes in fund balance. A summary of transactions in these school activity and other agency funds during the year ended June 30, 1991, and the resulting change in amounts due to the school activity groups and other agencies, is as follows: Due to school activity groups and other agencies at June 30, 1990 Transactions during the year ended June 30, 1991: School activities and other agencies revenues Interest on investments School activities and other agencies expenditures Due to school activity groups and other agencies at June 30, 1991 Note 10: Cash and Investments $ 874,461 3,260,064 19,575 (3,145,235) $ 1,008,865 Arkansas statutes authorize school districts to deposit their funds in any bank located in the State of Arkansas. In addition, they may invest in bonds of the United States of America, general obligation bonds of the State of Arkansas, and bank certificates of deposit or repurchase agreements from a bank or savings and loan that has pledged direct obligations of, or obligations which are fully guaranteed by, the United States of America. 25 THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements (Continued) June 30, 1991 Note 10: Cash and Investments (Continued) The carrying amount of the School District's deposits (including Agency Funds) with a Little Rock, Arkansas financial institution was $310,645, net of $690,131 reflected as bank overdrafts for financial statement purposes, and the bank balance was $1,707,000. The bank balance is categorized as follows: Amount insured by the FDIC Amount collateralized with securities held by the Federal Reserve Bank in the School District's name Uncollateralized Total bank balance $ 270,982 1,300,000 136,018 $ 1,707,000 Investments of the School District (including Agency Funds) at June 30, 1991, are summarized below. Investments, which are all represented by specific identifiable investment securities, are classified as to credit risk by the three categories described as follows: Category 1 - Insured or registered, or securities held by the School District or its agent in the School District's name. Category 2 - Uninsured and unregistered, with securities held by the counterparty's trust department or agent in the School District's name. Category 3 - Uninsured and unregistered, with securities held by the counterparty, or by its trust department or agent, but not in the School District's name. Total Category Carrying 1 2 3 Amount Certificates of deposit $ 1,150,000 $ 300,000 $ $ 1,450,000 Treasury bills 20,188,155 20,188,155 Repurchase agreements 4,400,000 4,400,000 s 21,338,155 s 300,000 s 4,400,000 s 26,038,155 Note 11: Magnet School Funding A~ a part of its desegregation program (see Note 8), the Federal court directed the School District to participate in a ''Magnet School\" system and has vested control of these schools in a Magnet Review Committee (MRC). 26 THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements (Continued) June 30, 1991 Note 11: Magnet School Funding (Continued) During the year ended June 30, 1988, six schools from the Little Rock School District were organized as a separate reporting group under the control of the MRC. The MRC received its authority from the Federal court as the result of desegregation litigation (see Note 8). During the year ended June 30, 1991, the approved funding level of these schools (\"the Magnets\") totaled $3,370 per average daily membership (ADM) from the State of Arkansas, Pulaski County special School District (PCSSD), North Little Rock School District (NLRSD) and Little Rock School District (LRSD). The State contributes one half of the cost ($1,685 per ADM) with the three school districts sharing the balance of the cost. The State pays its portion of the NLRSD and PCSSD contributions directly to the respective districts for subsequent remission to the LRSD. Average daily membership: LRSD NLRSD PCSSD Total ADM Contribution rate - local sources Total school districts' contributions Less operating transfers from General Fund to Magnet Fund Total Magnet Revenue - local sources Total Magnet Revenue - state sources $ s $ $ 2,351.97 478.07 900.46 3,730.50 1,685 6,285,893 (3,592,755) 2,693,138 6,285,892 The Little Rock School District accounts for the Magnet School's operating revenues and expenses within its Special Revenue Fund since these funds are restricted to the operations of the Magnets. The School District's portion of the total costs consists of $3,592,755 recorded as an operating transfer from the General Fund with the balance of $370,314 being indirect administrative cost contributions. In addition to the above discussed operating revenues, the School District is also reimbursed by the NLRSD and PCSSD for debt service payments for capital improvements to the Magnets. The total of such reimbursements (which are reflected in revenues of the Debt Service Fund) for the year ended June 30, 1991 are as follows: North Little Rock School District Pulaski County Special School District Total 27 $ 35,434 89,724 $125,158 THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements (Continued) June 30, 1991 Note 12: Note Payable On March 28, 1991, the School District issued $14,080,000 of tax and revenue anticipation promissory notes (TRANS). The TRANS, plus accrued interest at a rate of 5.50% per annum, are payable in full December 31, 1991. Security for the TRANS is a pledge of revenue of the School District for the year ended June 30, 1991. Accrued interest of $101,000 is recorded in the General Fund at June 30, 1991. Total interest charges incurred on notes payable, including balances under previous lines-of-credit, for the year ended June 30, 1991 were approximately $155,000. Note 13: Other Litigation and Contingencies At June 30, 1991, the School District is a defendant in various legal actions. Several involve claims by former employees asserting discriminatory hiring practices. The School District intends to vigorously contest these cases. Management and legal counsel are of the opinion that the likelihood of an unfavorable outcome is small and, thus, no provision has been made in the financial statements for any potential liabilities. During the year ended June 30, 1991, judgments were entered against the School District totaling approximately $580,000 to be paid to the District's former attorneys for services performed on behalf of the School District in the Pulaski County school desegregation case. The School District recorded a liability and related expenditure for $580,000 in the June 30, 1991 combined financial statements. Note 14: Risk Management The School District is exposed to various risks of loss related to torts\ntheft of, damage to, and destruction of assets\nerrors and omissions\ninjuries to employees and students\nand natural disasters. Effective October 1, 1990, the School District established a Risk Management Fund within the General Fund to account for and finance its uninsured risks of loss. Under this program, the Risk Management Fund provides coverage up to a maximum of $100,000 for each property damage, general liability or other covered claim. The School District purchases commercial insurance for claims in excess of coverage provided by the Fund and for all other risks of loss. Settled claims did not exceed loss fund or other commercial coverage during the year ended June 30, 1991. 28 THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Notes to Combined Financial Statements {Continued) June 30, 1991 Note 14: Risk Management {Continued) The claims liability of $252,068 recorded in the General Fund at June 30, 1991 is based on the requirements of Governmental Accounting Standards Board Statement No. 10, which requires that a liability for claims be reported if information prior to the issuance of the financial statements indicates that it is probable that a liability has been incurred at the date of the financial statements and the amount of the loss can be reasonably estimated. The claims liability includes an amount for claims that have been incurred but not reported. Claims liability activity for the year ended June 30, 1991 is as follows: Balance July 1, 1990 s Claims expense 384,717 Claims paid {132,649) Balance June 30, 1991 s 252,068 29 II II II i 1, II ! SUPPLEMENTARY SCHEDULES 30 'I I I I J\n:I! II Schedule 1 THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Combining Schedule of Revenues and Expenditures - Special Revenue Funds Year Ended June 30, 1991 Total Federal Food Other Magnet (Memorandum Programs Service Programs Schools Only) Revenues Meal sales $ $ 1,344,429 $ $ $ 1,344,429 State, local and other assistance 34,416 614,452 905,508 8,979,030 10,533,406 Federal financial assistance 4,871,273 3,634,607 8,505,880 Interest income 71,307 71 307 Total revenues 4,905,689 5,664,795 905,508 8,979,030 20,455,022 Ex12enditures Basic programs 38,404 7,943,401 7,981,805 Exceptional child programs 329,798 242,281 572,079 Vocational-technical programs 245,192 181,598 505,984 932,774 Adult continuing education programs 78,262 624,119 702,381 Compensatory education programs 2,707,413 9,352 1,190 2,717,955 Other instructional programs 4,598 29,598 244,392 278,588 Instructional support services 571,066 4,500 945,194 1,520, 760 Operation and maintenance of plant 1,622 1,046,555 1,048,177 General administration 80,426 33,992 1,106,428 1,220,846 Capital outlay 595,785 208,741 107,018 911,544 Food services 5,410,705 5,410,705 Community services 207,934 207,934 Indirect and other 83,593 370,314 453,907 Total expenditures 4,905,689 5,619,446 921,563 12,512,757 23,959,455 Excess of revenues over (under) expenditures 45,349 (16,055) (3,533,727) {3,504,433) Other Financing Sources (Uses) Operating transfer in for LRSD portion of Magnet funding 3,592,755 3,592,755 Operating transfers out for Magnet School equipment lease payments (59,028) (59,028) Total other financing sources 3,533,727 3,533,727 Excess of revenues over (under) expend-itures and other financing uses $ $ 45,349 $_ (16,055) $ $ 29,294 31 THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Rockefeller Day Care Center Schedule of Revenues and Expenditures {Cash Basis) - Budget and Actual Year ended June 30, 1991 Revenues Federal funds Tuition Non-Federal matching contribution LRSD {Development program and line item reimbursement) Total revenues Expenditures Salaries and fringe Program supplies General administration Non-Federal matching expenditures Total expenditures Excess of revenues over (under) expenditures Units Eligible Non-eligible Total Note: Budget 10-1-89 to 10-1-90 to 9-30-90 9-30-91 $133,770 41,780 $ 3,525 167,239 346,314 322,763 17,806 2,450 3,525 346,544 (230) 14,376 3,179 17,555 $123,663 32,500 $ 332,438 488,601 440,701 18,853 29,055 488,609 (8) 13,000 3,250 16,250 Schedule 2 Actual 6-30-91 $ 81,019 34,416 42,237 157,672 93,458 14,594 5,885 42,237 156,174 $ 1,498 10,667 2,652 13,319 --The budget amounts as reflected above are by grant periods. The actual amounts, which reflect transactions during both the budget periods, are based on the School District's fiscal year ending June 30, 1991. 32 Schedule 3 LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Revenues of Salary, Operating and Debt Service Funds (Basis of Accounting as Prescribed by Handbook II) Year Ended June 30, 1991 Total General and Debt Service Funds (Memorandum Only) Unadjusted Adjusted Handbook II Net Handbook II Budget Revenues Adjustments Revenues Revenue - Local Sources Current taxes $ 31,547,258 $ 31,899,358 $ s 31,899,358 Delinquent taxes 4,059,535 3,214,974 3,214,974 40% pullback 20,902,212 20,601,593 20,601,593 Excess treasurer's fee 115,000 118,998 118,998 Depository interest 330,000 317,646 317,646 Revenue in lieu of taxes 200,000 120,412 120,412 Miscellaneous and rents 250,000 858,778 (540,800) 317,978 Interest on investments 100,000 141,376 106,480 247,856 Athletic receipts 100,000 91,322 9}, 322 57,604,005 57,364,457 (434,320) 56,930,137 Revenue - County Sources County General 130,165 73,971 73,971 Severance tax 16,232 16,232 130,165 90,203 90,203 Revenue - State Sources MFPA 23,371,654 22,037,764 22,037,764 Apportionment 74,267 73,971 73,971 Vocational 1,526,000 1,265,710 1,265 , 710 Handicapped children 468,000 602,063 602,063 Orphan children 12,720 8,820 8,820 Transportation 2,400,000 2,885,960 2,885,960 Compensatory education 243,243 609,943 609,943 Incentive fund 743,493 1,007,481 1,007,481 Adult education 694,000 624,119 624,119 Desegregation settlement 8,356,778 10,356,778 10,356,778 Desegregation loan 6,000,000 6,000,000 6,000,000 43,890,155 45,472,609 45,472 1 609 Revenue - Other Sources Public law 874 44,625 28,585 28,585 Transfer from federal grant 90,000 95,588 95,588 Transfer from bond account 500,000 613,166 3,435,059 4,048,225 634,625 737,339 3,435,059 4,172,398 Total revenues $ 102,258,950 s 103,664,608 s 3,000,739 s 106,665,347 33 LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Expenditures of Salary, Operating and Debt Service Funds  (Basis of Accounting as Prescribed by Handbook II) Year Ended June 30, 1991 Schedule 4 Total General and Debt Service Funds (Memorandum Only) Unadjusted Adjusted Handbook II Net Handbook II Budget Expenditures Adjustments Expenditures Certified salaries $ 49,642,449 $ 48,991,356 $ $ 48,991,356 Non-certified salaries 14,989,410 14,761,997 14,761,997 Substitute salaries 1,439,593 1,439,593 Employee benefits 7,037,307 8,032,968 8,032,968 Purchased services 9,842,416 10,457,142 56,735 10,513,877 Supplies and materials 5,379,939 4,020,746 4,020,746 Capital outlay 3,605,028 3,628,473 571,862 4,200,335 Debt service 6,831,984 6,646,769 2,444,186 9,090,955 Other objects 419251987 510361791 (651,879) 413841912 Total expenditures $ 102,2541520 $ 10310151835 $ 2,4201904 $ 1051436,739 34 LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Schedule 5 Reconciliation of General and Debt Service Fund Balances - Generally Accepted Accounting Principles and Handbook II Basis of Accounting June 30, 1991 Adjusted June 30, 1990 Handbook II fund balances Adjusted Handbook II revenues (Schedule 3) Adjusted Handbook II expenditures (Schedule 4) Adjustments to convert to generally accepted accounting principles (GAAP): Property taxes - debt services Property taxes - general fund Special revenue fund adjustments General and debt service GAAP fund balances at June 30, 1991 General fund Debt service fund Total 35 $ (238,491) 106,665,347 (105,436,739) 4,778,210 (4,273,953) (14,812) $ 1,479,562 $ 178,321 1,301,241 S 1,479,562 THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Schedule of Long-Term Debt June 30, 1991 Long-term debt at June 30, 1991 is comprised of the following: $4,485,000 December, 1965 Construction School Bonds\npayable in annual installments through 1995\ninterest at 3.25 to 3.6% $2,051,000 June, 1973 Construction School Bonds\npayable in annual installments through 1993\ninterest at 4.7 to 5.0% $6,482,700 June, 1977 Construction School Bonds\npayable in annual installments through 1996\ninterest at 4.25 to 5.1% $6,134,565 March, 1979 Construction School Bonds\npayable in annual installments through 1999\ninterest at 5.4 to 6.0% $4,889,200 March, 1980 Surplus Revenue Construction School Bonds\npayable in annual installments through 1994\ninterest at 5.75 to 6.0% $7,826,000 June, 1987 Construction School Bonds\npayable in annual installments through 2007\ninterest at 6.7 to 7.7% $5,512,750 May, 1988 Construction School Bonds\npayable in annual installments through 2007\ninterest at 6.2 to 7.2% $3,371,000 June, 1988 Refunding School Bonds\npayable in annual installments through 1999\ninterest at 5.6 to 6.6% $8,164,100 September, 1989 Construction School Bonds\npayable in annual installments through 2008\ninterest at 6.1 to 6.75% $17,197,450 September, 1990 Construction School Bonds\npayable in annual installments through 2020\ninterest at 6.25 to 7.2% Total bonds 36 Schedule 6 $ 1,187,000 445,000 2,815,000 3,595,000 1,915,000 7,485,000 5,365,000 2,835,000 8,164,100 17,197,450 51,003,550 (Continued) Schedule 6 (Continued) THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Schedule of Long-Term Debt (Continued) June 30, 1991 Lease payable in annual installments through July 1991\ninterest at 6.6% Lease payable in annual installments through October 1991\ninterest at 8.38% Lease payable in annual installments through October 1991, interest at 8.38% Lease payable in annual installments through October 1992, interest at 7.0% Lease payable in annual installments through April 1993\ninterest at 8.0% Lease payable in monthly installments through July 1993\ninterest at 7.8% Lease payable in semi-annual installments through July 1994\ninterest at 8.5% Lease payable in annual installments through February 1993\ninterest at 5.9% Lease payable in annual installments through April 1994\ninterest at 8.9% Lease payable in annual installments through October 1993\ninterest at 7.62% Lease payable in annual installments through October 1994\ninterest at 7.99% Lease payable in annual installments through March 1995\ninterest at 7.95% Lease payable in monthly installments through February 1994\ninterest at 7.42% Total capital lease obligations 37 $ 378,378 135,769 19,679 25,882 44,114 106,767 605,997 1,931,484 43,061 144,807 1,134,000 87,163 841134 417411235 (Continued) Schedule 6 (Continued) THE -LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Schedule of Long-Term Debt (Continued) June 30, 1991 $14,632,725 debt payable to the Pulaski County Special School District semi-annually through 2003 Revolving loan\npayable in semi-annual installments through January 1994 at 9% Desegregation loan\npayable in 20 annual installments beginning September, 1997\ninterest at 3%. Total Long-Term Debt 38 $ 9,952,323 180,000 6,000,000 $ 71,877,108 OTHER REPORTS AND SUPPLEMENTAL INFORMATION 39 ~cud~ CERTIFIED PUBLIC ACCOUNTANTS Lottie Rock Office: 201 E. Markham  Suite 500  Little Rock, AR 72201 (501) 3752025  FAX (501) 3758704 Texarkana Office: 701 Arkansas Blvd.  Texarkana, AR 75502 (501) 7732168  FAX (501) 774-7244 INDEPENDENT AUDITORS' REPORT ON INTERNAL CONTROL STRUCTURE BASED ON A STUDY AND EVALUATION MADE AS A PART OF AN AUDIT OF THE BASIC FINANCIAL STATEMENTS PERFORMED IN ACCORDANCE WITH GOVERNMENT AUDITING STANDARDS AND THE ADDITIONAL TESTS REQUIRED BY THE SINGLE AUDIT ACT The Board of Directors The Little Rock School District of Pulaski County, Arkansas Little Rock, Arkansas We have audited the combined financial statements of The Little Rock School District of Pulaski County, Arkansas (the School District), as of and for the year ended June 30, 1991, and have issued our report thereon dated November 5, 1991. We conducted our audit in accordance with generally accepted auditing standards\nGovernment Auditing Standards, issued by the Comptroller General of the United States\nand Office of Management and Budget (0MB) Circular A-128, Audits of State and Local Governments. Those standards and 0MB Circular A-128 require that we plan and perform the audit to obtain reasonable assurance about whether the combined financial statements are free of material misstatement and about whether the School District complied with laws and regulations, noncompliance with which would be material to a major federal financial assistance program. In planning and performing our audit of the combined financial statements of the School District for the year ended June 30, 1991, we considered its internal control structure in order to determine our auditing procedures for the purpose of expressing our opinion on the combined financial statements and on its compliance with requirements applicable to major federal financial assistance programs and not to provide assurance on the internal control structure. The management of The Little Rock School District of Pulaski County, Arkansas 'is responsible for establishing and maintaining an internal control structure. In fulfilling this responsibility, estimates and judgments by management are required to assess the expected benefits and related costs of internal control structure policies and procedures. The objectives of an internal control structure are to provide management with reasonable, but not absolute, assurance that assets are safeguarded against loss from unauthorized use or disposition, that transactions are executed in accordance with management's authorization and recorded properly to permit the preparation of combined financial statements in accordance with generally accepted accounting principles, and that federal financial assistance programs are managed in compliance with applicable laws and regulations. Because of inherent limitations in any internal control structure, errors or irregularities, or instances of noncompliance may nevertheless occur and not be detected. Also, projection of any evaluation of 40 Members American Institute of Certified Public Accounlants Private Companies Practice Section and S.E.C. Practice Section Board of Directors The Little Rock School District of Pulaski County, Arkansas Page Two the structure to future periods is subject to the risk that procedures may become inadequate because of changes in conditions or that the effectiveness of the design and operation of policies and procedures may deteriorate. For the purpose of this report, we have classified the significant internal control structure policies and procedures in the following categories: 1. Accounting Controls 2. - Cash - Fund balances - Revenues/receivables - Payrolls - Cash receipts - Fixed assets - Expenditures/payables - Investments - Cash disbursements - Property taxes receivable Controls Used in Administering Federal Programs General Requirements: Specific Requirements: Political activity Davis-Bacon Act Civil rights Cash management Federal financial reports Allowable costs/Cost principles Drug-free Workplace Act Administrative requirements Types of services Eligibility Matching, level of effort, or earmarking Reporting Special tests and provisions For all of the internal control structure categories listed above, we obtained an understanding of the design of relevant policies and procedures and determined whether they have been placed in operation, and we assessed control risk. During the year ended June 30, 1991, the School District expended 87% of its total federal financial assistance under major federal financial assistance programs. We performed tests of controls, as required by the 0MB circular A-128, to evaluate the effectiveness of the design and operation of internal control structure policies and procedures that we considered relevant to preventing or detecting material noncompliance with specific requirements, general requirements, and requirements governing claims for advances and reimbursements and amounts claimed or used for matching that are applicable to each of the School District's major federal financial assistance programs, which are identified in the accompanying schedule of federal financial assistance. Our Procedures were less in scope than would be necessary to render an opinion on these internal control structure policies and procedures. Accordingly, we do not express such an opinion. 41 I I I I I I L I [ I I I I I I I I I I I I I I I I I II II The Board of Directors The Little Rock School District of Pulaski County, Arkansas Page Three We noted certain matters involving the internal control structure and its operation that we consider to be reportable conditions under standards established by the American Institute of Certified Public Accountants. Reportable conditions involve matters coming to our attention relating to significant deficiencies in the design or operation of the internal control structure that, in our judgment, could adversely affect the School District's ability to record, process, summarize, and report financial data consistent with the assertions of management in the combined financial statements or to administer federal financial assistance programs in accordance with applicable laws and regulations. Fixed Assets At present, the School District does not have a complete inventory or detail subsidiary ledger of all fixed assets which can be agreed or reconciled to total general fixed assets as reported in the combined financial statements. The School District's fixed asset tracking system should be expanded to include all of its assets and to provide for a complete annual physical inventory count of capital assets. The inventory should be used to determine that all assets purchased are still in possession of the School District and that assets are being utilized in an effective and efficient manner. * * * * * * A material weakness is a reportable condition in which the design or operation of the specific internal control structure elements does not reduce to a relatively low level the risk that errors or irregularities in amounts that would be material in relation to the combined financial statements being audited or that noncompliance with laws and regulations that would be material to a federal financial assistance program may occur and not be detected within a timely period by employees in the normal course of performing their assigned functions. Our consideration of the internal control structure would not necessarily disclose all matters in the internal control structure that might be reportable conditions and, accordingly, would not necessarily disclose all reportable conditions that are also considered to be material weaknesses as defined above. However, we believe the reportable condition described above is not a material weakness. 42 The Board of Directors The Little Rock School District of Pulaski County, Arkansas Page Pour This report is intended for the information of the Board of Directors, management, and all applicable Federal and State agencies. This is not intended to limit the distribution of this report which is a matter of public record . November 5, 1991 Little Rock, Arkansas 43 .7.._J) ~ ~, -rl/l ~l--~ Certified Public Accountants ~cud~ CERTIFIED PUBLIC ACCOUNTANTS Lottie Rock Olfice: 201 E Markham  Suite 500  Little Rock. AR 72201 (501) 375-2025  FAX (501 I 3758704 Texarkana Olfice: 701 Arkansas Blvd  Texarkana , AR 75502 (501) 7732168  FAX (501) 7747244 INDEPENDENT AUDITORS' REPORT ON COMPLIANCE BASED ON AN AUDIT OF THE BASIC FINANCIAL STATEMENTS PERFORMED IN ACCORDANCE WITH GOVERNMENT AUDITING STANDARDS The Board of Directors The Little Rock School District of Pulaski County, Arkansas Little Rock, Arkansas We have audited the combined financial statements of The Little Rock School District of Pulaski County, Arkansas (the School District), as of and for the year ended June 30, 1991, and have issued our report thereon dated November 5, 1991. We conducted our audit in accordance with generally accepted auditing standards and Government Audi ting Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free of material misstatement. Compliance with laws, regulations, contracts, and grants applicable to The Little Rock School District of Pulaski County, Arkansas is the responsibility of the School District's management. As part of obtaining reasonable assurance about whether the financial statements are free of material misstatement, we performed tests of the School District's compliance with certain provisions of laws, regulations, contracts, and grants. However, the objective of our audit of the combined financial statements was not to provide an opinion on overall compliance with such provisions. Accordingly, we do not express such an opinion. The results of our tests indicate that, with respect to the items tested, The Little Rock School District of Pulaski County, Arkansas complied, in all material respects, with the provisions referred to in the preceding paragraph. With respect to items not tested, nothing came to our attention that caused us to believe t~at the School District had not complied, in all material respects, with those provisions. This report is intended for the information of the Board of Directors, management, and all applicable Federal and state agencies. This is not intended to limit the distribution of this report which is a matter of public record. November 5, 1991 Little Rock, Arkansas Certified Public Accountants 44 Members American Institute of Certified Public AccounIants Private Companies Practice Sectoo and S E.C Practice Section ~and'~ CERTIFIED PUBLIC ACCOUNTANTS ~Ille Rock Office: 201 E. Markham  su,te 500  Little Rock, AR 72201 (501) 3752025  FAX (501) 375-8704 Texarkana Office: 701 Arkansas Blvd.  Texarkana, AR 75502 (501) 773-2168  FAX (501) 774-7244 INDEPENDENT AUDITORS' REPORT ON COMPLIANCE WITH GENERAL REQUIREMENTS APPLICABLE TO FEDERAL FINANCIAL ASSISTANCE PROGRAMS The Board of Directors The Little Rock School District of Pulaski County, Arkansas Little Rock, Arkansas We have audited the financial statements of the Little Rock School District of Pulaski County, Arkansas (the School District) as of and for the year ended June 30, 1991. We have applied procedures to test the School District's compliance with the following requirements applicable to its federal financial assistance programs, which are identified in the schedule of federal financial assistance for the year ended June 30, 1991: - Political Activity - Federal Financial Reports - Davis-Bacon Act - Allowable Costs/Cost Principles - Civil Rights - Drug Free Workplace Act - Cash Management - Administrative Requirements Our procedures were limited to the applicable procedures described in the Office of Management and Budget's Compliance Supplement for Single Audits of State and Local Governments. Our procedures were substantially less in scope than an audit, the objective of which is the expression of an opinion on the School District's compliance with the requirements listed in the preceding paragraph. Accordingly, we do not express such an opinion. With respect to the items tested, the results of those procedures disclosed no material instances of noncompliance with the requirements listed in the second paragraph of this report. With respect to items not tested, nothing came to our attention that caused us to believe that the School District had not complied, in all material respects, with those requirements. However, the results of our procedures disclosed immaterial instances of noncompliance with those requirements, which are described in the accompanying schedule of findings and questioned costs. This report is intended for the information of the Board of Directors, management, and all applicable Federal and state agencies. This is not intended to limit the distribution of this report, which is a matter of public record. November 5, 1991 Little Rock, Arkansas ~4~ Certified Public Accountants Members American lnslitute ol Certified Pubhc Accountants Private Companies Practice Section4 ~ S.E.C. Practice Seclion ~ad~ CERTIFIED PUBLIC ACCOUNTANTS little Rock Office: 201 E. Markham  Suite 500  Little Rock, AA 72201 (501) 375-2025  FAX (501) 375-8704 Texarkana Office: 701 Arkansas Blvd.  Texarkana, AR 75502 (501) 773-2168  FAX (501) 774-7244 INDEPENDENT AUDITORS' REPORT ON COMPLIANCE WITH SPECIFIC REQUIREMENTS APPLICABLE TO MAJOR FEDERAL FINANCIAL ASSISTANCE PROGRAMS The Board of Directors The Little Rock School District of Pulaski County, Arkansas Little Rock, Arkansas We have audited the financial statements of the Little Rock School District of Pulaski County, Arkansas (the School District) as of and for the year ended June 30, 1991. We also have audited the School District's compliance with the requirements governing types of services allowed or unallowed\neligibility\nmatching, level of effort, or earmarking\nreporting\nlevels of service\nannual assessment of educational needs\nservices provided to children enrolled in private schools\ncommitment of funds\nrecord retention\nclaims for advances and reimbursements\nand amounts claimed or used for matching that are applicable to each of its major federal financial assistance programs, which are identified in the accompanying schedule of federal financial assistance for the year ended June 30, 1991.- The management of the School District is responsible for compliance with those requirements. Our responsibility is to express an opinion on compliance with those requirements based on our audit. We conducted our audit of compliance with those requirements in accordance with generally accepted auditing standards, Government Auditing Standards, issued by the Comptroller General of the United States, and 0MB Circular A-128, Audits of State and Local Governments. Those standards and 0MB Circular A-128 require that we plan and perform the audit to obtain reasonable assurance about whether material noncompliance with the requirements referred to above occurred. An audit includes examining, on a test basis, evidence about the School District's compliance with those requirements. We believe that our audit provides a reasonabl~ basis for our opinion. The results of our audit procedures disclosed immaterial instances of noncompliance with the requirements referred to above, which are described in the accompanying schedule of findings and questioned costs. We considered these instances of noncompliance in forming our opinion on compliance, which is expressed in the following paragraph. In our opinion, the Little Rock School District of Pulaski County, Arkansas complied, in all material respects, with the requirements governing types of services allowed or unallowed\neligibility\nmatching, level of effort, or earmarking\nreporting\nlevels of service\nannual assessment of educational needs\nservices provided to children enrolled in private schools\ncommitment of funds\nrecord retention\nclaims for advances and reimbursements\nand amounts claimed or used for matching that are applicable to each of its major federal financial assistance programs for the year ended June 30, 1991. 46 Members American Institute of Certified Public Accountants Private Companies Practice Section and S.E.C. Practice Section The Board of Directors The Little Rock School District of Pulaski County, Arkansas Page Two This report is intended for the information of the Board of Directors, management, and all applicable Federal and state agencies. This is not intended to limit the distribution of this report, which is a matter of public record. November 5, 1991 Little Rock, Arkansas 47 ~-tf~ Certified Public Accountants !iZ.ma'\u0026amp;a?td~ CERTIFIED PUBLIC ACCOUNTANTS Little Rock Office: 201 E. Markham  Suite 500  Little Rock. AR 72201 (501) 375-2025  FAX (501) 375-8704 Texarkana Office: 701 Arkansas Blvd.  Texarkana, AR 75502 (501) 773-2168  FAX (501) 774-7244 INDEPENDENT AUDITORS' REPORT ON COMPLIANCE WITH REQUIREMENTS APPLICABLE TO NONMAJOR FEDERAL FINANCIAL ASSISTANCE PROGRAM TRANSACTIONS The Board of Directors The Little Rock School District of Pulaski County, Arkansas Little Rock, Arkansas We have audited the financial statements of the Little Rock School District of Pulaski County, Arkansas (the School District) as of and for the year ended June 30, 1991. In connection with our audit of the combined financial statements of the School District, and with our consideration of the School District's internal control structure used to administer federal financial assistance programs, as required by Office of Management and Budget Circular A-128, Audits of State and Local Governments, we selected certain transactions applicable to certain nonmajor federal financial assistance programs for the year ended June 30, 1991. As required by 0MB Circular A-128, we have performed auditing procedures to test compliance with the requirements governing types of services allowed or unallowed and eligibility that are applicable to those transactions. Our procedures were substantially less in scope than an audit, the objective of which is the expression of an opinion on the School District's compliance with these requirements. Accordingly, we do not express such an opinion. With respect to the items tested, the results of those procedures disclosed no material instances of noncompliance with the requirements listed in the preceding paragraph. With respect to items not tested, nothing came to our attention that caused us to believe that The Little Rock School District of Pulaski County, Arkansas had not complied, in all material respects, with those requirements. Also, the results of our procedures did not disclose any immaterial instances of noncompliance with those requirements. This report is intended for the information of the Board of Directors, management, and all applicable Federal and state agencies. This is not intended to limit the distribution of this report, which is a matter of public record . November 5, 1991 Little Rock, Arkansas ~i~ Certified Public Accountants 48 Members American Institute of Certilled Public Accountants Private Companies Practice Section and S.E.C. Pract1ce Section Program Department of Education Title VI-B Handicapped Chapter 1 Compensatory THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Schedule of Findings and Questioned Costs June 30, 1991 Findings/Noncompliance Title VI-B requires the School District to re-evaluate children in the handicapped program every third year to determine if they have progressed enough to be placed in the mainstream of education. During our review of 25 files, we found one child who had not been re-evaluated, as required, in the third year of participation in the program. The Chapter 1, ESEA Monitoring Report dated May 21, 1991, noted that Stephens Elementary School was improperly operating its Chapter 1 program as if approved as a schoolwide project. This finding resulted in questioned costs of $71,480.20. In order to accurately record the effect of the finding on the June 30, 1991 financial records of the District, expenses in this amount were charged to the general fund with a related deferral of revenue in the special revenue fund. These funds will be available for use in the 1991-92 school year. A Chapter 1 project must be based on an annual assessment of educational needs that selects those educationally deprived children who have the greatest need for special assistance. The Chapter 1, ESEA Monitoring Report dated Hay 21, 1991 noted that the student selection process was done without regard to identifying students having the greatest needs and was not uniformly applied throughout the School District. A corrective action plan was filed prior to June 30, 1991 to help ensure that participating students are properly selected in the future. 49 Questioned Costs THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Schedule of Findings and Questioned Costs (Continued) June 30, 1991 Program Department of Education Chapter 1 Compensatory (Continued) Department of Agriculture Naticml Sdml Lunch Program Findings/Noncompliance At least once every three years the School District must complete a Sustained Gains Study to evaluate the effectiveness of its Chapter 1 program. The study uses an objective measurement of individual achievement in basic and more advanced skills aggregated for the School District as a whole and determines whether improved performance is sustained over more than one year. The Chapter 1, ESEA Monitoring Report dated May 21, 1991 noted that a Sustained Gains Study was not completed during the three-year period 1987-89. The Sustained Gains Study was completed and submitted prior to June 30, 1991. Chapter 1 guidelines require that, for participating students failing to show a gain for two consecutive program years, there must be a record or other evidence that the students' plans were in place. The Chapter 1, ESEA Mani tor ing Report dated May 21, 1991 disclosed that no record or evidence of such plans existed. A corrective action plan was filed by the School District prior to June 30, 1991. The National School Lunch Program requires that all meals reported for reimbursement must be supported by accurate meal counts and records and may only be served to eligible children. A review was performed by the Department of Agriculture during the year ended June 30, 1991, and the summary of findings that was prepared noted meal count errors, claims consolidation errors, applicationapproval errors, and roster errors. The total amount of questioned costs associated with these errors was $555. 62. This amount was 50 Questioned Costs THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Schedule of Findings and Questioned Costs (Continued) June 30, 1991 Program Department of Agriculture National School Lunch Program (Continued) Department of Energy Energy Conservation Findings/Noncompliance deducted from a claim for reimbursement submitted by the School District prior to June 30, 1991. The Davis-Bacon Act requires that wage rates paid laborers on federally financed construction projects at least equal local established rates. We noted through our discussion with the Arkansas Energy Office as to the School District's compliance with the Davis-Bacon Act that instances of noncompliance occurred during the year. As of June 30, 1991, these instances had been resolved and workers had been paid the prevailing wage rate. A corrective action plan was filed by the School District prior to June 30, 1991. 51 Questioned Costs ~cud~ CERTIFIED PUBLIC ACCOUNTANTS little Rock Office: 201 E. Markham  Suite 500  Little Rock, AR 72201 Texarkana Office: 701 Arkansas Blvd.  Texarkana, AR 75502 (501) 773-2168  FAX (501) 774-7244 (50l) 375  2025  FAX ( 5 0l) 375 \" 8704 INDEPENDENT AUDITORS I REPORT ON SCHEDULE OF FEDERAL FINANCIAL ASSISTANCE The Board of Directors The Little Rock School District of Pulaski County, Arkansas Little Rock, Arkansas We have audited the combined financial statements of The Little Rock School District of Pulaski County, Arkansas (the School District) for the year ended June 30, 1991, and have issued our report thereon dated November 5, 1991. These combined financial statements are the responsibility of the School District's management. Our responsibility is to express an opinion on these combined financial statements based on our audit. We conducted our audit in accordance with generally accepted auditing standards and Government Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the combined financial statements are free of material misstatement. An audit includes examining, on a test basis, evidence supporting the amounts and disclosures in the financial statements. An audit also includes assessing the accounting principles used and significant estimates made by management, as well as evaluating the overall financial statement presentation. We believe that our audit provides a reasonable basis for our opinion. Our audit was made for the purpose of forming an op1n1on on the combined financial statements of The Little Rock School District of Pulaski County, Arkansas taken as a whole. The accompanying schedule of federal financial assistance is presented for purposes of additional analysis and is not a required part of the combined financial statements. The information in that schedule has been subjected to the auditing procedures applied in the audit of the combined financial statements and, in our opinion, is fairly stated in all material respects in relation to the combined financial statements taken as a whole. November 5, 1991 Little Rock, Arkansas ~~~ Certified Public Accountants 52 Members American lns11tute of Certified Pubhc Accountants Private Companies Practice Section and SEC. Practice Section Federal Grantor/Pass-Through Grantor/Program Title Major Programs U.S. Department of Education Passed Through State Department of Education: CHAPTER I Compensatory Title VI-B Handicapped U.S. Department of Agriculture Passed Through State Department of Education: National School Lunch Program U.S. Department of Energy Passed Through Arkansas Energy Office: Energy Conservation Total Major Programs Other Federal Programs U.S. Department of Education Passed Through State Department of Education: EESA TITLE II Public Law 874 ECIA CHAPTER II CHAPTER I Handicapped Indochinese Refugee Child Assistance Drug Free Schools and Communities Act of 1986 Vocational Education Act (Carl Perkins) Adult Basic Education Total U.S. Department of Education U.S. Department of Labor Passed Through State Department of Education: CETA/Vocational Job Training Partnership Act Total U.S. Department of Labor THE LITTLE ROCK SCHOOL DISTRICT OF PULASKI COUNTY, ARKANSAS Schedule of Federal Financial Assistance Year Ended June 30, 1991 Federal CFDA Number 84.010 84.027 10.555 81.052 84.164A 84.041 84.151 84.009 84.146 84.186A 84.048 84.002 17. 250 17. 250 53 Program or Award Amount $ 2,904,808 534,635 623,854 77,762 268,961 64,987 7,394 244,170 372,269 83,005 51,796 181,397 Federal Funds Revenues Recognized Expenditures $ 2,757,413 439,580 3,196,993 3,620,962 514,775 7,332,730 43,859 28,585 213,526 56,872 1,306 135,030 268,295 81,027 828,500 51,796 91,616 143,412 $ 2,757,413 439,580 3,196,993 3,620,962 514,775 7,332,730 43,859 28,585 213,526 56,872 1,306 135,030 268,295 81,027 828,500 51,796 91,616 143,412 (Continued) THE LITTLE ROCK SCHOOL DISTRIC'f OF PULASKI COUNTY, ARKANSAS Schedule of Federal Financial Assistance (Continued} Year Ended June 30, 1991 U.S. Department of Agriculture Passed Through State Department of Education: Nutritional Education Total U.S. Department of Agriculture U.S. Department of Health and Human Services Passed Through State Department of Human Services: Development Disabilities Planning Council Title XX Daycare - Contract Title XX Daycare - Vouchers Title XX New Futures Total U.S. Department of Health and Human Services Total Federal Financial Assistance Note: Medicaid reimbursements paid to providers are defined as contracts for services and not federal assistance\ntherefore, they are not covered by the reporting requirements of 0MB Circular A-128. Federal CFDA Number 10.564 93.630 93.667 93.667 93 . 667 54 $ Program or Award Amount 13,645 45,405 44,475 31,056 Federal Funds s Revenues Recognized 13,645 37,131 38,530 50,310 8,284 134,255 s 8,452,542 Expenditures s 13,645 37,131 38,530 50,310 8,284 134,255 s 8,452,542\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_842","title":"Court filings: District Court, memorandum and order","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":["1991-06-21"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Court records","Education--Arkansas","Education--Economic aspects","Educational law and legislation","School districts","Educational planning","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: District Court, memorandum and order"],"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/842"],"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":["18 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\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_1188","title":"Magnet Review Committee: Report","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991-05-27"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Finance","Educational statistics","School enrollment","School management and organization","School employees","Magnet schools"],"dcterms_title":["Magnet Review Committee: Report"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1188"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["208 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nReport from Magnet Review Committee to Honorable Susan Webber Wright, U.S. District Court, Eastern District of Arkansas\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nDonna Grady Creer Executive Director TO: FROM: SUBJ: DATE: Magnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 Distribution Lis~oAt tached Report Donna Grady Creer cutive Director Magnet Review Co ittee Magnet Review Committee's Report to the Court July 31, 1991 (501) 758-01 56 Your copy of the Magnet Review Committee's Report to the Court is enclosed. This year, as per the Court's directive, the report was forwarded to the Office of Desegregation Monitoring which, in turn, transmitted the report to Judge Wright. If you have questions, comments or concerns, please do not hesitate to contact the Magnet Review Committee Office. DGC:sl Attachment  Magnet Review Committee Donna Gracy Creer Executive O,rector May 27, 1991 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 The Honorable Susan Webber Wright Judge, U. S. District Court Eastern District of Arkansas RECEI ED U. s. Post Office and Courthouse P. 0 . Box 3316 Little Rock, AR 72203 Dear Judge Wright:  Monitoring omce ot oesegregat1on (50 1) 758-0156 Attached please find the eighth Magnet Review Committee status report on interdistrict magnet school development and progress. The content of the report (with some exceptions) is l imited to the time period from August, 1989 to June, 1990. The Committee is prepared to elaborate on the areas described in the report and/or provide additional information as you may direct. The Xagnet Review Committee has worked closely with the host district (Little Rock School District), Pulaski County Special School District, North Little Rock School District, the Arkansas Department of Education and the Joshua Intervenors to operate and monitor the interdistrict magnet schools. The ~agnet Review Committee will work cooperatively in fulf i lling its oversight responsibility and will make findings and recommendations as may be necessary to effect the efficient operation and administration of the interdistrict magnet school program. Sincerely, !.'2~ Chairperson Pulaski County Special School District {)a-_ ~,:~ ~~ Dana Chadwick Marcia Harding {/ North Little Rock School Arkansas Department of District Education The Honorable Susan Webber E~a2~ Joshua Intervenors ~iJlx,\n}~ ~telle Matthis Wright Page 2 -~~~ Clearence Lovell Arkansas Department of Education ~~ Little Rock School District Executive Director, MRC MRC:sl Attachment cc: Attorneys of Record Ann Brown, Office of Desegregation Monitor Dr. Burton Elliott, Arkansas Department of Education Dr. Ruth Steele, Little Rock School District James Smith, North Little Rock School District Bobby Lester, Pulaski County Special School District TABLE OF CONTENTS SECTION I. Magnet Review Committee (MRC) ..... ........ 1 SECTION II. MRC Subcommittees......................... 7 SECTION III. Student Assignment - Interdistrict Magnet Schools............................ 14 SECTION IV. Student Assignment - Majority-to-Minority Transfer Program.......................... 17 SECTION V. Student Recruitment....................... 18 SECTION VI. Staff and Curriculum of the Interdistrict Magnet Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 SECTION VII. Research and Evaluation ................... 86 SECTION VIII. Policy Issues......................... . . . . 89 SECTION IX. Interdistrict Magnet Schools Budgets ...... 98 SECTION X. Monitoring ................................ 100 SECTION XI. Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . 101 SECTION I THE MAGNET REVIEW COMMITTEE (MRC) The Magnet Review Committee was established by the U.S. Court of Appeals for the Eighth Circuit Court, St. Louis, in November 1985. The MRC formed in September 1986 and has continued to serve under guidelines delineated in the U. S. District Court Order of September 8, 1986, and subsequent Orders of the Court of Appeals and District Court. Current membership includes: Pulaski County Special School District Chairperson - Dr. Bobby Altom Assistant Superintendent, Curriculum Pulaski County Special School District 925 E. Dixon Road P. O. Box 8601 Little Rock, AR 72216 490-2000 Member since October, 1987 Little Rock School District Ms. Estelle Matthis Associate Superintendent Educational Programs Little Rock School District 810 West Markham Little Rock, AR 72201 370-1601 Member since August, 1990 North Little Rock School District Mr. Dana Chadwick Director, Secondary Education North Little Rock School District P.O. Box 687 North Little Rock, AR 72115 771-8023 Member since July, 1990 -1- Arkansas Department of Education Ms. Marcia Harding Coordinator of Special Education Services Arkansas Department of Education #4 State Capitol Mall Little Rock, AR 72201 682-4222 Member since September, 1986 Arkansas Department of Education Mr. Clearence Lovell Associate Director of Federal Programs Arkansas Department of Education #4 State Capitol Mall Little Rock, AR 72201 682-4286 Member since October, 1989 Joshua Intervenors Ms. Evelyn Jackson Retired Teacher 27 Detroit Circle Little Rock, AR 72206 374-2587 Member since August, 1988 The Magnet Review Committee currently employs Donna Grady Creer as Executive Director and Sandra M. Luehrs as Administrative Assistant. Their job descriptions are included in this section of the report. The Magnet Review Committee holds regular meetings every other Tuesday. The meetings are generally held at the Magnet Review Committee Office, 1900 North Main Street, Suite 101, North Little Rock, Arkansas, and last a minimum of two hours. The Committee holds one meeting per year at each of the six interdistrict magnet schools. After each school-site meeting, the Committee tours the school and is updated on the program. Additional called meetings and/or subcommittee meetings are held as necessary. -2- TITLE: REPORTS TO: TERM OF EMPLOYMENT: JOB DESCRIPTION Executive Director, Magnet Review Committee Chairperson, Magnet Review Committee Twelve (12) Months, Renewable on Annual Basis PERFORMANCE RESPONSIBILITIES: 1. Coordinate the Magnet/M-to-M Educational Team (MET) 2. Inform the parties to the case, Magnet Review Committee members, and the press of regularly scheduled and specially called meetings. 3. Prepare the Magnet Review Committee agenda, and provide members with anticipated schedule prior to meeting. 4. Manage fiscal, personnel resources, and office operations of the Magnet Review Committee. 5. Develop and write reports and other correspondence for the courts. 6. Attend local meetings related to magnet schools. 7. Collect data and prepare evaluation reports for the Magnet Review Committee. 8. Monitor enrollment patterns and provide information to the Magnet Review Committee. 9. Secure consultants as directed. 10. Gather data for decision making. 11. Represent the Magnet Review Committee at various functions of the Committee and other duties a s assigned by the Magnet Review Committee. 12. Handle problems which may arise. 13. Develop record-keeping system. 14. Attend state, regional, and national meetings related to magnet schools. 15. Perform duties as assigned by the Magnet Review Committee. -3- TITLE: REPORTS TO: TERM OF EMPLOYMENT: JOB DESCRIPTION Administrative Assistant to Executive Director Magnet Review Committee Executive Director, Magnet Review Committee Twelve (12) Months, Renewable on Annual Basis PERFORMANCE RESPONSIBILITIES: 1. Record, maintain and distribute accurate minutes of regular and called Magnet Review Committee meetings, MET meetings, and any other Magnet Review Committee or ad hoc subcommittee meetings. 2. Use organizational and management skills in setting up and maintaining an effective and efficient office. 3. Use word processing skills effectively. 4. Exhibit excellent secretarial skills in Magnet Review Committee filing, completion or development of business forms, and record keeping. 5. Apply bookkeeping and computer skills in maintaining accurate financial records. Keep accurate records of bills, disbursements, and expenditures. Prepare memos to Metropolitan Education Service Center delineating bill payment. 6. Exhibit excellent oral and written communication skills. 7. Maintain current inventory. 8. Distribute magnet school promotional materials. 9. Confer with vendors regarding purchases and services. 10. Handle all mailings, including special deliveries, bulk rate mailings, and Federal Express services. -4- 11. Maintain meeting schedules for both the Magnet Review Committee and the Magnet/M-to-M Educational Team (MET). 12. Supervise temporary help. 13. Assure the policies and procedures of the Magnet Review Committee are followed. Assure the policies and procedures of the Metropolitan Education Service Center are followed with regard to bookkeeping services. 14. Handle, direct and counsel incoming calls from magnet parents or potential magnet parents. 15. Maintain cooperative working relationship with Magnet Review Committee members, magnet school personnel, the three school districts, Arkansas Department of Education, Metropolitan Education Service Center, and any other person contacting the Magnet Review Committee office. 16. Perform other duties as assigned by the Magnet Review Committee or the Executive Director. 17. Keep accurate records of magnet and M-to-M withdrawals, transfers and enrollment. -5- According to the Interim Court Order, dated February 27, 1987, the Magnet Review Committee's operating funds are as follows: \"The Committee shall be financed as agreed by the parties with a budget of One Hundred Fifty Thousand Dollars ($150,000), with Seventy-Five Thousand Dollars ($75,000), or half, to be paid by the State and Twenty-Five Thousand Dollars ($25,000) by each of the three districts.\" This budget figure has remained constant for the past four years. The escalating cost of goods and services, and the increased number of magnet programs to be publicized, may necessitate an increase in the amount of the Magnet Review Committee's operating budget. The Magnet Review Committee reviews its expenditures monthly and revises its budget annually - usually in June of each year. After the June review, the Committee will make recommendation to the Court if increased funds are needed for its 1991-92 operating budget. Every effort will be made to assure agreement by all parties prior to petitioning the Court. -6- SECTION II MRC SUBCOMMITTEES THE MAGNET/M-TO-M EDUCATIONAL TEAM (MET) The Magnet/Majority-to-Minority Transfer Educational Team (MET) meets on the first Thursday of each month at the Magnet Review Committee Office. During its existence, the MET has spearheaded most recruitment and information activities for the interdistrict magnet school and Majority-to-Minority (M-to-M) transfer programs in Pulaski County. During the 1989-90 recruitment period, the MET initiated the following activities: Print Brochures and application for the Parkview Science Magnet program. (Individual) brochures and a recruitment packet for each program. Newspaper ads in: Arkansas Democrat Arkansas Gazette Spectrum Arkansas State Press The Maumelle Monitor The North Little Rock Times The Sherwood Voice Jacksonville Daily News The North Pulaski Leader Nightflying High School Times Area High School Newspapers 80,000 information flyers on the M-to-M transfer program. Radio/TV 30-second spots on the interdistrict magnet school and M-to-M transfer programs on KLRT (Channel 16) and KATV (Channel 7). 30-second spots on area radio stations. -7- People Oriented Activities Speakers for various meetings and activities. Recruitment booth at McCain Mall. Skate night at local skating rinks. Recruitment booth at University Mall. Live remote broadcast at McCain Mall (KKYK). Recruitment booth at Park Plaza Mall. Participation by interdistrict magnet school bands, choirs, and dance and drama troups at various civic and community affairs. Miscellaneous Balloons, pencils, pins on the interdistrict magnet school and M-to-M transfer programs. Bus and bench ads on M-to-M transfer program. School-generated recruitment activities. Slidetape presentation of Booker Arts Magnet. The Magnet/M-to-M Educational Team has initiated a newsletter titled, \"The 'M' Connection.\" Scheduled to debut January, 1991, ''The 'M' Connection\" will include information on programs, enrollment procedures, course offerings, notices, parent information, and student and staff profiles. The newsletter will be distributed quarterly to area banks, hospitals, grocery and discount stores, public utility company offices, churches and to parents. This publication was delayed from an earlier date in an effort to include current information for the coming school year. Magnet/M-to-M Educational Team members include: Pulaski County Special School District Dr. Ruth Simmons Herts Pulaski County Special School District 925 E. Dixon Road P.O. Box 8601 Little Rock, AR 72216 490-2000 (work) -8- (Black) Pulaski County Special School District (Continued) Mr. Lawrence Nicholson 1415 East 38th Little Rock, AR 72206 374-2115 (home) Ms. Vicki Benton 110 Fox Dell Circle Jacksonville, AR 72076 982-6286 (home) 982-4511 (work) Knight Intervenors Ms. Carol Green (LRCTA) 5502 Robin Road Little Rock, AR 72204 568-8514 (home) 228-3000 (work - Parkview Magnet) Ms. Sandra Henson (NLRCTA) 5 Trevino Drive Maumelle, AR 72118 851-2060 (home) 945-1446 (work - Rose City Junior High) Ms. Nora Ann Babb (PACT) 12120 Southridge Little Rock, AR 72212 225-0033 (home) 835-5334 (work - Oakbrooke Elementary) Little Rock School District Mr. James Washington Little Rock School District Student Assignment Office 501 Sherman Street Little Rock, AR 72202 324-2272 (work) Ms. Paulette Mabry 11833 Rivercrest Little Rock, AR 72212 227-0314 (home) 682-5761 (work) Ms. Diane Vibhakar 10555 Rivercrest Little Rock, AR 72212 224-3678 -9- (Black) (White) (Black) (White) (White) (Black) (Black) (White) North Little Rock School District Mr. Bobby Acklin North Little Rock School District P.O. Box 687 North Little Rock, AR 72115 771-8010 Ms. Alfrieda Marshall 704 Cedar North Little Rock, AR 72114 375-0880 (home) Ms. Lynn Welch 129 Davis North Little Rock, AR 72114 945-2847 (home) Joshua Intervenors Reverend William Robinson (Little Rock) Hoover United Methodist Church 4000 West 13th Little Rock, AR 72202 663-9621 (work) Austin Porter, Jr. (Pulaski County) 990 Union National Plaza 124 West Capitol Little Rock, AR 72201-3742 372-4623 (work) 490-0174 (home) Henry Herbey (North Little Rock) 1422 S. Maple Little Rock, AR 72204 663-8942 (home) Arkansas Department of Education (Black) (Black) (White) (Black) (Black) (Black) Ms. Brenda Matthews (White) Arkansas Department of Education #4 Capitol Mall Little Rock, AR 72201 682-4214 (work) -10- Arkansas Department of Education (Continued) Ms. Pat Jones Greater Little Rock Chamber of Commerce 1 Spring Building Little Rock, AR 72201 374-4871 (work) VACANT POSITION. Magnet Review Committee Donna Grady Creer INTERDISTRICT TRANSPORTATION AUTHORITY (ITA) (Black) (White) The Interdistrict Transportation Authority (ITA) is responsible for the administration of an interdistrict transportation plan for both magnet schools and M-to-M transfers. The ITA is composed of the Transportation Director, or other designee, of each district and a representative of the State. Committee members are: Chairperson - Mr. Spence Holder Coordinator, School Transporation Arkansas Department of Education #4 State Capitol Mall Little Rock, AR 72201 682-4264 Member since September, 1988 Mr. Bobby Acklin Assistant Superintendent, Pupil Services North Little Rock School District P. 0. Box 687 North Little Rock, AR 72115 771-8010 Member since August, 1989 -11- Mr. Ed Hogan Assistant Superintendent, Support Services Pulaski County Special School District 925 E. Dixon Road P.O. Box 8601 Little Rock, AR 72216 490-2000 Member since September, 1987 Mr. Richard Johnson Transportation Director Little Rock School District 5400 Murray Little Rock, AR 72209 562-6300 Member since September, 1987 The ITA reports to the Magnet Review Committee quarterly or on an \"as needed\" basis. STUDENT ASSIGNMENT OFFICERS COMMITTEE The Magnet Review Committee formed the Student Assignment Officers Committee and hears periodic reports from them in an effort to assure uniform student enrollment application procedures, and to keep abreast of changes in enrollment patterns, applications, waiting lists, withdrawals, seat allocation, application processing and other matters related to interdistrict magnet schools and M-to-M transfer program assignments. The committee meets on the third Tuesday of each month at 1:30 p.m., in the Magnet Review Committee Office. This committee consists of: LRSD - James Jennings, Associate Superintendent for Desegregation James Washington, Student Assignment Officer Sue Pederson, Administrative Assistant NLRSD - Bobby Acklin, Assistant Superintendent for Pupil Affairs Sandy Juckett, Administrative Assistant PCSSD - Eddie Collins, Assistant Superintendent for Pupil Personnel Marilyn Nowlin, Administrative Assistant. The committee has assisted the Magnet Review Committee in making the interdistrict magnet school and M-to-M transfer programs assignment processes equitable, efficient and effective. -12- GRADUATION REQUIREMENTS COMMITTEE Function: Membership: To determine if magnet program requirements necessitate change in credits needed for graduation. Each district sends one member, usually a curriculum person. It was not necessary for the Capacities Committee and the Graduation Requirements Committee to function during the 1989-90 school year. OTHER COMMITTEES There are additional committees which operate at the direction of the Magnet Review Committee. These committees function on an as-needed basis as follows: CAPACITIES COMMITTEE Function: Membership: To assess and make recommendation on the number of students which can, according to State standards and program needs, be housed within the schools' physical plants. Each district and the State sends two members, usually the Director of Plant Services and one other, along with the MRC Executive Director. -13- SECTION III STUDENT ASSIGNMENT INTERDISTRICT MAGNET SCHOOLS Interdistrict magnet school enrollment is open to students in grades K-12 in Pulaski County, Arkansas with the following exceptions: Students who apply for placement in Parkview Science Magnet should have successfully completed Algebra I in the 9th grade. Pulaski County Special School District white students in the southeast quadrant of the district and black students in selected schools north of the river are not allowed interdistrict magnet school placement as this would negatively impact overall district racial ratios. Students identified as handicapped under State guidelines, whose Individualized Educational Program (IEP) requires self-contained special education placement (more than 50% of the instructional day spent in special education programming), are not recommended for magnet placement. Magnet programs are open to identified handicapped students whose IEP's require that up to 50% of the instructional day be spent in special education programming (itinerant and resource room services). Brochures describing course offerings and application procedures, and the application forms for the interdistrict magnet schools are available at the Magnet Review Committee Office, the districts' Student Assignment Offices and the interdistrict magnet schools. The enrollment procedures for each of the three districts in the interdistrict magnet school program are listed below. Prior to applying for interdistrict magnet school enrollment, it is suggested that a parent peruse brochures offered by the Magnet Review Committee Office and the resident district Student Assignment Office. The student and parent should visit the selected interdistrict magnet during school hours. This process will assist the parent in making a sound decision. -14- LITTLE ROCK SCHOOL DISTRICT Interdistrict Magnet School Application and Enrollment Process The parent should obtain an interdistrict magnet school application and an Optional Enrollment Request Form (OERF) at the beginning of the recruitment period. In the Little Rock School District, the recruitment period usually runs six weeks in the spring. Applications may be mailed from the Magnet Review Committee Office or picked up at the Little Rock School District Student Assignment Office, or at any interdistrict magnet school. The completed application should be returned to the Little Rock School District Student Assignment Office. Magnet slots for K, 7th and 10th graders are filled by lottery or random selection process. Names of all students who apply but are not selected for immediate entrance are placed on waiting lists which roll over to the appropriate grade level at the end of the year when magnet vacancies occur. Magnet vacancies which occur at grades other than entry level (K, 7, 10) are filled from waiting lists. Students who apply after the designated application period are added to the waiting list in chronological order. Parents are notified by letter of magnet placement. Enrollment in a magnet school commits the student to attendance at that school for a minimum of one semester. Upon completion of one semester, a student may opt to transfer to a non-magnet school. However, if release from the magnet school's one-semester commitment is desired prior to the semester's end, the following exit process must be followed. Exit Process Parents must go to their home district's Student Assignment Office or to the Magnet Review Committee's Office for a Magnet Withdrawal Form. Parents must complete the withdrawal form. The completed form must be returned to the home district's Student Assignment Office, Magnet Review Committee Office, or to the student's current school. The Magnet Withdrawal Form is forwarded to the Magnet Withdrawal Committee, composed of the Student Assignment Officers from the school districts in Pulaski County, Arkansas. The decision to grant or deny a withdrawal is made by the withdrawal committee based on assessment of data. The home district Student Assignment Office is responsible for contacting the parent to communicate a decision. -15- If a student's request is denied, the parent has the option to appeal the decision to the Magnet Review Committee. The Magnet Review Committee's decision is final. PULASKI COUNTY SPECIAL SCHOOL DISTRICT and NORTH LITTLE ROCK SCHOOL DISTRICT The parent should obtain an interdistrict magnet school application form at the beginning of the recruitment period (usually March-May of the year prior to enrollment). Application forms may be mailed from the Magnet Review Committee Office, or picked up at the Pulaski County Special School District or North Little Rock School District, Pupil Personnel Office, or at any interdistrict magnet school. The completed application form should be returned to the Pulaski County Special School District Pupil Personnel Office or the North Little Rock School District Pupil Services Office. Applications will be dated and placed on an interdistrict magnet school waiting list accordingly. North Little Rock School District and Pulaski County Special School District will receive a list of the number of vacancies by school, grade and race for the coming school year and will match students on the waiting list with available spaces. PCSSD and NLRSD officials will call the host district to confirm placement. A letter notifying parents of interdistrict magnet school placement will be mailed to parents. Parents will be instructed to go to the host district and complete a Pupil Information Form. The date for enrollment and registration will also be given. The withdrawal procedure for Pulaski County Special School District and North Little Rock School District is the same as for Little Rock School District. Transportation is provided for interdistrict magnet school students who live more than two (2) miles from school. The student's host district transportation department is responsible for providing the student with information on pickup route, departure, arrival and return time. The ITA, as described in Section II, is responsible for making decisions regarding transportation for the interdistrict magnet school and M-to-M transfer programs. During the 1988-89 school year, 37 buses were purchased for exclusive use by the interdistrict magnet school program in an effort to assure all interdistrict magnet school students would be on the first or second bus run. The buses are marked \"Pulaski County Magnet Schools.\" -16- SECTION IV STUDENT ASSIGNMENT MAJORITY-TO-MINORITY TRANSFER PROGRAM The Majority-to-Minority (M-to-M) transfer program continues to increase the options available to all students. This school year, there was an increase of 48 students in the M-to-M transfer program (from 547 to 595). Students who apply for a Majority-to-Minority (M-to-M) transfer should obtain an application from the Magnet Review Committee Office or the resident district Student Assignment Office. The student has the option to select up to three schools. Students who plan to participate in extracurricular activities must enroll prior to Labor Day. The Student Assignment Office at the resident district will determine placement. A student's commitment to the M-to-M program is one year. After completion of that year, a student may, if desired, return to the resident district for school placement. The Metropolitan Supervisor (the late Eugene Reville) recommended making M-to-M application and withdrawal similar to those policies established for interdistrict magnet schools. The recommendation was tabled and considered for 1990-91. In April, May and June of the 1990 school year, plans were made to open new magnets accessible via M-to-M transfers. Those magnets are: Rockefeller Elementary Magnet School Washington Elementary Magnet School Dunbar Junior High Magnet School Central Senior High Magnet Program. Transportation is provided for M-to-M students who live more than two (2) miles from school. The student's host district transportation department is responsible for providing the student with information on pickup route, departure, arrival and return time. The ITA, as described in Section II, is responsible for making decisions regarding transportation for the interdistrict magnet school and M-to-M transfer program. -17- SECTION V STUDENT RECRUITMENT Recruitment of students for the interdistrict magnet school program and the Majority-to-Minority (M-to-M) transfer program is a responsibility of the Magnet Review Committee (MRC) and its recruitment arm, the Magnet/M-to-M Transfer Educational Team (MET). Assistance comes from the interdistrict magnet schools and the districts' Student Assignment Offices. The recruitment period for the interdistrict magnet school program for the corning school year usually begins in March. Announcement of the recruitment and enrollment period is widespread (newspaper, radio/TV, sending home of announcements, posters, flyers, information in school counselors' offices, etc.). The Magnet/M-to-M Educational Team closely examines the list of vacancies for the interdistrict magnet schools and targets recruitment accordingly. Section II of this report details recruitment strategies. -18- SECTION VI STAFF AND CURRICULUM OF THE INTERDISTRICT MAGNET SCHOOLS Magnet schools have been included in the Little Rock School District's desegregation plans since the early 1980's. Magnet schools in Pulaski County are a great success, both educationally and in attracting and holding white students. Staff and leadership of the magnet schools are energetic and creative in developing innovative educational programs. The programs provide a strong educational foundation in the basic skills. The faculties demonstrate a commitment to the principle that all students can learn. E~uitable and adequate resources are allocated to the promotion of e\u0026lt;.ucational themes and the maintenance of safe and orderly school climate. The staffing for the interdistrict magnet school program is handled by the Little Rock School District Department of Human Resources. Interdistrict magnet school principals play key roles in the development of job descriptions and in the staff selection process. Careful attention is given to an individual's desire to be a part of the magnet team, the individual's interest in the school theme and the teaching qualifications as related to the curriculum. A list of staff members, ethnicity, years of experience, and experience in the magnet setting is included in this report. The curriculum for each interdistrict magnet school program is developed by the interdistrict magnet school staff and administration. District and State guidelines, goals and objectives, and school theme descriptions are considered in curriculum development. A school-based team which monitors the curriculum meets each summer for curriculum adjustments and augmentation. Curricular revisions are forwarded to the Magnet Review Committee for review. For the Court's reference, curriculum guides for each magnet program area are available in the Magnet Review Committee Office. -19- OVERVIEW PARKVIEW ARTS/SCIENCE MAGNET HIGH SCHOOL The 1987 Parkview Arts/Science Magnet High School became Arkansas' first and only interdistrict magnet high school, with its enrollment of 825 students from the Little Rock, North Little Rock, and Pulaski County Special School Districts. As a magnet school, ParkviB'-1 provides expanded and specialized studies in the arts and sciences, in addition to the standard academic curriculum. All students meet state standard graduation requirements, while choosing from a wide range of course electives such as calculus, statistics, French, Spanish, German, Latin, AP English, architectural drafting, computer programming, AP History, journalism, Naval ROTC, and many vocational courses. Although the emphasis at Parkview is on the arts and sciences, a variety of extracurricular and athletic opportunities are offered to its students to enhance the total educational curriculum. -20- SCHOOL Par kv i PW Art$ I Sci ence_fu_gr)C L$_c\n_booJ --- PR I NC I PAL JqqQ-31 CERTIFIED STAFF .. J.C. Babs - I tlo. Year Subject Area/ No. Years Service Name Race Stx Grade Speciality Area Experience Maqnet Pre 10, Science Acklen, Ruthie B F ll , 12 Soecialist 24 3 l 0, Social Studies/ Black, Danny w M ll, 12 Coach 18 3 10, Fine Arts Blackman, Tony w M 11, 12 Soecialist 2 2 .. 10, Fine Arts Boosey, Fred w M 11, 12 Soecialist 12 3 Bratton, Donald w M 10, 11 1? Latin 32 3 Burke-Carroll, Rosemary w F ,0. Visual Arts 20 3 11 1? Soecialist 10, Visual Arts Campbell, Judy w F 11 1? Soecialist 1 1 10 Social Studies Carpenter, Carolyn w F ll '12 20 3 Carr, Marcelline 10, B F 11 1? Math 20 3 10, Visual Arts Clark, Robert w M 11 . 12 C::nnr-i\n:,li\u0026lt;:+ 4 3 10, Carrothers, Billie B F 11 12 Math 27 3 . . ... 10, Music Cripps, Joe w M 11 1? SnPr:i\nilist 3 3 10, Cross, Kathryn B F 11 12 French 26 3 10, Health/ Daniell, Terence w M 11 1? r.ni!rh 3 3 10, Dance Elrod, Laura w F 11 1? Sn\u0026lt;\u0026gt;r-i a 1 i st 5 3 10, Music Farlow, Millie B F 11 12 \u0026lt;:\nn\u0026lt;\u0026gt;ci a 1 i st 3 3 . 10, Faubel, Virginia w F 11 1? Vocational 17 3 10, Physical Ed/ Flanigan, Al B M 11 l? rn:1r-h 13 3 Flemmons, Mari w F 10, 11 l? Journalism 4 3 10, Fulbright, Debbie w F 11 12 Resource 14 - 2 l 0, Fuller, Danny w M 11 1? Science \u0026lt;:\nn,:,ri\n:,li\u0026lt;:t 13 3 Gates, Charles w M 11 1? ll~r,.+i \"\"\" l 21 3 10, Science Gilson, James w M 11 1? Soecialist 2 1st vear 10, Goolsby Gertraud w F 11 l? German 3 1st year I I 10, Fine Arts Goss. Judy w F 11 1? Soeci a 1 i st 2 2 10, Music Graham, John B M 11 1? SnPcialist 5 2 Green Carol B F 11 , 12 Vocational 19 3 Greenway Beth w F 12 Enalish 15 3 -21- SCHOOL  Parkview Arts/Science Magnet Schoo I PRINCIPAL --------------- 1990-91 CERTIFIED STAFF J.C. Babbs No. Year Subject Area/ No. Years Service Name Race Sex Grade Speciality Area Exoerience Maqnet Pre 10, Hampton, Vannessa B F 11,12 Math 13 3 l O, Music Hardin, Richard w M 11, 12 Sn\u0026lt;\u0026gt;r: i.i -1 is t 12 3 Henrv Sarah B F 10 English 16 3 .. l 0, Hrishikesan, Ruth w F 11 1? Social Studies 20 3 Jennin2s, Carol Ann w F l, 0, , , ,, Vocational 17 3 --\u0026gt;-- Johnson, Art w M 1?1? NJ ROTC 5 3 10, Math Johnson. J.C. B M 11.12 23 3 10, Visual Arts Kino~  Gail w F 11.12 Sni:\u0026gt;ri\nilic:t 10 3 Kelley, John ..  B M l O, 11.12 ~~1~~ceSpecialis 20 3 Knioht. katherine B F 10 English 12 3 KreadY. Sarah w F 12 English lQ 3 ..... . 10, Music lamb, Ernest B M 11.12 Snecialist l 10, Lovelace. Dorothv B F 11.12 Vocational 14 3 Lubansky, Mari an w F 10, 11 12 Math 0 l st vP\nir l O, Science Menz, Evelvn w F 11 12 Snor-\n:,l\nc\nt 18 3 Nauden. Lou Ethel B F K Kindergarten 23 2 ' English/PAL Nauoher, Nan w F 11,12 4 3 l 0, Social Studies Pertle. Judv w F    n .... , ~ n 1 10 Science Picard. Dick w M 11 '1? Soecialist 4 3 RioleY Charles w M 10, 11 1? Social Studies/ l'n~rh 2? 3 10, . Social Smith, Linda w F 11.12 Engl1shlstudies 5 3 10, Smith. Susanna 0 F 11 -12 Spanish 11 1 10, Visual Arts Sti!lPV JE\u0026gt;rrv w M 11. 1? Specialist 1 l 10, Stenhi:\u0026gt;nc\n. S\n:,r\ni w F 11. 1? Math ?1 1 I I 10, Science  Tanner, Phyllis w F 11 1? c---\n~1\ncc+ n  l cc.t vear TaYlor, Susan w F 11 English 15 3 Treadwav. Pat 10, Fine Arts w F 11. l? S  ecialist 3 l cc.t VPar Tvler. Lois B F 10, Math/PAL n 3 11 l? -22- SCHOOL Parkyjew Arts/Science Magnet School PRINCIPAL ------,Ot::-t--Ct_~\u0026amp;=~~~/\n~:f'------- 1990-91 CERTIFIED STAFF J.C. Babbs No. Yea Subject Area/ No. Years Service Name Race Sex Grade Special itv Area Experience Maqnet Pr Wa 1 ker, Ella B F 10, 11,12 Vocational 16 3 Washam, Gavle w F 11 Enql1sh 14 3 10, Watson. Claudia .. 8 F 11, 12 Vocational 21 3 Williams, Joyce w F 12 Enqlish 1R 3 10, Wilson Phillip 8 M 11, 12 Math 4 3 10, Fine Arts Wisener, Karen w F 11 1? Soecialist ?1 3 We 1.1 s, Georgi a w F Librarian 18 2 Landers\nf~~Jette w F Counselor 22 2 Homard, Marqie w F Counselor 22 3 Powell, Lucious B M Counse 1 or 29 3 Junious C. Babbs B M Principal 16 3 Anne Hansen w F Ac\nc\nic\nt\nint Prin ?n 1 Haro l d Ha yqood w M Assist\nint Prin 4 1 Maud Woods B F Assistant Prin 1? 1 -23- :- 10:. T., :, lor. S . C:-ccm.,.1y, D ~.if . 7-10.: 402 '..'1 il 1,1~ ,J. 7-102 PREP I MASTER SCHEDULE PARKVIEW ARTS/SCIENCE MAGNET SCHOOL 402 202 i! PR'::? 402 I 40\nKrco~y  S. -+--,--2-0_4 ___ t------t-3---2-0,-' ----j,-7---l-C6---+-----\n-j ,-_-l_C_6---+,-_-l-06-- 402 402 402 402 p A L PREP P A L 302 P.U:? ! ln 302 7-101 \\..'.1sh,j\n:l, C. 302 C-1 02 8-103 S:it~, L. H-104 Henry, S. ~ 2-107 Carr. H. 3-207 \\Hlson, P. 2-109 3-207 PR!P lubo1nalc.y. p. Cccr.J 2-101 Corrother  ,8 l'lE.P 2-10 .. 2-101 Joh:u oJ n,J , C. Al1. ll 2-207 )-:01 302 PREP 202 H.Al\u0026amp; Il Ceoa PRIP riu:r 2-109 t.lg, II r rP Trl,r. I.. Alt, I rR[P 302 PRE? 204 20. A.ti.1st A2 Pi\\!P 202 PR!:P U. AI\u0026amp;, 11 P.rep PJL.'1' Cone . Ccc :::. Alg,11 lnt.Alg. PR[? 11 . Trtc -24- PREP Alg . I Ccoc , 2-107 Int.Ale Alg.11 P A L 302 204 PR!? l:f. Ceom Ceca. Alg . Il Alg . I Ccoc . rR!P I' A L Alg. II 2-Ic . Int.Ale )02 PUP 202 ~-207 b 1' Ceo:a . ,1 1 . u nt.\u0026gt;-11. S. H. ~-107 \\lg. I I 1 2 J 4 5 6 k -- Fl':' . ,-,:, : St.1rc\u0026lt;.raf t Cor..::,. l Or,11 , ! nt. Cil! 11.l f hc,1 t -'t\" s1nr, p~~ j \\.\n~:c:icr .K. ------- '?-10 ~ \u0026lt;\n-n~ V:-1a q ' 8-109 noo:i.cy, F. \u0026lt;.: v ir,m. I /1.ctins L PREP Coau:i, I PREP Act i :1 Y-//\u0026lt;/- c nes 8-1 06 Co= II Trc :H,! \\o.1y , 11 Dr.,:r. .1 Deb:1te Dr.:i::ia PREP Drama PREP heacr ~ist\u0026lt;JI 8- 105 Crc.Jt i vc Thc.:i t re PREP Theatre Theatre Drac.1 I I J.!Rt: i' Coss, J llrit inc ll istory History History 8-114 8-105 8-106 8-114 1 8-109 Bl.1ckr:.:m, T Sto\u0026amp;Croft PREP Coa:11.I Co11111.I Stage Craft Coa:11.I PREP I 3-101 3-101 3-108 13-108 3-108 Ourkc-C.1rrr: l PREP A2 Art Intro to Art Design Adv. Craft ArtDesi\u0026amp;n PREP Paint 3-108 3-108 3-104 J- i 08 Kin\u0026amp;, G. Cra.!tfibcr PRE? Draw I PREP GraphicOuigu GT Coor. (Otte )-104 3-104 3-104 3-104 _j-J.U4 Cl.:irk,B. Draw I ArtHistory ArtHiatory Draw I PREP i\\rtHist. !'R!:P 3-102 Coc,pbc!l, J . PREP Draw III PREP Drav II Draw I Drav II !Praw Stoley , J. l!ALL HI H SCHOOL ~ FOREST EIGHTS JR . ICH '.A:s::1 4 Cya, 5-o~~c '.l-t0.2- ii-10~ 1 ance\n,//// Elrod, L. D.1nccEnscmb: e: Tech III PREP DanccHistory . PREP Tech I is tor,, - 5- 104 03nce Dance Dane  Dance J 1,\n.stice, M, Tech I PREP Tech II Tech II Tec:h l I 9-104 9-104 2-108 9-104 2-108 Hardin . R. Choir 1 Choir II PREP Hus 1cTheory Madrigals ~usicTheory PREP 1 I 2-108 9-1~9 9-109 9-109 9-10 !fineMt  ~!~r Crippa, J . Music Theory Band II Orchestra PRLP PREP Sur. ey I 2-108 2-108 2-108 1 9-10, 2-101 Fa r lou, H. PREP Music The or) HusicTheor PREP ~u1icTheory LobSinsers Husil III II II Theur T ,-.. ~-:,,,v\n, 9- 10' C.r3h.?m, J PREP Band II S.H, Band I PREP SH St ~g, 83nd 9-109 L1mb , E HANN H. GNITT SCIIOOL l Int. Orchestra I -25- -- ------~------ ----- r----- ,tl\" I/\\, __ :,I ~\" 1 I 5. :l--.! 'IO PHlr A.:iistory PREP A.llistory ,\\. !ll ~t .. : I 1 Govt. !'.1rp.:nt~r.c. 5H - - - --1---  1 W.lllstory ~-~OJ , lJck, o. \\.', 1111.t ,lTY ~ . Hi s tory !?il.EP \\J.llistory SCPV. !'HEP\n-205 ~ W.lli5tory .J.History PRE? W. llistory PREP W. Histor lrlshik~n Psy 3-208 Upley, c. A.111atory A. History IA.Hi~tory A.H!atory surv. PREP PREP 5-202 I\n-~rt le, J \\.I.Geo. W.Geo PUP w.ceo W.Geo. PREP W.Geo LANGUAGE 8-204 Sp4n, II Span. I Span. I Span. I Span. II Sp4D.Ill PREP S::iith, S. -201 8-208 8-208 6-208 r.ratton, o. KALL HICH SCHOOL Latin II Latin I Latin I Latin II d-101 Cross, K. French I PREP French I French II PUP French II French III, IV\n-106 Goolsby, c: German I German II German I 8-211 rlcmcona ,M. Photo Yearbook Jlsm I PREP newspaper Prep 'hoto ~ Micro. Bio. 2-205 PREP Bio.Lab Bio.Lab .H. tenz, E. Bio.Lab PUP Micro.Bio. tz-201 2-203 2-201 2-201 2-201 Tomner. p Biology llumanPhys. PREP Biology Biology PREP lolog:1 2-202 r tc:ird, o. Physics Physic  PR!P PREP S.H. Un!f~ed nifhd Phy~lcs hy~!cs 2-204 Qua I.Analysis '.\"ul )er, o. Chea. Tech PREP Checi!stry Chem. Tech. PREP hem. Qual.Analyaia ech. ~-203 ,\\c:klen, R. Slo.Lob. PREP Bio. PREP Bio. Lab 1810. to.Lab. 2-206\"\" 2-20(. 2-20, 1. 2..oz. t-:ellc)', J. B!olosy Biology Biology Scienc:eTec:h Supv. PREP PREP ~-206 App.Stat, App.Stat. I Gilson, J. Che11lac ry 7/05 PREP Chomhtry\nChemistry PREP App.Stat, App.Stat. : -26- .!ICAT!Ot!Al 2-102 l-llU 1 ~1-!Ul I~dc,i crndcn t Ki:i.dcrc.1:-tcr. .11kcr, L Prep L1.v1:is Supv. SH i~ PREP .. Clo thing Clothinc -110 .1uden, L 1a:,oERGAil: :1 K K PllP K - K K I l-210 Super Write faubcl, v. C. O.E. ~ S!l C O E COOP 3-20S J.ey Board \\ford Proce\u0026amp;i D Intro Cor::\n, ~ntro Coi:p Coc:pTcc !1 lenninss Tech ~ Typing lI PREP Pll.P Tech DuaAp\n:,i . 3-209 3-210 3-210 J-20~ .O\\cl.1ce,0 ~ eyboard I S II Bua . La., PREP Bus.Law eybo4rd I PREP yboar~-I )-208 ~ I~ 3- 208 ~ ZBI ,'.1tso:1,C PRE? Cc=\n, . .\\::ct. Plltl' oc\n, . Acct. Keyboard I Keyboard I ~a II ~-101 Gates, c. PREP PREP t.C.T. l I.C. T. II t CT COOP 9-101 .\nrccn .c D.E. I O.E. II PREP PREP  O.E coclP 9-102 ~.1nicl, T PREP Health Reill th Supv. Health Ht.\u0026gt;lth REP ~\\~ Fbnigo PREP PE PE Ki ode rgarteo SUPV. PE RP ~JROTC 3-103 Johnson, A. ~JROTC III NJROTC II NJROTC I NJROTC I NJROTC III NJ ROTC II ~ 9-101 9-101 9-101 Fulbr1Ght I lle:aource Resource esource -27- OVERVIEW HORACE MANN ARTS/SCIENCES MAGNET SCHOOL Horace Mann Arts/Science Magnet School is a junior high school housing grades 7, 8, and 9. The school consists of two different curricular programs--the School of Sciences and the School of the Arts. Students will select one school or the other, depending on their interests and aptitude. There are no academic performance requirements for entry into either program\nhowever, it is recommended that applicants have a strong interest in or aptitude for an area of the magnet curriculum in the school for which they apply. While students of all academic abilities are accepted for enrollment, it should be understood that the intensity and the depth of study will require a commitment to excellence on the part of all students. School of Sciences Students applying for seats in the School of Sciences will participate in the traditional and required curriculum of English, science, mathematics, and social studies, but, in addition, will take a laboratory science class. At Grade 7, the lab is a semester in length. At Grades 8 and 9, the lab is for the full year. In addition to the required courses, students in the School of Sciences may select electives. School of the Arts Students applying for seats in the School of the Arts will take the traditional and required curriculum of English, science, mathematics, and social studies. In addition to the traditional curriculum, students will select an area of concentration from the area of visual arts, drama, dance, and music. Students will participate in the appropriate courses in the area of concentration\nstudents may also select electives. -28- SCHOQL MAi~N ARTS/SCIENCES MAGNET JHS PRINCIPAL M. G. LACEY ----'-'--''---'\"--'----='-'-==..o..---------- 1990-91 CERTIFIED STAFF No. Years Subject Area/ No. Years Service in Name Race Sex Grade Soecialitv Area Exoerience Maanet Proararn Johnson, lvria B M 7 Science 14 8 Johnson, Lorraine B F 9 English 7 4 Jones, Dennis B M 8/9 Math 3 2 Jones, Linda w F 9 Social Studies 9 4 Jordan, Ruth B F 8/9 Health/Science 5 2 Lamb, Earnest B M 7/8/9 Orchestra 4 2 Langston, Pamela w F 7 Counselor 9 G I Lawson, Ellen w F 8 counselor 19 8 I Lerner-Sweet, Joanna w F 7 Math 5.5 3 Levin, Barbara w F 7 Math 21 7 Little, Madeline 0 F 9 Computer 7 1 Lloyd, Emily w F 8/9 Piano 2 1 Lowe, R. C. B M 7 Social Studies 18 3 Mims, Richard w M 8 Science 15 4 .. Morris, Yvonne B F 7 Science 6 4 Nance, Elizabeth w F 7 Science 10 4 Nichols, Susan w F 7/8/9 Drama 8 4 North, Edna B F 9 Reading 28 8 Norton, Gary w M 8/9 Social Stu:lies 14 5 Parsley, Jim w M 8/9 k\u0026lt;\\rt 21 4 Pickle, Shirley w F 7/8/9 Spanish/English 15.5 6 Redmond, Wendell B M 9 Science 11 l _~ 5 Remley, o. C. B M 7/8 Social Studies 7 6 Robinson, Mary K. w F 7 Home Ee. 7 4 I I Rollefson, Louise w F 7/8/9 J\n'rench 12 4 Schmidt, Fred w M 8/9 Art 25 4 Tippen, Dervis w M 9 Social Studies 26 6 Trice, Nancy w F 7 English 6 2 i -29- SCHOOL MANN AR'i'S/SCIENCES MAGNET JHS PRINCIPAL M. G. LACEY  - 1990-91 CERTIFIED STAFF No. Years Subject Area/ No. Years Service in Name Race Sex Grade Speciality Area Experience Maqnet Proqram Binns, Judith w F 9 Business 9 4 13ond, Bryan w M 8/9 English 1 1 Bookout, Robin w F 8 Vocational 12 7 Boykin, Patricia B F 7/8/9 Special Eclucatio1 12 2 Circs, George w M 7/8/9 Health/P.E. 23 8 Daniel, Rosalie w F Media specialist 18 8 Desjardin, Deborah w F 8/9 Math 20 6 Dodson, Tommy B M 9 Vocational 1q 4 Dunn, Cloteel B F 9 Counselor ?q R Edmonds, Nina w F 8/9 Science 6 2 Everett, Judy w F 7/8 Reading 1? 4 Farmer, Jerome B M 7/8/9 Physical Eclucati Dn 17 8 Fletcher, Danny B M 7/8/9 Band 6 6 Foreman, Carolyn B F 7/8/9 Choir 10 8 .. Freeman, Janice w F 7 Math 22 4 Garner, Susan w F 7 English q_ 'i 4 Gibson, Lewis B M 8 Math 23 4 Halter, Bridget w F 9 Math 3 3 Harris, Catherine B F 7 English 11 8 Hayes, Melissa w F 7/8/9 German 3 1 Hayes, Stella B F 8 English ?F- R Hill, Sheketa B F 9 English 1 -~ 7 F, Holcomb, Irene B F 7 Social Studies 24 4 Holt, DeeAnn w F 8 Social Studies 1'i ? House, Michelle w F 7/8/9 Art 13 3 Hughes, Louis w M 9 Science / 9 6 I Hufford, Gary w M 8 Science 6 6 Jernigan, Rita w F 8/9 Math 10 6 ! -30- [ SCHOOL t,,1,i:t-:JN ARTS/ SCIENCES MAGNET JHS PRINCIPAL M. G. LACEY ~: [) IIl [1 (I] 1[1 J Name Turner, Diane Weaver, Carol \\.Jilliams, Lawrence Presley, Traci Tidwell, Michael Lacey, M.G. Baugh, Sharon Matthis, James \\foods, Willie Race w w B w B 1990-91 CERTIFIED STAFF Sex F F M F M Subject Area/ Grade Speciality Area 8 English 9 Science 8 Science 7/8/9 Dance 7/8/9 Dance No. Years Experience 24 6 25 3 12 (10 as a~ministrator) 30 22 29 28 -31- No. Years Service in Maqnet Proqram 4 3 8 3 4 3 3 8 4- I I : I I I : ' I I I I I Grade 7 School of Sciences Students will enroll in seven courses. REQUIRED COURSES English Mathematics Life Science Social Studies Lab Science Regular, Enriched, Gifted/Talented Regular, Enriched (1 semester) Music Exploratory (9 weeks) Art Exploratory (9 weeks) Study Skills (9 weeks) Introduction to German (9 weeks) Industrial Arts or Home Economics (1 semester) Remedial Programs (Required for students whose reading, language arts, or mathematics standardized test scores are two years below grade level or who ~ail the !:1PT). Electives German I Spanish I . French I Learning Laboratory Accelerated Learning Program Lab Art I Choral Music Dance I Band Communications/Speech Orchestra Physical Education -32- REQUIRED COURSES Eng!,.ish Mathematics Life Science Social Studies Grade 7 School of the Arts Students will enroll in seven courses. Regular, Enriched,Gifted/Talented Regular, Enriched Music Exploratory (1 semester) Art Exploratory (1 semester) Study skills (9 weeks) Introduction to German) Introduction to Spanish Choose one ( \u0026lt;? weeks) Introduction to French Industrial Arts or Home Economics ( 1 semester) Remedial Programs (Required of students whose reading, language arts, or mathematics standardized test scores are two years below grade level or who fail the MPT). Learning Laboratory Accelerated Learning Programs AREA OF CONCE~TRATION Choose One Visual Arts Drama Dance Music Lab Art 1 Communications/Speech Dance I Band . Orchestra Choral Music -33- Grade 8 School of the Arts Students will enroll in seven classes. REOUI~ED COURSES English Mathe!llatics Earth Science Regular, Enriched, Gifted/Talented Regular, Algebra I American History Career Orientation Health (9 weeks) Physical Education (1 semester) (9 weeks) Remedial Courses (Required for students whose reading, language ar~s, or mathematics standardized tests scores are t~o years below grade level.) Learning Laboratory Accelerated Learning ARE.!. OF CONCE:fl\"RATION Choose One Visual Arts Lab Arc r, II Dra~a Communications/Speech, Drama Dance Dance I, II Music Band - Beginning, Inter:nediate Orchestra - Beginning, Inter~ediate Choral Music Musicianship (Piano Lab) is re~uired of all music students students in either grade 8 or 9. Elecc::.ves Ger.nan I, II French I, II Spanish I, II Lab A::-t I, II Dance I, II Communications/Speech Drama Physical Education Band - Beginning, Intermediate Orchestra -Beginning, Intermediate Choral Music For electives, auditions or faculty permission may be required for other than entry level courses. -34- Grade 8 School of Sciences Students will enroll in seven classes. REQUIRED COURSES English Mathematics Earth Science Regular, Enriched, Gifted/Talented Regular, Algebra I American History Lab Science Career Orientation (1 semester) Health (9 weeks) Physical Education (9 weeks) Remedial Courses (Required for students who~e reading, language arts, or mathematics standardized test scores are two years below grade level). Electives German I, II French I, II Spanish I, II Lab Art I, II Dance I, II Communications/Speech Drama Learning Laboratory Accelerated Learning Physical Educition Band, Beginning, Intermediate Choral Music Musicianship I, II (Piano Laboratory) For electives, auditions or faculty permission may be required for other than entry level courses. -35- Grade 9 School of the Sciences Students will enroll in seven courses. REQUIRED COURSES English Regular, Enriched Mathematics Transition Math, Pre Algebra, Algebra I, II\nGeometry Physical Science Civics Regular, Gifted/Talented Computer Technology Lab Science Choose One Computer Science Computer Literary (full year) (1 semester) Remedial Co11rses ( Required for students whose reading, language arcs, or mathematics standardized test scores are two years below grade level or who fail the MPT.) Electives Spanish I, II, III French I, II, III German I, II, III Lab Art I, II III Dance, I, II, III Learning Laboratory Accelerated Learning Band -Beginning, Intermediate, Advanced Orchestra -:c5~\"~ing, Intermediate, Advanced Choral Music Elementary Music Theory Exploratory Business/Typewriting Physical Education - (1 semester), Mechanical Exploration (1 semester) (full year Connnunications/Speech Drama . Theatre and the Arts Musicianship I, II (Piano Lab) Construction Exploration (1 semester) Health ( 1 semester) For electives, auditions or faculty per~ission may be required for other than entry level courses. -36- Grade 9 School of the Arts REQUIRED COURSES English Regular, Enriched Mathematics Transition Math, Pre Algebra, Algebra I, II\nGeometry Physical Science  Regular, Gifted/Talented Civics Computer Technology (Choose One) Computer Science (full year) Computer Literacy (1 semester) Remedial Courses (Required for students whose reading, language arts, or mathematics standardized test scores are two years below grade level, or who fail the MPT.) Learning Laboratory Accelerated Learning AREA OF CONCE~TRATION (Choose One) Visual Arts Lab Art I, II, III Drama Dance Communications/Speech, Drama, Theatre and the Arts Dancel, II, III Music - Band -Beginning, Inter.nediate, Advanced Orchestra -Beginning, Intermediate, Advanced Choral Music Musicianship (Piano Lab) is required of all music students in either grade 8 or 9. Electives Spanish I, II, III French I, II, III Lab Art I, II, III Dance I, II, III Physical Education -(1 sem.) (full yr.) Co=unications/Speech Drama Theatre and the Arts Musicianship I, II (Piano Lab) Band, Beginning, Intermediate, Advanced Orchestra, Beginning, Intermediate,Advanced Elementary Music Theory Exploratory Business/Typewriting Mechanical Exploration ( l semester) Construction Exploration (1 semester) Health (1 semester) -37- Little Rock School District MANN ARTS AND SCIEi.~CES MAGNET SCHOOL Parent Contract My child--------,-------------- has been approved (complete name) for attendance at Mann Arts and Sciences Magnet School. As a parent, I agree to provide positive support for the policies and program of Mann Arts and Sciences Magnet School and will: ensure prompt and regular school attendance\nensure appropriate behavior\nensure compliance with the dress code policy\nprovide a proper study environment and require completion of homework as assigned\njoin and support the parent/teacher association\nsupport school rules and policies\nmaintain frequent and open communication between the school and the home by: attending parent conferences and parent meetings\nsigning and returning information sent home for parent's information\nmonitoring progress and signing the student's plan book regularly\nI agree with the fundamental principles stated above and will assist the staff with my support. I am aware that my child's continued enrollment in Mann Arts and Sciences Magnet School is contingent upon my honoring this contract. Date _____________ Parent/Guardian's Name ___________ _ (Please Print) Phone I Address -------------------- (home) (work) Parent's Signature -------------- -38- I l,J \\0 I HORACE MANN JUNIOR HIGH SclENCEs/ARTS MAGNET SCHOOL TEACHER Fletcher Lamb Foreman MUSIC/ART h\u0026amp;fief00 \u0026amp; 2nd PERI 00 3rd PERIOD 4th PERI 00 5th PERIOD 6th PERIOD 7thl\"R IO O Tea. Ho. TIHE _____ 1 _______ _ Advanced Band Intermediate 218 grades 7-9 -- ~r'f. M 220 Adv. Orchestra Int. Orchest. -- -- ---- --- 7-9 En rl. 7-9 X X X X X ~ It Beg. Orch. It ~avels It to It Parkview It Champer Orch. R E E----- E----- E----- E REnrl.-2:2._ HEnrl. __ HEnrl. __ HEnrl. __ HEnrl. 7-9 H ~ Boys' Choir ~ Prep __ ~ Girls' Choir ~ Intro. Music ~ Girls' Choir 1 224 Intro. Music Enrl. 7 ~ Enrl. ~ ! Enrl. ~ Enrl.7--:\n- ! Enrl. -7- t~. ~ ~ --------t---t------j--==--,xzt---==a..--,xr--==---y~r---==--yt-x-__,.\n:=\"'-- x 210 Prep__ ___ Piano_!_ R _flano III R _f.hm\u0026lt;Lll.... ~ ~n~ R Piano_!__ R Prep __ ~ Lloyd Enrl. 8-9 ~ Enrl: 9__ ~ Enrl. ~ ~ Enrl. ~ ~ Enrl. ~ ~ Enrl. __ R X X X , X X X R labArtII R labArtII f labArt ' II R~Intro. R~ep __ ~ R Enrl . 8-9 ~ Enrl. 8-9 H Enrl. ~ ~ Enrl. _7__ ~ Enrl. __ ~ Parsley 129 Prep Art. Int,co. Enrl. 7 TOTAL Exel. H. R.  ~ H ---------+---t--------+-------,xrr---------,x\n-r-------.ix--t-------,xt-------x:\n+------vixr--- - _la_bA_r_t_In_ ___ Pr..=E._ Schnidt 128 9 Enr 1. House 12G Office Dutx__ _Lab l\\r.Ll... Enrl. 7-9 Enrl. Enr I. Enrl. R lab A.E!__!_ R lab Art I ~ ~b Art I ~ _!'._re_p__ ~ ~b Art I B REnrl.~ ~Enrl.~ REnrl.~ REnrl. __ REnri.7-9 ! X X X X X X R ----..e12-- ~ _Ira'lcl.s_ ~ __ tQ__ ~ -5.ou.tbl=t ~ ____k. ~ ( fi Enrl. fi Enrl. A Enrl. fi Enrl. A Enrl. H X 8 R-- R Enrl. X 8 R-- R Enrl. X 8 R-- ~ Enrl. X B R-- R Enrl. X B R-- ~ Enr I. X 8 R-- ~ Enrl. X X X X 8 8 8 8 R----- R----- R----- : REnrl. __ REnrl. __ REnrl. __ H X X X X 8 8 B 8 R----- R----- R----- ~ R Enrl. __ ~ Enrl. __ ~ Enrl. __ ~ i __ --- i __ --- f __ --- XH~ ~Enrl. __ ~Enrl. ~Enrl. ~l TEACHER Robinson Bookhout Tea. No. 123 VOCATIONAL, HFALTI-1 AND PHYSICi'.L ?CUCA'!!Cl:l i'iMe~100 \u0026amp; 2nd PERI OD 3rd PERIOD 4th PERIOD 5th PERIOD 6th PERIOD 7thPERIOD TIME _____ , _____ _ Horne X X X X X X Ec_o_,_,cmi_c_s _ H_cr.i_. e _Ec_o_n_or.iics R _Hor_,ic F.c_on_cm_, ics R _ P_i:_ep_ .'. R l!or,1c Economics R Home Ee. R Home Ee. R 7 Enrl. 7 ~ Enrl. _J__ ~ Enrl. ~ Enrl. _z__ ~ Enrl. 7__ ~ Enrl. _7__ ~ X X X X X ~ ~reer Orientation ~reer. Or. R ~eer Or. R __fre.lL- It l\\lleod~fc It --.Career...lli:.. It _Ei:cp__ R TOTAL Exel. H. R. \u0026amp; S H lll Enrl. 8 EH Enrl. a  ~ Enrl. ~ Enrl. __ ~ Enrl . ..1L_ ~ Enrl. __ ~ l.::,_. ____ _\n:...__--+---+--.!!.8.---+---===:.,_--\nt--_\n:.,.___:::=::::.._yf_ __: _____x t_ ____x t--____) (1----71--- 0 XB ,\"-reer Or. X X X X ft I Career Orientation Career Or. \"\" B Prep B Duty B Career Or. B Prep ER Dodson 127 --~ ---- f - f--- f--- f--- Enrl.__..2_ iEnrl.-- H-En_r_l. HEnrl. HEnrl. .~Enrl. H ~B X X _ ~ ,. X R ___fr~ R .....Ga\nip.J..u... R .81.lsine.s.s...Explor.R -Cmp.J..it_ R Cornp. Lit. R E E E E E E HEnrl: __ HEnrl,....9__ HEnrl.~ HEnrl._9__ HEnrl . ...9..__ H Billns 115 ~ter Lit_. ____ PrfilL_ 9 Enrl. Little X X X X X ~ 113 Ccmp. Science ~- Science R ~cp__ It Cornp.~nce ~ Peep__ , R ~p._,Smnce R ..wap . ..sci..erJcc R 9 Enrl. 9 A .Enrl. R Enrl. 9 H Enrl. __ / R Enrl. -9.._ R Enrl . ..9__ ~ --------+---1----:::._----+---===----vt-x---=~-=---,x+--....\n....\n_ xxt-\"-----xxr-----xxr------:xu--. Jo...-dan 130 FatT.Jer Hcaltn/PE Health/PE 8 Health/PE ---- En rl. 8 Physical Ed_. _ Physical Ed. 7-9 Enrl. 7-9 Enrl. Enrl. R Health/PE R __fy-th Sr.iencc R ....l:ep __ R ...llealt.b.LEE... ~ ..:.lc.altlL.__\n~ Enrl. 8 ~ Enrl. _8_ R Enrl. _ _ ~ Enrl. .a__ R Enrl . ..9__ R X X X X X R Health/PE R Cafeteria Duty ~ P.ep__ R Healthfts_ R Prep __ fi Enrl. 8 R Enrl. R Enrl. R Enrl. 8 R Enrl. X X X X X : Prep __ : _i!lysical F.d. ~ ___fE_ep__ ~ PhysicalEd. ~ Physic~. AEnrl. __ AEnrl.7-9 ~Enrl. __ REnrl.7.:2._ REnrl.7..:.L_ X B R-- A Enrl. X B R-- ~ Enrl. X X X B B B R-- R-- --- R-- R Enrl. __ AEnrl. __ REnrl. X X X B B B R-- --- R-- --- R-- ~ Enrl. __ ~ Enrl. __ ~ Enrl. X B R-- R Enr I. X B R-- ~ Enr I. H X B ~ H X B ~ H I .\".'.\".. I  a a a SPf:CI/,L EDUCll'flON I A~e~s\u0026amp;ii00 \u0026amp; TIME _____ 1 _______ _ Tea . 2nd PERI OD 3rd PERIOD 4th PERI OD 5th PERIOD 6th PERIOD 7thf\u0026gt;rRIOO TEACHER llo. Boykin 116 X Reading/Euglish L\u0026lt;'arning St.:at B Prep -- -- ---- --- R -- --- 7-9 Enrl. 7:::1_,_ R Enrl.\nS. St. Math ~ S. St. Eni!.lish ~\nF,n.:lishl S. St.~ R ~11-~t.:, R -5c.i.e~1V1C'i,_ __!'.:ep__ R ~_la_t:_n, ~s R HE Enrl. E E E E ~ H Enrl, __l,-=9,_ H Enrl. H Enrl. -1=!:i,_ H Noi:th 112 Read/Eng. Assist. Prep 7-9 Enrl. _. _ IXt . Read/English E -- --- . H Enrl  ..J.=5L X X X X X It Read/~:Oglish It P-.:cp__ It Read/English It Read/English : R -En_r_l. _7_ __q _ H En r I , __ H -En_r_l. -9-- ~ ~ - . !l _ ~ ~ , Prep ~ Read/English ~ Read/Euglish ~ Prep ~ Read/English i Everett ~- f- f- ~- -~--8- E Read/F.11g. Assist. Read/English ST. 3-- ----- 7-9 Enrl. 7-9 R Enrl. H Enrl. 7-9 H Enrl. 7-9 H Enrl.  . Enrl. ._  H --------l---1-------+---===--___\nx\u0026lt;i+-----'==---.\n,x+- --==\n,.._-\n~\n+----===---\n+-x--==-- x B 8 ~ B 8 8 ---- Enrl. ---- Enrl. -- -- ---- Enrl. -- -- ---- Enrl. -- -- ---- Enrl. -- -- ---- Enrl. -- -- ---- Enrl. R-- R-- R-- R-- R-- R E E E E E E H EnrL H Enrl. H Enrl, H Enrl. H Enrl. H X X X X X ~ R- R_ ~ ,R- a_ R fi _En r1. R En r1. ~ En r1. I R En rl. R En r I. R ~ ~ ~ R-- R-- R-- R En r I . fi En r I . R En rl . X X B B R-- R-- R Enrl. fi Enrl. X X B B R-- R-- R Enrl. REnrl. X X B B R-- R-- R Enrl. ~ Enrl. . X X 8 B R-- R-- ~ En r1. ~ En r 1. X B R-- R Enr l. X B R-R Enrl. X B R-- R Enrl. X B R-- ~ Enrl. X B R-- fi Enrl. X B R-- R Enrl. X B R-R En rl. X B R-- ~ Enr 1. X B R-- ~ Enr 1. --- X 8 R-- ~ En rl. X B R-- R Enrl. X 8 R-- ~ Enrl. X B R-R Enrl. X B R-- ~ Enr,1. X B ~ H X i H X ~ E H X f H X f E H TOTAL Exe I. H. R.  ~ H I TEACHER Hill L. Johnson ENGLISH A~e~~oo \u0026amp; 2nd PERI 00 3rd PERIOD 4th PERIOD 5th PERIOD 6th PERIOD 7thl\"t:RI 00 TIHE ____ _ --\"------- 1--------',t------- Tea. tlo. I_ I I X X X X X X ~glish GT/Enr P-.:cp__ l English (R) R English (R)_~. R Engli5h GT/Frn:BR __ P.:c_p__ 8 English GT/Em!! R----- R 133 9 Enrl. __ ~ Enrl. ..5L___ ~ Enrl  ..5L___ ~ Enrl. 9 ~ Enrl. ~ Enrl. 9 ~ 139 English (R) E:iglish GT/En1 Prep It En~lish GT/Eni English GT/Enr It Prep It English GT/Enc~ TOTAL Exe I. H. R. \u0026amp; S H I __ 9 ____ EnrJ.9 ~Enrl.-- ~EnrJ.9 ~Enrl.9 ~~-- ~-En_r_l_-9--Hr ~--------+---l-------+-------\nt-------:+--------\n+-------::,f--_:=::\n:::..----:+--===-----\n+---- 1 X X X X X g Bond _J'rfill._ __ ~ifil..IB) 8 ~ifilL..ill) i ..f!.!GJ.ish (P..) i __f_rc2...._ 8 English (R) i ~li_s_h_(_R) ~ Enrl. 8 ~ Enrl. 9 H Enrl. 8 H Enrl. ! Enrl9  . Enrl. _8_ H --------+--+--Pr-c-.p ----+-F.n_g_l.\n:is::\n:h=GT=-/-En-rxvB +-E-ng_l_i.\n:sh=(::\n:P..=-)--xvB -t-En-g-.--=GT::\n:/::\n:Ei::\n:,=-r-.- -ii~-t--En-g-_-=(::\n:R7=---iil-t-En-g-h-=.5 ::\n:h=(R=-)--ii Plcp ~ S. Hayes ---- --- R -- --- R -- --- R -- --- R -- ___ R __ ___ R Tu1.11er lla..,:is Pickle Gan,cr 137 Enrl. _3_ ~ Enrl. _8 _ ~ Enrl. _ 8_ ~ Enrl. _8__ ~ Enrl. B ~ Enrl. ~ 134 English ql'/Enr. GT Duty -- -- ---- -- 8 Enrl. X X X X X X R __::1\u0026amp; GT.Enr. R _ Prep l ~g. GT/l:.m:. ,R __ Prep R Eng. GT/Enr. R -- (R) ~ _Enrl. _8__ ~ Enrl. __ H Enrl. _8__ / ~ Enrl. ~ Enrl. 8 ~ --,,\n-x------:+-----..,xr+-------::+--_.\n==---:+-_.\n=:::....-.,+.--  Prep Eng. B Eng. GT/Enr. ~ Eng. GT/Enr. 8 Eng. GT/Em:. ~ Eng. (R) ~ Prep ~ 136 -- -- ---- -7- Enr I. -- 131 ~nish) __ ___h\"ee.___ Enrl. 132 ___f_lee___ __ ~y Skills Enrl. 7 Enrl. En rl. R---- R---- R---- R---- R----- R ~Enrl._7 __ REnrl._7 __ ~Enrl._7__ REnrl. 7 ~Enrl. ~ X X  X X X X R ~nish) R ___h\"eL_ ~ English (R) R ~panish) ~ ~nish) ~ R Enrl. R Enrl. h Enrl. s R Enrl. h Enrl. H X X X ~ ~gli5h (R) 8 Study Skills B Study Skills R-- -- R-- -- E Enrl. 7 E En r I. .7 E Enrl. 7 H -- H -- H ~ X X R-- --- ~-- --- r ~ Enrl. __ R Enrl. ~ X X X B B B r- -- R-- -- R-- -- H Enrl. -- ~ Enrl. -- HE Enrl. X X X B 8 B R-- -- R-- -- R-- -- ~ X X R-- --- l-- --- f ~ Enrl. __ ~ Enrl. - - - ~ Enrl. ~ Enr I, ~ Enrl. f TEACHER Levin Lerner-Sweet Freeraan h~e~oc1 \u0026amp; TIHE ____ _ Tea . No. I _ 203 201 204 GT/E'.llr. Math 7 Prep Math (r..) MATII 2nd PERIOD GT/Enr. Math Enrl. _]_ Math (R) Enrl. ~ Prep 3rd PERIOD X B Prep R-- ~ Enrl. 4th PERIOD 5th PERIOD 6th PERIOD 7thP'fRIOD ------~--------- X X X X R GT/En~. Math:_. R GT/Enr. Math R _Pr_ep__ RG T_/1::n _r_._ M_at_h ~ Enrl. ]__ ~ Enrl. 7 ~ Enrl. R Enrl. 7 IXt __!:: :tAns ~s t. XIt MatI ( )  X Ma I  X h (R) X h  1 R It t 1 Assist It Mat It Mat _Assist. E E-- --- E-- --- E-- --- E-- --- HEnrl._u__ HEnrl.]__ HEnrl._7 __ HEnrl.7 HEnrl.7 X 8 R E H X B R E H ~ , Prep ~ Math Assist. ~ Math (R) ~ Math Assist. ~ Math (I\\) I ~-- ~--- ~--- ~--- ~ - ~ --------+--~--7 _____ 1-E_n_r_l.-===--ifi\n+-E_n_r_l.-===--iH\n+-E_n_rl_.-==7=:....-.\n,H:,+-En_r_l_.-=7==--....,.HI-E-n_r_l_. -=7==-___\n\"\n:-\n-, 7 H Pre-Alg. Prep ~ Pre-Alg. ~R Pre-A_lg. ~ Prep - ~ Math (R) B Pre-Alg. ~ ________ --- R -- --- R-- --- R-- --- R-- --- R ~ Enrl\n.!l..=2..._ ~ Enrl. 8-9 ~ Enrl. ~ Enrl. 8. ~ Enrl. 8-9 R D. Jones 8-9 Enrl. R ~th (R) R _::::th~ i Math ~ , ff Prep__ R Math ~ i Gibson 202 Math (R) Prep Enrl. TOTAL Exe I. H. R. \u0026amp; ~ H R.En r l. 8 ~ En r1  8 H En rl . 8  I R En r I. R En r l. 3 ~ --------+--:1-------+--~=\n.._-v+-x--==-----\nxi+--__\n==---v+x--===-....\nx+----===--...\nx+-__\n==.-..\nx.J----  Desjardin Pre-Alg. Prep B Ple-Alg. B Alg.8 GT/Enr. B Pre-Alg. B Pre-Alg. B Prep 8 8 Jernigan 206 Halter 205 --8-~----En-r-l.==== !-En-r-1.-8---9- !-En_r_l.=_8~~- !-En-r-1.0_ _i_ _ i-En-r-1.-8---9- !-En-r-l.--1 Math Assist. Alg.I 8 GT/Enr.~ Alg. II GT Enr ~ Prep ~ Geom. GT/Enr. ~ Alg. II GT/Hon.~ . ~ -- -- ---- --- R -- --- R -- --- R -- --- R -- --- R _Gec\ni. G'f/Enr. 'f 7 Enrl. _8__ R Enrl. 9 R Enrl. R Enrl. 9 R Enrl. 9 R Enrl.9 Alg. I (R) Alg. I (R) ~ Prep ~ Alg. I (R) ~ Alg. (R) ~ Alg. I GT/En~ Prep -- -- ---- --- R -- --- R -- --- R -- --- R -- --- R -- --- 9 Enrl. _9_ A Enrl. __ A Enrl. 9 A Enrl. 9 R Enrl. 8 A Enrl. X X X X X B B B B B Enrl. R -- --- R -- --- R -- --- R -- --- R -- --- A Enrl. __ A Enrl. __ A Enrl. A Enrl. A Enrl. Enrl.  i __ --- i __ --- i __ --- i __ --- 11-- --- ~ Enrl. _____ ~Enrl. . ~Enrl. ~Enrl. ~Enrl. H X ~ E H X f E H TEACHER Tippen L. Jones Norton SOCIAL STIJDIES 1iMet00 \u0026amp; TIME Tea. No. I_ 211 214 ----- Prep 2nd PERI OD Civics GT/En Enrl. _9 _ Enrl . .:L_ 3rd PERIOD 4th PERIOD 5th PERIOD 6th PERIOD 7thf'ERIOD ~ Civics (R) R -- --- ~ Civics GT/En ~ Civics GT/En ~ Civics GT/En ~ Prep R -- --- ' R -- --- R -- ___ R ____ _ R EnrJ.9 __ R Enrl. 9 R Enrl. 9 R Enrl. 9 R Enrl. X X X X X It _cj,_vi~En It Cm_cs..iBl_ It Civics_J]U_ It Prep It Civics 'R' E E E-- E----- E--~ H Enrl. .9.__ H Enrl. .9.__ H Enrl. ~ H Enrl. H Enrl. 9 X B R E H X B R E H 212 Prep hn. Hist. GT ~ Civics (R) ~ Na. Hist. (R) ~ Civics (R) ~ Ptep ~ \u0026lt;\\m. Hist. GT ft R Enrl. 8 ~ - - ~ - -- ~ - -- ~ - -- . ~ - -- E ~ Enrl. 9 H Enrl. 8 H Enrl. 9 H Enrl.  Enrl. 8 H __R_ ern_l_e_y_ ___t -2--9-1-Soc--.- S-.t-. -GT---+-MI-._ H...\ni_s_t_. (_R_)--i\n~it--P-r..aep==--\n~rt-Pr.1-,- .- H-i~=~t =.=(R_)_-i~n-hn-.- Hi=s=t.=_.=(-R)--i~:it-hn-. -H-'i=s=t -.= (_R_) -i.i Prep ~ ------- f----- f----- ,----- f-.---- f-----R 7 EnrJ.__a_ HEnrl. __ HEnrl._8 __ ttEnrl._8_ HEnrl.8 HEnrl. __ R Holt 215 () X X X , X X ~ Ml. Hi5 L . R Prep___ R Pr.I. Hist. GT R Prep__ I /v.1. Hist. GT , R Arn. Hist. (R) R Arn. Hist. (R) R TOTAL Exel. H. R. \u0026amp; S H R Enrl. __ A _Enrl. _8__ A Enrl. __ H Enrl. _8__ / R Enrl. 8 R Enrl. 8 ~ ---------+---f----'.._-----t--------xc+--------x:rt--------.:xr+-------,,x-+--.......\n==--x-1---==:\n_--xl---  Lowe 125 Holcor.1b ~tu\u0026lt;lies (\u0026amp;_ 2.:.,_Stu\u0026lt;lies (R) R ~tu\u0026lt;lies GT ~ __f!:ep__ ~ .L.l_tudies (R) ~ _fEep__ ~ 2..:,_Jitudies (R) B Enrl. _7__ R Enrl. 7 R Enrl. R Enrl. _ _7_ A Enrl. R Enrl. 7 ~ 7 X X X X X X ~ep _____ ~tudies GT R -2!._udies GT ~ _s_._Stud_i_e_s (R) ~ Prep__ i ~tudies GT ~ _s_._Stud_i_es_GT i Enrl. 7 R Enrl. 7 R Enrl. 7 A Enrl. A Enrl. 7 fi Enrl. 7 Enrl. Enrl. En rl. X B R-- A Enrl. X B R-- R Enr I. . x B R-- ~ Enrl. X X X B B 8 R----- R----- R-- R Enrl. A Enrl. __ A Enrl. X X X B B B R-- R-- --- R-- R Enrl. __ R Enrl. __ R Enrl. X X X 8 B 8 R----- R----- R-- ~Enrl. ~Enrl. ~Enrl. X B R-R Enrl. X B R-R Enr I. X B R-- ~ En r I. H X ~ E H X r H .. - = TEACHER Tidwell Presley Nichols DANCE, DRAMA, FOREIGN LANGUAGES ~Me~a\u0026amp;ii00 \u0026amp; 2nd PEP.JOO 3rd PERIOD 4th PERIOD 5th PERIOD 6th PERIOD 7thP'ERIOD TIME _____ 1 ______ _ Tea. No. I _ I I I Dance II Dance II X X X X X\nSfl-- -- ---- -- B Dance III B11 Prep __ ,. BR Dance_I_ ~ ~nee II ~ ~nee TIT R R-- --- E 222 114 7-9 Enrl. 7-9 Dance I 7-9 Dauce I Enrl . 7-9 A Enrl. 9 A Enrl. ~ Enrl . .1=9._ ~ Enrl. -2..:9..- ~ Enrl. 9 H X X X X X ~ 8 Prep __ It Dance_!_ It __ Da~ It __ D=e.J It Dance I R R E E E----- E ~ Enrl. A Enrl. ~ H Enrl, 7-9 H Enrl. ~ H Enrl. ~ H X X X X X ~ Com\n,/Specch Drama B Conn/Speech B _beIL- B --1ll:ana_ 8 Jheat~s : ..ca:ri,/~ R --- ~ ~ ~ ~ E E 7-9 Enrl. 8-9 ~ Enrl.7-9 H Enrl. H Enrl. 8-9 H Enrl.9  . Enrl.7-:SL_ H _...:,_ ____ ~_:\n!_ ____ -f::::_:.~==--~~_\n__-===--~xr---=:=:-71rr---=~-=---t~ 8 r--==--B ~ Rollefson 140 French I __ Frcnc~killi __P r~ ~ -El:encil...l.I. R ---Rl:Cfl-- r -El:encl....llI R ~n~ R -- -- Enrl. 7 EHEnrl:H EEnrl.8-9 ~Enrl. HEnrl..2.__ ~Enrl.~ ~ 7-9 M. liayes Gerr.,an I X X X X X ~ __ Gem~kill~ __Q_crr.ian III R Prep __ i GP.m.~ill\nR -..C\u0026amp;.tll1all.-1.l R ---Erep..__ ~ TOTAL Exel. H. R. \u0026amp; ~ H Enrl.. EH_Enrl. AEnrl. HEnrl. 1 AEnrl. ~Enrl. __ H -------~--~------1..:.:..:.:...:..:...===--*x--==:-7x~--===---xrr-......:==-7xr-.....\n,\n=--\n:\n,..-7xrr-----7xrr--- . ~ _2J~mish II R __fr~ ~ _Jn.:J.i,sh. ~ ....5pani.sb.LS... SkiJi ~riis4-I i ________, 1.-_-4-7.-.9.. :.=-----+---===--~xt-HE- _E,n:r=l.: ::8\n-.9- ~xt-H-E _E,n:.rl...\n.\n=._YX~ Et-nrl . 7 A Enrl. _:z__ R Enrl.7.=.9_ H X X X Pickle Enrl Enrl. ~----- R----- ~----- ~----- R----- I fiEnrl. fiEnrl. fjEnrl. fjEnrl. fjEnrl. H X X X X X X Enrl. B 8 8 8 B __ ~ R-- --- R-- --- R-- --- R-- --- R-- E R Enrl. R Enrl. R Enrl. R Enrl . R Enrl. H Enrl. X X X X X X B B B B 8 ~ R-- --- R-- R-- --- R-- --- R-- --- E R Enrl. ~ Enrl. R Enrl. R Enrl. __ R Enrl. __ H X X X X X i _____ l _____ i _____ i _____ ~----- ~ Enrl . ~Enrl. _ ~Enrl, ~Enrl. ~Enrl. ~Enr.1 ~ = . TEACHER Nance I. John:\non t1o::-ris \u0026amp;lr.ioocls William:\nSCIENCE A~e~S\u0026amp;il00 \u0026amp; 2nd PERI 00 3rd PERICO 4th PERICO 5th PERICO 6th PERI OD 7thf'fRIOO Tea. TIHE _____ 1 _______ _ -------'-1-------- No. _ i I X X X X X X Life ScicnceGT/fu Life Scie11ce ~ Life Science (RI __b:e.IL-- :_. R _li(e ~ce ~.k_Sc~ GT. R ~P-- R 106 E E E E E E ] Enrl. 7 H Enrl. 7 H Enrl. __ H Enrl. 7 H Enrl. 7 H Enrl. H 101 7 Enrl. __ X X X X X X It ife Sci GT/Enr It Life Sci (R) It Prep It Life Sci (R) ltll..ab Sc:i GT/Enr. ~ -- E E----- E----- E----- E ~ Enrl. _]_ H Enrl. _7__ H Enrl. __ H Enrl. _7__ H Enrl. _7__ H 103 7 X X X X X g B 'lab Sci. (R) B Life Sci (R) 8 P1:ep B Life Sci (R) B Life Sci (R) R ~-- ~-- f-- ~-- -~-- E Enrl. R Enrl. _.:z__ H Enrl. 7 H Enrl. H Enrl. 7 .Enrl. 7 H Prep Phys. Sci (R) ~ F.arth Sci (R) g Prep ~ E. Sci ~R) g Phys. Sci (R) B E. Sci GT/Enr. ~ R----- R----- R----- R----- R----- R E E E E E E Enrl. 9 H Enrl: _8_ H Enrl. __ H Enrl. _8__ H Enrl. _9__ H Enrl. _8_ H X X X X X g 110 F.a.:th Sci (!2_ Prep_ __ R E. Sci J.!:L R E. Sci __Q1_ ~ Pi:ep __ , R ...f:_Sci (ll) R Uci (R) R TOTAL Exel. H. R. \u0026amp; \u0026lt; H 8 Enrl. __ ~_Enrl._8_ _ ~Enrt._8_ _ HEnrl. __ /REnrl.8 REnrl.8 ~ ---------+--1----------------x~-------:x:+-------,:,_rt--------:x-+-------\n-xt--------.xt--- - RE. Sci GT/Em:. R ~i GT/Enr R ~Sci GT/fur. ~ Prep__ ~ ~ci GT/ Em:.( R Enrl. _8__ R Enrl. _3_ R Enrl. _8_ R Enrl. __ ~ Enrl. _3__ H Mirls 104 Prep -- E. Sci GT/Enr ---- --- Enrl. 8 Hufford X X X X X X 105 ...E.._ScL.I..ab GIL.En. ....E.._.5cL.Lah. (n) ~ E. Sci Lab GT.En~ E. Sci Lab (R) ~ E. Sci lab GT/EnR __ Pre_p__ ~ I::. Sci. Lab (R)I 8 En rt . _a__ A Enrl. _a__ A Enrt. ...a__ A Enrl . ...a__ A Enrl. A Enrl. _a__ H Redmond X X X X X X 102 -Pr-ep -- ---P-. S-ci G-T/Eur B P. Sci. GT/Enr 8 Prep B P. Sci (n) B P. Sci GT/Enr B P Sci GT/Enr . 8F R-- -- R-- -- R-- --- R -- --- R-- --- Enrl. 9 REnrl._9_ R Enrl. R Enrl. 9 R Enrl. 9 E 9 E -- -- -- -- H Enrl. __ H Weaver X X X X X X 107 -Ph-ys. -Sc-i (r-t) --Ph-ys. -Sc-i (R) RB -P-rep -- B Phy:\n, Sci (R)B Phys. Sci GT/Enfl Prep B Phys Sci (R) f ~~- 9_ R-- -- R-- -- R -- --- 9 Enrl. ..9__ ~ Enrl. R Enrl. 9 ~ Enrl. R Enrl. c\nE -- -- -- -- H . x X X X X X 8 8 B B 8 -- -- ---- -- R-- -- R-- -- R-- -- R-- -- R-- -- ~ Enrl. ~ Enrl. 1~ En r I. ~ Enr I. ~ En r I . ~ Enr I E H TEACHER Hughes Jordan Page 2 Tea. Ho. I 117 130 SCIENCE A~ef00 \u0026amp; 2nd PERIOD 3rd PERIOD 4th PERIOD 5th PERIOD 6th PERI 00 7thf'f:RIOD TIHE _____ 1 ______ _ TOTAL Exel. H. R. Phys. Sci Lab Phys. Sci Lab GT/i::nr9 ---- 9-Enrl. __ Health Prep 8 Enrl. __ Enrl. Enr 1. En r I. ~ Phys. Sci Lab R-- --- EH En rI . G_T/E_ur 9 R Health A Enrl. -8-- X 8 i Phys. Sci 1..a3 A Enrl. 9 It Ea~th Sci (R) A Enrl. 8 X 8 ~--- I I \u0026amp; ~ H ~ Prep ~ Phys. Sci Lab ITa Phys Sci Lab ~ R-- --- R-- --- R-- R A Enrl. R Enrl. 9 R Enrl. 9 R X X X X 8 8 8 8 I f - - ~ - - -~ - - ~ Enrl. ~ H Enrl. ~ H Enrl. H Enrl.  . Enrl. H ~ .. ~ s---=='---x..i------ R-- R-- R -- --- R----- R----- l ~ Enrl: ~ Enr I. ~ Enrl. ~ Enrl. ~ Enrl. R X X X X X X ~-- R-- I-- ,R __ R __ R H_Enrl. __ ~Enrl. HEnrl. / AEnrl. AEnrl. ~ ---------\n----1r--------t---------x 5 ~-----:_:---:x:+---.\n...\n.\n.._ _~ x- -..\n==---\n.\nx+--_\n::\n::::\n::_ _\nx4-__. =::\n::=--:.:.xL.--  8 8 B B B R---- R---- R---- R---- R---- R Enrl. AEnrl. __ REnrl. REnrl. AEnrl. REnrl. ~ X X X X X X En rl. 8 B 8 B B ~ R-- --- R-- --- R-- --- R-- --- R-- --- f A Enrl. A Enrl. A Enrl. A Enrl. A Enrl. H Enrl. i----- i----- !----- i ____ ! ____ i R Enrl. __ R Enrl. R Enrl. R Enrl. R Enrl. R Enr I . ~ ~ ~ ~ ~ X R-- --- R-- R-- --- R-- --- R-- --- ~ R Enrl. __ R Enrl. __ R Enrl. R Enrl. R Enrl. R i _____ i _____ i _____ i _____ i _____ i Enrl. ~ Enrl. __ ~ Enrl . _ _ ~ Enrl. __ .. ~ Enrl. ~ Enrl. R OVERVIEW BOOKER ARTS MAGNET SCHOOL Booker Arts Magnet School provides those educational experiences that help each student develop to his or her highest potential. Emphasizing the interrelationship of the elementary curriculum and the arts, Booker Arts Magnet School provides an education that fosters academic and aesthetic growth of students who espress an interest and/or a need in the arts. The goals of Booker Arts Magnet School are to nurture the students' learning, to encourage personal expression, to use the arts to motivate achievement, to foster self-discipline inherent in artistic achievement, and to instill within students a lifetime understanding of the relationship of the arts to their daily lives. The faculty of Booker Arts Magnet School challenges children to grow, to strive for excellence, to express individuality, to cultivate creativity, and to expand horizons. Booker educators celebrate students' potential and nurture their development. They observe students as they grow and mature and welcome each developmental stage as an exciting opportunity and challenge. -48- ____ B\n..O\n..O\n..K\n.\n.E\n..R\n.\n__A\n.\n.R_T.:..S\n__HA\n___G:..N_ET__:_____ PR INC I PAL Ro be rt L. Brown , Jr  llame Race Abbott, Jo Ann 0 -\\llev, ~ary Lou w l.-\\rmstron2 :-lartha I w I I Bar2e, Janet I w I Bohn. Chervl I w I Bonds, Wilma I w I I Bonewi tz, Chris I w I Brown Robert L. I B I Burns. Patricia I w I Burruss. Merilvn I w Carter Steohanie I B I Cherrv. Sandra I B I rnlford Susan I w Dickerson, Nora Kaye I w Dorer, Robert I w Doolev. Vivian I B ! i:-1 1i nt\u0026gt; ton Loretta I B l:'1 ot-r-1-.o,. T 11rl V w I u~-,H ,,~- r,,c:c:.:inrlra B ~\nr_kPrc:on - Jill I w ~ ..\np Carolvn I w T,:ir-kc:nn Shervl I w Toff,-' oc: Vearlon B r ,.,1-,,, c,nn M,:ivrPan I B 1,1., __. l)nc,o M'\\rie I w KPllev Clementine B Kelley, Lois w Kinder. Briam w I 1990-91 CERTTFIEO STAFF Sex I Grade F I 3 F I K-6 F I 4 F I 2 F 1 F I 1-3 M 5 M K-6 F K-6 F 3 F 1 F I 4 F 6 F 1.2 5.6 M K- 6 F 2 F 3 F 1-'i F 6 F K F K-6 F K F K F s F ? F 2 F 2 M v_i::. I Subject Area/ I Soecialit Area I I !Curriculum S, oec1 a l 1 s t I PAL MATH ~rU~~b~~st3H~ Principal I Media Spec. I Reading/Lan. =-s I 1-\\rts/ Soc. Stt. PAL Reading ' Creative Movement I ! I I PAL Reading lead 7  n./Lan3. rts oc. t1 'HH~~,d I Re\u0026lt;:ding/ Science 1 Math I !Reading/Lang. Arts/ Soc. St1 Music .,__,_ -ft 7 years of this was in Lubbock, Texas -49- I No. 'fears No. Years Service in Exoerience Maanet Proor,1m 0 20 6 26 I 5 2 I 1 1 I 1 13 I 0 0 I 0 16 I 3 13 ~ I 7 10 I 1 0 I 0 13 I 5 12 I 7 9 I 1 20 I 7 8 I 3 3 I 1 12 \\ I 2 0 I 0 9~ 9** 13 I 4 11 I 3 12 I 7 19 I 6 9 I 4 18 I 7 1 1 3 3 \u0026gt; I i I ' I I I I __B \"\"\"O_O--_K_ E _R_A_R_T_S_MA_G_N__ET ______ P!WIC I PAL __R _o_b_e_r_t_L_._B_r_o_w_n.,\n.,_J_r_. ___ 190-91 c~~rrrE9 s-~Fr ' ... I I ! I I Grade I ,'lo. edrs I I Subject Area/ :lo. Years Ser'lice in Name Race Sex Soecia 1 it, Area Excerience Maonet Proor.1: Koehler, Yvonne lw F I K-6 !Creative Movement I 30 4 ~ ee I\\J I F K-6 Asst Prin . 6 0 lw I F I 5 I Reading/ I Lehnhoff, Denna Math/ Science 21 4 Kovach Lillian Ren Lewis, Linda lw I F I K-6 I Art 3 2 ~1cDonald, Thomas lw I M I 5-6 I Orchestra 14 2 McGuire, Steve lw I M I K-6 I Speech Therapy 8 7 Mc~orran, Marv lw I F I 1-6 I Resource 16 5 Mefford, Elizabeth lw I F I 4 I ~:tR}ns~iencel 2 1 Meverdirk Carol lw I F I I Computer Soecialist I 19 7 Mosbv Lorraine Is F K-6 I Counselor 18 1 Pace. Katie Is F I 1-6 I Resource 18 0 Pleasent. Carwin Is M K-6 I Music I 26 2 Sarlo. Thomas lw M K-6 I Art 11 7 Sher. Elizabeth lw F I 1 I I 1 1 Smith Marv A. Is F K-6 I Curriculum Specialist I 12 5 Solomon. Alicia I S I F I 1 I I 4 2 Taylor, Carolyn I S F 4 IReadin~\n/Lang. Arts/ cc.Stu 26 4 I I I l \\J,q 11 c: RnhhiP S F K 3 1 i I I ,~?t~}ns~c ~a~i ! Weir. Nancv w F 6 13 5 I White, Dishoungh I S M 3 I 3 I 3 : White. Gloria I S F 4-6 jPAL Math 16 I 7 Whitmire, Carol I w F 6 !Reading Math Science 14 I 2 ! I tJ I counselor I ' IJnnrlh,:,m ~ir-hollo F' K-6 8 0 i Zies, Mar\nt 1 w I F K-6 I Music 13  I 4 I I I I -50- 7:50 8:00 8:00 8:45 8:45 10:30 10:40 11: 25 11: 25 12:20 12:20 1:20 1:20 2:25 2:25 2:35 2: 35 3:05 BOOKER ARTS MAGNET SCHOOL 1990-91 KINDERGARTEN - SECOND GRADE ART/MUSIC/CREATIVE MOVEMENT SCHEDULE Opening Exercises Planning Curriculum Development Lunch Kindergarten First Grade Second Grade Dismissal Planning -51- 7:50 8:00 9:00 9:25 10:30 11: 30 12:15 12:40 1:30 2:35 8:00 9:00 9:25 10:25 11:30 12:15 12: 40 1:25 2:35 3:03 BOOKER ARTS MAGNET SCHOOL 1990-91 THIRD GRADE - SIXTH GRADE ART/MUSIC/CREATIVE ~OVEMENT -52- Opening Exercises Planning Curriculum Development Fourth Grade Fifth Grade Lunch Curriculum Development Third Grade Sixth Grade Planning 7:50 - 8:10 8:10 - 8:30 8:30 - 8:45 8:45 - 9:15 9:15 - 9:30 9:30 - 10:40 10:40 - 11:25 11:25 - 12:20 12:20 - 1:15 1:15 - 1:25 1:25 - 1:55 1:55 - 2:25 2:25 - 2:35 2:35 - 3:05 Booker Arts Magnet School 1990-91 Kindergarten Schedule Opening Exercises Oral Language Development Shared Book (Whole Language) Math Recess Language Lunch and Recess Specialists* (Planning) Rest Snack Social Studies Free Play/ Centers Evaluation/ Dismissal Planning * Art/Music/Creative Movement -53- 7:50 - 8:00 8:00 - 10:00 10:00 - 10:45 10:45 - 11: 30 11:30 - 12:25 12:25 - 1:20 1:25 - 1:40 1:40 - 2:25 2:25 - 2:35 2:35 - 3:05 Booker Arts Magnet School 1990-91 First Grade Schedule Opening Exercises Reading Math Lunch and Recess Language Arts Specialists* (Planning) Recess Science/ Social Studies Evaluation/ Dismissal Planning *Art/Music/ Creative Movement -54- 7:50 - 8:15 - 10:15 10:50 11:40 12:00 12:30 1:00 1:15 2:20 2:35 Booker Arts Magnet School 1990-91 Second Grade Schedule 8:15 Opening Exercise 10:15 Reading - 10:50 Math - 11 :35 Lunch and Recess - 12:00 Spelling - 12:30 English - 1:00 Science/ Social Studies - 1:15 Recess - 2:20 Specialists* (Planning) - 2:35 Evaluation/ Dismissal - 3:05 Planning * Art/Music/Creative Movement -55- 7:50 - 8:00 8:00 - 11:10 11:10 - 11:55 11:55 - 12:40 12:40 - 1:25 1:25 - 2:20 2:20 - 2:35 2:35 - 3:05 BOOKER ARTS MAGNET SCHOOL 1990-91 THIRD GRADE SCHEDULE Opening Exercises Language Arts Reading Social Studies Lunch and Recess Science Specialists* (planning) Math D.E.A.R. Planning * ART/MUSIC/CREATIVE MOVEMENT -56- 7:50 8:10 9:25 10:30 11:15 12:00 12:40 1:50 2:30 2:35 8:10 9:25 10:25 11: 15 12:00 12:40 1:50 2:30 2:35 3:05 BOOKER ARTS MAGNET SCHOOL 1990-91 FOURTH GRADE SCHEDULE Opening Exercises Reading Language Arts or Math Specialists* (planning) Language Arts or Math Lunch and Recess Social Studies or Science Language Arts ~r Math Social Studies or Science Evaluation /Dismissal Planning *ART/MUSIC/CREATIVE MOVEMENT -57- 7:50 - 8:00 - 9:00 - 10:00 - 10:30 - 11:30 - 12:20 - 12:45 - 1:45 - 2:35 - 8:00 9:00 10:00 10:30 11:30 12:20 12:45 1:45 2:35 3:05 Booker Arts Magnet School 1990-91 Fifth Grade Schedule Opening Exercise Reading Language Arts or Math Science or Social Studies Specialists* (Planning) Lunch and Recess Science or Social Studies Language Arts or Math Science or Social Studies Planning *Art/ Music/ Creative Movement -58- 7:50 - 8:05 8:05 - 8:40 8:40 - 9:40 9:40 - 10:40 10:40 - 11:40 11:40 - 12:25 12:30 - 1:30 1:30 - 2:30 2:30 - 2:35 2:35 - 3:05 Booker Arts Nagnet School 1990-91 Sixth Grade Schedule Opening Exercise Social Studies or Science Reading Language Arts or Math Social Studies or Science Lunch and Recess Language Arts or Math Specialists* (Planning) Evaluation/ Dismissal Planning -1. Art/Music/Creative Movement -59- OVERVIEW CARVER BASIC SKILLS/MATH-SCIENCE MAGNET SCHOOL Philosophy The philosophy of Carver Basic Skills/Math-Science Magnet School is to provide educational experiences that help each child to reach his/her potential. This philosophy is congruent with the Little Rock School District's philosophy which boasts a comprehensive program that promotes intellectual growth, social interaction, development of self-worth, acceptance of responsibility for learning, and appreciation for cultural diversity. Goals The goals of Carver Basic Skills/Math-Science Magnet School are:  to develop the highest possible competence in academic skills and concepts  to nurture the student's mental processes  to foster self-discipline  to develop task commitment and self-motivation  to develop an understanding of the relationship between the scientific process, applied mathematics, and other curriculum areas  to equip students at an early age with the interest and educational skills to live in the technological world of tomorrow Curriculum Carver Magnet School's ultimate objective is to ensure that each student obtains a minimum of 85% mastery of the basic skills curriculum. The areas of mastery are manifested in language arts, mathematics, social studies, science, fine arts, and physical education, with additional emphasis on a hands-on approach to math and science education. Instructional activities are presented through child-centered classrooms, large group instruction, effective classroom management, standard basal textbooks, curriculum units, and resource materials. A computer lab, math lab, science lab, field trips, guest speakers, and specific math/science projects enhance mathematics and science core curriculum. Sixth grade students are assessed for pre-algebra aptitude and grade level math skills. Placement in pre-algebra is conditional on high assessments in both categories, parental consent, and student motivation. -60- SCHOOL Cr1rvc.r M,q1net PRINCIPAL Mary E. Guinn -~.:..c....__--=-----'--'----------- --=--------------- 199O - 9 l CERTIFIED STAFF No. Years Subject Area/ No. Years Service in Name Race Sex Grade Speciality Area Exoerience Maanet Proaram ANGELA DOYNE B F K KINDERGARTEN 10 4 KATHLEEN HARRISON w F K KINDERGARTEN 5 2 MELBA HOOKER w F K KINDERGARTEN 10 2 MARY CATHERINE BLACK w F 1 FIRST 2 1 LINDA GLENN w F 1 FIRST 8 4 EUNICE SKUBAL w F 1 FIRST 1 1 JULIE CURTIS w 2 2 SECOND 6 6 CLAUDIA HAMILTON w F 2 SECOND 16 4 KIM WASHINGTON B F 2 SECOND 1 1 LISA MACK w F 2 SECOND 9 3 BRYANNA KELLEY w D 3 THIRD 5 1 CYNTHIA WILSON w F 3 THIRD 3 1 DIANE LANGLEY w F 3 THIRD 9 2 PRISCILLA PENN w F 3 THIRD 1 1 SHARON ANDREWS w F 4 FOURTH 4 4 MARILYN BARLOW w F 4 FOURTH 2 2 JULIE HENRY w F 4 FOURTH 2 2 SHIRLEY HICKMAN w F 4 FOURTH 27 1 BETTY GLENN w F 5 FIFTH 25 4 CHRISTI OLIVER w F 5 FIFTH 10 4 TEATA PACE B F 5 FIFTH 3 3 ALICA WOMACK w F 5 FIFTH 1 1 DEBBIE BYRD w F 6 SIXTH 1 1 LINDA FLEMING B F 6 SIXTH 1 1 WILLIE MORRIS B M 6 SIXTH 9 2 JOY THOMAS w F 6 SIXTH 4 4 LINDA AMMEL w F COUNSELOR 5 3 VIRGINIA BELOTTI w F MEDIA SPECIAL ST 23 2 -61- ~J cHOOL -~- ,-u ..(IR ~\\ll...U!..!... 1 ~1. .....~ .:i..J.\u0026lt;l.l~..G.. ..N ~EL': ..'..1...l' _________ PRI\",..C l P\"L MARY E . r:, lJINN 11 --------------- 1990-91 CERTIFIED STAFF No. Years Subject Area/ No. Years Service in Name Race Sex Grade Soecialitv Area Experience Maqnet Prooram PAULA BETTIS w F MUSIC 4 4 KAREN CAMPBELL w F CURRICULUM SP., C.8 2 JEFF CARR B M ASST.PRINCIPA 17 1 MEREDITH CHASE w F GIFTED SPEC. R 4 JANE CRUM w F INTERVENTION PEG. 11 4 MARY E. GUINN B F PRINCIPAL 13 4 PATRICIA KILLINGSWORTH w F MATH SPEC. 20 4 AUDREY LEE B F COMPUTER SPEC * 4 4 DEBORAH MANNING w F ART SPEC. 7 3 ROBERTA MAY w F Y.A.P.SPEC. 5 4 YORIKO PERRITT 0 F SCIENCE SPEC. 18 4 JESCENA SWEAT B F PHY.ED. SPEC . 7 4 KATHY TATUM B F COUNSELOR R 1 CAROL THOMPSON w F MEDIA SPEC. 4 4 TERRI VALUE B F SPEECH THERAP ST 8 4 SHIRLEY WALKER B F RESOURCE SPEC. 10 4 *ASSOCIATE DEGREE -62- 9:20 9: 35 11: 05 11 :35 12:05 12:35 - 7:45 a.m. 7:55 a.m. 8:00 a.m. 8:05 a.m. 9:35 a.m. 9: 50 a.m. 11: 50 a.m. 12:20 p.m. 1:05 p.m. 1:35 p.m. 2:35 p.m. 3:05 p.m. * * * * * * * * CARVER MAGNET SCHOOL DAILY SCHEDULE 1990-91 Teachers Arrive/Preparation Time Students enter classrooms Each teacher is asked to stand at his/her door to receive students. Homeroom period, lunch count, etc. Tardy Bell Instruction Begins Kindergarten Recess Primary I \u0026amp; II Recess Kindergarten Lunch/Recess Primary I \u0026amp; II Lunch/Recess Primary III \u0026amp; Intermediate IV Lunch/Recess Intermediate V-~ VI Lunch/Recess Student Dismissal Teachers are asked to stand at their doors and assist in supervising students to the nearest exit. End of Day Teachers (Except Specialists on extended days) *INDICATES WHEN BELL WILL RING 6. -63- 6th Grade 8:05 - 9:05 G/T 9:05 - 10:05 Math 10:05 - 11 : 05 Activity 11 : 0 5 - 12:05 Sci/SS 12:05 - 2:35 L.A. (Lunch 12:35 - 1 : 3 5) 4th Grade 8:05 - 9:05 Math 9:05 - 10:05 G/T 10:05 - 11:05 Sci/SS 11:05 - 12:05 Activity 1 2: 0 5 - 1 : 0 5 Lunch 1:05 - 2:35 L.A. General Schedule Recess ( K) 9:20 - ( 1 -2) 9:35 - LUNCH (K) 11 : 0 5 - ( 1 -2) 11 : 3 5 - ( 3-4) 12:05 - (5-6) 12:35 - -64- 5th Grade 8:05 - 9:05 Activity 9:05 - 10:05 Sci/SS 10:05 - 11:05 G/T 11 : 0 5 - 12:05 Ma th 12:05 - 2:35 L.A. ( Lunch 1 2: 3 5 - 1 : 3 5) 3rd Grade 8:05 - 9:05 Sci/SS 9:85 - 10:05 Activity 10:05 - 12:05 L.A. 12:05 - 1:05 Lunch 1 : 05 - 1: 50 Math 1 : 5 0 - 2:35 G/T 9:35 9:50 11 : 50 12:20 1 : 05 1 : 3 5 CARVER SCHEDULE - 1990-91 KA Monday 1:05 Computer 2:05 Music Tuesday 10:05 Music 1:35 Young Astronauts Wednesday 9:35 P.E. 1 :05 Computer Thursday 1:05 Art 2:05 Counselor Frida::t: 9:35 Science Lab 10:05 Art 10:35 P.E. 1 : 05 Math Lab Recess 9:20 - 9:35 Lunch 11:05 - 11:50 -65- KB Monday 9:35 Music 1:05 Counselor CARVER SCHEDULE - 1990-91 1:35 Young Astronauts Tuesday 1:35 Computer Wednesday 8:05 Music 1:35 Computer Thursday 1 : 35 Art 2:05 P.E. Friday 1 0: 05 p .E. 1 0: 35 Art 1 : 05 Science Lab 1 : 35 Math Lab Recess 9:20 - 9:35 Lunch 11:05 - 11:50 -66- KC Monday 9:35 P.E. 1:35 Counselor Tuesday 8:05 Music 1:05 Computer Wednesday 9:35 Art CARVER SCHEDULE - 1990-91 1:35 Young Astronauts Thursday 10:05 Music 1:05 Computer Friday 8:05 Art 8:35 Science 1 : 05 P.E. 2:05 Math Lab Lab Recess 9:20 - 9:35 Lunch 11:05 - 11:50 -67- 1A Monday 1:00 Music 1:45 Science Lab Tuesday 1:30 Computer 2:00 P.E. Wednesday 1:30 Computer 2:00 Art Thursday 1:00 Music 1:30 Counselor Friday 10:00 Math Lab. 11:00 Art 2:00 P.E. CARVER SCHEDULE - 1990-91 Recess 9:30 - 9:45 Lunch 11:30 - 12:15 -68- 1B Monday 1:00 Computer 2:00 Art Tuesday 11:00 Music 1:45 Science Lab Wednesday 1:00 Computer 1:30 Counselor 2:00 P.E. Thursday 2:00 Art Friday 10:30 11 : 00 2:00 Math Lab P.E. Music CARVER SCHEDULE - 1990-91 Recess 9:30 - 9:45 Lunch 11 : 3 O - 1 2: 1 5 -69- 1C Monday 1:30 P.E. Tuesday 1:00 Computer 1:30 Counselor 2:00 Art Wednesday 1 :00 Music 1:45 Science Lab Thursday 1:00 Computer 1 : 30 Friday 11 : 00 1 : 30 2:00 Music Math Lab P.E. Art CARVER SCHEDULE - 1990-91 Recess 9:30 - 9:45 Lunch 11 : 3 0 - 1 2: 1 5 -70- 2A Monday 10:30 Math Lab 1:00 Science Lab 2:00 Computer Tuesday 1:00 P.E. 1:30 Music ivednesday 1 :00 P.E. 1:30 Music 2:00 Counselor Thursday 2:00 Computer Friday 1:00 Art CARVER SCHEDULE - 1990-91 Recess 9:30 - 9:45 Lunch 11 : 30 - 1 2: 1 5 -71- 2B Monday 1:00 Art 2:00 Counselor Tuesday 10:30 Math Lab 1:00 Science Lab 2:00 Music Wednesday 1:30 P.E. 2:00 Computer Thursday 1:30 P.E. Friday 1:30 Music 2:00 Computer CARVER SCHEDULE - 1990-91 Recess Lunch 9:30 - 9:45 11:30 - 12:15 -72- 2C Monday 1:00 P.E. 1:30 Computer Tuesday 1:00 Art 2:00 Counselor Wednesday 10:30 Math Lab 1:00 Science Lab 2:00 Music Thursday 1 :00 P.E. 1:30 Computer Friday 1:00 Music CARVER SCHEDULE - 1990-91 Recess 9:30 - 9:45 Lunch 11:30 - 12:15 -73- 2D Monday 1:30 Music 2:00 P.E. Tuesday 1:30 P.E. 2:00 Computer ylednesday 1:00 Art Thursday 10:30 Math Lab 1:00 Science Lab 2:00 Music Friday 1 :30 Computer 2:00 Counselor CARVER SCHEDULE - 1990-91 Recess Lunch 9:30 - 9:45 11:30 - 12:15 -74- OVERVIEW GIBBS MAGNET SCHOOL OF INTERNATIONAL STUDIES AND FOREIGN LANGUAGE Philosophy and Objectives Because the complex world today is constantly changing and becoming increasingly interdependent, children need special skills to function as citizens of the world in the twenty-first century. Gibbs Magnet School of International Studies and Foreign Language provides educational experiences that will enable each child to develop to his or her highest potential. Utilizing a global perspective, the Gibbs program expands and enhances the multi-ethnic core curriculum through the infusion of international studies and foreign languages. Learning activities, which promote the social, emotional, and intellectual growth of each student, result in a child who appreciates commonalities and diversities among the peoples of the world. The intent of this program is to assist each child in acquiring the skills needed to function as a citizen of the world. International Studies Program The Gibbs International Studies Program is designed to assist each child in developing an understanding of and appreciation for the similarities and differences among the peoples of the world. The International Studies Program is based on essentials common to all people (universals of culture). As students learn these universals of culture, they apply their knowledge of these basics to people around the world. A sixty (60) minute block of time is allocated daily for the study of international studies concepts, including the study of foreign languages. Resource speakers, field trips, correspondence with children of other countries, and exposure to peoples from other countries are utilized to enrich and extend classroom instruction. Language specialty will begin at the kindergarten level. Conversational language instruction serves as the basis for the language program. However, some reading and writing of the specialized language is required to equip students with language skills essential for advanced placement in a junior high program. (Gibbs students will be required to pass a Level I language test for advanced placement at the junior high level . ) -75- SCHOOL Gibbs Magnet School of International Studies PRINCIPAL Ms. Donna Davis ---'-\"\"--'-...CC...:...:..:.::..:C=---..::..:'--.-=-=---------- 1990-91 CERTIFIED STAFF -- i I Mo. Years ! ' \\ Grade Subject Area/ No. Years Service in i Name Race Sex Special itv Area Exoerience Maanet Proqra\n:, I ' I T'\\rmn ~ f)\n:ivi S w F Principal 24 4 I Sharon Davis B F ! Assistant Principal 12 4 I I I I I Ro 1 i nil\" Pd \u0026lt;'e w F K 8 2 i I F I K 20 2 : I Shirley Talley B I I I I Carolvn Blome w F 01 12 4 i ! P,:,mola Newsome I I 01 15 2 ! B F i Carol Shufelber2er w F I 02 5 1 I I Jeanne Whitesell w F I 02 16 4 i i I Ro,:,tri 7 Kimh.o! 11 II-Ii :m. F 03 14 2 I i ' I r:arvn Tm, 1 h.:,., w F 01 10 2 i I I I l I Timothy Goetz w M 04 1 1\ni I I I Wilhelmina Lewellen B F 04 30 4 'I I I ! Susie Robinson B F 04 16 1 I I I I I Mary Jones B F 05 2 2 I I I i I Patricia Luzzi w F 05 9 1 i i ! ' Kanna Adams w F 06 7 2 I I Kay Dufour w F 06 15 2 I I Jean Anderson w F French 30 4 I i I ! Frances Kaye Bateman w F Gifted/Talented 20 4 I i Judy Bryant w F Counselor 24 2 i I I Cassandra Curry B F Speech 4 4 I International I I i Vicki Gonterman w F Studies 11 4 i I I I I Kayren Grayson w F Music 12 3 : ( Physical : I I Nancy P. Hamilton w F Fducationa 7\\ 4 I l Ann J. Hurd B F Reading 28 4 I I I I Catherine Lavey w F Media 13 4 I i I I Nancy Mitchell w F Resource 18 1 I _! I Susan Purvis w F Art 10 4 ~r . . . .. -  I ] .. SCHOOL Gibbs Magnet School of International PRINCIPAL Ms . Donna Davis - ]) Studies 1990-91 CERTIFIED STAFF - - No. Years ] Subject Area/ No. Years Service in Name Race Sex Grade Soeciality Area Exoerience Maanet Proara111 Patricia Singer w F Spanish 11 4 11 Marv L. Torrence B F Math 34 4 I Donald W. Williams w M German 3 1 .JI .... I  rJ I fl fl i I fl I I rJ I I I rJ fl rJ I I r1 - rJ ! i i I I ri I - .. rJ -77 I - - . Kindergarten 8:00 - 10:10 10:10 - 10:40 10:40 - 11:25 11:25 - 12:25 12:25 - 12:40 12:40 - 2:20 2:20 - 2:35 First - Second Grade 8-:00 - 10:20 10:20 - 11:10 11:10 - 11:55 11:55 - 12:40 12:40 - 2:20 2:20 - 2:35 GENERAL SCHEDULE K - 02 Language Development EPSF (Modality Instruction) International Studies/Science Lunch/Recess Rest Hour Language Development (Story Time) Activity period (Includes computer lab, music, physical education, art, counselor, library, Discovery, foreign language) Closing Instruction Preparation for Dismissal Reading/Language Arts Math Lunch/Recess International Studies/Science Activity Period (Includes computer lab, music, physical education, art, counselor, library, Discovery, foreign language) Closing Instruction Preparation for Dismissal RECESS Kindergarten 9:30 - 9:45 Grades 01-02 9:50 - 10:05 Lunch Kindergarten 10:40 - 11:25 Grades 01-02 11:10 - 11:55 -78- 3rd (:cede: 8:CS 9:33 ': :30 - 2:25 Sc:../SS 5th Grade 9:35 - 10:35 Sci/SS 10:35 i 2: 1 5 L ,E!\u0026lt;]. 1 2: 1 5 - 1 : 1 5 Lunch 1 :20 2:20 r-iat:-i :: .. :- r:.:...~. -~ : .:. :-: .. :::.-c: ~: l(~ - --- -- ---------- -- ----- .',:c i: s (_1 -2) 1~:30 - 1:30 ~ath ~ :30 - 2:25 S~i/3S : :05 - 9:0 5 S~i/SS ~ :05 - 10:05 Lang. nrt~ 1J: 05 1 1 : 3 5 - 1 2: 1 5 Lang. !\\rt'.j 12:15 1:13 Lunch 1:20 - 2:20 Math 9:30 - 9:'1S ~ ::iG -- \"i 0:05 ( i:\n: ,, : ,: 8 1 1 : 2 j ( \"i - 1 :  _) _\n- 1 1 : 5 0 ( .. - -79- OVERVIEW WILLIAMS BASIC SKILLS MAGNET SCHOOL Williams Basic Skills Magnet School is a high-performance, high expectations elementary school offering a program for grades K-6, promoting a highly structured, disciplined approach to academic and social behaviors. Strong emphasis is placed on mastery of basic skills at the student's instructional level in reading, math, English, spelling, writing, science, social studies, health, penmanship, art, music, and physical education. Williams Basic Skills Magnet School goals are:  Development of basic academic skills and concepts mastery at the highest levels possible  Development of students' higher level thinking skills  Promotion of students' self-discipline development  Development of task commitment, self-motivation, and responsibility This school best serves responsible students who learn well in a highly structured environment and are highly motivated by competition in all program areas. -80- SCHOOL Williams Magnet PRINCIPAL Dr. Edwin S. Jackson 1990-91 CERTIFIED STAFF No. Years Subject Area/ No. Years Service in Name Race Sex Grade Speciality Area Experience Magnet Prooram Babbs, Floretta B F K Elem/Farly Child 14 4 Bradberry, Mary Jo w F K Elem/Farly Child 16 4 Palinski , Rebecca w F K Elem/Farly Child 16 3 Breece, Patricia w F 1 Elera/Farly Child 14 3 Green, Judi w F 1 Elem/Farly Child 7 2 Mobley, Ella B F 1 Elem/Farly Child 25 8 Crawford, Carmelia B F 2 Elementary 10 3 Goodman, Susan w F 2 Elementary 3 1 Martin, Barbara w F 2 Elementary 18 8 Bryant, Ardeen B F 3 Elementarv 25 4 Connelly, Renee w F 3 Elementarv 5 5 Davis, Carolyn w F 3 Elernentarv 22 8 Busch, Michelle w F 4 Elementarv 3 1 Frazier, Zora w F 4 Elementarv 14 6 Thomason, Lisa w F 4 Elernentarv 11 4 I mute' Sharon w F 4 E.C. F.d 1 1 Edwards , 'Ilrresia B F 5 Elementarv 8 4 I Kemp, Roberta w F 5 Elementarv 20 5 Weindorf, Mary Jane w F 5 Elementarv 8 5 Bloom, Louise w F 6 Elernentarv 32 8 Goodfellow, Diane w F 6 Elementarv 15 8 Nesby, Henry B M 6 Elementarv 12 5 Dempster, Hildred w F Gifted 17 4 Phillips, Dorothy B F Gifted 20 ?, I Collier, Rose B F M.\u0026lt;tQTje~-snPcialist 10 4 Washington, Anne w F IM.i.1met SnPcialist 1? 4 PAL Haney, Lynn w F Reading Spec. 17 4 Maddox, Anna Leigh w F !Math Soec. - PAL lQ 4 -81- SCHOOL ---'W~i\"\"l-\"'-li:c!ams=~Ma,..gn\"'\"\"'e'-\"t'--__________ PRINCIPAL Dr, Edwin S. Jackson 1990-91 CERTIFIED STAFF flo. Years Subject Area/ No. Years Service in I Name Race Sex Grade Soecial itv Area Experience Maqnet Prooram Curry, Linda B F Resource 7 2 Dyson, Carol w F K-6 Art Specialist 22 8 George, Lori w F Speech Therapist 4 1 Mcleod, Betty w F Counselor 29 6 Maxwell, Lisa w F K-6 P.E. 7 4 Naglak, Kathryn w F K-6 Librarian 12 6 Strickland, Barbara w F K-6 Music Specialist 13 8 I Mitchell, Deborah B F Vice Princinal 10 4 Jackson, Dr. Edwin S. w M Principal 34 4 I -82- (g Williams LITTLE ROCK SCHOOL DISTRICT Williams Magnet School 7301 Evergreen Street Phone 666-0346 Little Rock, Arkansas 72207 RECESS LUNCH 7:45 a.m. 7:50 a.m. 7:50-8:00 a.m. 8:00 a.m. 8:00-8:05 a.m. 9:15-9:30 a.m. 9:30-9:45 a.m. 11:00- 11:45 a.m. 11:30-12:15 p.m. 12:00-1:00 p.m. 12:30-1:30 p.m. 2:30 p.m. 2:35 p.m. 3:05 p.m. 1990-91 BELL SCHEDULE Teachers arrive at school Students enter rooms Preparation for opening Tardy bell Opening exercises Grade K (Northeast play area) Grades 1 \u0026amp; 2 (Northeast play area) Grade K (Northeast play area) Grades 1 \u0026amp; 2 (Northeast play area) Grade 3 (Northeast play area) Grade 4 (Southwest play area) Grade 5 (Southwest play area) Grade 6 (Southwest play area) Preparation for dismissal bell All students dismissed End of formal work day A CHOICE FOR EXCELLENCE -83- Williams School -: LU1E:lT ,\\RY :' JWGRM1 : CiiEDUL ~ GRADE LEVEL CURRICULUM TIME EMPHASIS AREAS COMPONENTS ALLOTMENT l - 6 LANGUAGE ARTS Spe 11 i ng Weekly 1 - 6 l - 6 READING Handwriting Primary I, II Oral/Written Corrmunication (Social Primary III Studies, Science, Music, Art:(1-3]~ Intermediate Listening Skills (Social Studies, Music) [l - 3]* Exercises in Foreign Language** Higher Order Thinking Skills (Social Studies, Science) [1 - 3]* Infonnation Skills Vocabulary Development Comprehension Literature Content Reading Skills in Science, Social Studies, Fine Arts [l - 3]* Physical Activities (Enactment of Plays, etc.) [1 - 3]* Primary Intermediate MATHEMATICS Computation Problem Solving Primary Intermediate Higher Order Thinking Skills Measurement Numeration Whole Numbers Rational Numbers Geometry Probabilty/Statistics Practical Arts Activities [1 - 3]\"'* Physical Activities, Games, etc.* 750 Mir 625 Mir: 400 Mir: 525 Min 400 Min 225 Min: 300 Min: 5. --- -- ----- - Williams School : / Intermediate I '' I 3 - 6 SC I ENCE General Science 170 Min Health/Safety I Conservation/Nature Study I I : Effects of Alcohol, Drugs, Tobacco Fire Prevention Higher-order Thinking Ski 11 s 4 - 6 SOCIAL Geography Intermediate 170 Mir STUDIES Arkansas and U.S. History Economic Education Family and Colll'IX.lnity Relation-ships - Citizenship l - 6 FINE ARTS/ Music Instruction and Intermediate 60 Mir PRACTICAL Listening and Primary ARTS** Art Appreciation and Instruction Activities in Practical Arts** 4 - 6 PHYSICAL Exercises Intermediate 60 Mir EDUCATION Games/Dance Movement Activities Art and ~sic Activities I 3 - 6 ' INFORMATION Dictionary Skills Primary I I I 30 Mir i SKILLS** Maps. Charts, Graphs I ' Tables of Contents Knowledge of Computers Use of Media Equipment/Materials Reference Skills *Social studies, science, music, art, physical education activities, and practical arts will be integrated into the teaching of language arts, reading, and mathematics at the primary level  Required in New Standards, effective 1986-87 SECTION VII RESEARCH AND EVALUATION The Honorable Henry Woods, U. S. District Judge in the United States District Court, Eastern District of Arkansas, Western Division, issued on September 3, 1986, an \"Order Concerning Magnet Review Committee.\" Item 4 of the Order states, in part, \"Upon implementation of the magnet school program, the Magnet Review Committee will continue to monitor, evaluate, and recommend changes in the actual operation of the magnet schools ..... \" In August of 1987, the Magnet Review Committee developed a plan for evaluating the magnet schools. The evaluation plan provides for determining the desegregative effects of the magnet school program, as well as the educational quality of these programs. Key variables inherent in effective schools were identified for study by the Magnet Review Committee, and a framework for longitudinal evaluation was adopted. The framework consists of four phases to the evaluation process. This plan was provided to the Court in the Magnet Review Committee's Report to the Court of September 3, 1987. The Magnet School Program Evaluation for 1988-89 was conducted for the Magnet Review Committee by the Office of Educational Research and Services, College of Education, Arkansas State University (ASU), under the direction of Dr. Donald E. Wright. The evaluation report was published in October, 1990 and was shared with the Court, all parties and the public. The evaluation project focused upon the following: 1. A re-examination of the attitudes/opinions of all parents of magnet school students with regard to student recruitment, transportation and parent/ community involvement. 2. An analysis of student performance data on the MAT-6 (grades 4-7-10) and MPT (grades 3-6-8) for magnet school students as compared to student performance statewide on these standardized achievement measures. What follows are the summary statements from the study, as published in the full report as pages 117-119. 1. The return of 60 percent on the parent survey is sufficient to warrant consideration of the responses. 2. There is no difference in the return rate of parents based on race or resident district. -86- 3. The majority of parents responding had students attending a magnet school for a second year, especially parents of elementary students. 4. A higher proportion of black students are attending a magnet school for the second year than students of other races. This was true by school except for Gibbs elementary. 5. The efforts of the MRC regarding student recruitment have been rewarded. The parents are very positive of recruitment procedures. 6. Transportation as a category was acceptable to the parents\nhowever, there is still some concern about \"student time on bus,\" \"bus drivers,\" and \"transportation information.\" 7. The parents of magnet school students indicate there is a continued need for efforts by the MRC and the magnet school administration to improve the area of parent and community involvement. 8. Working parents, especially parents of black children, have a difficult time becoming involved in school activities. 9. Elementary students take school notices home to parents and parents read them for information about school activities, whereas, secondary students just \"tell\" their parents about school activities. 10. Parents of black students \"talk with their child\" about school more than parents of white students. 11. The black students in grade 3 will perform better on both sections (reading and math) of the Minimum Performance Test (MPT) than the state average passing rate. 12. The black students in grade 6 will perform better on the reading and math tests of the MPT than the state average passing rate, and perform as well or better in the areas of language arts, science and social studies. 13. The magnet school's eighth grade students do not perform as well as the state average passing rate on the MPT content area tests of science and social studies. -87- 14. Although the magnet school grade 4 students have a comparable composite percentile rank on the MAT-6 as the state population of grade 4 students, the black students of the magnet school do not perform as well as their white peers. 15. Although the magnet school's seventh grade students have a comparable composite percentile rank on the MAT-6 as the state population of seventh grade students, the black students of the magnet school do not perform as well as their white peers. 16. The state composite percentile rank for the MAT-6 was, although comparable, higher than the composite percentile rank for the grade 10 magnet students in all content areas. The white students will perform at a higher level than their black peers on this particular test. 17. The magnet school students perform better, as measured by the MPT and the MAT-6, in the content areas of reading and math, whereas, the weakest area is science. 18. The least difference in performance by the race variable was in the content area of language arts. -88- SECTION VIII POLICY ISSUES The Magnet Review Committee (MRC) is cognizant of the Court's June 30, 1987, Order clarifying the role of the MRC in policy development for the operation of the interdistrict magnet school program and setting forth guidelines for presentation of MRC policy decisions to the Court for adoption subsequent to the Order. The MRC recognizes that the most appropriate course of action is for magnet schools to adhere to the policies of the host school district whenever possible. On certain occasions, it has become necessary for the MRC to develop and adopt a policy or guidelines that would be unique to the interdistrict magnet schools. These policies and guidelines, which have been disseminated to the three districts for implementation, are included in this report and are listed below: POLICY POLICY GUIDELINES GUIDELINES POLICY POLICY POLICY Interdistrict Magnet School Transfers, Revised December 1, 1987 Interdistrict Magnet Schools Inclement Weather Procedure, Adopted December 1, 1987 Interdistrict Magnet School Enrollment for the 1989-90 School Year, Adopted December 20, 1988 Classifying Equipment Interdistrict Magnet School Student Early Graduation, Adopted July 25, 1989 Application to Interdistrict Magnet Schools, Adopted November, 1989 Application for a Majority-to-Minority (M-to-M) Transfer, Adopted February, 1991 As policies governing the interdistrict magnet schools are developed in the future, they will be submitted to the Court in accordance with the Court Order. -89- POLICY ON INTERDISTRICT MAGNET SCHOOL STUDENT TRANSFERS Revised December 1, 1987 Students enrolled in an Interdistrict Magnet School in a given semester will be required to remain in that magnet school for the duration of that semester. Students who develop extenuating circumstances which might warrant a change in assignment may petition to obtain a change of assignment. Petitions will be received by the host district. Petitions will be reviewed by a three (3) member Withdrawal Committee comprised of student assignment officers or designates for the three (3) Pulaski County, Arkansas, districts. A majority of these officers will determine whether a student is allowed to change assignment* Parents who wish to appeal the decision of the Withdrawal Committee may do so by writing a letter of appeal to the Magnet Review Committee. The decision of the Magnet Review Committee is final. Specific student assignment will be made according to policies of the home district. * Identified handicapped students are excluded from the review process as described herein. Decisions pertaining to the appropriateness of their educational programming and placement shall be made in accordance with Public Law 94-142 and Arkansas Act 102 regulatory procedures. -90- OoMa Grady Creer Executive Director Magnet Review Committee 22nd and Poplar P.O.Box687 North Little Rocle, Arkansas 72115 INTERDISTRICT MAGNET SCHOOLS INCLEMENT WEATHER PROCEDURE Adopted December 1, 1987 (501) 758-3545 1. When Little Rock School District schools are closed, interdistrict magnet schools will be closed. No magnet school buses will run when LRSD schools are closed\n2. When Little Rock School District is open, interdistrict magnet schools will be open. If Little Rock School District is open, and Pulaski County Special School District and/or North Little Rock School District is closed, Pulaski County Special School District and/or North Little Rock School District magnet school bus routes will not run. Students whose buses do not run will not be expected to attend class. If a student is transported to and from school on that day by other means (parents, taxi, etc.), the district is not liable for any accident that may occur. 3. Magnet school students who miss class work due to inclement weather will not be penalized in any way. Adequate time will be given to compensate for any work missed. -91- DoMa Grady Crear Executive Director TO: FROM: SUBJ: DATE: Magnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 James JenninL~RS,D Donna Grad~ , _Executive Director Magnet Revie Committee Interdistrict Magnet School Enrollment December 21, 1988 At its December 20, 1988 meeting, the Magnet Review Committee, by formal motion and vote, agreed to: 1) apportion vacant seats at entry level grades (501) 758-0156 (K, 7th, and 10th) in accordance with percentages set forth in the Stipulation. 2) give preference to PCSSD and NLRSD . students for vacancies occuring in grades 1-6, 8-9, 11-12. If PCSSD, and NLRSD are unable to fill these vacancies, Little Rock School District students may be seated. 3) apply the same formula in 1) and 2) above with regard to additional seats at Carver Magnet. 4) deny sibling preference and guaranteed placement from one organizational level to the next. Please keep us informed as LRSD makes plans for 1989-90 student assignment. DGC:sl cc: Eddie Collins, PCSSD Arma Hart, LRSD Andrew Power, NLRSD -92- In accordance with the Order dated the 30th day of June, 1987, the Magnet Review Committee is submitting the following report titled, \"Classifying Equipment for Funding Purposes,\" for your approval. The policy states, \"Equipment not built into an existing building should be classified under the heading of operating costs. Equipment built into the building will be classified under the heading of construction costs.\" The Magnet Review Committee used the Arkansas School Financial Accounting Manual published by the Arkansas Department of Education in 1976, and revised in 1986, to reach a decision. Chapter 5, \"Supplies and Equipment,\" offered the following information in a subsection titled, \"Distinguishing Between Built-In and Movable Equipment.\" If an agency finds it necessary to distinguish between built-in and movable equipment, it usually would relate to one of the following situations: (a) estimating the costs of a building (built-in equipment is included\nmovable equipment is not)\nand (b) determining which equipment items can be purchased from various funding sources. After an item has been identified as equipment, the following criteria may be applied to determine if the item is built-in or movable: An equipment item is built-in if: 1. It is an integral part of a building\nthat. is, it is permanently fastened to the building, functions as part of the building and causes appreciable damage to the building if it is removed\nor 2. It is permanently attached to a side and functions as part of the site (except buildings or other structures). Built-in equipment may be incorporated into a building at the time the building is erected or at a later date. Built-in equipment is sometimes referred to as fixed equipment (not to be confused with fixed assets). Movable equipment consists of items that: 1. Are transportable from one location to another without appreciable damage or change to the location from which they are removed or to the location where they are installed, and -93- 2. Do not function as integral parts of the building or site and are not permanently fastened or attached to the building or site. A piece of equipment that is simply bolted or screwed to the floor, such as a heavy lathe or desk, and that can be moved as a unit once these fasteners have been removed, is movable equipment. The term movable refers to permanency of installation and not to size or weight. The Magnet Review Committee anticipates reference to this policy when dealing with magnet school budget, renovation, and construction. -94- INTERDISTRICT MAGNET SCHOOL STUDENTS EARLY GRADUATION July 25, 1989 Interdistrict magnet school students who meet early graduation requirements should submit a written request for early graduation to the high school principal prior to the beginning of the fifth (5th) semester if early graduation is to be held at the end of the sixth (6th) semester. If the student requests to graduate at the end of the seventh (7th) semester, the request must be made prior to the beginning of the sixth (6th) semester. A plan for early graduation will be reviewed in a conference to include the student, counselor, parents, and the high school principal. After a complete evaluation of the request, the principal will make a final decision on the request and forward that decision to the Associate Superintendent for Curriculum and Special Programs in the host district and the Magnet Review Committee. At Parkview Fine Arts/Science Magnet School, only six of the seven credits earned during the regular school day, per year, may be counted toward early graduation. Additional credits earned for the purpose of early graduation must be taken through extended day programs, correspondence courses, or sunnner school, as in other public high schools in the Pulaski County area. GRADUATION: If early graduation is approved, the student may participate in commencement exercises on the same basis as regular graduates. Students who do not wish to participate in commencement exercises will receive their diploma as soon as practical after the exercises. -95- POLICY FOR APPLICATION TO INTERDISTRICT MAGNET SCHOOLS In an effort to stem the late influx of interdistrict magnet school applications (which generally are received in late December), the Student Assignment Officers Committee recommended, and the Magnet Review Committee approved, the following policy. This policy prevents parents/students from seeking to be placed on a magnet waiting list when there is not a likelihood of being placed in an interdistrict magnet school for that school year. Students who are on the previous school year's waiting list are automatically placed at the top of the waiting list for the next school year. Waiting list placement at the bottom of an extensive waiting list for the previous school year only serves to put the applicant ahead of students who wait for the beginning of the application period's waiting list. POLICY FOR APPLICATION TO INTERDISTRICT MAGNET SCHOOLS Adopted November, 1989 Students may submit an application for an interdistrict magnet school from the beginning of the enrollment period through the Wednesday before the Thanksgiving holiday. These students will either be seated or placed on a waiting list until a seat becomes available. After the Thanksgiving holiday, if a seat is available and a student can be placed immediately into that seat, an application may be completed and the student immediately seated. No application will be taken to place a student's name on the waiting list. -96- POLICY FOR APPLICATION FOR A MAJORITY-TO-MINORITY (M-TO-M) TRANSFER Adopted February, 1991 Eligible students may apply for an M-to-M transfer at any point during the school year. The Fall cutoff date is October 1. The Spring cutoff date is February 1. Applications received after the Fall cutoff date will be held for processing until the Spring semester. Applications received after the Spring cutoff date will be held until the Fall semester. Hardship cases or extenuating circumstances (students who move into the community after October 1, or students who move from one Pulaski County school district to another during the semester) will be reviewed by the Student Assignment Officers on a case by case basis. The unanimous approval of the Student Assignment Officers Committee is necessary. Students participating in an M-to-M transfer are required to remain in the program for the semester in which they are enrolled. If a student wishes to request withdrawal before the end of that semester, the application for withdrawal must be submitted to the student's home district for approval or denial by the Student Assignment Officers Withdrawal Committee. Withdrawals for M-to-M students are handled in the same manner as withdrawals for interdistrict magnet school students. -97- --------- SECTION IX INTERDISTRICT MAGNET SCHOOLS BUDGETS . The Magnet Review Committee (MRC) and Little Rock School District (LRSD) adopted budget for operation of the Interdistrict Magnet School Program for the 1989-90 school year was $12,781,300.00. This figure was computed on a per pupil cost of $3,100 times a total seating capacity figure of 4,123 for the Interdistrict Magnet School Program for that school year. The fiscal year for expenditure of this budget was July 1, 1989, through June 30, 1990. Initially, each of the six (6) interdistrict magnet schools was allotted a proportional share of funds to budget based upon its seating capacity. However, following close budgetary review, monies were shifted among the programs where necessary to accommodate program and services needs. The adopted budget was submitted by the MRC to the Court for approval. The Interdistrict Magnet School Program operated in accordance with the adopted budget during the 1989-90 school year. Final expenditures for the operation of the six (6) interdistrict magnet schools during the 1989-90 school year were as follows: Interdistrict Magnet Schools Cost Per Pupil 1989-90 (provided by Little Rock School District) Mann Parkview Booker Carver Gibbs Williams TOTAL 89-90 EXP $2,598,149.00 $3,044,434.00 $1,849,132.00 $1,599,842.00 $1,130,522.00 $1,423,412.00 $11,645,491.00 * Average Daily Membership ADM* PER PUPIL 880 2,952.44 798 3,815.08 633 2,921.22 600 2,666.40 337 3,354.66 509 2,796.49 3,757 3,099.68 The operating expenditures and per pupil cost rates varied across the six (6) interdistrict magnet schools. This variance is the same experienced within any school district, reflecting the general differences found in operating elementary versus secondary schools (junior and senior high schools) and special programs. In the magnet schools, the -98- variance was also attributable to ongoing start-up costs of programs involving unique program design and the associated personnel, equipment and staff development needs. In summary, the total expenditure for the operation of the six (6) interdistrict magnet schools for the 1989-90 school year was $11,645,491.00 at an average per pupil expenditure of $3,100. The allocated budget ($12,781,300.00) was based on magnet school seating capacity (4,123) while the expended budget was based on the ADM of 3,757.00 (actual adjusted enrollment). The total expenditure is in keeping with the guidelines set forth by the Court for operation of the interdistrict magnet schools. While the Magnet Review Committee does not hire or evaluate interdistrict magnet school personnel, the effect of personnel contract negotiations on salary directly impacts the budget. The Magnet Review Committee will continue to work with the host district in configuring the budget for the next year. However, it should be noted that cost containment is difficult when teacher contract negotiations cause budget fluctuations beyond the Magnet Review Committee's control. -99- SECTION X MONITORING The Magnet Review Committee (MRC) is charged with the responsibility of \"monitoring, evaluating and recommending changes in the actual operation of magnet schools\" (August 29, 1986 Stipulation). To this end, the Committee: Staffs an office\nHolds bi-monthly meetings to look at issues\nWorks with committees (listed in Section II of this report) who meet and report to the MRC\nConducts an annual formal evaluation of the interdistrict magnet school program. The MRC considers the monitoring function to be a critical and ongoing responsibility and shall continue to monitor in accordance with the aforementioned Court ruling unless otherwise directed by the Court. -100- SECTION XI RECOMMENDATIONS 1. The Magnet Review Committee does not condone the practice of sibling preference in the matter of student selection for assignment to an interdistrict magnet school, nor does it recommend that such a practice be initiated within the interdistrict magnet schools. Students who express an interest, ability or need for a program are admitted to an interdistrict magnet school based on their resident district's criteria. It is not a given that siblings have the same or similar interests, abilities or needs for a magnet program. 2. Currently, personnel in the three Pulaski County school districts are considered as viable applicants when staffing the interdistrict magnet schools\nthis practice should continue. The Magnet Review Committee will study the staffing practices in light of: racial and gender balances, hiring policy of the host district as it affects interdistrict faculty transfer, and interdistrict staffing ratios. Based on its findings, the Magnet Review Committee will make recommendations, as appropriate, to the Court. It is necessary that interdistrict staffing be accomplished. The Magnet Review Committee will continue to work with the host district on this issue. 3. The Magnet Review Committee, in a letter dated December 18, 1990, forwarded to the Court the recommended per pupil expenditure for the interdistrict magnet school program for the 1990-91 school year. This recommended per pupil expenditure is $3,370 (an increase of $270 per pupil over the $3,100 per pupil figure which has been used since the inception of the interdistrict magnet schools). The Magnet Review Committee requests Court approval or disapproval of this increased per pupil amount. 4. The Magnet Review Committee recommends that all entities directed to monitor the interdistrict magnet school programs need to discuss the process of monitoring in order to avoid duplicative efforts. -101-\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   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\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_393","title":"Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' submission","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991-05-12"],"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 integration","School management and organization"],"dcterms_title":["Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' submission"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/393"],"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":["230 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\nINTRODUCTION The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as a single goal the physical movement of bodies and the rearrangement of boundary lines. An educational environment which encourages and provides academic and human growth for all students based upon their individual needs and talents must also be a goal of any adequate desegregation plan. The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures 5 prevent unfair treatment or denial of opportunity for any child because of his or her racial, economic status or cultural identification. Immediately following this introduction, the parties have included an overview which sets forth their mutual understanding of the basic tenets and bases for compromise they consider essential to an interdistrict desegregation plan. Supporting that overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come to agreement on the interdistrict desegregation aspects on assigned subjects. There were four (4) main Re: 01718 Page 381committees which were devoted to the following areas: 1) student assignments\n2) programs/academics\n3) community and board development\nand, 4) school operations. The student assignment committee also had oversight responsibility for the other committees. The committees submitted their reports to the oversight committee (student assignments) which in turn submitted all of the reports to counsel for the various parties. Counsel have now refined and revised those reports as well as produced the following overview. Finally, this document represents the work product of the LRSD, PCSSD, NLRSD and Joshua Intervenors. Because of the circumstances unique to the NLRSD and its desegregation plans, the NLRSD cannot agree to participate in all of the programs, procedures or policies set forth in this document. The NLRSD, however, has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to the extent that the language is specifically related to the NLRSD. The mention of NLRSD by name in one sentence or paragraph does not imply that the NLRSD is included in preceding or succeeding sentences and paragraphs. Terms such as \"multidistrict\", \"the districts. \"districts in Pulaski County\", \"the parties\", \"tri-district\" and other generic terms, do not include the NLRSD unless the NLRSD so chooses. Re\n01718, 01719 Page 382The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD. The NLRSD will consider the programs, and may, subject to the consent of the parties hereto, participate in additional specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. Re: 01719 Page 383I. OBJECTIVES: OVERVIEW The objective of the parties is to develop and implement a comprehensive desegregation plan for school districts in Pulaski County. Such desegregation plan shall be based upon the following principles: A. All schools (students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. B. There will be established Interdistrict Schools which shall seek to obtain a ratio of between 60-% percent and 404f percent of either race with the ideal goal of .these Interdistrict Schools to be 50-% percent black/white. Proposed Interdistrict Schools shall be phased-in to these ratios over time. The establishment of Interdistrict Schools and the method by which the seats of those schools are filled will allow for the desegregation of the Incentive Schools (to be discussed herein below) in an orderly and timely fashion as well as allow for the desegregation of the other schools in Pulaski County. II. INTERDISTRICT SCHOOLS: There shall be interdistrict cooperation in developing the thematic programs at the Interdistrict Schools. Responsibility for operating and managing Interdistrict Re: 01720 Page 384Schools shall rest primarily with the host district, sxibject to coordination and cooperation among the parties with respect to such matters as recmitment, theme selection, transportation, and other matters which are relevant to the interdistrict character of the facility. Four (4) new Interdistrict Schools will be established in the near term\nAt Bakeg \u0026amp;T Harris ioeo-00 A. Romine 1991-92 BB. Stephens 1994-95 BC. Crystal Hill area -1990-91 1993-94 King 1902-03 1993-94 ^^2- Facilities considered for construction or establishment in the future may include in or near Chonal Valley and the Scipio A. Jones site. The Pulaski County Special School District commits that it will reserve up to 200 additional elementary seats for transferring black Little Rock School District students for a new school to be constructed in 1993-94 at a site mutually agreed to by all of the parties. Any school constructed in Chenal Valiev will also be an Interdistrict School. The Interdistrict Schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski Coxinty. PCSSD and LRSD will engage in Re: 01720, 01721 Page 385early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict Schools. III. INCENTIVE SCHOOLS: There shall be a limited number of iincentive Sschools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (Elementary Aeademiea elementary area schools) of 554 percent black and 454 percent white with a variance of 54 percent. The recruitment of white students to these Elementary Academies elementary area schools may increase the percentage of white students in these schools to a maximum percentage of 604 percent. The ^incentive schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens etnd Washington. The incentive Sschools will be desegregated in phases through a combination of white recruitment into the incentive Sschools, and by reserving a designated number of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an incentive Sschool\nany recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Re: 01721, 01722 Page 386Funding for the iincentive Sschools shall be set at two times the level for the Elomenta-gy Acadeaiea elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. meet tha-t gool, tho-parties ahull utilize the aegv-ioea of a eoftsul-tant who haa damonatgablo axpegianec in developing and oueeooafully implementing auch proggama in u majogity-b-l-ack educationa-l aetting-.- IV. MAGNET SCHOOLS: The Little Rock District shall continue to operate the six preaent interdistrict magnet schools established in 1987-38. Those schools shall be racially balanced to a point of between 50-%- percent and 55-%- percent black. They shall continue to be open to students of the three districts PCSSD, NLRSD, and LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the Court's February 27, 1987 Order. V. PCSSD SCHOOLS: The PCSSD schools shall have a black-white ratio goal in accordance with that district's proposed permanent desegregation plan. Interdistrict Schools shall be built and/or established by PCSSD. PCSSD commits to populate these and other Interdistrict Schools in accordance with the procedures outlined in this plan. Re: 01722, 01723 Page 387VI. NLRSD SCHOOLS: The North Little Rock schools shall have a blackwhite ratio goal in accordance with its present desegregation plans. That district may educate pupils of the two other districts. If an Interdistrict School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. VII. FURTHER SCHOOL CONSTRUCTION: All school construction shall be subject to the court's prior approval and shall promote desegregation. VIII. TRANSPORTATION: Students shall be provided transportation in order to attend their assigned schools (including its programs and activities) . Nothing in the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. IX. BUILDING QUALITY: An aim of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socioeconomic areas shall receive attention and resources at least equal to those in more affluent areas in respective districts. X. STUDENTS OUTSIDE PULASKI COUNTY: The parties shall encourage assignment of students from outside Pulaski County to select Interdistrict Schools. Re: 01723, 01724 Page 388Assignments shall be made under this provision only if they advance the desegregation goals of this Plan. XI. FACULTY: The districts shall set recruitment and hiring goals so as to prevent imbalance and to provide highly qualified staff to all students. The racial composition of each district's faculty ratio shall be consistent with applicable law. XII. ACHIEVEMENT DISPARITIES: A. The parties shall have as a high priority the elimination of educational achievement disparities between black and white students. An instrument for initial measurement of disparity will be standardized, properly approved and/or validated tests. Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially identifiable schools than on others, and further that the high demand/high expectation concept will target low achievers in all schools. C. The districts and ADE shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. Re: 01724, 01725 Page 389XIII. PROGRAMS AND ACTIVITIES: There shall be a presumption that racial disparity in programs and activities in any school need not exist. Where such disparities do exist, they shall be identified, analyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented. Special attention shall be given to any imbalance in placement into special education, honors, talented and gifted, advanced placement classes\nextracurricular activities\nexpulsions and suspensions\nand reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV. MONITORING\nThe districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Maater Office of Desegregation Monitoring. Additionally, at the end of each year a determination of the effectiveness of each district's implementation of the desegregation plans shall be conducted by the parties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that Re\n01725, 01726 Page 390requests for access are not disruptive, unreasonable or intrusive. XV. HOUSING: The parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of. segregated housing patterns. XVI. FUNDING: Funding for the intradistrict and interdistrict desegregation plans of the parties shall be in accordance with any underlying agreements between or among the parties. which when finalized are hereby incorporated into this document by reference, or as may otherwise be ordered by the court. Sap-logcntation of thoae deaeggagatioft- plana by aitheg LNGD or DCSSD' ia dependent-upon the receipt of CKiditional daaaggagation funds thgough-whatavag aeanamay-be available. LRSDr-Pgi D and Joahua-atata -that neitheg LRSD nog PCSSD can iaplamant thcig gaapactive plana og tha intagdiatgict plan w-ithout aitheg appgoval of theaefetlament with the-State, og Cougt-ogdeged funding fgom the State-\n Fugtheg,even if the aettlement ia appgoved,LRSD will ncsod additional funda before it can implement the plana-. Re: 01726 Page 391XVII. COMMUNITY INVOLVEMENT: The parties are committed to ensuring a high degree of involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes positive steps to make that involvement substantive and ongoing. XVIII. CURRICULUM AND PROGRAMS: A joint committee will be established to review the curriculum requirements as well as the programs for the districts in Pulaski County. The committee will have at least one representative from each party in the Pulaski County school desegregation case. The committee will recommend any curriculum or program changes necessary to 4- facilitate and/or enhance the movement of students among the districts in Pulaski County. Re: 01727 Page 392INTERDISTRICT DESEGREGATION PLAN STUDENT CHOICES AND OPTIONS The parties to this proposal believe that the recent success of the Magnet Schools in the Little Rock School District as well as the real potential for expansion of the Interdistrict Majority-to-Minority program should constitute the fundamental building blocks upon which a multi-district student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of Interdistrict Schools\nhowever, with certain exceptions, these parties do not presume to suggest final themes for Interdistrict Schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons. parents, and students in theme selection. To that end. these parties propose to conduct a series of carefully drawn parent/patron public meetings and/or surveys designed to elicit public opinion and input concerning the selection of themes-\nthe location- of themeor and the implementation of themes. The parties further propose that, following an analysis of the data received from any surveys which may be conducted, a series of public meetings would be conducted to Re\n01728 Page 393receive further comment regarding potential themes, suggestions for thematic refinement, and further input regarding theme location. The parties believe that this process will not only promote confidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. A guyzey proGGSs and -procedugGa ochedula will- be prepared by the-geapGGtive diatricta for thoao Intardiatrict Schoola coming on line aubao-quont feo-tho-8G-90 achool year. Thoae aohedulea-will be completed on or before-April 28,1080. Interdistrict Schools The following Interdistrict Schools shall be built and/or established in accordance with the schedule and/or timetable herein: Baker- Elementary The immediate conatruction of an additional ee eiaaaroem-apaoea ia required at Baker Zlementary to facilitate-the transfer of that number of-black students from the- presently configured -Rom-ine attendancearea-to eempoaeBaker Elementary aa an Intordiatrict School. PCSSD will obtain the whiteatudenta needed for thia achool -by aaaigningthoae - whitea -currently attending -BakerEl-omentary to-Saker Interdiotriot School. PCSSD will1-ikely provide additional geecede reaaaignment aa aueh aaaignaonta preaently affect Baker,Lawaon and Robinaon -Elementary Schoola. Such shifting will be for the dual purpoae-of Re: 01728, 01729 Page 394increaaing whitoongollment atBctkcj to coapliaGnt the geeguitaef^t  of block atudento from- Romine oo well go to bging Lcwaon ond Robinaon into oa oloao o gociol bolonce v-i-th eoch otheg ae- 4o gGoaonobly pgacticoblG with- the uae of Bokog oa n Integdiatgict School. The-extended-day pgoggaia ot -Bokag will bO' in ita third ycog bogi: ng withthe 198S-S0-cchool year. That pgoggom will bo expanded aa-nccGaaagy toaccoctaodatG the black etudent atranafegging in fgointheRea-inc area Bakcg Integdiatgict School will mgy a thematic program. j.ho partieaintend to conduct .ppgopgiate public e ffloetingac-gpagen-t-ad.eont-act-\npagticulaglyin- the Roaine area,feedotogminc- the appropgiato theme fog th-ia Interdi3t2?-iot School. Thcao meetinga-wil-l-be completed on or befoge Februogy24-108C)--by the geapeet-ir'.'Gd-iafegiefea-^ deceggegat-i-on office-. RCSSD shall pgovide-i-ta full ccmpenoategy-edueo-t-ien program at the Dakeg Elementagy Integdiofegiefe Coheol if 35 og more black atudenta tranafer from LRSD te Bakar. fir rria Elementary A. New Interdistrict School Harris ia to-be- convortod to an Interdiatriet Schaal. Such designationoff-oranumerous advantagea,ineluding the fact that it ia theonly-elementary achoel-in-the PCSSD which has sufficient exceaa capacity to acrve an immediate aignificant-role in the interdiatriet plan-\n- PCSSD will establish a new Interdistrict School at a site agreed upon by the parties. At least 200 seats are preoently will be Re: 01729, 01730 Page 395available at Harris the school for transferring Little Rock black students. Little Rock will target for Ha-g'gia recruitment those black students from those areas of LRSD which will most nearly facilitate LRSD's desegregation efforts. This will include, but will not be limited to, black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an Incentive School. Ao  an iaddod foaturo-of the- Harrio program. Little Rock black students will be permitted to attend a designated Incentive School for its after-school incentive program. The only preocn-tly known facility modification nGCGoaary-at Karrio involveo- an upgrade ofthe landocaping.  Other 'potent-ial mod-i-ficationo will bc-Gvaluatcd by the parties. rcsSD believes that a-math and oe-ienge- omphaoio would prove rttractive not only to transferring Little-Reck black st-udonts but also to the present student populatien--at Harris. However,feThe parties fully intend to conduct appropriate parental meetings with black parents in the LRSD to determine whether or not an alternative what theme or themes would be mere most appropriate or attractive. The targeted parents of LRSD blacks who will be recruited te Harris are not clearly identifiable. However, LRSD will make every effort to obtain comments from parents in the general target areas on or bo-fore rebruary24, 1000 . Re: 01730, 01731 Page 396The PCSSD will implement enhanced compensatory education at Harria- the school, ^^ginning 5fith the loop gp school year. The program will be implemented in sufficient scope to accommodate any Little Rock black children for whom the program is appropriate or necessary. B. Romine Elementary Romine is to be converted into an Interdistrict School. Its student population will be composed of those students from the Romine attendance zones and white students recruited from PCSSD, particularly the western sector. White students returning to LRSD will likewise be recruited to Romine. PCSSD shall engage in early, rigorous and sustained recruitment of white PCSSD students to assist in the desegregation of Romine Elementary School. Romine shall have an early childhood education program. A theme will be selected after appropriate parental meetings have been conducted. These aeetingo will be cenpleted on or before February 24,1989,by-the rooPGctive diatriota'deaegregatien- office. SC. Stephens Elementary LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the 1-630 corridor between 1-30 and University Avenue. This school will be ready by the 1090-91 1994-95 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and Re: 01731, 01732 Page 397operated by the LRSD and draw its black student body largely from the students then attending the old Stephens School and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old Stephens School building will then be closed. ED. Crystal Hill Area PCSSD will construct and operate a new Interdistrict School to be opened by the 1000-91 1993-94 school year, or as soon as reasonably practicable, in the general area of the intersection of 1-430 and Maumelle Boulevard. This school will be partially populated by whites from PCSSD through mandatory assignment, if necessary, from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School zones and those blacks who otherwise would have or could have attended an Incentive School. Thia achool- ia noceaaagy beeauae the- gedeaignation of Bakeg and Romine aa Integdiatgict Schoola will not completely geaolve the-gaeial imhalanee-at Romine Elementagy Schoo-1 duging the 1989-90 achool yeag. To help geaolve that -imbalance, PCSSD'will construct this new school. pagtiea project that-the achool would havea PCSSD has agreed to increase capacity of the Crystal Hill Elementary Re\n01732, 01733 Page 398School botwoen fr\u0026amp;e aftd to 8 00 students with up to 399 seats reserved for black students transferring from Little Rock School District and, if space is available, from North Little Rock School District. ghi-a capacity would allow the dcaircd number- of blaeka tobo- recruited from Romine to PSS\u0026amp;t In addition to the other desegregative effects outlined above, this school will have the further desired desegregative effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further interdistrict (and, in the case of the PCSSD) intradistrict movement of black students to those elementary schools. Such a reduction in white presence at Pine Forest and Oak Grove Elementaries will allow new black students to bring those two schools within the final court-approved range for desegregation. Additionally, the new school and the newly available seats at Pine Forest and Oak Grove will be available to blacks who occupy scattered-site housing to be erected in those areas beginning with the 1080-00 1992-93 school year. PS- King Elementary LRSD will construct a new King Elementary School as a downtown Interdistrict School by the 1002-03 1993-94 school year or as soon as reasonable practicable. These parties propose that this facility be located in the general area bounded by Interstate 630 between 1-30 and University Re: 01733, 01734 Page 399Avenues. These parties believe that this location would serve as a natural attractor for individuals who work within the governmental and business centers of Little Rock. A MontonnoTi nnhnni ni 11 he-explored for King and a committee made up of one repgeaentative- from each party shall make a report and-recommendation to the Court by Fobruary,a-ftog- conducting appropgiato parental aug'zeyo and meet ingo  ragardingfcho  deairod theme. GF. Other Matters All Interdistrict and Magnet Schools shall be open to students who reside outside Pulaski County. This action seems pairticularly appropriate since many of these people work in Little Rock but live outside the county and do not presently have the option of attending Interdistrict or Magnet Schools. Serious considorat-ion-ohould-be given-to the ootabliahaont of an alternat-ivo-school in NorthLittle Rock in 1000or beyond. The parties recognize that -oueh a foeility might most-appropriately--be-oporatod by the-school districts. The parties will determine-\nby the ond of the 1000-01 school year, a timetable for construction of an Interdistrict School in the Chenal Valley area if such can be done in accordance with the desegregation requirements of the districts. Re: 01734, 01735 Page 400Potential Interdistrict M to M Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote interdistrict majority-to-minority transfers. This Plan will permit the treatment of interdistrict transfers (including the NLRSD) where students are moving from a ituation where their race is a greater proportion of the total student body of a school to a school where their race is a lesser proportion of the student body of a school as Interdistrict Majority-to-Minority transfers under the Court's Order. This type of transfer will be permitted only where it improves the desegregation of the sending and receiving school districts and does not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High An Air Force ROTC program, together with instructive flight simulator, shall be established at North Pulaski High School. Pulaski. This will require additional construction at North The implementation of an Air Force ROTC program at North Pulaski High School could act as an inducement for the voluntary transfer of black students to North Pulaski. B. Oak Grove/NLRSD PCSSD- and- NLRSD-shall gecguit and exchange, on a on\u0026amp; fog-ona- baaia,the following atudont-g(and aa doacgibed -in Exhibit- -A^ hereto) i Re\n01734, 01735 Page 401i-\nj-ttnior H-i^h aehoola\nPCSSD Oak Ggovo-white atudenfea--with-NLRSD- Ridge Road,Roae City and Central Juni er H-igh School b-lack atudenta. Sen-ioff-High aehoola\nPCSSD Oalt Grove white atudenta with NLRSD Olo Main black atudenta VOLUNTAR 'TRANSFgRS BETWEEN NLRSD ?iND PCSCD* To aid in the desecreaation of NLRSD and PCSSD schools, the North Little Rock School District and the Pulaski County School District will cooperate in each other's efforts to recruit black students from the NLRSD to attend PCSSD schools and white students in the PCSSD to attend NLRSD schools on a voluntary basis provided no transfer negatively affects the desegregation status of anv NLRSD or PCSSD school. Joint Pursuit of Federal Magnet Grant The school districts in Pulaski County including the NLRSD are committed to the joint pursuit of federal magnet grants for the operation of the multi-district Magnet and Interdistrict Schools. If the districts are successful, then monies should be available in time to assist in the development and implementation of the proposed new Magnet and Interdistrict Schools. Re: 01736 Page 402*The language found at pages 18 to 19 of the Interdistrict Plan, 8 JDR 1735-36, limiting such transfers to Oak Grove Junior and Senior High Schools in the PCSSD and to secondary schools in the NLRSD has been eliminated to facilitate voluntary desegregative transfers at every level. Page 403IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINT NO. LR-C-S2-856 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ec ai defendants MRS. LORENE JOSHUA, ec. ai. INTERVENORS KATHERINE KNIGHT, et. ai. INTERVENORS PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN Deveiopments subsequent co che initial submission of the North Litcie Rock School District's Desegregation Plan in March, \" 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore, petitions the Court to modify its Plan in recognition of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition, excluding kindergarten. within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXHIBIT \"A\" -20- VS . 01737 Pac^outside of this permissible range, being 27.n black when the minimum was 30-2% although a movement of thirteen students , wou ig correct this imbalance. Ail other schools within the District are still in compliance with the 25^ standard although Ridgeroad Junior High School and Ole Kain High School limit. are approaching this On September 1, 1938, the Court approved the North Little Rock School District's request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having ail students in grades 11 and 12, housing ail students in grades 9 and 10, Northeast High School and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision, however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- 3-OOlJ 01738 7 and 8 .139-90 . Since the movement of only thirteen s tuden ts will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successf\u0026gt; The parties recognize that the stability of student assignments is a critical factor in the community's support of a district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment students should be made to bring the racial composition of the secondary schools within the permissible range before the 1990-9 1 school year provided that they do not fall more than five percentage points outside the permissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In tile 1990-91 school year, the attendance areas of all North Little Rock Junior high schools will be modified so that each has approximately the racial composition. same To avoid the potential that any NLRSD secondary schools might move outside the permissible range. to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan, the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and -3- 3-OOlJ 01739 Page 406 o :Central Junior High Schools to attend Oak Grove Junior H'gn Schoo 1 n a voluntary basis. In addition, the NLRSD will pe r.-n 11 black students from Ole .Hain High School to attend the S'-'n to r high school at Oak Grove provided no transfer negatively affe the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSD. North Little Rock will also accept the transfer of white students from Oak Grove Junior and Senior High Schools co Ole .Hain High School and Rose City, Ridgeroad and Central Junior High Schools under these same conditions. Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the Plan, the District -4- 3-OOlJ 01740 Page 407prcccsed che use of che System of MulcipluraLiscio Assessmenc (SCMPA) as an alcernacive cesc oc incelleccuai abiLi y in idencifying scudencs for ics special educacion and gifced and calenced prograr.-. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as an alternative test of intellectual education area because the ability in the special cesc was not normed nationally but only on the basis of California students. In the gifced area, SOMPA was used but ic was found that che Torrence Test for Creacive Posicives and che use of multiple placement criteria were more effective in identifying minority gifted students cha n SOMPA. Therefore, because of the questionable applicability of the test, the expense of its administration and the fact chat alternatives in the gifted field have proven more effective. the - parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs . CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 19 84 . Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-OOlJ r  A.'I 01741 Page 408Adaptive Learning En'. 1 cnment Model (ALEM) have been inip lemen ted through other programs although not necessarily in the form specifically described by the Cantalician Foundation i in Its report. The parties recognize that the purpose of the anta 1i ian Report was to provide school districts with exemplary programs which could be adapted to eachi district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instr' uction which implement the educational content and elements of ECRI and-i ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit A attached) . The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching non-handicapped students. The North Little Rock School -6- 3-OOlJ 01742 Page 409District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such informat ion. The District will continue to seek this information but the parties agree that the North Little Pock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped DALLAS PRESCHOOL SCREENING TEST students. At page 4.3 of its October, 1986 Supplement, the NLRSD 4 committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District ha 3 / therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to the Early Prevention of School Failure Test in lieu of the Dallas Pre-Schoql Screening Test. use -7- 3-OOlJ f  ft 01743 Page 410CONCLUSION The Joshua Intervenors and other parties do not necessarI agree concur with every factual statement in this Petition but do in and support the proposed modifications to North Lx Rock's desegregation plan. Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas (501) 375-1122 7220 1 February , 1989 By:________________ STEPHAN W. JONES, Attorney foF~ North Little Rock School-District JOHN W, WALKER, P.A. 1723 Broadway Little Rock, Arkansas (501) 374-3758 72201 By: -AZAK Mx PALNICK. Attornev LAZAR MxPALNICK, Attorney fo^\nJoshua Inteirvonors WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas (501) 371-0808 72201 By: M. SAliUEL/JONES, Attorney for Pulaski County Sg^ial School ski Distrjjrt -8- 3-OOlJ 01744 Page 411The undersigned parties -Jo not object to this modi f : LITTLE ROCK SCHOOL DISTRICT By: STATE DEPARTMENT OF EDUCATION By\nKNIGHT INTERVENORS -9- 3-OOlJ -2^- 0X745 Page 412K s:- ::sTx:: CATAL\nis~! o:t's :0F~Ef0E3 txoxal ?!uct:cxs I aTaFT' HWTXC i I ACISCI T.:Z.t IRVi needs.\nir.C ca ) \\ I I ? I I I -7 { I I \u0026lt; I\n\u0026gt; I i\n? I I Iti ttchnx:*! suapocx ta cIissTaea :\u0026gt;ich\n3. Studaa: lidi' daierdbad to vxduAl dUftrtscti dlrictiy rlACt4 ca Isscx-jcxlaa. x.UJir ISTXUCT'ZOM Clexu c\ni.VTEjl FOX XEA0 2IC cc rtapossta fxaa nos-rtipesdl2| \u0026gt;:-aducj. XatiPliahtd saiddrr lvXi ?X for luptrrlsod pracdidd Carrtiactd XAa(uat am aetlvleita- Xfficdlvt saaaptata: fc onicanat syicaa. oistax .\ntc: xdaaa. Xcadtaci iTiEtuc iapuanead aadtrXjLla. zillj aoTo thrauch i\ni: i- 12 I I I I I i 11 : 2 i  9  * li ji SI \u0026lt; . * V. SI ZI \u0026lt;1 of =1 '* e   ul SI o 3 9 u s\nu wi w SI PS 3| 9 \u0026lt;) to IS 'I 0 ' X X X X X IZ -1: z iJ J I 9 un : I o . J I 5 7 !.S 11 2 5^ X VI I 1 X X X x i\nl I I I I _ i 7 i 3 , d i - ! 5 o c u VI u 3 e 9 e *- t 1 f I s. :: I ' U I X X X X X 3 9 X UI X A- Id I I I I Id I X X X Id I I X X X X X HNII X X X i X I X |X| X .'.ad ttacaia* bahavlori vtch a focus. | x | Claarlx I'aclfiad X X X X Xapld/hi|h raca of acudaac tatpoasas. taaadlaca aeadaoxe faadbaek. Taae.bar cancrala, salaeca, aad pacas C=JVTa alSXSTD XXISTXUtTXai SkLlXa uu|ne cn?au\u0026lt;h ladLvlduaXltad lAtCTucclaa usiAg CAI currlculia no. rjToxnx ScuAfUi AtaiicAat oc.*tr scudtocs La aci4axe rtlaced aeeirleUt X X I Fc:sios TEACXDW I I dl I |x| I X X X X X X I X I X I I I I X I X I d d d Id I d Id I I I X X X X X X X X X X X X I I X X X X EirXCACT XE.trAXOl WT AVAOAILS 1 EXHIBIT A 01746 Pace 413SUMMER SCHOOL TRI-DISTRICT COLLABORATION PLAN I. OVERVIEW Programs for remediation and enrichment will be offered during a six (6) week summer session. LRSD will create a special sximmer school opportunities for a select number of students with achievement deficiencies in reading and math. Student eligibility for this free program shall be based strictly upon deficit assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve i2.. The pupil student/teacher ratios and other support programs shall be similar to regular year programs which address the same concerns. Summer Learning Remediation Program (Sth Eighth Grade Remediation Program) The Summer Learning Remediation Program will be implemented for those students who fail to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1060 each year. The program will operate for six weeks and will provide remediation, in accordance with Arkansas Department of Education guidelines, in the areas of reading. English/language arts, mathematics, science, and social studies. Students will receive instruction only in the identified area(s) of need, with instruction being provided Re: 01747 Page 414in three-week modules. A student may receive extensive remediation in one area for six weeks or assistance in two areas with three weeks concentrated on each area. The Summer oagning Remediation Program will have a projected enrollment of 500 eighth grade students and teacher/pupil ratio of 1:20. Little Rock School District/JTPA Literacy Program Effective the summer 1987 the students (ages 14-21) certified to participate in the Summer Youth Employment Program fSee Volume I, Summer Learning Program) will auot be assessed in the areas of reading and mathematics and provided remediation instruction. The Little Rock School District wi has submitted a proposal to the city of Little Rock, JTPA, and Private Industry Council for approval.' The proposal wets will be developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. This program will be ongoing if and only if funding is available and forthcoming from the Private Industry Council. Extended-Year Services (Handicapped Students) The Little Rock School District recognizes that he acet the gespensibility of enauring that al-1 some handicapped students may need to receive special educationT aene handieapped-^tudenta may need ta geceive gpeei-a^ edueatien and related services that extend beyond the regular school year. Most handicapped children, like their nonhandicapped Re: 01747, 01748 Page 415peers, benefit from school vacations\nhowever, for children who have limited recoupment capacity. a break in programming may be detrimental rather than beneficial to the overall learning process. The purpose of the extended year program is to prevent regression relative to previously-learned skills which cannot be recouped in a reasonable length of time when assessed and/or demonstrated recoupment capacity is present. The extended^ear program provides for an extension of the programming from the regular school year, as identified in the lEP. AREAS OF COLLABORATION Cooperative planning for summer school with the Pulaski County Sgchool ddistricts wi should be conducted each year scheduled for early lOGO. Students in etii the three districts-\nincluding NLRSD, will be better seirved if the districts coordinate, with respect to suaner  schoc-l,- the following aspects of the summer school program: locations dates - curriculum offerings purpose: enrichment vs. remediation - fees/funding - transportation - eligibility Re: 01748, 01749 Page 416since all three districts-\nincluding MLRGD, offer summer school for grades 9-12 on a tuition basis, mutual planning to determine locations, dates, and curriculum offerings would be beneficial for all involved. Principals, counselors, and teachers in all area high schools should be provided with these summer school options for students. The school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students in grades 1-8 on a tuition basis, plans are being formulated for a tuition-free s\nimmer program for primary children to provide early intervention strategies for J- students recomaoftded in dancer of -fe? grade retention. It is also anticipated that a tuition-free summer enrichment program for educationally disadvantaged students in grades 1-S will be provided. Tuition-free remediation will be provided for students who fail the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. Re: 01749, 01750 Page 417III. EXPECTED OUTCOMES By Slimmer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area, and race. Progress/failures will be monitored according to grade level, gender, subject area, and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. 4 Re\n01750 Page 418ARFA oaiirrivES 1. 2. 3. T3 Summer School To identify elementary and secondary siuiimcr school sites To advertise for, interview, and select summer school administrative staff To develop proposed suiuiier school budget fU .. in .pk tn lO IJ(Sl) Dl'SFCRIXJATiai IlAN IMPlJI-IEHI'ATl GQfll_-lj_TiL,lui(ilemeat_suiiinifir.-Scliool srRA'irciics/Acrrvri'fES I.1 Work with summer school coordinators from NLR, PCSSD, and LR to obtain recommentlalion for elementary and secondary sites. 1.2 Meet with local buibling administrators to discuss the procedures, concerns, expectations, etc., for use of the identified buildings. 2.1 Delevop job announcements for interview Conduct summer school job Interviews. 3.1 3.2 3.3 riHELIE Obtain 1988 suinner school budget balance Project 1989 suiiiner school program and budgetary needs Investigate alternate funding sources for suimier school BBGIHNIHG DATE December-1, 1988 January 3 danuary-19, 1989 February 19 February 22, 1989 March l\n-1989 March 3\n-1989 FWDIMG DA'lls December-22, 1988 laniiary 22 January 28, 1989 February March 18, 1989 March 23\n-198^ March 23\n-198 REsronsinTi.m Divisiens-ef-Curri-euluHi- and-Schsels Educational Programs Division-ef-Sehaals Divisien-of-urri- Eulum-and-Schesls Educational Programs Divisisns-af-Gurri- Eulum-and-Seheels Educational Programs Support Services LVABIATKXI Records and/or finished products will be on file for verification/cvaluation of summer school tear tiers. Plans for facilities Distribution of job announcements Interview schedules Develop budget AREA Summer School __ Go^l 1: (rnnliniipfl). ODJBCTIVES 4. To identify summer school program dates Sr-'To-ideHtify-transpar- Beeds-far-summer-sehe a (Hetrepalitan) To plan for quality instruction in summer school 41.1 4.2 IJtSD DESEGREGATION PLAN IMP1TMEHTATION TIMELINE STRATEGIES/ACTIVrn ES Coordinate dates with simiier school coordinators from NLR and PCSSD Submit proposed dates to (1) Plant Services, (2) Executive Staff, and (3) Board of Directors for approval Srl-EstTmate-Humber-af-buses-aBd e8St-fBr-\nHetrapal I tan-summer ,S6heeT-ste Dis6U5s-pess4ble-FuB-Pass-with- GAT 5,1 Develop and implement sunmer school job announcements (in and out of LRSD) 5,2 Interview summer school applicants BEGINNING DATE Beeember-TT 1988- In effect Mareh-lT-1989 March 1-Ij-1989 April lOr-1989 5,3 Notify teachers to be employee May b-I989 ENDING DATE De6eitibei-22? 1988- Ongoinq Har6h-23j-198 I RESPONSinnJTY DivisiBRS-Bf-Gurri- Eulum-and-Sehouls Educational Programs BivisieRS-af-Gurri-eulum- and-SehBaTs Educational Programs EVALUATION Final dates Submission of dates DireetBp-ef-Transper - Esliraated-esst tatieBt-DireatBr Bf-VaeatienaT Edueatian March 23j-I98l DireetBr-ef-PersenBer Job announcements Human Resources April 28^-198 I Summer School Adniin- Interview schedule May Si-1989- istrators\nDirector of Personnel Human Resources\nContent Area Supervisors Notification letters a a n\u0026gt; o O ijtsi) nrsreniDGA i ioN pi an iNi-iJ^i inn'AT, I^^'l 'nMEr.iNi-\nA(!fA .__Su!l!!!lg|l_SchQQl Goal I\n(continued) onjicrivES srRA'iTEiES/AcrivrriF.s llEjGINNING DA'IE ENDING DA'IE RESlONSiniI.riY l-.VAUlATKXi 6. T0 adequately staff and supply summer schoo1 -O 30 cu Q fD m o rO Ln J GJ 6.1 Identify summer school staff evaluation procedures 6.2 Revise and print teacher handouts 6.3 Provide summer school contract to employees 6.4 Provide inservice for summer school staff 6.5 Provide clinical supervision and monitoring of program 6.6 Identify and secure materials, texts, and equipment needed for junior high and senior high level program 6.7 Complete sumner school evaluation report 6.8 Provide a comprehensive sunnier school report to the LRSD Board of Directors April 3,-1989 April 27,-198! Sumner School Administrators\nDirector of Personnel Ihnii^n Resources Evaluation Design May 8,-1989 May 30,-1989 June 1989 June 1989 June 1989 August IS, 1989 May 26,-1989 June 2,-1989 August August 1989 September 28 1989 Same as above Director of Personnel 11 uman Resources Division of Curriculum, Sumner School Administrators Summer School Administrators Di vision-of-Scheels, School Administrators Educational Programs Summer School Administrators\nFinancial Services Support Services Printed materials Sign contracts Inservice agenda Principals' notes Receive materials Complete report Submitted report ...IV. IJiSn DI?5EERFf.ATI0N 1'1 AN IHPl BtEWlATlON TllinANl-area Summer School Goal 1\n(Continued) iBJra-lVES siTiATK iFS/Acrrv rri es BEEIHNTNC oatc liNDIW\nbait\nRiLsrasinTi.riY EVAl DATIOiN . To define the scope of the curriculum for the elementary and secondary programs. 7.1 Mail notices to supervisors requesting recommendations for summer school courses 7.2 Invite proposals for summer school enrichment courses 7.3 Plan cooperatively with summer school coordinators 7_J Make each district's offerings available to principals and counselors in all three districts 7.5 Plan for Dirver Education Program Identify and print each course to be offered for summer school November 37 1988 November 3, 1988 December 1? 1988- April 17-1989 March 17-1989 March 157-1989 November 307 1988- November 307 1988 December 227 1988 May 37-1989 March 97-1989 April 17-1989 Divisien-ef-Guprieu-luffl Educational Programs Bivision-ef-Eurri-- eulum Educational Programs Bivisien-ef-Gurri-eulum Educational Programs Bivisien-ef-Gurri-- euluffl Educational Programs Bivisien-ef-Gurri-eulum- Educational Programs Support Services Divisien-ef-Gurri-eulum Educational Programs Notices mailed Announcements posted Cooperative plans Lists of offerings Action plan Course offerings o\u0026gt;  U3 fO O 4^ tn ro 4* ro 7.7 Plan and institute summer school media/advertising April 17-1989 May 217-1989- Bivision-ef-Gurri- Eulum Educational Programs Public!ty AREA Siimnier Schoo) Goal 1: (Continued) mumivES 7. (continued) 3. To improve the identi-fication of and notification for students Lo attend summer school -o cu U3 X} fD o ut IM oi to IRSD nESECRECATION 11 AH IMllJI lENTATIOH nUtXTHI-\nsrRA'iTOrES/Acrivriii?.s BEGINNING DATE INDING DAIE RI'51V)HSinil.riY EVAUIAIKX) 7,8 Develop in writing the core content for eacti of the course offerings 7,9 Share curriculum expectations with summer school staff 8.1 Develop summer school financial procedures 8,2 Review application/notification procedures and course offerings with principals 8.3 Review application/notification procedures and course offerings with counselors 8.4 Revise and distribute summer school applications to the individual schools 8,5 Advertise scholarships 8.6 Revise and print student handbooks April 17-1989 Hay 3tT-1989 Subject Area Supervi sors Content area guides dune 1989- dune 207-1989 Btvisten-ef-Corr!-- euluHi Educational Programs Heeling agenda Hatch 17-1989 April 17-1989 Harch 207-1989 Harch 207-1989 Harch 207-1989 Harch 247-1989 Harch 247-1989 Harch 207-1989 Hay 87-1989 Harch 247-1985 Harch 247-198' Hay 267-1989 ,  V VJr. Summer Sctiool Administrators\nDivislen-ef- Currleuluffl-antl Sehouis Financial Services\nand Educational Programs Same as above Same as above Bivisien-ef-Seheols Educational Programs Blvisien-ef-Seheols Educational Programs Summer Sctiool Administrators final procedures Heeling agenda Heeling agenda Distribution of applicalions Advert!sements Revised handbook lJ(Sn ni'SBGREfiATION PLAN IMPIJllENTATION TrunjNE AREA Sunmer School Goal I\n(continued) MDIOTVES STRA'irn LE5/Acri V ni f.s IIBGINNING DATE tiiniNG datt\nRESPONSirni.riY EVAIJIATKXL R. (continued) 8.7 Receive all student application forms and fees from local schools May LSi-1989 June 1989 Local and Summer School Administrators Financial Services Fornis/fees collected 9. To improve student evaluation procedures 10. To refine summer 01 m Q  nt o tn or 8.B Conduct summer school regist-tration a.9 Conduct LATE registration 9.1 Ddvelop program form and evaluation procedures 10.1 Establish grading procedures (recording and reporting) 10.2 Establish registrar procedures for recording and averaging summer school grades for permanent record 0.3 Determine needs and request JTPA summer workers 10.4 Determine how records are to be stored May 15,-1989 June 1989 Summer School Adiilin-istrators\nFinancial Services School/course registration lune 1989 June 1989 Same as above School/course registration May 1989 June 1989 Same as above School/course registration lay 8,-1989 lay 8,-1989 May-8,-1989 Ongoin May 1989 May 18,-1989 May-18,-1989 May-18,-1989 As long as funding and program are available June 1989 . .tv. Summer School Administrators Regular and Summer School Registrars\nData Processing Summer School Administrators Bivlslen-ef-Sehoels, Educational Programs^ Financial Services Final procedures Final procedures Identified needs Procedures identified STAFF DEVELOPMENT MULTI tri-district COLLABORATION PLAN The staff development departments of the school districts, including the NLRSD, will meet a minimum of four times per year, twice each semester, to discuss and consider common staff development concerns. This multi-district committee will plan and implement staff development strategies that will provide training that addresses the commonalty of staff development concerns that the districts have. Re: 01757 Page 425f I.KSU DESEGRLGAHOH PLAN I^^EI-il.NIAI lUN IIMH.UIL MULTl-DISTRICT COLLABORATION PLAN - 71 -r--------JolfYn-ir \u0026gt;  -l,lH-|\u0026lt;.-Vt-|MpM^Ot-|-'l-l^'-t'l-*- iii|innfcTHrtifcuidt iBH-.ind-iiii|l*  I Liintt\" 'laff ilev(*ro|inri l Il al ives from sclmnl 'HAis .!i: AHIVIIIIS T7T  fliniinini of four (A) meetings |\u0026gt;cr year will lie liuld, Iwo I (2) each semester. r. in.\nIlf. n-:i -htii-ttf-mia July, 1991 Hinn fl mil UAH Oilgoing CMS! S I'tsriiii'jiiii Hl Staff Development Directors of the Districts ( 7.M ltA1 mil Ongoing iioiilv'' from nei*\u0026lt;ls nsscsMiiont 0 I s *e's function to iilentify loncnl staff tent strategies I assist Ilie eta ill Ing tlie I Ions of ig \u0026lt;|iialUy sclmol 1 s. -o %\u0026gt; rn o \u0026gt;- ro 00 . A,MULTI tri-district DESEGREGATION PLAN SCHOOL OPERATIONS General cooperation among the Pulaski County districts is necessary. A collaborative effort is crucial to the success of this countywide desegregation plan, commit ourselves to the following: We I. Underlying Principles All students will be accorded equal opportunity to participate in all academic and extracurricular program and services in the districts\n All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race'\nAll students, all staff and all parents will have equitable access to and input into programs, school and district activities. planning and implementation of school plans and goals\nSpecial efforts will be concentrated on increasing parental involvement in the schools\n* Staffing and staff recruitment will reflect student needs for contact with minority teachers and a diversity in the racial makeup of support staffs consistent with applicable law\nRe: 01759 Page 427Staff assignments will be made on an equitable basis\nPolicies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment. Re: 01759 Page 428REA Multi-District Plan School Operations UBCTIVES . Appoint a school improvement council of the representatives from each district. 1 .1 LRSD DESEGREGATION PLAN IlfPI-ELtENTATION TIMELINE Goal 1  STRATECTES/ACTIVm ES To establish a countywide School Improvement Council Adress ongoing planning for desegregation and plan modification or implementation needs, if any. BEGINNING DATE July 1, 1991 ENDING DATE Ongoing RESPONSIBILITY EVAIJUATION Superintendents and Associate/Assi stant Superintendents for Desegregation Appointment of council . Appointment of committees to deal with issue specific concerns in areas of schools and support services 2.1 Persons with specific expertise will meet, as needed, in committees and'resolve ongoing coordination in areas related to the plan such as transportation and staff development Appropriate Associ-ates/ Assistant Superintendents Resolution of issues -a 01 a (B . eo \u0026gt;a 73 at . * AREA Hulti-Distrlct Plan School Operationi IBJECTIVES To develop joint recruiting efforts and procedures with particular emphasis on minority teacher recruitment 1 .1 IJtSD DESEGRI3GATI0N PLAN^IMPUEMENTATION TIMELINE Goal IL STRATEEIES/ACriVnTES To develop miituall't supportive and equitable BEGINNING DATE ENDING DATE ocrsonnol rccruitmont and placcniont_ qrocoduros RESPONSIBn.ITY EVALUATION To share the applicant pools among the districts 2.1 2.2 Share planning, resources and contacts for recruitment of staff, both certified and noncertified Use teachers in the recruitment process Currently in effect Ongoing semiannually Directors of Human Resources Increase in minority staffing among certified staff and more proportional representation among support staffs Currently in effect Ongoing Directors of Human Resources To monitor distribution of staff across grade levels and support areas 3.1 Certified and noncertified applicant pools will be shared with the agreement to assist each other in correction of disproportionate staffing The principals will be accountable to ensure equitable distribution of teachers by grade level and subject area Currently in effect Currently in effect Ongoing Ongoing Directors of Human Resources Principals Director of Human Resources As socTate/Assislant Superintendents T3 (XI Q (D 50 ID o F* CaJ or .Mi Proportional representation of minority and majority employees in all staffing categories Statistical data that minority teachers have access to teaching opportunities at all grade levels, in all subject areas and in all programs - AP, Honors, G/T, etc. !EA Multi-District Plan School Operations lal II: (continued) lECTIVES To identify students who may be future teachers and to provide support programs to them 4.1 1J(SD DFSEGREGATION PLAN-'ItlPIJQIENTATION TIMELINE SIRATEGIES/ACriVITI ES Establish future teachers clubs in elementary, junior highs and senior high schools BEGINNING DAIL Currently in effect ENDING DATE Ongoing RESrONSIllILnY EVALUATION Principals/Teachers Increase the number of students entering the teaching profession To establish a joint committee to address district planning for support of students who wish teachers to become 5.1 Hold career fairs for students Contact the business community for support August-1909 Currently in effect Ongoing Associate/Assistant Superintendents Increase the number of minority students who graduate from the Districts and return to them to teach -a 01 (D GJ X9 n) at ro 5.2 Create contracts of intent\" to hire future teachers upon degree and certification completion 5.3 Provide internship opportunities for students of education Ongoing Director of Human Resources Director of Human Resources Building Principals ItA IJ\u0026lt;SI) DESEGREGATION FLAN-IMHJEMENrATION Hulti-District Plan School Operations, a) II: (continued) lEClTVES STRATEGIES/ACriVlTIES BEGINNING DATE ENDING DATE MELIME RESroNSIDILlTY EVAIUATION To establish a joint committee for planning recruitment strategies and procedures 6.1 Production of a set of re~ cruitment procediii'es and timelines to be developed jointly to increase effectiveness and define rc\nr-'. ment responsibilities recrui t- 6.2 Develop a cooperative agreement for recruitment of certified and noncertified staff with reservation of a number of slots so that employee categories will be desegregated 6.3 Improve teacher working conditions to maintain teachers in the profession O 30 Qi .a lb (D o c*J S ro to 1990 1991 Spring 1990 Ongoing Ongoing Ongoing District Directors of Human Resources Di strict Directors f Ilunian Resources Support Services and Building Principals Completion of the document Racial ratios in all staff positions conunensiirate with district and court approved guidelines Increase district staff retention . \u0026gt;u REA LRSD DESEGREGATION FIAN^IMHJU lENTATION TIMEl.TE Hulti-District Plan SchoolOperAtions Goal III. To establish student disciplinary and attendance policies which address student needs as well as school climate concerns UECriVES STOATEGlES/ACrrVTTIES DBCINNING DATE EMOIhG DAl'E REsroNSinn.iTY WAIJIATION Establish a committee to study disciplinary rules and regulations and to work to address areas of divergence 1.1 Commitee assessment and comparison of policies and procedures in student handbooks District pupil Completion of the task In effect Ongoi ng personnel directors, identified school staffs, and patrons from the districts Disaggregation of data related to student discipline 2.1 Develop a set of rules/expec-tations which is common to students in districts. (Specific penalties may vary-final penalties will be enforced in common) In effect Establish a procedure for sharing access to disciplinary records when students transfer 3.1 Review of student data to address issues of racial disparity Ongoing Building principals p  0, n in  ( o CaJ cn CJ A 3.2 Policy/procedure to be designed for communication of student disciplinary records when students transfer or are expelled/suspended In effect Ongoing e iii, AREA Hii1ti-ni\ntrirt. Plan SchOfll-OpETALilinS, Goal 111: (continued) oruEcrivES 4. Review of attendance policies to attempt to create a common policy and set of procedures 5. Appoint ongoing monitoring committee to keep policies on attendance and discipline under review and to review data 6. Develop alternative school for students in need of intervention or special assistance if \"at risk\" due to teen parenthood etc. USD DESEGREGATION rLAN-'IMPLEE STRATEGIES/ACrrvrriES 4.1 Appoint review committee of patrons, staff and lioard members 5.1 Appoint Committee 5.2 Ongoing revieii of disaggregated data to address disparities and student needs 6.1 Plan alternative school to be available to students on a contract basis and con-tigent upon funding availability BEGINNING DATE As needed As needed In effect ON TIWa.INE ENDING DATE Ongoing Ongoing Ongoing RESTONS IBTLITY Appropriate Asso-ciale/ Assistant Superintendent from each of the districts Superintendents Principals and District Administrators Appropriate Asso-ciate/ Assistant Superintendent EVAWATION Completion of task -o . OI IQ n\u0026gt; o  *1 r. 4^ UI .-.Dv I USD DESEGREGATION FLAN\"IlfPI-EMENTATION TIMELINE area HulH-DistricLEIaiL-Schonl-OpecAlJflns- Goa1 IV* To provide joint programs 1n guidance/counselIng to pV ro. vt idIe. _Ej oint in guidanceA/cZAolIuvtnktselii meet student needs_anil_lQ-nsure-xac.iaL-e(iiiily- OBJECTIVES STRATEGIES/ACTIVITIF-S BEGINNING DA'IE ENDING DATE RESPONSIBILITY EVALUATION 1. Hold employment fair for students who would enter the world of work after school 1.1 1.2 1.3 2, Provide consistent and complete information to students regarding colleges, testing, vocational schools, financial aid with sped f ic and special concentration in access to black colleges and universities and financial aid for minority students 2.1 2.2 2.3 2.4 Contact employers (local, regional and national) Hold fair with focus on employers of minority Target skills needed for employment as well as opportunities Hold joint counseling information sessions for counselors Contact colleges regarding minority scholarships and financial aid Contact colleges regarding admissions, minority admissions Provide target counseling for minority students In effect Yearly . Ongoing Ongoing Directors of Guidance, Vocational Teachers, Director of Vocational Educa tion 2.5 notify students, parents, and educate staff regarding all opportunities Yearly Ongoing In fall, annually Each fall Each fall, spring Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing -a (u ua fp Ji LU cri x\u0026gt; n o at Or Journalism Departments Counselors School Principals Directors of Guidance Directors of Guidance vj/coGvaittee  of counselors School Counselors Counselors/Principal Staff Development Directors REA Multi-District Plan School Operations nal IV: (continued) JECTIVES Enhance minority recruitment and awareness of student of AP, honors and elective programs 3.1 ! IJISD DESEGREGATION PLAN IMPLEMENTATION TIMELINE STRATEGIES/ACriVTriES Individual student con-ferencing. Teacher and coun-selbr encouragement of and monitoring of students BEGINNING DATE Ongoing ENDING DATE RESPONSIBILITY Counselors/Teachers EVALUATION Proportional minority representation in these classes . Provide pooling of resources and , specific plans of intervention for students who are disadvantaged and/or at risk 4.1 4.2 Create catalogues of available intervention services Districts share inservice and contracted services to benefit students Ongoing Directors of Gui-dance/ Student Services Development and implementation of strategies 1. Develop and implement student career guidance plan viith individual student educational plans and communication with parents to encourage student access to all curricular and programmatic opportunities in a ratio commensurate with school racial composition 5.1 To be developed and reviewed by students, parents, .counselors and teachers (predicated on potential) In effect Counselors/teachers Director of Guidance Desegregation Officer Implementation of Plans u J? lO n\u0026gt; 4^ o GJ cn ...A- \\REA Hulti-District Plan School Operations ~.na1 lY: (continued) BJBCTIVES . Enhance communications among divisions related to counseling in the districts , Uniform records transfer policy cre-ation and systems ~a . 50 01 IQ (D co nt o at co I LRSD DESEGREGATION FLAN IMPLEMENTATION TIMELTNE STRATTGIES/ACriVTTI ES 6.1 Regular, monthly meetings among directors of guidance 6.2 Periodic joint guidance meetings 7.1 Appoint committee to develop procedure'and timelines of records transfer BEGINNING DATE July 1991 1991-92 ENDING DATE Ongoing RESPONSIDn.ITY Director of Guidance Appropriate Asso-ci ate/Assi stant Superintendent Director of Guidance Directors of guidance, principals, directors of pupil account!ng EVAUMTION Enhanced Services Improved ConvnunicaIions Completion of Task Completion of Task Improvement in Process . Ar IREA r | ...... 1 IJlSn DESFERBGATION PLAN IhfPLQlENrA'nON TIMELINE Mu11i-District Plan School Operations Goal V. To develop equitable recruitment strategies, access and opportunities for all students or-emacucclailaii-acLhu-tjs BJECTIVES STRATBGIES/ACTIVrrlES BEGINNING DATE ENDING DATE RE.spoMSinn.m' EVAUJATION To study GPA and citi-senship participation requirements of districts to address academic requirements and student participation needs 1.1 Review policies and percent of student participation in each district Ongoing Ongoing Associate Superintendents -a cu ua CD 30 o  GJ cn 00  1.2 Review data on student participation and achievement over the last 5 years in each district 1.3 Review racial group representation in extracurricular activities by district over 3-year period 1.4 Appoint committee to evaluate results of data review and see if any areas of policy agreement exist Ongoing Ongoi ng Ongoing Ongoing Ongoing Ongoing ...id-/ Associate Superintendent Associate Superintendent Associate Superintendent Completion of policy review Revisions of policies to address student needs REA  .l..^ LRSD DESBGRECATION PLAN D-IPLEMENTATION TD-tELTNE llulti-Dlstrlct Plan School Operations oal V: (continued) UECriVES STRATBGIES/ACriVrrrES BEGINNING DATE ENDING DATE RESPONSinn.ITY EVALUATION To recruit students for participation in academic related and athletic co-curricular activities 2.1 Teacher, parent and counselor awareness of opportunities and in turn encouragement of students June 1989 Ongoing Principals Counselors Teachers Associate Superintendent or Designee Increased student participation enhanced proportionality in student participation 2.2 Provide special supports of costs, recruitment, and encouragement to students June 1989 Ongoing \u0026lt;1 2.3 Reserve slots, if necessary, to ensure student participation and access in programs June 1989 Ongoing on a proportional basis -o (U in fO 4^ co i\u0026gt; :o o o REA Multi-District Plan School Operations jEcrrvEs . District uniformity in reporting tesT results and analyzing disparitfes . Form bi-racial monitoring teams to ensure appropriate test preparation and testing conditions for all students. I. Implement strategies to reduce disparities by means of school plans and Individual student Improvement plans o cu CQ n\u0026gt; 4:* O po m o I IJiSD nESBGRBGATION PLAN IMPLEMENTATION TIMELINE Goal VI. STRATEEIES/ACTIVrri ES To enhance testing programs and student preparation and access to proflrains 1,1 Program for analysis of studen1 test results v/ith data dis~ aggregation to analyze disparities and student needs~ fay race by subject area 2.1 Monitoring teams composed of Planning and Evaluation Specialist and other District personnel to mon-itor test preparation and test conditions for students 3.1 Analysis of school by school data and individual student needs 3.2 Development of strategies to address concerns and to meet needs BEGINNING DATE Spring 1989 June 1990 Summer 1989 Summer 1989 ENDING DATE Ongoing Ongoing ongoing Ongoing RESPONSinn.rTY EVALUATION Associate/Assistant Superintendents Associate/Assistant Superintendents Principals Assistant Superintendents Completion of task Activation of the monitoring commi ttees Development of plans Measurable decrease in disparities 1 I IJiSO DESEGREGATION PLAN IMPLEMENTATION TIMEI.TNE AREA , Mill tbDi Strict Goal VI: (continued) JDJECTIVES SIRATFGLES/ACrrvni ES BEGINNING DATE ENDING DATE RESPONSIBILITY EVAIJUATION Provide services to teachers 4.1 Joint staff development in testing Ongoing Ongoing Directors of Testing/ Evaluation Academic improvement of all students re: use of test scores interpretations . of scores reporting of scores to parents interventions to benefit students (and address these specific needs) 4.2 Individual teacher analysis of student needs 4.3 Teacher preparation of strategies to address student needs 4.4 Sctiool-based planning of interventions to assist students in areas of academic need 4.5 Teacher inservices for student learning styles, cooperative learning, and monitoring needs of youth at risk and disadvantaged students and minority students o  (U U3 fP 4^ n o fSJ ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing ..dw Appropriate Asso-ciate/ Assistant Superintendents Principals Principals State Department of Education Districts Staff Development Directors LIBRARY MEDIA 4SHU DIvUton: Instructional Program/Area: Library Media OBJECTIVES The selection of ' ' materials/resources to support the curriculum in desegregated school districts Is a multl-dlstrlct goal of the library media programs. The Inservice training library media staff members to desegregated school districts Is a multl-dlstrlct goal of the library media programs.  1 a (u * IQ fD XI m o STBATEGIES/ACTIVITIES I BECINNIHa DATE COMPLETION DATE COSTS RESPONSIBILITY I EVALUATION Continue hosting Mu 1tl-DIstrlct Huitl-cultural Resource Sharing Fair. IN THE FUTURE, THE FAIR SITE WILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Multl-Olstrlct Resource Sharing Fair with Book and AV Materials Vendors, rotating the site among the three districts Plan to host multl-dlstrlct Inservice meetings such as the one sponsored by the Pulaski County Educational Service Cooperative In April of 1988 to explain the new national guidelines for school library media program planning Plan to host Inservice training for multl-dlstrlct library media specialists using district eeployees annually annually ongoing to ba established ongoing Minimal Library Media Directors or responsible person (Including NLRSD) Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts ongoing ongoing ongoing Minimal Seek Library Media Directors or responsible person (Including NLRSD) Library Media Funding Director or From responsible Coopera- person tive Minimal (Including NLRSD) Inservice training will develop skills for library media specialists who work In desegregated school districts CA * 05 J Division\nInstructional Program/Area: Library Media OBJECTIVES Utilization of television technology In desegregated school districts Is a multl-dlstrlct goal of tha library media programs. Recruitment of Minority Library Media Specialists In desegregated school districts 1s a multl-dlstrlct goal of library media programs. Multl-dlstrlct coamunlca tion for library media program adilnistrators 1s a goal for the programs. C/l \"D O) tn n\u0026gt; -pi co X) m o STRATEOIES/ACTlVniES beginning date COMPLETION DATE Implement utilization of cabl channel 19 and/or videotapes produced at Metro to teach basic skills, etc. e to be established to be established COSTS Seeking Federal Funds under Star School Bill RESPOHSIBItITY Library Media Directors or responsible person evaluation Students will gain practical vocational experience In running a television studio\nstudents will benefit from Instructional units provided over cable system Contact teachers training Institutlons/Recrult teachers for training programs in library media certification i- Copy memos relating staff development opportunities to other district adilnlstra-tors Meet Informally for sharing sessions ongoing ongoing or^olng ongoing  -J.: Minimal Minima! or recorded for later classroom use. Library Media Directors or responsible person (Including NLSO) Library Media Directors or responsible person (Including NLRSD) Hiring and placement of minority media specialists will occur. Better communication will be achieved. SPECIAL EDUCATION TRI-DISTRICT COLLABORATION PLAN I. The school districts in Pulaski County should employ strategies that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to handicapped students. Areas of Need: Student Identification and Placement Staffing Instructional Methodology : Materials and Supplies Monitoring and Evaluation Fund-ing fog Indirect-Sogvices II. Areas of Collaboration There have been some efforts toward collaboration among the districts over the last several years. Examples include: (1) A multi-district committee for assessment is in its fourth fifth year of operation\n(2) Little Rock School District and Pulaski County Special School District have a written cooperative plein to coordinate in their egommunity feBased ilnstruction (CBI) programs\npxiblic relations and common or shared training sites\n(3) North Little Rock School District and Pulaski Re: 01775 Page 444County Special School District have had a written cooperative agreement (approved by both boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel, facilities and equipment at Metropolitan High School. Vocational Technical Education Center. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the f-ourteen 14. schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance (for funding purposes) of special education students from NLRSD .and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts, it seems that an organized and expanded collaboration plan would benefit the districts. Several cooperative programs can be established to meet the best interests of the districts and can be added to each district's individual desegregation monitoring plan. Areas for the districts, including NLRSD, to explore and/or expand include\n1. Programs for low-incidence handicapping conditions a. b. c. d. Visually Impaired Hearing Impaired Multi-Handicapped Seriously Emotionally Disturbed Re\n01775, 01776, 01777 Page 4452. staff Development a. b. c. Central Office Staff Principals/Other School Staff Teachers 3. MttifeiTri-districtl^ assessment nnTn-mi-t-t-go a. b. c. Establish consistent screening process Establish evaluation instruments to be used Establish consistent eligibility criteria for MR and SLD 4. Establish process and coordination in area of recruitment of minority teachers and support staff. 5. Establish multi-district system (forms and format) for documenting due process procedures. The directors (including NLRSD) p-lan to hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration, and provide technical assistance where appropriate. The directors (including NLRSD) will also look for activities that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. III. MultiTri-Districts' Expected Outcomes By the 1030-00 1993-94 school year the multi-district will: A. Develop and implement programs for low-incidence B. handicapping conditions. Develop a system (forms/format) for documentation of due process procedures. Re: 01777 Page 446C. D. E. Collaborate on staff development efforts in all aspects of special education. Support activities of the multi-district assessment committee. Establish a process for recruiting ainogity black special education teachers. IV. Evaluation Thara io a need- for a ^systematic approach to assessing practices and policies that yield an overrepresentation of minority black students and black males in special education is critically needed. Greater demands have been made by parents, state, and national agencies for evidence of the effectiveness of seryices provided to handicapped students. need for better information which\nThere is a (1) attestings to the relevance of special education (pull-out programs. self-contained classes, etc.) to meet the unique needs of handicapped students\n(2) establishinges the scientific significance and validity of new/existing assessment instruments, materials/supplies and equipment\n(3) outlinlmes the extent to which certain teacher and student behaviors are evidence of improper or inadequate classification or placement in special education (4) certifyingi^ the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions\nand (5) Re: 01778 Page 447providing^ more extensive parent educational information systems. Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants in the process. The fidirector of Special Education The Division of Exceptional Children will have the responsibility of ensuring the initiation and completion of the process. Re: 01778, 01779 Page 448J ai a d I'lhu *^1 ll !\u0026lt; I Mail-* liM   I ihi I h l I I CM  *-/   . | -  I  (CIIMIING (OnrilllOM MIf l\u0026lt;)i\u0026lt;a^ss .Mill ctMinlauil |(Mi iii \u0026gt;aipi  ai^ aaailMoMl .**h*\n\u0026lt; *1/ .tl sii\nh I si.ill. \u0026lt;MJ((IIV(S suAifcm/ AdlVlIKS tmti- anroNSiiii in iwoforl Iraiair rr|\u0026lt;e Inn .4 W.II qM\u0026gt;IUtrti l|f apMlal ..lucallan 1 Jecniil and anplay nlnocli leaclw)* tnc*tllli\u0026lt;4 accaa o(i  W-l \u0026lt;MRb O TO KT re o Ci UD 00 O a. Mlldl^ Itandlcappeii b. Nrarlag lapalc^ c. Hrftcalrly/aeeereir liandlcaip^ 4. Speecli la*alr*a t. Vlauallir layalraa 1 . Fji|imI .lad \u0026lt;kvlo(wnl acUwdl.ii I^OOlb a. Parlnn4ilp wllh alale college* and uilvrfiille* lot l.ainlng ami lelraln-li*! ol leaiktc*. liIrKlarai FrOonnrI S|*clal l.lucaliim S\u0026lt;^rv|M\u0026gt;r* - Special l.liKalt.m rtoleiKwa, S|ieclal f.Sa al Ion Orpa. Inr.il Caniral OftUt Slalf I lia ir.i^r.1 |\u0026lt;mi| oI \u0026lt; aiiMiiily t|\u0026lt;-\u0026lt; i.l \u0026lt;^l  .11 KM* I r.M Im*! s \u0026gt;* M* I I* l4M 1W 9  *MbllI h' lM'lltilS  I Il  . (MJICIIVfS SIRAlfCm/ (IIIIIU icinniNC OAK I. |irvrln|i rrvlirtl InnMl lot ll|a\nllil I lll4ln*tll iillon el ilu* |\u0026lt;Kei*. a. 5oIkI ciBatllIra ol l|*.|al ntxallen ji*i-iiaawl liaa all IInm dlalrlcla. b. Otvclo^ fotaal lor dociwnlatlM el Am pracaaa c. SuImII la ADC far ravin. i9a9-i 1. rrvlsrd fnnal lot atattavti. - llcat ol 4ur |ateaa l-axi cu m IQ  (D O 4^ I-* UI \"o\u0026lt;o1 a. Inaervice laatktra and pMaaaaal, aa taa f lavlMd IWi-9I Thia Is Comf .11 I PH I .U\u0026lt;u\u0026gt; h.. p...i i\u0026gt;. I .1 i.i.. conn 11 ION OAK S|wii, i\u0026lt;r)i a.*ol(\u0026lt; leted WSTS' -Wrtntjrn-anroMSKii in 1 v*l It* I Kill lltr*\u0026lt;lnis Bial A**o\u0026gt; i*lr Iliirr lull llnignalnl S(\u0026gt;eci*l lili*. al Ion Siad IktllW'lll l lim ulll la I -I Msiriil anviirx bill !- ixiiviilnl iiioaiir I im I \u0026gt; i lor slitinili ' J HUB AMBn a a K a a Al M h 11**11 II I  1,^1 i-i, |*,r) *0,  *0,1 a, i,M,a. ,1*1,- liir,, laas  4l I ! f I I Jtf (Kr^clt^* *.i^**Mt H****** **** sIibMhIs will* |iw i i\u0026lt;l'fe Ittiirliti^is. I I .1 I.II. \u0026lt; MMCIlVd llllcln/ ACIKIIIII SICIMIIM OAK (OMAirilON DAK COSIS  ISFOMSItll11 I HtUAI lOU ail*aa*n\u0026gt; ,2Selcl a atlioul (Ila \u0026lt;5  \u0026gt;rrMl\u0026gt;lr Mawfiorlal\u0026gt; ixn/ .4 _ rrawl ir mwn^lalr prnx VI, \u0026lt; SU alula.  aia* Im \n lollaMliat \u0026gt; -i' ,, , * a AMrlAllflla i9n-*Mi St-lmil vrar a. Vlaual la|\u0026lt;olrad aludrala fWW 2 ^Stiaaa a|*clallala t*' \u0026lt;)ulra4 la aal acada o\u0026lt; b. Haar Ina lanalrtd t. H,lll-hallcav*e4 2 VI, H/Hk alSBI fo I* drlri- almal. Iha ol local, alalr, and Irdrral lundi nirlara ai.l Aixm lair ll|(K:loia ol l.l.w.lltl .1.1 laf\u0026gt;invi*l sr,VII \u0026lt; In IlM, iKIilrlar Uw.Ill.K.^I sli.lriil s. Aldaadllv and caaBlaa t- 4. Srrinualir Itaallanally al!\u0026lt; raaaMTcaa avail* lllalialird la^ilrarad |vn|irMas tor II \"airas llalad Wawa. -a :xi oi| m n\u0026gt; o -fi tn ''I -J 00 abla . VwarlMaa aaadad ra- aauaraa aadaalatlala . r.ovidv lallaad Sarvicrs will la aurr tnsl rIIrtlUc laalalag lor alall . Oacrullaaal aaid aiiaUin al pcraaMl ooAlot an- vita |\u0026lt;owldtra -Mralralri and acllvllira Io far Utlraadnad !\u0026lt; Irallvlduol Fducallon rioM (IR*l) |\u0026gt;\u0026lt;-,l I|MiI -HIII. ,1.11 I in I\ni I II.. f.h'/'JU .III. .*IV|MHI\\ .1, \n. 1 -i lliot-lw k I. |u lvU.|la\u0026gt;|ali' tl.ili .1. UI l.^a-a i.l i ll..I K in .i| | 1 xin i.il |.\u0026lt;l.u .i| 1.41. ' r \u0026lt;ll I  I I 1.1 l .l.  I 11   (  MJfCIIVfS MMAKClIt/ Aciiiiim ICINMIM OAK coHTiilion OAK nroNsiiii IK I i*i *ja\nloii -I-. Io slioro cost dI niosJi.sC4't^ Idrnrrsrnisllvos \u0026lt;rna '9IJ Io iinrrvUe lv|irfs rlm^Miiirici  *( al /9 4*\u0026lt;hewr- 5 S|)oclhd linos Is drirr- Ino Roods tnJ soltcl consul lanis I -i. InarrvUe central alllct''ttrwlnp Inaliuaml la  tall conduct a noad* asooss-nrsii .SoIrcI a laaefcor cook HIM ,/ flhgoing L -4r-Inarrvlca rivclal Icaclirrr-ftrwelnp various Inaarvica on Ofwclal ntucallan, cur-  riculio*, and rocoaoaomlrd Irodili^ Inhnlipios, uolrr lais, olc. iwogran a4s, I.e. duo proroosi losuo o4 alnolly nvrr\u0026lt;|wrs\u0026lt;n(atlon{ to- Hulor adnol/pratran udlflcallonsi acroontiii I 1 4^-0 cn cu rn roua  I ro \u0026lt;ip\no 00 co I I i CaasaulAaata. Ivlialllwirs-loothrso HaloolaloA SatrpUos SlIflCTolV hlrrcliu aial Assia l.sir IHirsluis Will Utvr ar5 \u0026lt;1I~,UI^U1. no Sl.lll ih SI ............ I . . Vk I\" I I III. Illi I ll-l I . I. I I'  I fl III l.ii 11 III |l*.|llviLli liiii'iiiii - Il* III r I I. III KL-JIIL- Ufilly III lipILiilllJliull III IiLkIi iiultli ill SK-^ LlL .111** .il 11*1 Ilina^Ji .i \u0026gt; irf.i i In ir. iv\u0026gt; -.lull v\u0026gt; ,1 |\u0026lt;l.n mal I Im- lr.liiiliiK lalill'l . I t I* .1 l.b I MJICIIVIS lHAKCin/ AdlDllllS lieinnIMG OAlf (OHridlON (lAII (OSIS MISrOMSKII III I HI -JAI inii *Wi****l5  iHreelur---- S|irt iwllifca. r- f -4\u0026lt;Mw4-a-4iA|i|Ml4mi-u4- ------iwUilwM Iw- winnril-r-ibvtrntT-vi^iraHyi imlrrtUnlliia' 44aU-Ml-4N-4|\u0026gt;*vi*------ ------- o u :) D % 'p I I I I \u0026lt; Mt - -*llt -Mr*4ly-4MUtM-wtU\u0026gt;----- -MarlraM**r-t -Mfccl al -4thnfcrf-4ierlt------ -*TAn(e-MlUu*e\u0026gt;-lr- - \"Duvlilr liiM'ivli* llul----- rMwtvmmtltiratinn  *'4r'thr\u0026lt;-W*MHr------ r-rrnvMr-nVM-HailUcA.  IMaraa* tan-rrnaiTiting *ArerMhig-elylw^-lan-------- A  ____ _ CW** S V - yelaBv  tiwts/HtiJiea - i4-$|ircMl-\u0026gt;ifcii.M4. IK-  -- - \u0026gt; - __ TO m o 00 This 13 in LRSD Plan . \u0026gt;v. tHltcfs4-tw*4-4 ftx. .1U-XA X LXJ l L V 4 U . - SMprrvlsnri-Siwx-r-Morr -Hatrr-T^-rfi-Mbniil-Tif-IHTw-f- - .MM  hlT\u0026lt;-nw--'-Sprcr4rfa(-.-  lAi*pl-i.-----|-\n4AI-\n444II*.r.fi\u0026gt;ri-T-l------  I Hl I I II) 1,1.1 Ij,,, ,,,.,, .. KUA* AOavoz,AMi tea 11 I I  ||\u0026gt;  I .It  .|l\\ihlf I  II I I. Uiitilui  |J\n aiati^l IltaUe I I' 1- t I *111 I. 4 At  h. I I-I -I I.!. I siBAiicm/ ICIHNINC OAK (mniiioN OAK. (OMS nrmniBii ii* r\u0026lt;AiuAi\noii m444\u0026lt;4\u0026lt;wU*-Ia|------ K*!! !/ Im-hAMirtuii  Mt Mln-iiUlvfljpiii'! _  -wHk -BltideHA- - - - n-BrtMm-to- Attn^U - -.-MonHot -HM-lier cUcuJvimu. \"Siut/in I uwTi^-rrc tit* ~' .. n4.MBi UmuU tlUawi Uw.. -Aikr-ii-ati r h orr i - -- lloM V fiMyllr. Itf i\" ijM L___ - \u0026lt;W Icult* iMM _V8 - -- * hrrs- - - - ^dsL JcwJtcu____ -Supem butt iZTk ij\u0026lt; i|ULl A _ MvimU__ ..UtUaUt j4M.a|4M..____ilvjWM * Aammmh^ uT Orotjlar -iTBierr Al locj |*bIs. . . . . 4 Bpondol- Yit^\u0026lt;nvi rl-hrTtHn-\" aMUJa rihicr Trl-rrrnK- hn- . -C**lt.'P! _\u0026lt;\u0026lt;** tvfRkW  - U4a h MB- i\u0026lt;iti t.-i. _ . - riwuir trt \"womr---- __ V J J'TJ ar - - --  A-4 4 ol Uig 2 Z 2 Z\n- -yii . JS JrttchrKi.. .5 \"U ?  I? fD cn -pt o co Ln . Trawtiw TMnu^.tkiL _ JIIUISM. Ott A lM\u0026gt;\u0026lt;r f 1R - 4MiiAwH'ian* -A*4at4- JOACA.tQ.OAdb-MMlrMA'I - --j-j|ac\u0026lt; laccA -VJ1____ 'laaaXIMK ,UM t4.l_ t   r'th.irvww-wrtrrth: 4w44 HU-ianouwa^ai smtrd -ft-rtiktntrr - t/fl. This Is 1n LRSD Plan . ibAkuLvla ap-jjaLa 1. jLL:-_ I D PI-IH ill,1..\" iMlul'll - I   I I. UaiLuuvJ , *(11*11111 I i  a co  II'-I IIM )|l.\u0026gt; . .111. Ill*,I ICINNIHG OAK (OhRIIIION OAK losn Una RKPONSIIIl III 4tw(*-\u0026lt;C -*i (syaaUJar ____4\u0026gt;luUu*nit.AklJJiZ. -----itrUilAii/uatMiic- I...... . r* 1.1* . I A( I I-' I I .1 ..1. ( Mt IM'. I (III I r MflAr Uy-iiutMTA\" --Mr mt-aertcriac- _Mmbda = = -- - MBnlAaa-AluOaU-acA- - -i)mnivr\"n\u0026lt;iTiT^w-rnnnriB I .JiiUJaLMKr ~ im\u0026gt;hr riT tA\u0026lt;ir* -W*Ma\u0026gt;aa-*n-(iM-- \"iranht'Viomi'' Jo . -f (Uni -\"IftUMHk\"* as'kiu  -la4-\u0026lt;4-aiMMlnir-- * - Oul-nrdniTf Mm* --tewnnl------ -\u0026lt;-Ut*\u0026lt;-a-chalnnw- -- _ (viMii.lMr-Uvteak - m- iMwnln^ _ _____(.mKaC JatlnicjJu l_ -n-iw hriwAWll*-\"\" iflsr  rWrATiTlIVII I This 1s In LRSD Plan *0 70 o* m m  fD o p-i-* (ji --J UI 00 cn CJDCH nn Ina Illi III\" lll.\u0026gt;. \u0026gt;.Hil I-Um ||l|l \u0026gt;M| .............-i-uml.lr . I I l\u0026lt; I I I . :  I f  I 4 l.k. I I t .lvl Mu'll l*aU4'i I MJiCIIVIS si*iicir$z AOUIIIIl rCIMNIM 0l( (OHriiiiON Alt \u0026lt;OM$ mspoNSiait lit I VAI UAI lOll  mmUtncV 5ij|wrl |f\u0026lt;lrn - M^iilMl'riSiTru- * rnibidr lAftw\n r/writrnaA-iMMvka-- liKu\u0026lt;M-aH4KWr\"la*arvt\u0026lt;i\u0026lt;f nMlMt~tt*Mtw-and -MgoiT\u0026lt; V\n----- 4aMM4  4lnirof*\u0026lt;ln - aim Uf- HiAtw\u0026gt;  a^aiI41|r- Miab-antnrt-|^4Vlar------ \"k.aallr- ------------------ --- ^vMrdr r\u0026lt;*a(4ia\u0026lt; TWHUliY I-Ml msM* mpAlaMf-MKtTMtM -- : -ftMiito ------  -tart- ia miMrt----- -ManUaa-(clw-kh* \u0026gt;- hir-tA-t-a\u0026lt;fti -bMla------- This Is 1n LRSD Plan I -O XJ p m IQ .. n\u0026gt; o -li - \u0026lt;ji cn 00 4w-MS\u0026gt;k. -H - -Inro-wrtwK . IflKlZri .i7riiiA ^^.T \"nn -- h^inn/ril-insnTATiT^i.T.T r.r.-ir~  - riFtiVriwMil JM iiuirMdia. .M f   M l I 1*1 IM r.  CHM ! n Vi'tiMinMl.lr liiait Im  i* (\u0026gt;n*ll\u0026gt;\u0026lt;M*'i lAaUa i I \u0026lt; O M I I* i 1 I .. (.. I .1 1.11. I owHtifrr iroiimrf\" DA If --.ItfriLUOM OAK tosis  ISFMSIBII iiv I /.*UJAI ICll -a.'-hruirr-rte^fultiminjC:------- - --------AuiU-blMkeMiea-in------ -----  i.\"rorilrii(*HiAAIi!\" - - --------- 2 \\\"i7.x-.n .1. t kz-trrt lTle je __ -- Sue ini Uiikrr liK (rMu_ui-vuUoU-xUi.ul.iM -Btii\u0026lt;llna ini-\u0026gt;\u0026lt;f -- aalarMlthrahMui-- -- ~aAI\u0026lt;MMMI~-----  r.-h(,l*WMMW*  ---MnMwel-MevUev-fM-a -- --,ainyoUt cluinc.- -MnraMi-tw br  VAN -------Manter\n-------------------- (nKelapTSriml ItaiiJiA -sArni------------ eW^VWWwe^u ---tM- tklMTMa\" lM-l44MMlt.Cmtrr  r. -tawr^ tSS-R^SRii. \u0026lt;Maall| aiiiam----- \"Wf   -(k(ga4*(g----- Ongbli^\"\"- This 1s 1 n LRSD Plan  JICR\u0026gt;3C3atClU-UwubxejU_u.| - mlvacnrir .yMrSuHlr-riJuul-luii Juuk-m - - -(MM-l wmz- -o cu lO (B X) m un I I o 00 00 \"(I '.(in l*Pl|NH(*.|ile I \u0026gt; ,\u0026gt; I .M.\u0026gt; I Uiiulwi  J. LuiLuulM ik4Ai. I I i*l\u0026gt;a . ( I .1 ('111 1.1.. --^r MJitiivn SIHAKCHS/ AdIVlIKS ICiMIMC 0*11 (UWIIIIUN OAK (QMS *(SroaMtii III I Mt'JAI Mill rmvr-I nrrr!\u0026lt;4t ~ Ir - tnd na t tuMt-wHbkI.- f r ltaG\u0026gt;Tl7i~l/*avli Innal__ . _a\u0026lt;cKlc*A-lA-M*uLMr..- - _ Mnlui _ _ _ _ _ a - ABurl\u0026lt;4yaifi\u0026lt;. aatx Ula ~ ~ vnl-0hnm4 Ion* ~-ctMla--------------------- ------alw-rt ------ --PUWUM. ay 90.___  ^Hat-AAiri-rr--------------- ' \"Cili Twif Tiflw I rHw rcM -M-r-ll u I I  I CdHMatn^- ------------------------------- '\"tvarirtnc'SirstcgIeB-- - k.-  X-.--11S* 4.- -f*r Yotw bn --- Zt??r.ZZZ\"\" TSTowr \"ruxr ' toutarkm -hr rrxiit-r iTxnFr .(. tajTMVt irilh nU J t-J\nJi. L _ illK'l.ll I liMic U41|\u0026lt;A 4m- Ir -aoh -rlanYa---------------- ------------icarta-a|-aali._ -HiOXi.___ ha  riBssaa - ------------------- --------- r--twim\u0026lt;y-tutuju. -*4nAhM}.aa\u0026lt;JanJ\u0026lt;^, . This 1s In LRSD P an --ioo nrn7,5f\n7.r-- -  n*irr.n-.iin-.-r r.va rrr r.,- I -a (u IQ n\u0026gt; .p. cn co 73 m o 43 I ID ol Jr al ai Zoom.*I PI m IMMI 'Ml I  f llr hiKi III* * n* H I iHi III.........Il I IP. I :: I ft \u0026lt;.M4 I I. HUha: jul kmokJ Ue \u0026gt;eiil**ll\u0026lt;U ^7\u0026gt;l*\u0026lt;  il.il.l Juf ftI . mI 'iMiItl bhr *1 Ut I* * *t\u0026gt;ti I '. \u0026gt;.l r r 1.1 1.1- 1 MJKIIVIl SIRAKCKS/ itilwiim aiCIMIIHb OAlf (OHridlON OAlt \u0026lt;nMS KrOilSIBII III I jftr.iAi UMI -'irPflAT - - (oMvrr 1M ihr ~  ar \"W\u0026gt;\u0026lt; F -I** -IVgiUuj^ --Hiwlrka r X'UMMry rqnri-it J|\u0026lt; wUUil ia Jbc. tuUilLtg. -----|4ialfal. - UuiaU, . _ _ WJW Mt M.^--. ----- 14ai ia M*\u0026lt;a xoa------ _____ Uauatcip4J*f-/. . ...Qlildcl. --Honhan----- ------- rtoaTmfoXfcmi) l^Aaco- __ lib*V-4*1 4\u0026gt;i *4000. ------UlM. Itt 4l* Pl\u0026lt; I -WO ! cwm * iQ   * n\u0026gt; 5 o (_n^ .!*' -inctwi* -*a\u0026lt;LUu\u0026lt;.. -  - t-\nMIU________ l\u0026lt;uwdlwU-- H,Ulft________ Imos- _----- U.OII1.______ l^s(*sU\u0026gt;nal - IdOWtk.-____ H-,(KIO----------- lUlcOxli D.uiu btiKininn -f.t.ili fa- *|e kH-- **-*- . r r JUlUulL j-ljax.uU-uUi.^-i-blrecko* Sfi*l------------ - UI-- 1 U U3U3 I I I I O  race ra*t-*\u0026lt;\u0026lt;'-*\u0026gt;*\u0026lt; ---- KHclIac.aa-a aexuta*---- JlJ*------ viewed ly IIm aaaoclalc ------------ --S^wa Mia claala. aca ___aV-ll^lT] 1^-1*. aiail _____ bU14ii#cU(trUa-a  \u0026lt;xr a\ntr|itoM' ix \"\u0026gt; ardiaW-XaltvlnK'ira-- _ i4DLU 1*1.1*. Lad ul_ tV-anRtlaTM'tyrlMim ~~ This is in LRSD Plan rducsnox in 1 rnrrt Tit r.a.l i' 7 ' Hrh ^hiw4 dei-t thc-nn r- I - VH 4 *-\u0026lt;\u0026lt; I- -  .J'J CWULIXAIV t|u H ^\u0026lt;4- (x rvrnl ii\u0026gt;.ijf i**|4 i.il \" nlii -jrt\"*! iTiTfi\nuc r7 7.7 n .*  p******  -Thrwr1*v||n'\u0026lt;i'rrr'nti I- --\u0026lt; I  -nrniR\"4|5Wn|nT.rtrn'\u0026lt;mT'|*-- I'*. I IM U . l IUtl (MM  \u0026lt; It I It '  MtM .04 I J. 'lUllMH* :(* Ilf \u0026lt;\u0026lt;!* Il*,\nUm tM ci f* t.| .. ........My stirl.itl*. IM I 1 t I  .1 1.1.. MJKIItlS SUAKClfS/ ACIimiHS (ClrwiRC IM|( tOtfllllON DAIf \u0026lt;OSH tnroMSitii III I lAIIIAIIU'l h -^RvMr MMthitmrr -4nrr*  -Aigattii*----- - . Ujaa. 44- tUUMrfA* - - -eiU i Ut** !* JkiliaUig. - -Qi|gttli\u0026lt;. ali. luA^c-uixa.- - 4Ur* Imc--*!- ^r** ------- . tdia al |MM-*ai|M*'i MU t, . .\u0026lt;j4-i.4..U.|4Lu.U\u0026lt;l AJL ^4 J kkxt. -OXI pl m iQ  o  lO I I I I ar-Merii - ____ Cie ^4wJet JU .^-XuacMt------- UbaMlattwk  4at- -----data. liU.aFP*a\u0026lt;- -. _ n M \u0026gt; Tied c uImi - * iMiMiTmlthr  tie \u0026gt;tiii\u0026gt;nr-. --------------falllinl -____ _ _. --- Hl-tMl- - r^-tn* 44XX.-4  tS--  taxlaaai---------- -- akiab\u0026lt;. ----- iwtaoahintarwiirtwnr  ~ z:\nziiiizzz: 1U _ .MUarii------- -Mwnhv-n- wl------ J41ll-kck 4U1.- -tiler rtrMawif-wfwrw-  -- ht lal -rrore- -  JAAA'  4. **--------A - 1 Z~~B - *V*V^KHW*WVOMH knvtwf  - --r.-furtUnhw---- This 1s In LRSD Plan *64  W-Get H !**\u0026lt; I-hM*** 41msu1I\u0026lt;\u0026gt;I I . aanaulxaal.*- - - - \u0026lt;*31- nr - !-* lavTTTiTi' in 7n r.-iT r-- * ti wriwa f^K^lrrK^.w% h  I fnrtT*h HH-ter* inrrT.mTt-hiroh^nr Tt ~trtr T  * ... AMM*-\u0026lt;4M* |*rn r * r *. htt'i'' i-T  7r I I OB' OH Wb \u0026lt;1 I I'M I II * I'm'* '*1 I / M I un c-.iMi*'. iLIt niitt Im A - ' .lu-LuuU'B\u0026gt;c.x'iv\u0026gt;i L(*\ni Ji?' .! _*!*? TT!'* t iwxil Irr.   \u0026gt; \u0026lt; *i ..../I   1 .1 I -I I  \u0026gt;1 I suAKcin/ ACIIVIIUI arciHNiMC OAlf COVdllM OAK (OMS unroN^iBii III IIAIUOIKIN ra4 4a44\u0026gt;I- l- Blu* U4-Mw|*rw\u0026gt;- \" TI Aria*~grn91 ffU'fc -wi tH--|i ':'tx1aUlrfr\u0026lt;NaH1riK|r-ht ~ (*!---------- hfl?ou------------rntOoi *--si\u0026lt;-nrt ide .- itnU* W Ut4  \u0026lt;- \u0026gt;\u0026gt;---- ---vrHn4 -nawatiiatta* ImI *Ma(nl- -Cimmil atri-a-- tj\u0026gt;*lnrTr *111 nMmr r- -\u0026lt;norrrn'\u0026lt; rnr*l -\u0026lt;4 -lt-*lArviwir(-pnci m n) o F^ -* \u0026lt;T ro -----MMil-loalnaMMl --------- ----- inatraMt-an4-\u0026gt;ur*   !.________ _ __________ *r am'MuAa^iM - -------t(v14'tr\u0026lt;t1iv -Ik^golMg'  flu^alo^ This is in LRSD Plan ------CoonllnaHni --------------riinrli^  - ThnfvtBeUw- I I I I . 4?- iri jid A jd jE^ I- |MII*I **l I *  I IM I  IM M . MU I I\n I I I I . A, . I I. UMm  I 1 . I 14- OlJfCIIVU 5ia*iiilKZ aicKwiNc OAK fUHPKIIOII OAK (OSU IKSPONMeil III I /A( U\nIMI -ar-TatauL JiNulvKOCUt----- -\u0026lt;r-hr--lA\u0026lt;aH------- ------ Cilucalloii-- .rofKite'IijFl'j*FifHl___iMAaubJia^ltuiUMl- SUily  -avn -w HwTfa -----  - U.\u0026lt;Ba4*x. ot. laor alu I, -ClUt J^tua 4a-tc .JKUM. ^U^rtLoT-OC LvI. w-- JtbuLim. lUi -ilmta'awartfnl-hr'aiwiitlc- - _ ..lauuU^ jUtablaiLpiwIaUaL -_l\u0026gt;-Alaaa\u0026lt;lactiM^iaia^ (lea dlslrlil witk -Sufmrttor*- . Lalc_dwL_M\u0026lt;-iAJ.\u0026lt;jUK.l\u0026lt;Ju*j J t-- --Btvr w* -.UMta-m-  ijiatlaltAKBrrn\u0026lt;i''irTii -r- L-Ia. ai-4MiMr-a-44w-'yM- --a.-4Ja aa-iia !*--- . _prj jaL li|. Jwaiil I* -%/-- 4Uui4lan-oL .St-huuL - - - - \u0026amp;\u0026gt;lirtcia c-uiJ 1 ujxJu j. llu-_ pj ~ -l4ir-Mi*4*r-a#\u0026gt; aHiilml-a~ w- - - - - -^-1^ ~aiwl *b4al~ atal- aimale -ia^iai Mxl- __blvLAll'9U______________ -----Atkaaaaa-Aci-MUir  - ^r^^i^laoa - Clear _ JMC U. lAilU4oUctlA. lAW bmA'Muuionr an-ywwvMr -aaUafo- - nnrr noraKr iiur __ jrJ jif ffO-oMiUi *T*r\"Mt9 wMlwMOWl ly ..JhcjUlUlcl-ilialLlx----- inaUtfraWOtfiMr -4-faHalml - __ MMcwM/Oi_______ - TcumaurJ__ -SuiirrvHor*- uC rlM iGiU JUL .tuL x'U-u I I 3\na ifc i.m. n\u0026gt; o This is in LRSD Plan I I M\u0026lt;x\u0026gt; GJ , jJy A A ii jfl iill H bB a .1-11  *1 He .nil I Illi I Illi  I ri Ml ||l| 'HI I   I I I. I *ail law*! Ubi**!*  I mI I I-I I 1.1 I I OIJKIUtS MtAIICIfSZ I r. I Ml I hi\nIMK (OM'll lion IMII (OMS RlSrOli'.IBII 111 I I I IH 11*1 |i\u0026gt;:i I,\n-1h-vk-tU ^\u0026gt;abiaOo..*A_- 4iluoit -Ini Jb*. libM*- -rtor tfatBill------ Jm*.____ - - XT \"HiiiHBr Ihr pracvn -4-ati fMcM - .ttlilUUIIt____ 5 kixi I (1) m This Is in LRSD Plan I n\u0026gt; o * rs. { I4 Kwr mU  MUI___________ 4-lotMl 4-J J. ___________________________ 2 .UV-'J dLL L'i'I'Vjt 'i'. rI  1- l.v I \" JVt niYTrTT hrtdr tirrhnr thi-* . J . M44UO. aul4\u0026lt;Ma ~ . I I I - iV I I I I , I. .ti I fl ! I . . UMI wn fl 1. .1,1. Ui............ I* . I\u0026lt; 'f.ily I..  I .11 I*.! J., l.l 1*^1 .!,. ri*.4i*w,. III . I   .1 I. OaJKIKU M*lllll\\/ Adiniim I r.iMiiiar. MK (inrii iioN OAK tosis (Isruo-.iiii III -a.-w.li.lL jwLohJm^- wIllKi. _, J9ai.4u_- tng'T hyqn-lwl -\u0026lt;ilnr.i JuM. -- iMollBtBr------------ -- ------------------- -tl|_jhrl__4--crUlr---------- - .  Uli** \u0026lt;4H* - ~r T,7, w\n-ill Ml r *** ,.|4 4.4lrMl\u0026gt;* ------- TIIOiAiiMHrAwwiTt ------- -----XaalUMeL------ -!I--- VTiliiiiirirtiiirAa\"  t\n-ri|Md *wt ati * jbAmIUmu------------------------------- - -flmoh----------|4\n\u0026lt;K------- --Ui4i-l' 'h? -nfiWoK V B II*\" l\u0026gt;l t TM 1f41ant*\u0026lt;i4------- nfcT Or-lwe-SltBlral-Mmll ~ HfBiTiarMrnAct ~ amt-anf-Hntn* - ___ liwwl J^Omtolaiiii - -Iiw^Hm-bIbM------ -*w\u0026gt;|if*r\u0026gt;nrtvt  XlB*.---- This 1s In LRSD Plan buim4-------------------- -l.l- n.- -1 --I, ill .. I .\u0026amp;\u0026lt;*u'liiu i-_ J11 _ , - J  r r -rn rm likui i.i \", 1.\"  TWirAioA-\n-rqiWi Bl\" \" -UMcM-lan' Uir|r hm4- - - --Oil M--Still F-  -o %\u0026gt; (u m m  T o cn 4^ U3 cn J 0 . k\u0026gt; - Jj - Jj Jj J J J JO  I '* I t *11 *ru I ii I.Ml I tn* I'.I' ' A' *i-lp\u0026gt;in-. ll\u0026gt;la- blM  I**! * I \u0026lt;  t I I I  . . .1 I I- \u0026gt;^,1.. n.......... TMiiir \u0026lt; i-\u0026gt;i' Miriu' ii.'\u0026gt;..i..i i.. i,.i....|v.i .i.,i...i-.. I MJitllVIS SIRAIICKS/ AIIIVIIKS icimiiNC OAlt tOMRII HON OAK tosi$ msrotisiBii III I 1*1 U*l I'lll r. \"iiKi M Fmi fraTfir'  - - -n I h 4iwrthr Kfinwi-\" ------HinrNItatrroRwtttM------ *'*** -Hl we -Ulrr1ai----- Sj^hrl -hlnr- '.fi.ifi\"Xiir5|'ii^irriari \u0026gt; 111 I . _ . led Iwr-i|n. k 4-Um* RA .__4Jw* 4* 4la(-|4wMr4-- ------lnB|.a|UI-kt4u\u0026lt; -- JbUHih Jb* - _____tuaaHal4**r -am* A|i|* ____ IKlAlAJAAlcdAls-BM*.- -------- - -Be4M4-Nf- - --ft 4a*-*c*4Alo- nrA- -.tH4a- -tn-S(knMr*MHrt4Wr '-ftMalflB lM\u0026lt;r n\u0026gt;rr.~Ml'UkiRMl1v* - --4-* aU-Mli HM.-flOO Su|*rvlr(in l5W.ivT~iyol-ni'\u0026gt;'i\u0026lt;\" tiM r-i i r-\". * t--wwnif aar wr- - -1/M _ _(m k. IMMNT*.- cImAom' M------ -- Ti-.-MmrtlrwitwhrtiA  -W/OT JkSir t|m.4Aj_bluLAljuil. _ Cowilirr uhiUm. aca^wi Jo -aat h* M rUrtini fvib'ln skAwiIr MrS- Tt . _ _-Ol.WJltJWlZi W l- --\u0026lt;b\u0026lt;ah\u0026lt;' -.4itk' is in LRSD Plan II fB O 4J CD I \u0026gt;XJ cn 'S,ir hrt'hlocAfimi GwLUcc. WmlfNlA SN|*cxlavj. I I JI JI mM fli JI ittJ gJ I (BKI lEja fiij hisj kki Hll I I IH ^l|| 'III .\"11  II !   Mil ll * -l-a  hiit.|iii ImiLumiJ IkulM j I ' ! I I \u0026gt;  I I- I  . I .1 I.Il I * \u0026gt; MJIIIIHS SIRAIICII V Adiiiim (CIIMIINb OAK (ixri 11 loa Mil (OMS isrofi'.ieii III I A| U*l IL.'I JUMbuU. -- ^*ifwTKnrv  \" - . JUux Luf. - g-.*4\u0026lt;liMliilrlrtf----- tar-tUrJln*.  Onth\u0026lt;- Iratirnr I -o XI , O) m I IQ  ----------l-MlarlaU/AlHlev _1 juabM\u0026lt; j*Ufl\u0026lt;b _____ai^\u0026lt;iUca/csMl*\u0026gt;iL - fh.eMO- -T*rtr* I This Is In LRSD Plan r.nT.ivsn-r.KAonrnV mr.-\nl-KC*al\\ Ainrt I xinl rtvol\" m m i rn Mal- 4li(if ll *- o Oh lOVOCATIONAL EDUCATION -SAnnual Plan 989 1994 (Year) Person Responsible Vocadonal Dire'etors Goa 1\nTo improve articulation/offerings of PCSSD, LRSD, and NLRSD ' Sc Division PrcGram/AreJ .n Instructio, Vocaiinnal i OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE CCMPLETION CATE COSTS RESPONSIBILITY EVALL'ATiCN . To improve articulation of \"vocational programs. I Attend each other's advisory council meetings J9B3 - 1989 Ongoing Each Vocational Director Actual attendance Improve recruitment of \"students into Metropolitan Vo-Tech Review course offerings 1988 - 1989 Annually  -19\u0026amp;9 None Vocational Directors 31 7^ a rn lo 0) cn o lO 00 2. ! Offer Open Houses 2. I Student Brochures 2^1 Employment Fair 1988 - 1989 1989 - 1990 4990 I Annually -1989 . .V Annually, -1996 Annually -1996- $200 $250 $250 I Vocational Directors Vocational Directors Vocational Directors Completion of Activity Completion of Activity Completion of Activity Completion of Activity AREA IJtSD nF5BGRBGATI0N PLAN DIPIIT-IE riON TIKELTIIE J/Qcational Goal: To improve cooperation among vocational departments in PCSSD, LRSD, atid NLRSD ODJECriVES STRATECIES/ACriVrn ES BEGINNING DATE ENDING DATE ItESPONSIBTLnY LVAlTJAT'im 3. Student meetings 3,1 Conduct monthly meetings among vocational directors Monthly September-12 Oeteber-11 Nevember-16 Beeember-H Onoojno Each director will attend 4. Share Information 4.1 Is Share applicant pool When new coursei Ongoing 4.2 5. Conmon Course Description 5.1 27 Consult each other concerning new course offerings Review course offerings and course descriptons for differences arise January 1989 February 1989 Ongoing Each student will attend Each Director will attend Ddcumentation Documentation Documentation -a (u uo n\u0026gt; m os co KO KO vlV GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the districts, including the NLRSD, should will meet on a monthly basis to share concerns, and plans for joint activities. Some of the areas of cooperation that will be explored are: 1. college recruitment practices and their impact on minority applicants. 2. minority scholarships and financial aid. 3 . parent education in terms of student opportunities, i employment for students entering the working world directly after high school. 5. recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and 6. effective intervention strategies for disadvantaged and/or at-risk students. The outcomes expected from using a joint approach by all concerned school counseling personnel in the multidistricts include: 1. increased employment for post high school minority youth, 2. more minority students attending college and/or receiving financial assistance to attend college. 3. increased enrollment of minority students in advanced and AP classes, Re: 01800 Page 4694 . earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and 5. more positive parental interaction with the schools. To facilitate and insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The directors of testing for the districts, will explore a joint test purchasing, scoring, and reporting procedure. Such a program may reduce cost and provide uniformity in test data. A bi-racial multi-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will be formed to monitor test preparation and testing conditions. Teachers of all the districts will be instructed in methods of identifying both at-risk students and gifted and talented studentS7with-atandardiaed- teat data aa a key dGtification cgitorion. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which ^ensures that the records of students transferring among the districts. including the NLRSD, are sent and received in a timely manner. A uniform records transfer system (including the NLRSD) would decrease the number of incidents in which Re: 01800, 01801 Page 470students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and tooting ouidance should result in additional education and career advantages for minority students. The reoponaibility for-the foregoing cooperative ef-fo-rtorecta with the Coordinator of Counseling Ser^/iceo. i Re\n01801 Page 471PARENT INVOLVEMENT/COMMUNITY LINKAGES TRI-DISTRICT COLLABORATION PLAN Citizens in our democracy have a fundamental right to be informed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. Typically, school districts do not adequately address parents' concerns nor do they involve community groups substantively in the planning process. The literature suggests that community involvement is of utmost importance in planning and implementing a school desegregation plan. Community involvement and citizen participation result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental involvement affords parents the sense that they have some control over their children's education and their future. Research indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition, the System Development Cooperation (1981) found evidence that parental involvement in school activities can improve interracial attitudes among all students. There are a variety of approaches and specific activities that can be effective in promoting support and involvement in desegregated schools. Re: 01802 Page 472The districts' goal is to achieve a cooperative working relationship between and among the school districts by strengthening existing community involvement organizations and programs, as well as developing new additional designed to facilitate substantive involvement and programs cooperation of parents/citizens in the districts. The proposed plan, which will be implemented in the fall of 1989 and be an ongoing process, will include\nA. Develop parent involvement/support activities which facilitate the teaching-learning process\n1. Establish a Parents in Learning Program, a community-supported effort to involve parents in the learning process which would utilize such programs as APPLE, \"Just Say No,\" and HIPPY\n2. Provide workshops for parents on such topics as discipline, learning aids, study skills. academic tutoring, etc.\n3. Parents and staff work cooperatively to develop strategies to encourage positive home learning\n4. Each school will establish a teacher/parent committee to design and implement schoolbased activities\n5. Promote multi-ethnic in-school parent/teacher committees\nRe\n01802, 01803 Page 4736. Develop and expand the parent volunteer programs: a. Encourage all parents to become an active member of a parent involvement program\nb. Recruit prospective committee members from diversified communities including retired teachers and community leaders\nB. Utilize parents in marketing educational programs and benefits that will result from desegregation: 1. Develop a resource list of parents who are willing to be contacted to talk with potential patrons\n{ 2. Establish parent recruitment teams in each school to encourage families to enroll in the public schools\n3. Seek positive media coverage featuring parents from all multiethnic backgrounds: a. Work through local parent/teacher organizations to encourage positive media coverage\nb. Designate a contact person at each local school to report to an established information center\nRe: 01803, 01804 Page 474* c. Produce video presentations of area schools for use by real estate offices, utility companies and day care centers\nC. D. Encourage community-wide multi-ethnic citizen/ parent/teacher/student committees for input into planning and decision-making: 1. Establish building, district and multi- district level committees which are racially, geographically and socio-economically representative to provide input and feedback on the operations of the schools and the districts\nWork with the Chamber of Commerce Committee on Education on its advocacy for public school activities: 1. 2. 3. Expand the school/business partnerships\nHave a multi-district event to honor business partners in public schools\nEncourage the Chamber to continue existing programs such as the teacher appreciation rally and the Excellence in Education Awards for educators and students. Special needs' will be addressed in each school district's desegregation plan Participation and programs are contingent on additional staffing and funds in PCSSD Re\n01804, 01805 Page 475PUBLIC RELATIONS SUMMARY AND RECOMMENDATIONS Public relations describes the process by which schools and the community achieve awareness, understanding. and confidence through communication, shared experiences, and a history of fulfilled promises. Desegregation will succeed only so far as the community supports and participates in it. Therefore, creating an understanding of desegregation as a preferred way of living together and teaching our children, and marketing the programs which support desegregation, is the basic function of public relations as a means to achieving support of the public schools. .... Highlights of the recommendations of parents are as follows\nThe public relations programs and strategies currently employed by the districts are approved for continuation but with the addition of certain approaches which have been suggested bv parents. The districts will search for wavs to increase the number of staff who are responsible for public relations programs. Emphasis must be placed on the accomplishments of the schools and educating the community about the various features of the desegregation plan. The districts will cooperate to form a media coalition as a communication and advisory link with the local media. Innovative wavs must be devised to communicate with citizens who are difficult to reach. Each district will establish a school communication network which will feature a communications coordinator at each building. Outreach into the community must be energetic and ongoing, including fresh and creative wavs to / Page 476promote the public schools, and boost employee morale and lob satisfaction. * f I_students, and parents must be prepared with infoiiuation and skills so they can serve as positive ambassadors for the schools. serve as Communication channels between school-based personnel,_district leadership, and the community must be established and maintained. The districts will demonstrate dependability and integrity bv faithfully includinq, informing, and communication with the community. Great emphasis is to be placed on the continued involvement of the community in all facets of the desegregation process. The link between the schools and the business community is to be strengthened through active and visible support of the school-business partnership programs and bv further involving members of the business community in various ways in the districts. Together, and with the participation of the ' Chambers of Commerce and business community, the . districts will launch a massive public relations campaign to herald the beginning of the school year. INTRODUCTION Parents and professionals who studied the public relations plans of the Pulaski County school districts illustrated their conviction about the central importance of public relations to the desecrecation effort by quoting. in their report, the director of the National School Public Relations Association\nBuildinq and maintaininq public confidence in education is the most important sinqle task we face. The effort requires that educators develop sophisticated understandinq of the school district public relations process, which is a complex. demandinq one. It serves in many respects as the conscience of the school district: winninq support from internal and external publics alike by Page 477demanding the kind of responsible institutional behavior that commands public support. People tend to avoid, fear, or dismiss altogether that which is unfamiliar or which they do not understand. community well-informed about its schools. and their deseoregation, is more willing to place confidence in them and to participate in various aspects of desegregation- related initiatives and activities. Public relations aims toward achieving and sustaining public support and involvement bv bonding the schools and community in a mutually beneficial and respectful relationship. one characterized bv openness and responsiveness, accuracy and - honesty, reliability and responsibility. Public relations ... - is not the mere act of publishing or publicizing data. Rather, it is the process of achieving awareness. understanding and, ultimately, trust through communication and shared experiences. As we work toward public understanding and confidence A in the desegregation plans. it is important to acknowledge that a major component of all public relations is marketing. A well-known dynamic at work in the products and services we purchase in our day-to-day lives, selling is seldom considered in relation to our schools because we tend not to see schools in a commercial light. After all, public schools employ professionals, not salespersons, and they impart knowledge, not manufacture a product, nor are fees exacted. Somehow, it's deemed inappropriate to eguate schools with business. Page 478However, the inescapable facts make the business metaphor entirely applicable and accurate\npublic schools deliver a service (education) to clients (children) for a price (tax dollars). .Public schools are in competition with each other andwith private schools and they must achieve a c_omoetitive edge to capture an adecuate market share for survival. Schools must convince their shareholders (the public) that they provide a reasonable return on investment and their employees that there is adequate revenue stream to insure salaries. Schools must innovate and improve through research and development. They must develop an attractive image and quality packaging which they aggressively promote. and they must supply service after the sale to maintain satisfied customers who keep coming back for more. Clearly, our schools are in the business of providing educational service to our community. And we must be about that business of service not as servitude, but as the ~iob of providing the high quality, equitable, and child- and communitv-centered management that will most quickly and surely take us to meet our desegregation qoals. If we do not do that job well, neither the community, nor the courts. will tolerate our failure. For the school districts in Pulaski County, the great challenge of public relations is largely a matter of regaining community confidence and support in order to undergird the desegregation process. It also includes teaching the community to understand desegregation not as a \"body count,\" but as a fundamental transformation in the way Page 479we live our lives and teach our children. iust as basic to educational excellence as any technology. materials, programs,_or human resources that might ordinarily be itemized on the tab of public education. The Qians presented to the Metropolitan Supervisor bv the school districts and the parent committees reflect a solid understanding of the critical connection between desegregation and public relations. The plans also contain excellent goals, ideas, practices, and proposals which, when implemented, promise to rebuild the bridge of trust between the schools and the community. RECOMMENDATIONS The specific public relations goals and ob~iectives of . \u0026gt; the Pulaski County Special School District, North Little Rock School District and Little Rock School District desegregation plans presented to the Metropolitan Supervisor (December 1, 19891 were approved for implementation or continuation. However, these plans are to be supplemented or augmented by the excellent suggestions offered bv parents and teachers. Specifically the districts will\nContinue to embrace public relations as basic to successful desegregation. They will allot sufficient financial and human resources to effectively support the communication and involvement activities, training, and specialized programs or approaches to public relations which are reguired. a. The professionals responsible for public relations in all three districts are doing an admirable job, but desperately need more help. Therefore, the districts will work to find ways to augment the number of professional staff. Page 480b. Staff will identify various public relations functions or office tasks which might be performed bv trained volunteers. They will work with the school volunteer programs to recruit volunteers to help, looking to business partners, retirees, parents, college students, and others. 2. Utilize public relations programs and avenues to educate all publics to all aspects of the desegregation plan, stressing such special features as macrnet schools. attendance options, early childhood education programs, extended davcare, etc. Careful consideration will be given to the marketing suggestions made bv parents in the Early Childhood Education section of this Plan, 3 . Continue to disseminate public information in wavs the districts customarily employ, paving careful attention to gualitv, accuracy, and positive tone. a. Communications will include such means as district-wide and community newsletters, informational brochures and fliers, school calendars, public service announcements, press releases, and news conferences, etc. Special emphasis must continue to be placed on the districts' achievements and positive events and activities. b. d. Each district, each school, and those programs or departments which have broad contact with staff or parents will produce a newsletter to communicate positive news, discuss issues, and highlight the accomplishments of students, staff, and volunteers. c. The districts will cooperate in seeking to form a media coalition consisting of representatives from the local newspapers and other publications, cable and public television stations, radio stations and/or the Central Arkansas Radio Broadcasters Association, and other media groups. The superintendents will hold regular roundtable discussions with this group to build a relationship of understanding, share information, and discuss issues and concerns. This coalition will also serve as a source of advice on public relations matters. The district should seek a commitment from the media to provide prime-time placement of Page 481 public service announcements about the schools and features of the desegregation plan. 4 . Devise innovative wavs to communicate with the public who are hard to reach through routine methods: the illiterate or semi-literate, educationally or socio-economicallv disadvantaged, hearing, visually or Physically impaired or those who rarely participate in school-related activities. One parent committee was particularly concerned about this problem and suopested\na. Consider developing an audio taoe or record f i. e. \"rap\") which can communicate messages about the schools, special programs, and opportunities. Students could participate in developing the rap. 5. b. c. d. e. A concert might be given along the lines of the successful \"Farm Aid\" or \"Anti-apartheid\" concerts as an awareness activity, concert could be taped and aired on television and radio. The Consider a regular newspaper feature such as comic strip, simple language editorials or guestion-and-answer column that deals with school programs and issues. A play could be written and produced bv students for staging in churches, community centers, and businesses to promote awareness. A \"Desegregation Awareness\" week, similar to that of the \"Just Sav No to Drugs\" campaign could be the focus for various awareness activities. Establish a school communication network to assure an accurate and ongoing flow of information. a. Identify a \"communications coordinator\" in each building- This individual could be a staff member, parent, student, or volunteer. b. The coordinator will be designated bv the principal with input into the selection process from school staff and parents. c. Especially in large schools, the coordinator may wish to recruit other individuals, including staff, students, parents, and volunteers, to form a team to assist with the communication network. Page 4826. 7 . d. e. The coordinators will receive regular communications regarding district activities and will assist in gathering and ~ disseminating news from the schools. Training and anv necessary resources will be provided for the coordinators to enable them to be effective in their jobs. Outreach into the community will be broad, energetic, consistent, and include: a. b. c. Regular dissemination of information to kev community leaders and coinion makers including parents, church leaders, retired educators, elected officials, l\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\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_385","title":"Desegregation: ''Interdistrict Revised Desegregation Plan''","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":["1991-05-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration"],"dcterms_title":["Desegregation: ''Interdistrict Revised Desegregation Plan''"],"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/385"],"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":["144 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\nINTERDISTRICT REVISED DESEGREGATION PIAN u MAY 1991INTRODUCTION The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as a single goal the physical movement of bodies and the rearrangement of boundary lines. An educational environment which encourages and provides academic and human growth for all students based upon their individual needs and talents must also be a goal of any adequate desegregation plan. The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her racial, economic status or cultural identification. Immediately following this introduction, the parties have included an overview which sets forth their mutual understanding of the basic tenets and bases for compromis they consider essential to an interdistrict desegregation plan. Supporting that overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come to agreement on the interdistrict desegregation aspects on assigned subjects. There were four (4) main Re\n01718 Page 381 committees which were devoted to the following areas: 1) student assignments\n2) programs/academics\n3) community and board development\nand, 4) school operations. The student assignment committee also had oversight responsibility for the other committees. The committees submitted their reports to the oversight committee (student assignments) which in turn submitted all of the reports to counsel for the various parties. Counsel have now refined and revised those reports as well as produced the following oveirview. Finally, this document represents the work product of the LRSD, PCSSD, NLRSD and Joshua Intervenors. Because of the circumstances unique to the NLRSD and its desegregation plans, the NLRSD cannot agree to participate in all of the programs, procedures or policies set forth in this document. The NLRSD, however, has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to the extent that the language is specifically related to the NLRSD. The mention of NLRSD by name in one sentence or paragraph does not imply that the NLRSD is included in preceding or succeeding sentences and paragraphs. Terms such as 'multidistrict, \"the districts\". \"districts in Pulaski County\", \"the pazrties\", \"tri-district\" and other generic terms, do not include the NLRSD unless the NLRSD so chooses. Re: 01718, 01719 Page 382The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts. provided they do not negatively affect the desegregation plan of the NLRSD. The NLRSD will consider the programs, and may, subject to the consent of the parties hereto, participate in additional specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. Re: 01719 Page 383I. OBJECTIVES: OVERVIEW The objective of the parties is to develop and implement a comprehensive desegregation plan for school districts in Pulaski County. Such desegregation plan shall be based upon the following principles: A. All schools (students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. B. There will be established Interdistrict Schools which shall seek to obtain a ratio of between 60-%- percent and 4O'%- percent of either race with the ideal goal of .these Interdistrict Schools to be SO-^ percent black/white. Proposed Interdistrict Schools shall be phased-in to these ratios over time. The establishment of Interdistrict Schools and the method by which the seats of those schools are filled will allow for the desegregation of the Incentive Schools (to be discussed herein below) in an orderly and timely fashion as well as allow for the desegregation of the other schools in Pulaski County. II. INTERDISTRICT SCHOOLS: There shall be interdistrict cooperation in developing the thematic programs at the Interdistrict Schools. Responsibility for operating and managing Interdistrict Re: 01720 Page 384Schools shall rest primarily with the host district, subject to coordination and cooperation among the parties with respect to such matters as recruitment, theme selection, transportation, and other matters which are relevant to the interdistrict character of the facility. Gix (6) Four (4) new Interdistrict Schools will be established in the near teirm: At Baker 19-89-00 Bt Harris 1980-00 A. Romine 1080-00 1991-92 B. Stephens 1900-01 1994-95 EC. Crystal Hill area 1900-01 1993-94 ED. King 1902-03 1993-94 Facilities considered for construction or establishment in the future may include in or near Chenal Valley and the Scipio A. Jones site. The Pulaski County Special School District commits that it will reserve up to 200 additional elementary seats for transferring black Little Rock School District students for a new school to be constructed in (1993-94 at a site mutually agreed to by all of the parties. Any school constructed in Chenal Valiev will also be an Interdistrict School. The Interdistrict Schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski County. PCSSD and LRSD will engage in Re: 01720, 01721 Page 385early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict Schools. III. INCENTIVE SCHOOLS: There shall be a limited number of iincentive Sschools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools Academies elementary area schools) of 55-%- percent black and 45-%- percent white with a variance of 5^ percent. The recruitment of white students to these Elementary Academies elementary area schools may increase the percentage of white students in these schools to a maximum percentage of 60-%^ percent. The ^incentive Sschools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens etnd Washington. The iincentive Sschools will be desegregated in phases through a combination of white recruitment into the ^incentive Sschools, and by reserving a designated number of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an iincentive Sschool\nany recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Re: 01721, 01722 Page 386Funding for the iincentive Sschools shall be set at two tiroes the level for the Eleroentagy Acadeiaies element airy area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activitiiwB. 5 meet that goal,  theparties shall utilieo the servioGa of a consultant who has domonatrablo exporionee indeveloping and\\ successfully implementing such programs in-a -ffla-jority-blaelc educational setting-r IV. MAGNET SCHOOLS: The Little Rock District shall continue to operate the oi present interdistrict magnet schools established in 1987-88 . Those schools shall be racially balanced to a point of between 50-%- percent and 55-%- percent black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and LRSD will engage in recruitment efforts designed to maximize pairticipation in magnet schools up to the levels set forth in the Court's February 27, 1987 Order. V. PCSSD SCHOOLS: The PCSSD schools shall have a black-white ratio goal in accordance with that district's proposed permanent desegregation plan. Interdistrict Schools shall be built and/or established by PCSSD. PCSSD commits to populate these and other Interdistrict Schools in accordance with the procedures outlined in this plan. Re: 01722, 01723 Page 387 VI. NLRSD SCHOOLS: The North Little Rock schools shall have a blackwhite ratio goal in accordance with its present desegregation plans. That district may educate pupils of the two other districts. If an Interdistrict School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. VII. FURTHER SCHOOL CONSTRUCTION: All school construction shall be subject to the court's prior approval and shall promote desegregation. VIII. TRANSPORTATION: Students shall be provided transportation in order to attend their assigned schools (including its programs and activities) . Nothing in the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. IX. BUILDING QUALITY: An aim of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socioeconomic areas shall receive attention and resources at least equal to those in more affluent areas in respective districts. X. STUDENTS OUTSIDE PULASKI COUNTY: The parties shall encourage assignment of students from outside Pulaski County to select Interdistrict Schools. Re: 01723, 01724 Page 388Assignments shall be made under this provision only if they advance the desegregation goals of this Plan. XI. FACULTY: The districts shall set recruitment and hiring goals so as to prevent imbalance and to provide highly qualified staff to all students. The racial composition of each district's faculty ratio shall be consistent with applicable law. XII. ACHIEVEMENT DISPARITIES: A. The parties shall have as a high priority the elimination of educational achievement disparities between black and white students. An instrument for initial measurement of disparity will be standardized, properly approved and/or validated tests. Each district or entity shall devise its own plan for eliminating disparities while at the sane time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially identifiable schools than on others, and further that the high demand/high expectation concept will target low achievers in all schools. C. The districts and ADE shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. Re: 01724, 01725 Page 389XIII. PROGRAMS AND ACTIVITIES: There shall be a presiunption that racial disparity in programs and activities in any school need not exist. Where such disparities do exist, they shall be identified, analyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented. Special attention shall be given to any imbalance in placement into special education, honors, talented and gifted, advanced placement classes\nextracurricular activities\nexpulsions and suspensions\nand reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV. MONITORING\nThe districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Maoteg Office of Desegregation Monitoring. Additionally, at the end of each year a determination of the effectiveness of each district's implementation of the desegregation plans shall be conducted by the parties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that Re: 01725, 01726 Page 390requests for access are not disruptive, unreasonable or intrusive. XV. HOUSING: The parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of. segregated housing patterns. XVI. FUNDING: Funding for the intradistrict and interdistrict desegregation plans of the parties shall be in accordance with any underlying agreements between or among the parties. which when finalized are hereby incorporated into this document by reference, or as may otherwise be ordered by the court. Imploaontation of thoao deaegregation plans by oithog LRSD op rcsCE\u0026gt;- ia dependent- upon-thereceipt of additional deaogpogation fundothrough whatever acananay-be available. LRSD\nPCSSD-and-Joahaa\"atatc that neither LRSD nor PCSSD can iaplcacnt their reapective plana or the -interdiatrict plan without either approval of the aettleacnt with the State,er Court-ordered funding froa the- State. Further,even if the aettleaentia-approved,LRSD will need additional funda before it can iaploaont the plana. No Re: 01726 Page 391XVII. COMMUNITY INVOLVEMENT: The parties are committed to ensuring a high degree of involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes positive steps to make that involvement substantive and ongoing. XVIII. CURRICULUM AND PROGRAMS: A joint committee will be established to review the curriculum requirements as well as the programs for the districts in Pulaski County. The committee will have at least one representative from each party in the Pulaski County school desegregation case. The committee will recommend any curriculum or program changes necessary to facilitate and/or enhance the movement of students among the districts in Pulaski County. Re: 01727 Page 392INTERDISTRICT DESEGREGATION PLAN STUDENT CHOICES AND OPTIONS The parties to this proposal believe that the recent success of the Magnet Schools in the Little Rock School District as well as the real potential for expansion of the Interdistrict Majority-to-Minority program should constitute the fundamental building blocks upon which a multi-district student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of Interdistrict Schools\nhowever, with certain exceptions, these parties do not presume to suggest final themes for Interdistrict Schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons. parents, and students in theme selection. To that end. these parties propose to conduct a series of carefully drawn A c parent/patron public meetings and/or surveys designed to 9\" elicit public opinion and input concerning the selection of themes^the location of -themoa, and the implementation of themes. The parties further propose that, following an analysis of the data received from any surveys which may be conducted, a series of public meetings would be conducted to Re: 01728 Page 393receive further comment regarding potential themes, suggestions for thematic refinement, and further input regarding theme location. The parties believe that this process will not only promote confidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. A survey pgocGas and procedugea achodule will be prepared by the raspoctive -diotricto for those Intardistr-ict Schools coming on lino subsoquont to the 89-90 school year. Those ocheduloo will- bc-complotod on or before April 20,1980. Interdistrict Schools The following Interdistrict Schools shall be built and/or established in accordance with the schedule and/or timetable herein: At Walter Elementary The immediate construction of an-additional 200 dassroom spaeos io required at Baker Elementary to foeilitate the-trans-far-ofthat number of black students from the presently conf-igured Romine attendance area to compose-Baker Elementary as an Interdistric-t--School-. PCSSD will obtain the white students needed for thio school by aosigning-those whites currently attending Baker Elementary to Balcer Intordistriet School-. PSSD-will likely provide additional geooodo reasoignment ao such asoignmento prooont-lyaffect - Baker,^woon andRobinoon -Elementary Schools. Such shifting will be for the dual purpooe-of Re: 01728, 01729 Page 394in/rcriif ^nGrGQaing white onrollaent at Bakcg gGcguitaontof black atudent-O' fgon Roi bring Lawaon and Robinaon into aa ole\nwith each other aaioroaaenably praol tBaker aa an Interdiatrict Sohool. Th\u0026amp;-GXtGnded-day pgoggaa at Dakog wixx ee xn xua cnxra year begi-nni-ng with the 1080-00 achool\" year. ^hat pgoggaa w-iirl-be expanded aa-neeeaaagy to acooaaodate the black atudenta tranaferring in fgoa the Roaine area. Baker Interdiatriet School will-oaggy a theaati program. ^gho-partiea intend to conduct appropriate g meetings or-parental contaety-pagticularly in the Roh area, to determine the appgopgiate theae fog this / Interdiatrict- choolt Theae aootinga-will-be coaplet eg before Februagy 24 \u0026gt;1000 by the gespeetive distgie deaegregation office. PCSSD ahal-l -provide ita full ceapenoategy edueation pgoggaa at the Bakeg Eloaentagy Interdistr-iet School if 35 og aoge-black students transfer fgoa LRSD te Bakeg. Pv B-r HaggiS' Bl-eaentary A. New Interdistrict School Harria ia to be converted te an Integdiatgiet School. uch dcaignation- offers nuaeroua advantages,including the fact thatit ia the only elcaentagy achool' in the PCSSD which has sufficient exeeaa-capacity--to oerve an iaaediato s-ignificant role in the-integd-iatgict-plan-.- PCSSD will establish a new Interdistrict School at a site agreed upon by the parties. At least 200 sea are-preaentlv will be 3 ! 0 Re: 01729, 01730 Page 395 negeQ3-ing white ongollnont at Bakog to conpliBOftt the gecguitaoat- of blaok atudonta fgoa nomine aa well aa to bging Lawoon and -Rebinoon into aa oloae a gacial balance with each- othog aa ia-roaoenably practicable with the uae of wBakor aa an Interdiatrict School. The extended-day pgoggaa at Bakeg will bo in ita thigd yeagboginn'ing with the 1090-00 aoheol yoag. ^at-- pgoggaa will bo oxpanded-ao-nocoaoagy to aeoeaaodate- the--blaek atudonta trans fegging in fgoa the Roaine ageau Baker Intogdiatgiot Scheel--will eaggy a theaatio program. The partiea intend to conduct appgepgiate publie meet-inga--or parental contact, particularly in the Roaine area, to-deteraine-the-appropriate-theBe for thia 'Intordistrict School. Theae Beetinga will be coBpleted on or before February 24,1000 by the reapective diatricto* deoegrogation office. PCSSD ahall provide ita full coBpenoatory education / program at tho-Bakeg ElementaryInterdiatrict School if35 or more black atudenta tranafer from LRSD to Baker. V Harria Eloaontary A. New Interdistrict School Harria ie to be convortod-to-anInterdi-atrict School. Sueh-deaignation- offers nuBeroua advantageo,including the faotthat  it ia the only oleaentary school in the PCSSD which haa auffieient exeeaa-capacity to 3egvo--an iaaediate aignificant rolo-in the--ifttordi3tr-ict plan.- PCSSD will establish a new Interdistrict School at a site agreed upon by the parties. At least 200 sea are prcacntlj^will be 0 Re: 01729, 01730 Page 395 fTl- available at^Harria :he school for transferring Little Rock black students. Little Rock will target for Ha-gjia recruitment those black students from those areas of LRSD which will most nearly facilitate LRSD's desegregation efforts. This will include, but will not be limited to, black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an Incentive School, j added feature of the Harris program. Little Rock black Aa an students will be permitted to attend a designated Incentive School for its after-school incentive program. The' orvly-pgeaently known- facility modif-icat-ion noeeaaagy at Haggia involvca an upgrade of-the landacaping.  Gthog potential aodif icationaw-ill -bo- evaluated by the parties. PCSSD believes that a math and science emphasis would prove attractive not only to tgansfogging Little--Roek- black students but also to the pgosont student population at Haggis. Howovog,t^he parties fully intend to conduct appropriate parental meetings with black parents in the LRSD to determine whcthcg- og not an-altegnative what theme or themes would be more most appropriate or attractive. The targeted parents of LRSD blacks who will be recruited to Haggis are not clearly identifiable. However, LRSD will make every effort to obtain comments from parents in the general target areason-or before February 24,1080. Re: 01730, 01731 Page 396The PCSSD will implement enhanced compensatory education at Haggis, the school, beginning-with--the 1980-90 school year. The program will be implemented in sufficient scope to accommodate any Little Rock black children for whom the program is appropriate or necessary. B. Romine Elementary Romine is to be converted into an Interdistrict School. Its student population will be composed of those students from the Romine attendance zones and white student: recruited from PCSSD, particularly the western sector. White students returning to LRSD will likewise be recruited to Romine. PCSSD shall engage in early, rigorous and sustained recruitment of white PCSSD students to assist in the desegregation of Romine Elementary School. Romine shall have an early childhood education program. A theme will be selected after appropriate parental meetings have been conducted. Theoe aoetingg will be-eopleted on og before Febguagy 24,1969-,by- the goapoetivediotricta'deooggegation effice. S. Stephens Elementary LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the 1-630 corridor between 1-30 and University Avenue. This school will be ready by the 1990-91 1994-95 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and Re: 01731, 01732 Page 397operated by the LRSD and draw its black student body largely from the students then attending the old Stephens School and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old Stephens School building will then be closed. ES. Crystal Hill Area PCSSD will construct and operate a n^ district School to be opened by the 1000-01 1993-94-eehOQl year, or as soon as reasonably practicable, in the general area of the intersection of 1-430 and Maumelle Boulevard. This school will be partially populated by whites from PCSSD through mandatory assignment, if necessary, from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School zones and those blacks who otherwise would have or could have attended an Incentive School. Thia school ia nccogaary because the redesignation of Baker and Roaine aa Interdiatrict Schoola will net coapletely resolve the racial imbalance at Roaine Eleacntary School during-the 1080-00 school year. To help resolve that iabalancc, PCSSD will construct this new school. mu partiea project that the seheel-would have a PCSSD has agreed to increase capacity of the Crystal Hill Elementary Re\n01732, 01733 Page 398School between end to 800 students with up to 399 seats reserved for black students transferring from Little Rock School District and, if space is available, from North Little Rock School District. Thio capacity would a-llow the desired number of blacka to be recruited fgoa Romine to PCSSD. In addition to the other desegregative effects outlined above, this school will have the further desired desegregative effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further interdistrict (and, in the case of the PCSSD) intradistrict movement of black students to those elementary schools. Such a reduction in white presence at Pine Forest and Oak Grove Elementaries will allow new black students to bring those two schools within the final court-approved range for desegregation. Additionally, the new school and the newly available seats at Pine Forest and Oak Grove will be available to blacks who occupy scattered-site housing to be erected in those areas beginning with the 1989-00 1992-93 school year. PS. King Elementary LRSD will construct a new King Elementary School as a downtown Interdistrict School by the 199a-9-3- 1993-94 school year or as soon as reasonable practicable. These parties propose that this facility be located in the general area bounded by Interstate 630 between 1-30 and University Re: 01733, 01734 Page 399Avenues. These parties believe that this location would serve as a natural attractor for individuals who work within the governmental and business centers of Little Rock. A Montessori school theme will be explored for King andacommitteemadeup of -onegepreoentativef gomeaoh party shall makeageport and recommendation to the Court by February,1990,after conducting appropriate parental guFzeys and meetings regarding the-dosired themoi GF. Other Matters All Interdistrict and Magnet Schools shall be open to students who reside outside Pulaski County. This action seems particularly appropriate since many of these people work in Little Rock but live outside the county and do not presently have the option of attending Interdistrict or Magnet Schools. / Serious consideration chould-be given to the eotabliohmont of an alternative school in North Little Rock A in 1909 or beyond. The parties-recogniao-that such a facility might moot appropriately be operated by the ochoel districts. The parties will determine, by the end of the 1990-91 I school year, a timetable for construction of an Interdistrict School in the Chenal Valley area if such can be done in accordance with the desegregation requirements of the districts. Re\n01734, 01735 Page 400Potential Interdistrict M to H Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote interdistrict majority-to-minority transfers. This Plan will permit the treatment of interdistrict transfers (including the NLRSD) where students are moving from a situation where their race is a greater proportion of the total student body of a school to a school where their race is a lesser proportion of the student body of a school as Interdistrict Majority-to-Minority transfers under the Court's Order. This type of transfer will be permitted only where it improves the desegregation of the sending and receiving school districts and does not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High An Air Force ROTC program, together with instructive flight simulator, shall be established at North Pulaski High School. This will require additional construction at North Pulaski. The implementation of an Air Force ROTC program at North Pulaski High School could act as an inducement for the voluntary transfer of black students to North Pulaski. B. Oak Grove/NLRSD PCSSD' and NLRSD shall reeruit and exchange-,on a one fog-one- basis,the following students(and as described in Exhibit \"A\" hereto)-?' Re: 01734, 01735 Page 401 iioPtmior High achoolai PCSSD Oak Grove white atudonta with HLRSD- Ridge Road,Roac City and Central Juniog High School black atudenta. onior High achoola! PCSSD Oak Grove white atudenta-with NLRSD Ole-Main black atudenta. VOLUNTARY TRANSFERS BETWEEN NLRSD AND RCGCD* To aid in the desegregation of NLRSD and PCSSD schools, the North Little Rock School District and the Pulaski County School District will cooperate In each other's efforts to recruit black students from the NLRSD to attend PCSSD schools and white students in the PCSSD to .attend NLRSD schools on a voluntary basis provided no .transfer negatively affects the desegregation status of any NLRSD or PCSSD school. Joint Pursuit of Federal Magnet Grant The school districts in Pulaski County including the NLRSD are committed to the joint pursuit of federal magnet grants for the operation of the multi-district Magnet and Interdistrict Schools. If the districts are successful, then monies should be available in time to assist in the development and implementation of the proposed new Magnet and Interdistrict Schools. Re: 01736 Page 402*The language found at pages 18 to 19 of the Interdistrict Plan, 8 JDR 1735-36, limiting such transfers to Oak Grove Junior and Senior High Schools in the PCSSD and to secondary schools in the NLRSD has been eliminated to facilitate voluntary desegregative transfers at every level. Page 403IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT plaint VS. NO. LR-C-82-956 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ec ai defendants MRS. LORENE JOSHUA, et. ai. INTERVENORS KATHERINE KNIGHT, et. al. INTERVENORS PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN Developments subsequent to the initial submission of the North Little Rock School District's Desegregation Plan in March, 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore, petitions the Court to modify its Plan in recognition of those developments. !^CIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition, excluding kindergarten. within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXHIBIT \"A n r. ~ - -20- 01737outside of this permissible range, being 27.U black '^hen Che minimum was 30.2% although a movement of thirteen students . would correct this imbalance. Ail other schools within the District are still in compliance with the 25^ standard although Rtdgeroad Junior High School and Ole Main High School limit. are approaching this On September 1, 1988, the Court approved the North Little Rock School District's request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having all students in grades 11 and 12, housing ail students in grades 9 and 10, Northeast High School and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision. however , was made for a school moving out of compliance before the 1990-91 school year. 7 and 8 . The NLRSD has formally requested the Magnet Review Committee and the MZT to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- 3-OOlJ 017381389-90 . Since the movement of only thirteen s tuden ts will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successful. The parties recognize that the stability of s tudent assignments is a critical factor in the community's support of a district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment students should be made to bring the racial composition of o f the secondary schools within the permissible range before the 1990-91 school year provided that they do not fall more than five percentage points outside the permissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In the 1990-91 school year, the attendance areas of all North Little Rock Junior high schools will be modified so that each has approximately the racial composition. same To avoid the potential that any NLRSD secondary schools might move outside the permissible range, to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan, the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and -3- 3-OOlJ -23 01739 Paq^406Central Junior High Schools to attend Oak Grove Jun ior Hign School on a voluntary basis. In addition, the NLRSD will permit black students from Ole Main High School to attend the S'-n lor high school at Oak Grove provided no transfer negatively a'^ o t  the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSD North Little Rock will also accept the transfer of white students from Oak Grove Junior and Senior High Schools to Ole .Main High School and Rose City, Ridgeroad and Central Junio High Schools under these same conditions. r Further, the parties desire that any shifts in the racial composition of schools that might fail outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the Plan, the District -4- 3-OOlJ -Pr? - 01740 Page 407prcpcsed the use of the System of Multipluralistic Assessment (SOMPA) as an alternative test for intellectual ability tn identifying students for Its special education and gifted and talented program-. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as a n alternative test of intellectual ability in the special education area because the test was not normed nationally but only on the basis of California students. In the gifted area, SOMPA was used but it was found that the Torrence Test for Creative Positives and the use of multiple placement criteria were more effective in identifying minority gifted students than SOMPA. Therefore, because of the questionable applicability of the test, the expense of its administration and the f act that alternatives in the gifted field have proven more effective. the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-OOlJ r  * 01741 Page 408Adapci'/e Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantalician Foundation i in Its report. The parties recognize that the purpose of the '-antaiician Report was to provide school districts wit.h exemplary programs which could be adapted to each district' s curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs, attached). (See Exhibit A The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching non-handicapped students. The North Little Rock School -6- 3-OOlJ 01742 Page 409District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such informat ion. The District will continue to seek this information but the parties agree that the North Little Pock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. DALLAS PRESCHOOL SCREENING TEST At page 4.3 of its October, 1986 Supplement, the NLRSD committed to administer the Dallas Preschool Screening all kindergarten children at the first of each school  Test to year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District has. therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to the Early Prevention of School Failure Test in lieu of the Dallas Pre-Schoql Screening Test. use -7- 3-OOlJ 01743 Page 410CONCLUSION The Joshua Intervenors and other parties do not necessarr V agree with every factual statement in this Petition but do concur in and support the proposed modifications to North Lx tie Rock's desegregation plan. Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas (501) 375-1122 7220 1 February , 1989 By:_________________________________ STEPH5^ JONES, Attorney for North Little Rock School  District By: JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas (501) 374-3758 72201 LAZAR Hi PALNICK, Attorney fo^i Joshua Intervenors WRIGHT, LINDSEY i JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas (501) 371-0808 72201 By: M. SAMUeUjoNES, Attorney for Pulaski County Sp^ial School Dj^trjjrt ski -8- 3-OOlJ 01744 \\The undersigned parties do not object to this modi ( a t i LITTLE ROCK SCHOOL DISTRICT By\n, STATE DEPARTMENT OF EDUCATION By: KNIGHT INTERVENORS -9- 3-OOlJ I \" 01745 Page 412s\n::sTs\n:7 psccjavs e 'I I I I i I I ' s I\n I I * I - i i ! J I i: I i I v  3 !l i 3 i\n! i 1 = i * Z I 2 ' tZI I o c 1 1 II H Si\"- H U wl 3  tl 4/ C, -  \u0026gt;1 \u0026amp; 4)1 M ..  C I M 3 \u0026gt;c C 0/) 3 o 3 I b6 I? - : |5   M Ml II I - : ! = i w i i! O 4j I s' CATALXeXAN rOU*NDAT:C:r S RCO\u0026gt;:-LNOEO ALTaxArr.'E zis~uct:cxal practicss I V at *W9 \u0026lt;w{l ww cm 4) V o a 3 0 \u0026gt; M 0 AJAPT' ,l\\wd:c ' Acaozs Lea needs. cnviT\nr.tnc to I ' X X V (/) i/i e \u0026lt;1 *1 uC VM) u 0 e 7u1 41 I 3 (Zl X C  3 O (Z) i ??: xdcs technical supporc :3 I cliSSTPoa ccachers. X X X X Scudtr.e XzdXvXduaX diffccencis deseribad la eerr.s dieteeXy rtXaetd co iaseruceioo. X X X z X LOZaPUJlT ClaKTtzl rOR RAD^\u0026lt;C THSiRUCTTOH Sllciu esr?ec cespocsts fraa aoa-rcspoadlai scudaacst X X z z z s\nablish(d use try l\u0026lt;vli z TXat for superristd praceics. Corrtiacad languat* ares aeelvtclas. I i X I' I N I I X X X' z X I z X z X X X ESftcclvt \u0026amp;a.as|[\u0026lt;sac 6 aonlconag syseca. X X X X X X X X DISTAi Qictee ijiseraeexca. I X I X I I X I I X I Scudiaes sysetaacelcaXXy aova chroush saquanetd aaeariaXs. X X X X X X Oefiaad eeaching bahavlsra vlch a focus. X X X X I X X X !.  Cltarly iptcifiad (oalt. X X X X X Xapld/hl|h raca of scudsne rsspoosas. X X X IsBsdlaea acadaalc ftadbaek. X X X x X X X Tcaehtr eoneroXs, stXaees, aod pacta X X X X cotfUTH A3sisra asTxucrioa Skills uufhe chrou\u0026lt;h iadlvldualised lAscTuceiatt uslnt CAX eurrlculsa X pxni TUTOR INC Scucancs atsxaeiat ochar leudanct ta aeadaale raXacad acelvtelaa EXHIBIT x SUMMER SCHOOL TRI-DISTRICT COLLABORATION PLAN I. OVERVIEW Programs for remediation and enrichment will be offered during a six (6) week summer session. LRSD will create a special summer school opportunities for a select number of students with achievement deficiencies in reading and math. Student eligibility for this free program shall be based strictly upon deficit assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve 12. The pupil student/teacher ratios and other support programs shall be similar to regular year programs which address the same concerns. Summer Learning Remediation Program (ftth Eighth Grade Remediation Program) The Summer Learning Remediation Program will be implemented for those students who fail to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1008 each year. The program will operate for six weeks and will provide remediation, in accordance with Arkansas Department of Education guidelines, in the areas of reading. English/language arts, mathematics, science, and social studies. Students will receive instruction only in the identified area(s) of need, with instruction being provided Re\n01747 Page 414in three-week modules. A student may receive extensive remediation in one area for six weeks or assistance in two areas with three weeks concentrated on each area. The Summer Loa-gning Remediation Program will have a projected enrollment of 500 eighth grade students and teacher/pupil ratio of 1:20. Little Rock School District/JTPA Literacy Program Effective the summer 1987 the students (ages 14-21) certified to participate in the Summer Youth Employment Program (See Volume I, Summer Learning Program) will muat be assessed in the areas of reading and mathematics and provided remediation instruction. The Little Rock School District will has submitted a proposal to the city of Little Rock, JTPA, and Private Industry Council for approval.' The proposal wae will be developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. ongoing if and only if funding is available and forthcoming from the Private Industry Council. Extended-Year Services (Handicapped Students) The Little Rock School District recognizes that meet the geaponaibility of enauging that all some handicapped students may need to receive special education oemo  hond-ichappcd atudenta may need-to- geceivo apecial- This program will be education and related services that extend beyond the regular school year. Most handicapped children, like their nonhandicapped Re: 01747, 01748 Page 415 peers, benefit from school vacations\nhowever, for children who have limited recoupment capacity. a break in programming may be detrimental rather than beneficial to the overall learning process. The purpose of the extended year program is to prevent regression relative to previously-learned skills which cannot be recouped in a reasonable length of time when assessed and/or demonstrated recoupment capacity is present. The extendedryear program provides for an extension of the programming from the regular school year, as identified in the lEP. II. AREAS OF COLLABORATION Cooperative planning for summer school with the Pulaski County Sschool ddistricts will should be conducted each year seheduled for early- Students in ail the three districts, including NLRSD, will be better served if the districts coordinate, with respect to summer-school, the following aspects of the summer school program\nlocations dates - curriculum offerings purpose\nenrichment vs. remediation - fees/funding - transportation - eligibility Re\n01748, 01749 Page 416since all three districts-\nincluding MLIU3D, offer summer school for grades 9-12 on a tuition basis, mutual planning to determine locations, dates, and curriculum offerings would be beneficial for all involved. Principals, counselors, and teachers in all area high schools should be provided with these summer school options for students. The school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students in grades 1-8 on a tuition basis, plans are being formulated for a tuition-free summer program for primary children to provide early intervention strategies for students recommended in danger of -fer grade retention. It is also anticipated that a tuition-free summer enrichment program for educationally disadvantaged students in grades 1-S will be provided. Tuition-free remediation will be provided for students who fail the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. Re: 01749, 01750 Page 417III. EXPECTED OUTCOMES By summer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area, and race. Progress/failures will be monitored according to grade level, gender, subject area, and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. Re: 01750 Page 418FA irrivES Sunnier School To identify elementary and secondary summer school sites To advertise for, interview, and select summer school administrative staff To develop proposed suiimier school budget cn I j\u0026lt;sn desfcrbgatiw iian u-ipumifni'ation Gofll-l-^-Ta snwiiruiis/Acrrv rn es 1.1 Work with summer school coordinators from NLR, PESSD, and ER to obtain recommendation for elementary and secondary sites. 1.2 Meet with local building administrators to discuss the procedures, concerns, expectations, etc., for use of the identified buildings. 2.1 Delevop job announcements for interview Conduct summer school job interviews. 3.1 3.2 3.3 Obtain 1988 summer school budget balance Project 1989 summer school program and budgetary needs Investigate alternate funding sources for summer school ta-iiii-: ImulirnieaLsuunier-ichool BEGINNIfIG DATE December-1, 1988 January 3 January-19, 1989 February 19 February 22, 1989 March 1\n-1989 March 3\n-1989 FMDTNG DA'l-E December-22, 1988 January 22 January 28, 1989 February March 18, 1989 March ?3-\n-198f March ?3\n-198 REsroHsinii.riY Bivisians-ef-Eurri-euluffl- and-Seheels Educational Programs DivlsioR-ef-Seheels Educational Piwjrms Bivisien-sf-Eurri- Eulum-and-Seheels Educational Programs BlvlsleHS-ef-Eurrl- Eulum-and-Seheels Educational Programs Support Services EVMJIA'rr(X4 Records and/or finished products will be on file for verification/cvaluation of summer scliool teachers. Plans for facilities Distribution of job announcements Interview schedules Develop budget .REA Summer School oaI 1- (rnntiniipH) UBCTIVES To identify sunnier school program dates T--Te-deHtfy-tpanspep-needs- fep-summep-sehe (Hetpepeiitan} 3 To plan for quality instruction in summer school 4.1 4.2 4) LRSD DESEGREGATION PLAN IMPIJEMENTATION TIMELINE STRATEGIES/ACrrVITIES Coordinate dates with summer school coordinators from NLR and PCSSD Submit proposed dates to (1) Plant Services, (2) Executive Staff, and (3) Board of Directors for approval Brl-Estimate-Humbep-ef-buses-and 6est-fep7MetP8peTitaH-sumiep ,s6he8l-site D4seuss-pessibTe-'-Fun-Pass-with- GAT ~1! 5.1 Develop and TmplemenVsuiSner school job announcements (in and out of LRSD) Interview summer school  applicants BEGINNING DATE Be6embep-T7 1988- In effect Hapeh-Ii-IBSB March IIj-1989 April IBr-1989 5.3 Notify teachers to be employee May 17-1989 ENDING DATE DeEGmbep-227 1988- Ongoing RESPONSIBILITY Bivisions-ef-Guppi- 6u)um-and-SehuuIs Educational Programs Bivtsiens-ef-Guppi-euluin- and-Seheels Educational Programs EVALUATION Final dates Submission of dates Mar6h-23j-198 I Bireeter-sf-Transper - Estimated-eest tatienj-Bipeetep ef-Vaeatienal Edueatien March 23i-198 I Bireetsp-ef-Pepsonne Job announcements Human Resources April 287-1981 Summer School Admin- May 7-1989- istrators\nDirector of Personnel Human Resources\nContent Area Supervisors Interview schedule Notification letters fA___ Goa 1 I: ira'ivES luninet-Schoal (continued) To adequately staff and supply summer school 30 o tn 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 IJ(Sl) OI'SfjGKlSGATION HAN IMl'IlIIEWrATIOI SFRA'itciES/Acri vrn e.s Identify summer school staff evaluation procedures Revise and print teacher handouts Provide summer school contract to employees Provide inservice for summer school staff Provide clinical supervision and monitoring of program Identify and secure materials, texts, and equipment needed for junior high and senior high level program Complete sumner school evaluation report Provide a comprehensive suniier school report to the LRSD Board of Directors El .ini\nBEGINNING DATE 1ND1N\u0026lt;\nDA'ii: RESlWISinil.riY l-.VAUIAl'KXI April 3,-1989 May 8,-1989 May 30,-1989 June 1989 June 1989 June 1989 August 16, 1989 April 27,-198! Hay 26,-1989 June 2,-1989 August August 1989 September 28 1989 Siiirtiier School Administrators\nDirector of Personnel Human Resources Same as above Director of Personnel Human Resources Division of Curriculum, Sumner School Administrators Suiimier School Administrators Di visien-ef-Scheels, School Administrators Educational Programs Summer School Administrators\nFinancial Services Support Services Evaluation Design Printed materials Sign contracts Inservice agenda Principals' notes Receive materials Complete report Submitted report I KSn DESEERFjGATION 1'1 am IHPlBtEHl'ATlOI [iinJNE REA Summer School oal I: (Continued) jraivES SI-RATBG lES/ACriV ni ES BEGINNING DATC ENDING DAlt Rl^STONSinri-IlY EVAinATIOM To define the scope of the curriculum for the elementary and secondary programs. 7.1 Mail notices to supervisors requesting recommendations for summer school courses 7.2 Invite proposals for summer school enrichment courses 7.3 Plan cooperatively with summer school coordinators ^4 Make each district's offerings available to principals and counselors in ail three di stricts 7.5 Plan for Dirver Education Program 7.6 Identify and print each course to be offered for summer school n\u0026gt; 1J Plan and institute summer school media/advertising tn November 37 1988 November 3, 1988 December 1? 1988- April 17-1989 March 17-1989 March 157-1989 April 17-1989 November 307 1988- November 3O7 1988 December 227 1988 May 37-1989 March 97-1989 April 17-1989 Bivisien-ef-Gurriea- Tuffl Educational Programs Bivisien-ef-Garri-- ealuffl Educational Programs 8ivisien-df-arri-eulum Educational Programs Bivisien-ef-Garri-- ealam Educational Programs Bivisien-ef-Garri-e a1 am-Educational Programs Support Services Bivisien-ef-Gurri-eulum Educational Programs Notices mailed Announcements posted Cooperative plans Lists of offerings Action plan Course offerings May 217-1989- Bivision-ef-Curri-eulum Educational Programs Publici ty REA Summer SchooL loal 1: (Continued) lIBCnVES (continued) To improve the identification of and notification for students to attend summer school -o cu tn fD -fi UI ro UI GJ IJiSD DESEGREGATION Pl AN IMPUTIENTATIOll HELTHE SERAnSCIES/ACnVITTES BEGINNING DATE ENDING DATE RFSlONSiniLTlY tVAUIATItXI 7.8 Develop in writing the core content for each of the course offerings 7,9 Share curriculum expectations with summer school staff 8,1 Develop summer school financial procedures 8,2 Review application/notification procedures and course offerings with principals 8,3 Review application/notification procedures and course offerings with counselors 8.4 Revise and distribute summer school applications to the individual schools 8.5 Advertise scholarships _8^Revise and print student handbooks April 17-1989 May 317-1989 Subject Area Supervi sors Content area guides dune 1989- dune 207-1989 Bivisien-ef-Eurri-- euluffl Educational Programs Meeting agenda March 17-1989 April 17-1989 March 207*1989 March 207-1989 March 207-1989 March 207-1989 May 87-1989 March 247-1989 March 247-1989 March 247-1989 Summer School Administrators\nBivislen-ef- Currleuluffl-and Seheels Financial Services\nand Educational Programs Same as above March 247-1989 May 257-1989 Same as above Blvisian-ef-Seheels Educational Programs Btvtsion-ef-Seheals Educational Programs Summer Scliool Administrators Final procedures Meeting agenda Meeting agenda Distribution of applications Advertisements Revised handbook IJiSD ni'SBCREiGATION PLAH IHPIIMEHTATION TIMEIJNE ^REA Sunnier School Goal 1: (continued) UICTIVES STRAiTJS ri'S/Acn V rri f.s BISGINNING DATE EHDTNG DA'lTs RESrONSIOIl.riY EVAUIATIOU 8. (continued) 8.7 Receive all student application forms and fees from local schools May 15j-1989 June 1989 Local and Summer School Administrators Financial Services Fornis/fees collected 9. To improve student evaluation procedures 10. To refine summer 30 m o tn 8.8 Conduct summer school regist-tration 3.9 Conduct LATE registration 9.1 Ddvelop program form and evaluation procedures 10.1 Establish grading procedures (recording and reporting) 10.2 Establish registrar procedures for recording and averaging summer school grades for permanent record 0.3 Determine needs and reguest JTPA summer workers 10.4 Determine how records are to be stored May 18,-1989 June 1989 Summer School Adiilin-istrators\nFinancial Services School/course registration lune 1989 June 1989 Same as above School/course registration lay 1989 June 1989 Same as above School/course registration lay 8,-1989 lay 8,-1989 Hay-8,-1989 Ongoin May 1989 May 18,-1989 May-18,-1989 MaxJ8,-1989 As long as funding and grogram ar^ available June 1989 Summer School Administrators Regular and Summer School Registrars\nData Processing Summer School Administrators Blvlsien-ef-Sehaels, Financial Services Final procedures Final procedures Identified needs Procedures identified STAFF DEVELOPMENT MULTI TRI-DISTRICT COLLABORATION PLAN The staff development departments of the school districts, including the NLRSD, will meet a minimum of four times per year, twice each semester, to discuss and consider common staff development concerns. This multi-district committee will plan and implement staff development strategies that will provide training that addresses the commonalty of staff development concerns that the districts have. Re: 01757 Page 425LRSD DEStGRLGAI ION PLAN Ih FHLNIAIIUN IIMLLIHL I MULTI-niSTRlCl COLLABORATION PLAN  \"IT.- iiifinnfcTartieuldtieH-and-Biqdn*  \"lattcii-------- -z-bcvcTr.Yr.cr KAi .!! ACJIVlil'.S (linn n inn DA II CISIS r'srnir.luii in (7A1 iiM inn alf ilev\u0026lt;\u0026gt;lo)iiici 1 c(n)|Misc4l Ilf al Ives frixa sclmiil T7T  Hiiiiinini nf fimr meetings |ier year will lie Iteld, Iwo (2) each soneslcr. -pa f F1* I\"  PMI- July, 1991 staff Development Directors of the Districts (Signing ana 11I' (rmn iicimIs nsscssiiMMil (^ip.i)iiig 0 I 's function o Iileiilify men! slaff III slralrgles assist (Ite ts I Ing (Ite Olis of \u0026lt;|iial 11 y led scImioI 7 m o I 00 MULTI TRI-DISTRICT DESEGREGATION PLAN SCHOOL OPERATIONS General cooperation among the Pulaski County districts is necessary. A collaborative effort is crucial to the success of this countywide desegregation plan. We commit ourselves to the following: I. Underlying Principles * All students will be accorded equal opportunity to participate in all academic and extracurricular program and services in the districts\nit All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race\n All students, all staff and all parents will have equitable access to and input into programs, school and district activities. planning and implementation of school plans and goals\n* Special efforts will be concentrated on increasing parental involvement in the schools\n* Staffing and staff recruitment will reflect student needs for contact with minority teachers and a diversity in the racial makeup of support staffs consistent with applicable law\nRe\n01759 Page 427it Staff assignments will be made on an equitable basis\n* Policies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment. Re\n01759 Page 428LRSD DESEZJREGATION PLAN IKFLEMENTATION TIMELINE Multi-District Plan School Operations__ Goal I. To establish a countywide School Idiprovemont Council CTIVES STRATEGLES/ACrivniES BEGINNING DATE ENDING DATE RESPONSIBILTIY EVALUATION Appoint a school improvement council of the representatives from each district. 1 .1 Adress ongoing planning for desegregation and plan modification or implementation needs, if any. July 1, 1991 Ongoing Superintendents and Associate/Assistant Superintendents for Desegregation Appointment of council Appointment of committees to deal with issue specific con- 2.1 Persons with specific expertise cerns in areas of schools and support services 30 fU o will meet, as needed, in committees and resolve ongoing coordination in areas related to the plan such as transportation and staff development Appropriate Associ-ates/ Assi stant Superintendents Resolution of issues A Hu1t1-District Plan School Operations^ ECTIVES develop joint recruit-g efforts and proce-res with particular phasis on minority acher recruitment 1.1 IJ^SO DESEGREGATION FLAN^IMPLEIfENTATION flFlELINE GQjl 11 STRATEGILS/ACrrVniES To develop mutually supportive and equitable personnel recruitment and placement procedures BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION share the applicant lol s among the dis-icts 0 monitor distribution f staff across grade evels and support reas o cn 2.1 2.2 3.1 Share planning, resources and contacts for recruitment of staff, both certified and noncertified Use teachers in the recruitment process Certified and noncertified applicant pools will be shared with the agreement to assist ejch other in correction of disproportionate staffing The principals will be accountable to ensure equitable distribution of teachers by grade level and subject area Currently in effect Currently in effect Currently in effect Currently in effect Ongoing semiannually Ongoing Ongoing Ongoing Directors of Human Resources Directors of Human Resources Directors of Human Resources Principals Director of Human Resources Associate/Assistant Superintendents Increase in minority staffing among certified staff and more proportional representation among support staffs Proportional representation of minority and majority employees in all staffing categories Statistical data that minority teachers have access to teaching opportunities at all grade levels, in all subject areas and in all programs - AP. Honors, G/T, etc. A Hiilti-Pistrict Plan School Operations i1 11: (continued) SCTIVES 0 identify students iho may be future .oachers and to provide 4.1 IJlSD DESEGREGATION PLAN^lt tPLElIENTATION STRATEGIES/ACTIVITIES Establish future teachers clubs in elementary, junior highs and senior high schools BEGINNING DATE Currently in effect iupport programs to them To establish a joint committee to address district planning for support of students who wish teachers to become  \u0026gt; cn ro 5.1 Hold career fairs for students Contact the business community for support 5.2 Create contracts of intent\" to hire future teachers upon degree and certification completion 5.3 Provide internship opportunities for students of education lELINE ENDING DATE Ongoing RESFONSIBILnY EVAUIATION Principals/Teachers Increase the number of students entering the teaching profession August-1909 Currently in effect Ongoing Ongoing Associate/Assistant Superintendents Director of Human Resources Director of Human Resources Building Principals Increase the number of minority students who graduate from the Districts and return to them to teach Hulti-District Plan School Operations 1 II\n(continued) CI IVES 0 establish a joint ommittee for planning ecruitment strategies nd procedures 6.1 XI fD 1 JtSD DESEGREGATION PLAN-'IEIPIJENENEATION FLINE STRATBGIES/ACIIVITIES Production of a set of recruitment procedures and timelines to be developed jointly to increase effectiveness and define rcc\n'-'. ment responsibilities recrui t- 6.2 Develop a cooperative agreement for recruitment of certified and noncertified staff with reservation of a number of slots so that employee categories will be desegregated 6.3 Improve teacher working conditions to maintain teachers in the profession BEGINNING DATE ENDIEiG DATE RESPONSIBILITY EVAIUATIOH  1990 Ongoing District Directors o I luma n Resources Completion of the document 1991 Ongoing District Directors of Human Resources Racial ratios in all staff positions commensurate with district and court approved guideli nes Spring 1990 Ongoing Support Services and Building Principals Increase district staff retention o 03\nEA Multi-District Plan School QQra.tiQns_ lECTIVES Establish a committee to study disciplinary rules and regulations and to viork to address areas of divergence 1.1 LRSD DESEGREGATION PLAN^IMPITKENTATH Goal III. STRATEGIES/ACT rvrriES Commitee assessment and comparison of policies and procedures in student handbooks ELIHE To establish student disciplinary and attendance policies vihich address student needs as viell as school climate concerns BEGINNING DATE In effect ENDIflG DATE Ongoing RESFONSIBILITY District pupil personnel directors, identified school staffs, and patrons from the districts EVALUATIOtl Completion of the task Disaggregation of data related to student discipline 2.1 Develop a set of rules/expec-tations which is common to students in districts. (Specific penalties may vary-final penalties will be enforced in common) In effect Establish a procedure for sharing access to disciplinary records when students transfer 3.1 Review of student data to address issues of racial di spari ty Ongoing Building principals cu n\u0026gt; 4:* OJ o CO cn 3.2 Policy/procedure to be designed for communication of student disciplinary records when students transfer or are expelled/suspended In effect Ongoing IJiSD DESEGREGATION PIAN^IMPLEMENTATION Dn.INE A al 111: (continued) EcrrvES STRATEGIES/ACrrVrriES BEGINNING DATE ENDING DATE RESrONSIBILIIY EVAIUATION Review of attendance policies to attempt to create a common policy and set of procedures Appoint ongoing monitoring committee to keep policies on attendance and discipline under review and to review data Develop alternative school for students in need of intervention or special assistance if at risk\" due to teen parenthood etc. ZU n\u0026gt; o O1 UI 4.1 Appoint review committee of patrons, staff and board members 5.1 Appoint Committee 5.2 Ongoing review of disaggregated data to address disparities and student needs 6.1 Plan alternative school to be available to students on a contract basis and con-tigent upon funding avail-abi1i ty As needed Ongoing As needed In effectsi Ongoing Ongoing Appropriate Associate/ Assistant Superintendent from each of the districts Superintendents Principals and District Administrators Appropriate Associate/ Assistant Superintendent Completion of task LRSD DESEGREGATION PLAN-'IMPLEMENTATION TIMELINE It Hulti-District Plan Schnol..OpenAtiiins, Goal IV. TToo pprroovviiddee jjooiinntt pprrooggrraammss iinn gguunid ance/counseling to meet student needs_an(i to ensuci i rflcial~.tiiiiiit crivES STRATBGlES/ACrrVITIES BEGINNING DATE ENDING DATE RESPONSIDILITY EVALUATION lold employment fair or students who viould ^nter the world of (ork after school 1 .1 1.2 Contact employers (local, regional and national) In effect Ongoing Hold fair with focus on employers of minority Yearly . Ongoing Directors of Guidance, Vocational Teachers, Director of Vocational Educa tion 1.3 Target skills needed for employment as well as oppoi tuni ties Yearly Ongoing Provide consistent and complete information to students regarding colleges, testing, vocational schools, financial aid with specific and special concentration in access to black colleges and universities and financial 2.1 Hold joint counseling information sessions for counselors 2.2 Contact colleges regarding minority scholarships and financial aid 2.3 Contact colleges regarding admissions, minority admissions aid for i students minority 2.4 Provide target counseling for minority students XJ 2.5 notify students, parents, and educate staff regarding all opportunities In fall, annually Each fall Each fall, spring Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Journalism Departments Counselors School Principals Directors of Guidance Directors of Guidance w/committee of counselors School Counselors Coiinselors/Principal Staff Development Directors LRSD DESEGREGATION PLAN D-tPEEMENTATTON TIIIELINE Hulti-District Plan School Operations IV\n(continued) __________ _____________ IVES STRATBGIES/ACriVTTIES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION ihance minority 3.1 Individual student con-\ncrui tment and aware-jss of student of P, honors and ferencing. Teacher and coun-sei or encouragement of and monitoring of students ective programs rovide pooling of esources and pacific plans of ntervention for tudents who are isadvantaged and/or t risk 4.1 4.2 Ongoing Counsel Ol'S/Teachers Proportional minority representation in these classes Create catalogues of available intervention services Districts share inservice and contracted services to benefit students Ongoing Directors of Gui-dance/ Student Services Development and implementation of strategies evelop and implement tudent career gui-ance plan with ndividua1 student ducational plans ind communication lith parents to ?ncourage student 5.1 To be developed and reviewed by students, parents, counselors and teachers (predicated on potential) In effect Counselors/teachers Director of Guidance Desegregation Officer Implementation of Plans iccess to all iirricular and projrammatic opportuni ties in a ratio Lommensurate with school racial composi tion 0 i Hulti-District Plan School Operations IV: (continued) riVES diance communications nong divisions slated to counseling n the districts niform records ransfer policy ere-tion and systems LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE STRATBGIES/ACnvrriES 6.1 Regular, monthly meetings among directors of guidance 6.2 Periodic joint guidance meetings 7.1 Appoint committee to develop procedure and timelines of records transfer BEGINNING DATE July 1991 1991-92 ENDING DATE Ongoing RESPONSIBILITY EVALUATIOIi Director of Guidance Appropriate Asso-ciate/ Assistant Superintendent Director of Guidance Directors of guidance, principals, directors of pupil accounti ng Enhanced Services Improved Communications Completion of last Completion of Task Improvement in Process Hu 11i-District Plan School Operations TIVES 0 study GPA and citi enship participation equirements of dis-ricts to address caderaic requirements nd student participa-ion needs re to ] JRSD DESEGREGATION PLAN n-lFEDtENTATION TIMELINE Goal V. To develop equitable recruitment strategies, access and opportunities for all students or extraciirxjcu^Iar activities. STRATBGIES/ACriVITIES BEGINNING DATE ENDING DATE RESPONSIBILITY EVAIIJATIOH 1.1 Review policies and percent of student participation in each district 1.2 Review data on student participation and achievement over the last 5 years in each district 1.3 Review racial group representation in extracurricular activities by district over 3-year period 1.4 Appoint committee to evaluate results of data review and see if any areas of policy agreement exist ingoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Associate Superintendents Associate Superintendent Associate Superintendent Associate Superintendent Completion of policy review Revisions of policies to address student needs u . LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Hulti-District Plan School Operations Y: (continued) TIVES STRATEGLES/ACrPAITIES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION J recruit students ar participation in cademic related and 2.1 thletic co-curricular Teacher, parent and counselor awareness of opportunities and in turn encouragement of students June 1989 Ongoing ctivities 2.2 Provide special supports of costs, recruitment, and encouragement to students June 1989 (Ingoing ft) 2.3 Reserve slots, if necessyy, to ensure student participation and access in programs on a proportional basis June 1989 Ongoing Principals Counselors Teachers Associate Superintendent or Designee Increased student participation - enhanced proportionality in student participation II o I Hulti-District Plan School Operations IVES strict uniformity reporting test suits and analyzing spanties 1.1 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal VI. STRATBGIES/ACriVlTIES To enhance testing programs and student preparation and access to programs Program for analysis of student test results v\u0026lt;ith data dis-aggregation__ t_o_ _a__n_a_ly__z_e_ _d__i_s_- parities and student needs by race by subject area irm bi-racial mon-\norin9 teams to 2.1 Monitoring teams composed of BEGINNING DATE Spring 1989 June 1990 ENDING DATE Ongoing Ongoing RESPONSIBILriY EVALUATION Associate/Assistant Superintendents Associate/Assistant Superintendents Completion of task Activation of the monitoring committees isure appropriate\nst preparation and\nsting conditions ar all students. Planning and Evaluation Specialist and other District personnel to monitor test preparation and test conditions for students Implement trategies to reduce ispari ties by means f school plans and ndividual student mproveinent plans 3.1 Analysis of school by school data and individual student needs Summer 1989 ongoing Principals Assistant Superintendents Development of plans Iteasurable decrease in disparities m o 3.2 Development of strategies to address concerns and to meet needs Summer 1989 Ongoing IJRSD DESEGREGATION ITAN IMPLEMENTATION TIMD-INE Multi-Qistrict Plan School Operatiflns VI: (con t i nued)_____________ _______________ CT IVES STRATEGIES/ACriVITIES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION Provide ser-ices to teachers e: use of test scores interpretations of scores reporting of scores to parents interventions to benefit students (and address these specific needs) 4,1 4.2 Joint staff development in testing Individual teacher analysis of student needs 4.3 Teacher preparation of strategies to address student needs 4.4 Scliool-based planning of interventions to assist students in areas of academic need 4.5 Teacher inservices for student learning styles, cooperative learning, and monitoring needs of youth at risk and disadvantaged students and minority students Ongoing ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Directors of Testing/ Evaluation Appropriate Asso-ciate/ Assistant Superintendents Principals Principals State Department of Education Districts Staff Development Directors Academic improvement of all students ro X3 LIBRARY MEDIA MU 01VIlon: Instructional Program/Area\nLibrary Media CTIVES selection of ' ' trials/resources to ort the curriculum asagregatad school nets Is a Bultl-rlct goal of the ary media programs. nservice training ry media staff rs to desegregated I districts Is a -district goal of Ibrary media ams.  1 \"D CU  IQ n\u0026gt; XJ m C/J * 05 ro o STRATEGIES/ACTIVITIES BEGINKIHG DATE CCMPLETION DATE COSTS RESPONSIBILITY | EVALUATIOH Continue hosting Multl-Dlstrlct Multi-cultural Resource Sharing annually ongoing Minimal Fair. IN THE FUTURE. THE FAIR SITE WILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Multl-Dlstrlct Resource Sharing Fair with Book and AV Materials Vendors, rotating the site among the three districts Plan to host multl-dlstrict Inservice meetings such as the one sponsored by the Pulaski County Educational Service Cooperative In April of 1988 to explain the new national guidelines for school library madia program planning Plan to host Inservice training for Bultl-dlstrlct library media specialists using district employees annually ongoing to be established ongoing ongoing ongoing Minimal Seek Library Media Directors or responsible person (Including NLRSD) Library Media Directors or responsible person (Including NLRSD) Library Media Funding Director From or responsible Coopara- I parson tlva Minimal (Including NLRSD) Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts Inservice training will develop skills for library media specialists who work In desegregated school districts Division\nProgram/Area: Instructional Library Media CTIVES STRATEGIES/ACTIVITJES BEGINNING DATE Izatlon of teldvl- technology In gregated school nets Is a Bultl- rlct goal of the Implement utilization of cable channel 19 and/or videotapes produced at Metro to teach basi skills, etc. c to be established sry Media prograas. Itnent of Minority ry Media all Sts In desegre- school districts ultl-dlstrlct goal \u0026gt;rary Media IMS. Contact teachers training Instltutlons/Recrult teachers for training programs In library Media certification ongoing COMPLETION DATE COSTS RESPONSIBILITY I EVALUATION to be established Seeking Federal Funds under Star Schoo] Bill Library Media Directors or responsible person Students will gain prac- tlcal vocational axperl- ence In running a television studio\nstudents Hill benefit from Instructional units provided over cable system or recorded for later classroom use. ongoing HInInal Library Media Directors or responsible person (Including NLSD) Hiring and placement minority media will occur. of specialists district coMBunIca or library aedla a adilnlstrators oal for the - Copy MOMS relating staff s. I 1 C/I O 04 a\u0026gt; CaJ 70 m o dovelopaent opportunities to other district attalnlstra- tors Meet Informally for sharing sessions ongoing ongoing HInInal Library Media Directors or responsible person (Including NLRSD) Better communication will be achieved.SPECIAL EDUCATION TRI-DISTRICT COLLABORATION PLAN I. The school districts in Pulaski County should employ strategies that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to handicapped students. Areas of Need: Student Identification and Placement Staffing I Instructional Methodology (Materials and Supplies Monitoring and Evaluation Funding fog Indirect Sogvicea O II. Areas of Collaboration There have been some efforts toward collaboration among the districts over the last several years. Examples include: (1) A multi-district committee for assessment cl * is in its fourtiFi fifth year of operation\n(2) Little Rock School District and Pulaski County Special School District have a written cooperative plan to coordinate in their egommunity bBased -ilnstruction (CBI) programs\npublic relations and common or shared training sites\n(3) North Little Rock School District and Pulaski Re: 01775 Page 444County Special School District have had a written cooperative agreement (approved by both boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel, facilities and equipment at Metropolitan H-igh School. Vocational Technical Education Center. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the fourteen 14 schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance (for funding purposes) of special education students from NLRSD and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts, it seems that an organized and expanded collaboration plan would benefit the districts. Several cooperative programs can be established to meet the best interests of the districts and can be added to each district's individual desegregation monitoring plan. Areas for the districts, including NLRSD, to explore and/or expand include: 1. Programs for low-incidence handicapping conditions a. b. c. d. Visually Impaired Hearing Impaired Multi-Handicapped Seriously Emotionally Disturbed Re: 01775, 01776, 01777 Page 4452. staff Development a. b. c. Central Office Staff Principals/Other School Staff Teachers 3 . MttitiTri-districtls assessment mmmi ht-po a. b. c. Establish consistent screening process Establish evaluation instruments to be used Establish consistent eligibility criteria for MR and SLD 4. Establish process and coordination in area of recruitment of minority teachers and support staff. 5. Establish multi-district system (forms and format) for documenting due process procedures. The directors (including NLRSD) plan to hold monthly- scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration, and provide technical assistance where appropriate. The directors (including NLRSD) will also look for activities that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. III. Mul-tiTri-Districts' Expected Outcomes By the 1080-00 1993-94 school year the multi-district will: A. Develop and implement programs for low-incidence handicapping conditions. B. Develop a system (forms/foraat) for documentation of due process procedures. Re: 01777 Page 446 C. D. E. Collaborate on staff development efforts in all aspects of special education. Support activities of the multi-district assessment committee. Establish a process for recruiting ninogity black special education teachers. IV. Evaluation There ia a need-fog a ^systematic approach to assessing practices and policies that yield an overrepresentation of minogity black students and black males in special education is critically needed. Greater demands have been made by parents, state, and national agencies for evidence of the effectiveness of services provided to handicapped students. need for better information which: There is a (1) attestings to the relevance of special education (pull-out programs. self-contained classes, etc.) to meet the unique needs of handicapped students\n(2) establish-ing^ the scientific significance and validity of new/existing assessment instruments, materials/supplies and equipment\n(3) outlinings the extent to which certain teacher and student behaviors are evidence of improper or inadequate classification or placement in special education (4) certifyingis the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions\nand (5) Re: 01778 Page 447providiftg^ more extensive parent educational information systems Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants in the process. The director of Special Eduea-te-ion The Division of Exceptional Children will have the responsibility of ensuring the initiation and completion of the process. Re: 01778, 01779 Page 448a a fa * I -iM '\u0026lt; iL l- ! lUAHCKS/ AdKIIKS -Ocrniil an! t\u0026gt;ley nlnorli leadwrt lncellllt arcaa all . *1 Mill I II I M I eovn- nFONSiaii III IW  li leainl |al nl i x^a-i.n niiHxilr i|\u0026lt;x iai nl  .Il i\u0026gt;Mi Ir.Mitris fClimiNC OAK coHrdiion OAlf hlreclara: Per tom* I S\u0026lt;*clal lilucaliim Si^xrvlMMra - Special hllKallim 1^1 .MHthlMl I**! IH \u0026lt;l * I lit iMi-lil \u0026lt;t| MllMH lly l (t In i , .it| Sll\ni| I S| .\n I . \u0026lt;WJfCI|Vf$ IwofurllniMle rr|\u0026gt;Te on f4 otII ^uallllnl r a|Mlal eilucallon 1 o kO co o a. MiltlV l\u0026lt;antlcan\u0026gt;et b. Hrarlag la^lrat c. Malrialelr/aeearely Iwitiraif t . VtMallir UpalraJ 1 Fa|Mal Iliad ittvciapaenl ciiviiitti rtofeiKxa, S|\u0026gt;ttal IiIik al Ion l\u0026gt;r|\u0026gt;a\u0026lt; Uanil a. Parlnerdilp wlllt tlale callegea ant laitwriail Ira lr Iralnlag ami relralii-li  el leahria. Central Odlcc Stall I I I Il . fl .11 11**11 H.l l'l4H I I'WT'JU iLli IlUlat loC. M I I III  ' **l... r. I I . 14 \u0026gt; l^lilll . !  |a * I .1 I. Il a OtJfCliVIS SIMKCIIIZ ACIIVIIIII aicihiiiNc OAlt \u0026lt;0*111 loa SAK onTr IsroNMiii III I IA| Ul 1(111 ltrvrln|i rrwiartl InnMi Im lll-\u0026lt;llal(i\u0026lt; I diataartil allim ol dur |*acr\u0026gt;*. a. Srlml caamllirr of ilKclal olucalloa (irr-aoaiwl lioa all llarr allalilcla. b. Otrrla^ lonaal lor dociaaaalallM al Aae ^acraa c. Stdaalt la AM far frviru -WrlirtTor lllr*(lni!i aial Assm lair Him lua \u0026lt; liralgnBlrd Sjiecial lilia. Bllon Stall iKiBW'tIlal MMI will l l-x Msiriil 5r(Viir\\ will I*' |*liivl*lci| III mil r I im I* \u0026lt; Ilir ilialntlt UkllM laf*lo*l rrwiard IimtmI Im lrl-4lilrl\u0026lt;l rtwiirt  lloii ol dur |(*raa a. loatrvlcr Irockrra and ^aaoatrl, aa uaa ol irvlaad lana l9l-I Ongoing This Is Comfleted I l-a\no cu m ua  (D |tOn Oo m  -4 *]i~^ - - - *1** 'r*~i T**\" T~'  J dritjajriAadlili  a a a a ar \u0026gt; III  I I I II I I\"! I II I I I'l \u0026gt; I'lri 'll) I \u0026lt; \u0026gt; I * M I a. c,aia..|,lc Ilin. Iios  Ilf divclcq* a.siacMMi |ai^l.SN loi sltsb-ols willi lin. ioi ith-is e Iwv1icii|*s. I I |. I tl Itb. ,\u0026lt; MJfCIIVIS liaaiiciK/ Atiialllll ICIWIIM OAII tOMrilllOa MH tOSIS IsroMSiBit111 I \u0026lt;\u0026gt;.(UAI 1011 istiawn -Frawiilr aifwfifwlalr pro^  kIimI tiK \u0026lt;i\u0026gt; a li a II 1' foe VI,HM* a ' Bl an lea II* lallawlini \u0026gt; q ic...  * jJ^SIsaae apcclallala a. Vtaual lapalrcd aliadenla b. Heaeliqi Inpalrnd c. Milll-lnllcand 2 ** *** Mcrf* o4 VI. ll/N^mlSm Aldtnllln and caaftlne ii- d. SrrlmMl|i llaal tonally ~1 al la* raaaiacaa avail* Malwbrd I^ilmml |*Krioi fur II iirat Haled almva. m o 2b H-- 00 ro 1^-911 Scbuol year Io I* dclea- Inrcl. Use ol local, slale, and Irdcral Imda nireclocs si\u0026gt;l Assoc lair liliecloia ol Ib|sskIiI aivI l^\u0026gt;invil srivi* Io low liicKiriar Uwvl ic a| s*-*l slisirtil s . able . Vianhaae naeded re- aauscea aadaaletlala . rwld( lallaad Services will lie eucr i nd I'lleclUe iralul^g lr 9t^t a tkcmltamt Md M*aiAf pCfWMMi Md/r MV' vkv |\u0026lt;0vl4cv tralnlea and acllvlllrs la be niea ai \u0026gt; dtlrtnlntd hr Inllvldual rducallon riaaa \u0026lt;irf*s) l*M0-VI I IMt I *1 ub .II t in I : i Wil 1*1 IO r.H7 JU !* .Mil /|*\\|MIO\\ il.lr I   i lllll-ulul^  ht !\u0026lt;* wU-H^MKI* tl.ili th VI III illiiiK in .ill ,111*41. ''I' ol I  |l* I I iMi I 11 I * ho (I I  '! oejfciivis $1**1101$/ AdlilllU ICINNIK OAK (0*11 I ION OAK (0)1)' oroHSiaii III I MrjAHOM I-. I share cnsi of niesALaA4a^ L-Onarsenlallvea (iiaa *'91J lu tiiirrvUe lrlir\u0026lt;s uin^iliiidti* rtl al VO O\newt' hlrrclKf aial Assia i.sir Ui 11 Uwr 5 1 liar* la ilrlrr-alar a*4* anJ mIkI con-aullanl* laala k Insrrvicr ccniial oilier' 'ttrwinp iMlnMol la tlall 6. cai4a(.l  Baa4* aaa***- aaM .SelKl a l*arliw coa* alll*a L Inaarvlca aprclat IcachrT* -flawaln^ varioia (aaarwlca an i|*cIbI aatxallan, cur-llcultai, aiiA rtcinaniali i| l'slll* lciail\u0026lt;p\u0026lt;aa, nairr lai*, ric. loatioo aaaAa. l.a. \u0026lt;lua iwocent Um af alnrily a\u0026lt;((|w\u0026lt;aM\u0026gt;lal lan{ Rular adiaal/pratran nudtllcallaM} acraanliig I 1 fO (b\u0026gt; o co CJ I/O 1/19 \u0026lt;1l\u0026lt;olng \u0026lt;Ol\u0026lt;ln ( ria IS . Sl.lll Ik SI |..,i. ..I Htlarlal*/. ti^l laa AW I 1 I I I I \u0026lt;\u0026lt;ii I in I .1.  .Il  I I* I IM P' I I QI.  MM al *i*.|roiv lifh I I I I u III IWJHU ta^illy 111 IliMtilulJliiAI vl liL.k nulizji itl s|\u0026lt;\u0026lt;.xi*ll .I'l**^-I l'\u0026lt;| lllaf,ll \u0026gt; \u0026gt; '^II la ir.iv* -.tail \u0026gt;! u\u0026gt; l-ji.a ai |4iiKi-** loai Ila* lr.iiitii\u0026lt;K (Jitli-l. i  \u0026gt; r   I*  .1 l.lio I MJKHVIS siMiicm/ AdIVIIIK fCIWIIHC OAlf (0*1 (I ION MU (OSIS nroMsiih III (IM'JAI mil -\u0026lt;--\u0026gt;n-1rw1in IrtuMni----- harTrgnlar-lrailtrr^-**---------- ----- [wi UwtM Iw - -innritr'\u0026gt;^''*m*\u0026gt;~npv:ott7 \u0026gt;\u0026lt;rrto4\u0026gt;w| \u0026gt;M\u0026gt; - H^V3***^^***' l*4-4r-S|r iiil GItk- r- -1 M-1 *-V-WMi hJuajuUMii^- 4-$|*4i^|_UiukM4\u0026gt;iu------ UuA-4^'.a K. .1U UU aU t\\. Up A. _4.. llwr  -MraUtt^AaaUNrA-wlUi----- -MKf-wltrit-ipid ah- -SchntBtv-lawrvIc* SupevlirSpcr-r-HW:  M1S~ -OlTT-rl-\u0026lt;ft-at-rKTF-n|H-rw-lt- \"Waf e /w4 Iwr-* H rlf a^-swr a-i t-a- ' rtuviltr ~ln!Biliw~iUn------  htiwtin  S|nTHrtnr-.- - UuU^-UuU4-^4U rUflawhw'nmtHim'tan  rTravMrqiarl^UJu__ -faa-latlaTN ia -r(it \u0026lt; wAfftw- lalatM* NK -t**IS*^**b-*to*  m This is in LRSD Plan o sOo \u0026gt; *1 I I IM .I IM ! .IMIMV Illi* \u0026lt;  I* I I. butilvi - Ijail (Mil lliMia I mjuiiks UaUfMlw-lftiw----- t* !*?I*!***K lon-rvMiiibM  Mt M aBOVQZBM OBi Bsa tea |Hi iptuiiai .. I  * ! 1 III .\u0026gt; I A| . \u0026gt;.l I* I* I I i.h. I MKAIICKSZ Kllllllll ICIHNINC Mil (nmi iioK IMIl (O^H iSrmisiBii Ilf I Ml uAi\noii  Hh -lltrl- - - --i-*rlMn*-l-kIimI. - --HmHfW -Miwr -----cUkIJvMUL  iHMaprlaU------ -'StulAaiUMo-rfCTct - --nd n|IwuU- --\u0026lt;kr-ii-\u0026lt;hiihikrria-------- --UiUaa.Uu jduM-aljM.. _ '-rravnn-trtf-Kom?--------- IIOM V Ito'l'lr, Iw i\" I -lj\u0026lt;\u0026lt;icwll bM\u0026lt;4  Mvimij.. -D  r? fX) o cn co tn ~ ir* hn-s- - - - fctdlac JewJicLS____ Supem Um i/Tx ux i |mJ s _ va  LLVJto _ V J i!!  *1 _^r ?/M --\u0026lt;--IM-lialoUgZZZZ\n. TrdviAr \u0026lt;nn\u0026lt;ii\u0026lt;\u0026lt;-UwL. - JuuMt MxbMIrrin- ll\u0026lt;wl'lmt -iMiml- - - J'JIM Loco v- -hl lr -iTfcierr JpxU_______ -VJ1____  \"r1.ftTi.nr-hurwrterlt\u0026gt;: 4u*lf uUiMW-ara-^*. _mrrt tvnrtixitnrr - ---------- /This, l77n~LRSD~^ I apwvlnl- mh r|-rr:v-in-'r -. -ikUJi f'l'Kr TrfcT-rnK- hn -. jC\u0026gt;ikuLvla.i|..jjaLi\u0026gt;. _ .Ji Jzachrcx. XmtxaJ-iWI - 41^.\"\"- JijfOMloiltiL twPlQfl I II 'J \u0026lt; all ,3.. _1 ( i a Una ll'I I Ml )|I.\u0026gt;. .III. nr, I a B 'Al Ukai I'M ' I  I I 1. UaiUiaatl tkaUt . r (. I* ,111 A ( r * I I .1 ..I. I MJKIIVIS SIIAHLIIV fCIHNIHb OAK (ll i I ION OAK to$u RKPONMIli III I JAI ua\nKill I \"o\no OJ m ua .. fo o cn '-J cn 00 cn - - 4Im( A-in *! */nUiar _ - . Alt .aiulniL AkUJt/-- -- - 4li U/lmKli* -- ______ MflAr iiuOMn* - w r mt-an\u0026lt; nil* ~ .aambilass-- - NmUAmi-aluOaU-aci * .JkUitt-aav Jo - loniinr ra* tMrfr\u0026gt; -WnUaaa-U-Ua-- -iraantiptomi* {Unl lr-' -*tA1T\u0026lt;MHk~* Wkiu --\u0026gt;tr\u0026gt;l*-aiAr\u0026lt;ln4-4ir -- -Kii:cdwiwc:: - hMU-al-aiMMimf   OMl-ArdniTi'MM'\" * -'irwHnt----- -^*Hla-\u0026lt;it-achalnniw- -- __IvJMO.bw.Uoaaila -__ ImKaI. JatljrwUJu i._ nrtHnanb\"\"* irfHi( M'nW nOrfiaTs IVII - -lii^ivTrtkMriT ^t-rnnnriF. This 1s In LRSD Plan I MOM Illi I 11 hi.. , 'uil I'laM I'jlit 'ai .  iHi tl.Ir I *  I t I I I I \u0026lt;1 ! . I 4 1.1.. ia I MJICIIVIS siniiicirsz Atiiiiim (CUMING 0l( (aVIlllON AK (O$I5 RiSPONSIBIl III I -\u0026lt;Al UAI lOll rrttuiar trtOMc 51W  itK4MM.au i\u0026lt;ata4 a 4l|Mmiarl law f - un Uf-liiaw(a |lally *ik-antrr t i^arlat----- atCaaihmr------------ -- ----------  -O XI Ol m m . (D 5m.LI Jm-Uui. r. ScWaH-MletUcai - - \" inM\u0026amp;fkV -Sijprl-ByUm-- - |rr-ii'kMi~riwlru~ ' mAr\u0026lt;tt-nsA -inMrvk*- - -- JV\nMW------ S(\u0026gt;\u0026lt; Iri'hliKX-lnaa 4'M\u0026gt;al-  t*tlr-irl\u0026lt; -Inm'fccrtwir   \"iaaafca^ Ma^ac iai iaua TMWI I-Ml maMi -vapiMaHy-MKtrMkba - -Itsvldv -iralhi|~----- iHcortar nt tret** ,lif   a. . 4Viaan\u0026gt;aZr*aa*i4a. (aaJ*. -- - -taartr la laalhark----- 4*aiUaa iaatMa Uta\u0026gt; -- This 1s 1n LRSD Plan iniirw.-,-,-.!\u0026lt;x I .iTrixit TI.T flnaw -  laftnivrd -linTnTKTiTrfi iT.l \"r.r.i.r -  II 3 o 4::* I-* tn **4 cn co Bmi 1 11 l-l IM ri'ii ! II...I  IM I I. |ib4 I I OMtttim- SIRAKCir^/ jrminiff' t 111 I I - M \u0026gt;11 .t. i.li Ilf, I\nJf 1U0Q_. ..iwriLUoa OAK OAK (OSH RISPIMSIIII IK I' I I I .0 |.. I U |.h I I UAI ILII --hnan-ttv-ruttlMlllf:------- .-AuiU-litl.lni-tn------  .PriiirifrViilVHiAAriir\" -A/00-  niM\u0026lt;n'diib4ll*A?----- ...WwenOMiLiwk-wu -|rwi^ tcrtvlttn. 1_. - \"nlar mitirflniuui- * ---- nr.- miAWtiiHM 'MnMMiA-M\u0026lt;vtca.4ii-i -- .- itlayinUc clfttBoo -MwcwvNi'tv-br vv^NT - - -ed- mh -Mm trrs   - \"if \"kl^efcip lirmr ~yS3'~~' t 70 m 0) IWMiilir-Hiimfciii---- -sarni......... t .JhilMnc ^VWVOTVT^K  -fwtMmrMk* (M4\u0026lt;ila\u0026lt;M4aH-Crater  wx-mRairy-KTfwAmr \"Vtr cwKl miAoco This is In LRSD Plan - -a\u0026lt;oii\u0026lt;* - iklgolll^ - -- Sac ini Utikrr Tkvnioioci tiln^ M.ivr 'iT.x-i.TAi *ir-,r ll* irMU jLluVUalua.AUi.ul.ik.-'- \"\" ?iCOr\u0026gt;3C4dCQa-uwubAoa_t..i  Wvcr|r  .yM'riuMfeHJucXjwu JwAak-m I I o I 00 I I \u0026lt;KUJ| I* I to   (Itir I \u0026gt;  I UiiUtui  I J. UaiLuwsl lk4Ai. I * Mb* .1 I p  1*1 1.1. . MJKIiVIS $II(CI(V Miniiiis ICIMIMC OAlt (otriiiiuM OAII (osn (israasitit in I '\u0026lt;*1 'JAI ion IftaGiTilTri/aaUi UmL _. .-4iilcju.(A.utguLAr_. . - - A lA\u0026gt;i-UaI UM . - AiavMl. Mm iZva _ _ _ _ _ ay9Q.___ O,rtT.|-5r.in - - rrM ^nHal-UirtTr T.r7.iK\nI I \u0026gt; - -----a-AE\u0026lt;il\u0026lt;*/a\u0026lt;b(4.MU(UI ant atnMlaat-- bnA admh----------------------- \u0026lt;\u0026gt;\u0026lt;*\u0026lt;  T hrrA' V.- liKu^f InrrrfAilii^nv\" \" --In-tnrtnKthMF rttwid'  \"\"hwr j.qbjmHw. CdHn3-(ta-lhati\u0026lt;- ht-- ------------------- Oiaoii^ H9e-^- --PUWUK. ---- ----- I-MX-- -b.- -IwAm k -aiMHiY x-.ns* -4'.- -^nr lotw h^ K Anu. lor A *-wih H\" yr -*, 4tAr nvdMiK^MMsvl lOonTH//MMtt \u0026gt;IK tnnxt- B^txiitolaar -------ficnHaM-W-MVAl --Hwinil,k-|\u0026lt;w Ua 4|tt Inn-In --*a*W TlBfSM------- -- -------- -------**i- tnt-naulw  tI -- ------------ r\"TWimKUtUw* Jii. lniUliM\u0026gt;.4wll9i  - --------(fKlUar alJc.-Us. -\u0026lt;llMia-*ty|^ This 1s 1n LRSD P an X3 m o 4 co ID -hr r\u0026lt;T{iitr c t-x^xf r -\u0026gt;\u0026lt;-**-. n-,-- ri\nKr 'r'ioo' WTOnU- 100 ,111 t^-ix 1st X ni h n U J t J. J L _ ini I'l .11 11 mil \"  kritrA X rllloif.Av*p nr l**Triii\"iiiTi7r riViii irr r. t.inr.r-- I I I J IHI I I HI I.......... Il 11|. I riM'i I ll Ma I litr lint* 1**1 * I. IklilM: dul tlAlMiU Ur anl\"ll'u ! i-lllal l.l. 1 h I l.i,, . l lil IhIi ! i-\u0026lt; III lilr .1  |i I ill*   I MJUIIHS SUAKCIIIZ Kiiviim (CIMNIMC OAK CdhTUIION OAK (osn unroHSiBii III l I * 4 1.1* I JACJAI lOlt UrtlflK' nt - -L, l*w-**\"*^l** ri\u0026gt;i*M-i\u0026gt;ar|*wvrrlMlhr~ M\"ioiM|-UihT MiMrhBr (kigaUill- ------ JkagiUuj^ X tnMMry-rnr-i  jMa _ _ .Uail la Iba tiuUilL\u0026lt;- f4nifal- - fsuacllu* - _14a\u0026lt;l la A xaa-. _ .UmoLcjwpIImkX-W. . ...Olfldcl.. lo- la -del* coHvc- J-.-fta^Ha-welal Hae-iar - ha^Huihart--------------- tlaaianRbwiil I -vdoc*-- llwb-1\u0026gt;14\u0026gt;1 u111  a\u0026gt;LU4A\u0026lt;.a - - - - |-\nMRh------------ XanuUlanlA-- |J,Ulft-------------- ____ u,au._______ t\u0026lt; atau Iona 1 - Zaovth_______ ------------ Ibouo OUwb4-\u0026lt;^4 Up* kH-  hdiKivrinn -f.t.rli 4M*h-w-.\u0026gt;5f- an- Tri I iTi1r%\nmnhrt tt r l~lu JCip AijL fl-l It Ji _'l . t'L Ju kUucI- .mUa. xiu. A . anal Mr-  - Hl |aac\"~ lillUl---  burner i-****-*^ ----naUl(-- a\nula---- ___ taJli-JPi\" J-M vlM^ IIm MMclal* upnMMtfMr --------- t|irUla -aUM- - ____ ____aV_(lbLULirf.l^\u0026gt;lal ____bUidian^lailrUa-aM ---Ibtlaalall 41. dawr    lAirantAWiitMriati: ardiala-drtlvlMK-tn _ blcBljU LaLlit tad tai-. rv-aonlme*'iMim ~~ -uUJca-BUli.. This 1s In LRSD Plan riuc*niMi in 1 rnrrt ia\nht ri.a.i -j-. 7 -hah \\\u0026lt;hiwA Hen -iit q-nn r--1-f T  I- - I V H - -1 - 4 -\u0026lt; kI\u0026gt; *- a- .1 C-^ruOlMIS. J-I (HrvrnI i.tl - ilii aK-iSI T lis- rT \".I n T.- -  *1 M \u0026lt;- l-i * \u0026gt;4 - M ** \u0026gt;a I -\u0026lt;.T hrwd'^v jo^ni'nr ri \u0026gt;M 4 4 IT \u0026lt;|b4K4*-b^\u0026lt;.*4-\u0026lt;- I .  -vnTOiK*ivrn|n T.itT-ni rnT'l------ m o o r j\u0026lt; al I f\u0026lt;i II . .Il  I *.\u0026lt;IN lUV*  I. o I r-.|aI.U (itlK.lul  I. I\u0026gt;ac 'luiu.ll* * ''!* * ' '\"4 '*  \u0026gt;\u0026gt; \"I . .II.-I I.. |....,,. 'I A*  ..I I' I , a 1.1.. MJICIlVfS siaiiim/ (CIIMIK iUK totfiiiioa IMIi OSI$ (SKMSiaU IH 1 MUJAl |U\u0026lt;I ___ ------------------------------------------------------------4M- _ ~ Jioa 4. jalaia il\u0026gt;. aUajMila- ------ \u0026gt;a ma* |I wliaal bmi- -------- - 4'u\u0026gt;U Ja*!* UI i\u0026lt;av. ---------aad-glUgaUaa---------- -U -tgiMlUr ___ JH 4JtL _______ tad .ralalad. aaorlca. JlktoU\u0026gt;- _... -Qiigalii|. (\u0026gt;S,Wk.vr\u0026lt;- aU-i.\u0026lt;ul4--- IUM LUU S ------ - pL i.U------- . l4iaalbu.-!u.fMM4uM - e4- - fxr\u0026gt; l(4 Ja------- anaI _ .4.- JtaiMaa(4 KManaa. 4(aaataUa at-4t- ------ data. Ul awani------ ------- I zpTsj.3 XmmI ua  o J 4* I I I .wMtTKxicvb*-- iMiMinnlM- - - JLitfJ Iw UtuiiwtK-. --------Aimil----... g. turrlculiM tAMd --- Amaiaaal - ____ - n^n ii\u0026lt; jlkab\u0026lt; --- -otn^ng- ----- rrf\u0026lt;nBl\"l\u0026lt;aUrH\u0026lt;air' ~ ---------- XUllJhK.kj\u0026lt;Jbml JUa-li- ol--------t*\u0026lt;nh\u0026lt;' -aa*-Frace-- ---dMa A\u0026gt;BaU^ JlaiA fc. Aa---- A--- a  L \" _ trtjnwrf\" -.-fwT kuhw   This Is in LRSD Plan 4// zr\nziiiizzz: . -IVU ------- cassloii*. 1S-- IsadaMB - - 41,IXJQ -(laal. - - ----------  aonauUaa^ - --tl.lMO---------- -SI a -Br) a Hand - n f. i(*nL - - 4K*.al Mmi- Xaisull\u0026lt;H T UW aUUI\u0026lt;--LU-LU.. U...LU.. luIl t.L.U-pLu.(ja uL .JU uu tku. OerraTe- br anr - ri-i AHalewl^lu- k a*!** rtt-K .. Tly fiKHrrd-s-.n.- h *? ~ I nrtt*FHH-tce Inrrr.i^wt-kiooh^.r Tit 'Itif* 3*    **Vw |-r^a, . V r I'Tt'i t-T 7* I J JI J J \u0026lt;1 I ru 1 II. Ml UH lUlt Pi lit Im %  - * LIm jii' til'Ir.li iU 1 ***2?.ffj - . _   * *11 I t     ! I .1 I-  \u0026gt;1 I MJ(ciir$ AdIVIIIIl (ciiMiw\nOAII (onruiioa Mil {OSIS anroMMaii iii I At u* I lUM .raMla4fMt-bra~'--.*------- .dlUUI-asaaKwrtt\u0026lt;*ctw*-  a IVI sa l Mt-a-|\u0026gt;t ataard ~ ~ ~ . agsada aad aUtd dwikn  \"IBT --txtablliircaaaH'InKy-iM - -*Maa-sf-asaMtBtttH------aMgolag (*\u0026lt;-------------- h\noui----------------nnenojf'-siJ-rnrtifir r I? 70 m U3 .. } n\u0026gt; o 4:a I-* cn IMO ---\"wnMn^ -\"vataaUa* last twats -EraabiTTr  TTF\"ihMmrrIrx^rMrn'^Tnrda .-Ji aass iUMtlag sastsi -OttgoJa^' ^V^VWWW* - liirtraMtsrad-fur'  ---S 1V*I-.---------- ---- ----------------a- atltnVgnlng. ------- -M-am-MiaM^aa ------- This is in LRSD Plan JtUas4ts/------- -Coot il bw tot S--  ***\"\u0026lt;---------------ri'titrli\u0026lt;- OigolnK-I I I I I I run ** il.li- Hiki |i I. laBdliBBil lAada  I I * t MJKIIVU )l*liCIIS/ (IIIIIU -^rrtnd. JiNullffBCUi------ -\u0026lt;r-l\\rrd--4AMaH\u0026lt;------- ------- -lilacBllfln-- rrnCcr'Ty bJja^luiUa*l.S**Bly l_a\u0026gt;B4c. \u0026lt;4. Umw 41)1- \u0026gt;Ub -Ti-U* tragf 4a.tM untiT'awiiltnt-hr'BiiRritlc- - I M I * ! M . aiCIIMINC PAIt '9/n- \u0026lt;lA-a(*i^a utf IXIi i ajuulg-dlwMLp|*4aUai. -_b. --li\u0026lt; wrtalraHttR  xrrnl-^rt m\u0026gt;* Hfcn Kir* disirtcl wlilr rvrior iMtr-JUl-  irj JL ti|i. 4 wad H 4(xrtat. 4i|f4LUia4\u0026lt;lr\u0026gt;Lr -. -VX-- idl4- lBaMd4ly-4Ml----ArlMiisM-Act-MUr - - \u0026lt;1-mI-rml- SvLaII'SU__________ - -lr|il4M'lmT - Clear _ X U. HClltflMOlktoA. law iiM'MUMMar lB\u0026gt;-|irn*l\u0026lt;lr -MUalBce - - norf BimrAKr iiui' Aarr*' ..jnlJvtuw-ebMilr .. 4-4-Widiai1r __JkhcjU4Ul(l.itaULl\u0026lt;----- initEdUr taWOepdr - -viMa W- (aOnl-Mtl - .jMcbvaHm.______ \u0026gt;70m This is in LRSD Plan o CO HI I I .  fUMPIIIIOII OAK . .4au.(K. lOSIS I I ((SPOM'.IBII III 1 I . I 1.1 I Ai u*\nI'.ii I 4McL\u0026lt;ir-aL S\u0026lt;\u0026lt; Lvl- - -. UBiLJbfcU_i.UJLi\nA_u.l-l- n-U - JdlC^LUMI. SofmiMur*- -Olmlprlr unJc-dhtL MJirj v. . LoJJwaii-*^J_ijIbsJ-doli-u4__ i-ac-ial- - - -Sixrlal' f AririwThrtiii i- - 4Uwi*ivoL iSaJmmjU. . bliTLCiB r.ujj 1 U4xKb J. Llw- p J J^cumaurJ__ 6(\u0026gt;rrvHon-u(. viu luUjirc JuL I I 1 jfl d d a^a 8^ JBl' .1*11 M II,, .nil I IHI I Ihl I ! \u0026gt; |n4| I \u0026gt;14 I !* .|MM . lIll** OIJUIIVIS MBAIICIIS/ BIIIVHIH DAK (OM'll HON OAK (OMS BlSFMi'.iail in I I r  I- . .1 I.I I I I JAt UAI |g:i -UZU. .Uvuluuu ^ilacnnil _*ln LlJiRi''. jMfe. Im. Jb*. I4kx -t\u0026lt;(-l*k 14\u0026lt;v AKnn -InAnil - -U - liOkt il-ill__________- iuamL 14 otj-'id J _______________________\n_W(.iaU- L'i'i'i'Jt L'i'.' Tier WMtIII' Jmk..----- -XT \"ttMllBr-Ihr pracon -va* a\u0026lt;im 1 i \u0026gt;11(11-. MlMvIr ! k)Xi I Ol m This Is in LRSD Plan I 2n\u0026gt; ' I o .0U hr 1 - Air \"arpTTC hrtrtr MrM-hw - . - pcliuxi-Juurl------- I I I I . .ll I II... M I *! ', -ai \u0026gt; .1.1. Hi......... I  Ik IHa- I -fill y IK 1(11 Iki |\u0026lt;iiiI liku II IXI 1'1 K41 MJKiivn M*iiim/ Adiiiim  Mil nil HIHH '\u0026lt;l b  . .. ..I . I  \u0026gt;.11. - - ** a.'. Uk-vMdt-JUiLoilJaib vlmc. -*llnr.tl4iaw. - - - .llBr-- - ------- - - - -o XI 01 m ua  T o C42T::l* LO tn lir.lWIING Mil .UM -4j| ?l^*J-**''***^**'------ w: \u0026lt; Ml r RV** 4.-HrIt*-1^*1 ------------ .. X-aiurrU.--.- ~ V. \"viMirfH^rrM 1---------------------------- ------- \".7 TVlAkrif BWt- 1------ --Wt M*'Shrirti.-MpbH - llfaliTMTnicr ~ -amt*-mM-lantn*- -__liwtl Mllltadolaiiii _ -iwM*\u0026lt;-aaM------ -*wtifBrr\u0026gt;nn0i  -It - This Is in LRSD Plan (ItVIHION OAK (QMS jriLS*.-------- --------------------------- -\u0026lt;kah----------- --t*\n(na -AtlHot' Isruii'.iiii III . ..I\u0026gt;4 \u0026gt;mwMi| . ~ Iikical iii  IVbf/iloT\nI 1*111*4- 1 :,-r.r li' -*.'1 U  ill Bl I I * .. - -\"I-rr.T.n-.n __ I  I rr aim UMeX-l Rrjair hn|-- - --\u0026lt;itiiM|-O(l M-c-Stu! I--  I -|1.- D JO  I * I  Ml I ru I ii I .I'\n'A' 1*1* ft'^l*****'* lull* ! * I \u0026lt; ' .Im ............... .iHfHMvoi .rt.iui \" \u0026lt;..i iK . i.. .. I I . . . .1 I I. MJUiivn MoallCIIW AlllnllKS ICHNHNC 0*11 COMBI 11 ION BAK (OSI$ DlSPOiiSIBII III I MtUAI I'll* \"nki l rmi rr'jr(JT ----- \u0026lt;,lnrtrciirtirr-- Wia* \u0026gt;4Hec1er hlrw iiri SibT Ann aG XTi(T,mr\\ I kt I I ^JlecJ l\u0026lt;ir-i|ir\u0026gt;.k4.iio*Ro 4 Jwa J  -I* - -------h\u0026gt;tBl-opNUI-iu*ot-i\u0026gt;* - JbUHRh - --M4w4tan-a(- ImMWOtJWy .OM4 f|*N 4 1*1 r jwJ cxJ a to. BuJ.- -imff+IrT-.-------- - -M-  - Iw^aX-talcHaM-aM- -MfrOM--- -44M*tr nw.-Aa-h*atU' t~ -isBiinrf Mftr woz  - -J/M . _(m k. I KM . daano^' --W/OT .MitiUn. Ma4(4 Jo Jax ptnin/wJciKe-Uw-------- a^thiM^twirnrrtiw \" Mnii11  Hrr -\u0026lt;k\u0026lt;ah\u0026lt;' lliA.-ttK* 'Su(rvtTiin S|\u0026gt;n. Col.blucal JivL _ Cowl tier 'S|ir hrl'tikrafimi .GotUJc. hrtnetfiok I I l*fir\u0026lt;K^-if nt n-y-iit\" tii^i r.i t r-T * i in LRSD Plan za m o lO cn .II*  II I ri I rHi *111   *M* \u0026lt;1 !* '.! . 11. Ir j. Uaa.uu.U |kiUA4 j MJHIinS t I* I MRAIICin/ Adimiiii a( Cl Ml IMG OAK (UNrilllM ItAK (OMS I -o XI . cu m\nlo  I o cn \"rAi 1 -.-.jiaucMUMlJKmIsuJ. -----mw-aiHf-!*/ItJlr\n----T-****^'!***\"!*-------\u0026lt;*\u0026lt; __UatLljv.tUrXlM.. _ Ml-tMMWBrt** \"UM ~ ' ----------U-aalwIata/^toUcn- k. Aikvtall4a4K-- _IjuubM-of-MUflab ______tJiA/*U|MniL _ This Is in LRSD Plan -- -i*wtW --H\nl- -iheoo- Bol oaa Gi^ msroii'.ieii III SrTKnrv  \" - . JULiX Lur. Trtr TMfrT- **i* f . I  .  .1 i.t  I Ai UAI ic:i I *. r.n Tiivs n T. y A n n r\u0026lt; m rn l-w^ls Raxl t Alni rry-of-T-is Mmim - Mal-U|^4 *-- IVOCATIONAL EDUCATION al Plan 1989 IW^ (Year) on Responsible Vocational Directors\nTo improve articulation/offerings of PCSSD. LRSD, and NLRSD  Set\" Division Pregrem/Aret Instruction Vocatinnal OBJECTIVES STRATEGIES/ ACTIVITIES BEG I Nii I NG DATE CCMPLETICN CATE COSTS RESPCNSIBILITT evaluation mprove articulation of tional programs. 1 Attend each other's advisory council meetings 1983 - 1989 Ongoing Each Vocational Director Actual attendance ove recruitment of tents into Metropolitan ech Review course offerings 1980 - 1989 Annually  -1909 None Vocational Directors 2. ! Offer Open Houses Student Brochures Employment Fair 1988 - 1989 - 1990 1989 1990 Annually -1989 . Completion Activity of $200 Vocational Directors .. Annually. -1998 Completion Activi ty of $250 Vocational Directors Annually -1998- Completion Activity of $250 Vocational Directors Completion Activity of I I I IJiSD DESEGREGATION PLAN DIPITMENTATIO lELIlJE *EA JocatJonal-------------------------------------------------- oal\nTo improve cooperation among vocational departments in PCSSD, LRSD. atid NLRSD JECriVES STRAITEIK/ACrrVITI L student meetings Conduct monthly meetings among vocational directors BEGINNING DATE Monthly Septei)iber-}2 Oeteber-H November-15 Beeember-11 ENDING BATE P-QSP-Lqs REsroNSiniLnY Each director will attend IVAIJJATION Minute^ of_ Meetings . Share Information 4_J It Share applicant pool When new courses Ongoing . Conmon Course Description \u0026lt;o \u0026gt;f\u0026gt; 4.2 5.1 2t Consult each other concerning new course offerings Review course offerings and course descriptons for differences arise January 1989 February 1989 Ongoing Each student will attend Each Director will attend Ddcumentation Documentation Documentation GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the districts, including the NLRSD, should wilT^meet on a monthly basis to share concerns, and plans for joint activities. Some of the areas of cooperation that will be explored are\n41. college recruitment practices and their impact on minority applicants. 2, minority scholarships and financial aid, 3 . parent education in terms of student opportunities, iA. employment for students entering the working world directly after high school. 5. recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and 6. effective intervention strategies for disadvantaged and/or at-risk students. The outcomes expected from using a joint approach by all concerned school counseling personnel in the multidistricts include: 1, increased employment for post high school minority youth, 2. more minority students attending college and/or receiving financial assistance to attend college, 3. increased enrollment of minority students in advanced and AP classes, Re: 01800 Page 469 4 . earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and 5. more positive parental interaction with the schools. To facilitate and insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The directors of testing for the districts, will explore a joint test purchasing, scoring, and reporting procedure. Such a program may reduce cost and provide uniformity in test data. A bi-racial multi-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will be formed to monitor test preparation and testing conditions. Teachers of all the districts will be instructed in methods of identifying both at-risk students and gifted and talented students,-with atandagdiaed teat data as a key idant-ification cgitogion. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which iensures that the records of students transferring among the districts. including the NLKSD, are sent and received in a timely manner. A uniform records transfer system (including the NLRSD) would decrease the number of incidents in which Re: 01800, 01801 Page 470students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and testing cruidance should result in additional education and career advantages for minority students. Pho responsibility fop the foregoing cooperative efforts roots with the Coordinator of Counaoling Services. Re\n01801 Page 471 PARENT INVOLVEMENT/COMMUNITY LINKAGES TRI-DISTRICT COLLABORATION PLAN Citizens in our democracy have a fundamental right to be informed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. Typically, school districts do not adequately address parents' concerns nor do they involve community groups substantively in the planning process. The literature suggests that community involvement is of utmost importance in planning and implementing a school desegregation plan. Community involvement and citizen participation result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental involvement affords parents the sense that they have some control over their children's education and their future. Research indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition, the System Development Cooperation (1981) found evidence that parental involvement in school activities can improve interracial attitudes among all students. There are a variety of approaches and specific activities that can be effective in promoting support and involvement in desegregated schools. Re: 01802 Page 472The districts' goal is to achieve a cooperative working relationship between and among the school districts by strengthening existing community involvement organizations and programs, as well as developing new additional designed to facilitate substantive involvement and programs cooperation of parents/citizens in the districts. The proposed plan, which will be implemented in the fall of 1989 and be an ongoing process, will include: A. Develop parent involvement/support activities which facilitate the teaching-learning process: 1. Establish a Parents in Learning Program, a community-supported effort to involve parents in the learning process which would utilize such programs as APPLE, \"Just Say No,\" and HIPPY\n2. Provide workshops for parents on such topics as discipline, learning aids, study skills. academic tutoring, etc.\n3. Parents and staff work cooperatively to develop strategies to encourage positive home learning\n4. Each school will establish a teacher/parent committee to design and implement schoolbased activities\n5. Promote multi-ethnic in-school parent/teacher committees\nRe: 01802, 01803 Page 4736. Develop and expand the parent volunteer programs\na. Encourage all parents to become an active member of a parent involvement program\nB. b. Recruit prospective committee members from diversified communities including retired teachers and community leaders\nUtilize parents in marketing educational programs and benefits that will result from desegregation: 1. Develop a resource list of parents who are willing to be contacted to talk with potential patrons\n2. Establish parent recruitment teams in each school to encourage families to enroll in the public schools\n3 . Seek positive media coverage featuring parents from all multiethnic backgrounds: a. Work through local parent/teacher organizations to encourage positive media coverage\nb. Designate a contact person at each local school to report to an established information center\nRe: 01803, 01804 Page 474* C. D. c. Produce video presentations of area schools for use by real estate offices, utility companies and day care centers\nEncourage community-wide multi-ethnic citizen/ parent/teacher/student committees for input into planning and decision-making: 1. Establish building, district and multi- district level committees which are racially. geographically and socio-economically representative to provide input and feedback on the operations of the schools and the districts\nWork with the Chamber of Commerce Committee on Education on its advocacy for public school activities\n1. 2. 3. Expand the school/business partnerships\nHave a multi-district event to honor business partners in public schools\nEncourage the Chamber to continue existing programs such as the teacher appreciation rally and the Excellence in Education Awards for educators and students. Special needs' will be addressed in each school district's desegregation plan ** Participation and programs are contingent on additional staffing and funds in PCSSD Re: 01804, 01805 Page 475PUBLIC RELATIONS SUMMARY AND RECOMMENDATIONS Public relations describes the process by which schools and the community achieye awareness, understanding, and confidence through communication, shared experiences, and a history of fulfilled promises. Deseorecration will succeed only so far as the community supports and participates in it. Therefore, creating an understanding of desegregation as a preferred way of 1lying together and teaching our children, and marketing the programs which support desegregation, is the basic function of public relations as a means to achieyjng support of the public schools. Highlights of the recommendations of parents are as follows: The public relations programs and strategies currently employed by the districts are approyed for continuation but with the addition of certain approaches which haye been suggested by parents. The districts will search for ways to increase the number of staff who are responsible for public relations programs. Emphasis must be placed on the accomplishments of the schools and educating the community about the yarious features of the desegregation plan. The districts will cooperate to form a media coalition as a communication and adyisory link with the local media. Innoyative ways must be deyjsed to communicate with citizens who are difficult to reach. Each district will establish a school communication network which will feature a communications coordinator at each building. Outreach into the community must be energetic and ongoing, including fresh and creatjye ways to Page 476 promote the public schools, and boost employee morale and job satisfaction. Staff, students, and parents must be prepared with information and skills so they can serve as positive ambassadors for the schools. Communication channels between school-based personnel, district leadership, and the community must be established and maintained. The districts will demonstrate dependability and inteqrity by faithfully includinq, informing, and communication with the community. Great emphasis is to be placed on the continued involvement of the community in all facets of the deseqreqation process. The link between the schools and the business community is to be strengthened through active and visible support of the school-business partnership programs and by further involving members of the . business community in various wavs in the districts. Toqether, and with the participation of the Chambers of Commerce and business community, the districts will launch a massive public relations campaiqn to herald the beqinninq of the school year. INTRODUCTION Parents and professionals who studied the public relations plans of the Pulaski County school districts illustrated their conviction about the central importance of public relations to the desecrecation effort by quoting, in their report, the director of the National School Public Relations Association: Buildinq and maintaininq public confidence in education is the most important sinqle task we face. The effort requires that educators develop sophisticated understandinq of the school district public relations process, which is a complex. demandinq one. It serves in many respects as the conscience of the school district: winninq support from internal and external publics alike by Page 477demanding the kind of responsible institutional behavior that commands public support. People tend to avoid, fear, or dismiss altogether that which is unfamiliar or which they do not understand. 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. Public relations aims toward achieving and sustaining public support and involvement by bonding the schools and community in a mutually beneficial and respectful relationship. one characterized by openness and responsiveness, accuracy and honesty, reliability and responsibility. Public relations is not the mere act of publishing or publicizing data. Rather, it is the process of achieving awareness. understanding and, ultimately, trust through communication and shared experiences. As we work toward public understanding and confidence in the desegregation plans, it is important to acknowledge that a major component of all public relations is marketing. A well-known dynamic at work in the products and services we purchase in our day-to-dav lives, selling is seldom considered in relation to our schools because we tend not to see schools in a commercial light. After all, public schools employ professionals, not salespersons, and they impart knowledge, not manufacture a product, nor are fees exacted. Somehow, it's deemed inappropriate to equate schools with business. Page 478However, the inescapable facts make the business metaphor entirely applicable and accurate\npublic schools deliver a service (education) to clients (children) for a price (tax dollars). Public schools are in competition with each other and with private schools and they must achieve a competitive edge to capture an adequate market share for survival. Schools must convince their shareholders (the public) that they provide a reasonable return on investment and their employees that there is adequate revenue stream to insure salaries. Schools must innovate and improve throuqh research and development. They must develop an attractive  image and quality packaqinq which they aqqressivelv promote. and they must supply service after the sale to maintain satisfied customers who keep cominq back for more. Clearly, our schools are in the business of providinq educational service to our community. And we must be about that business of service not as servitude, but as the ~iob of providinq the high quality, equitable, and child- and communitv-centered manaqement that will most quickly and surely take us to meet our deseqreqation qoals. If we do not do that lob well, neither the community, nor the courts. will tolerate our failure. For the school districts in Pulaski County, the great challenge of public relations is largely a matter of regaining community confidence and support in order to undergird the desegregation process. It also includes teaching the community to understand desegregation not as a \"body count. but as a fundamental transformation in the way Page 479we live our lives and teach our children. just as basic to educational excellence as any technology, materials. programs, or human resources that might ordinarily be itemized on the tab of public education. The plans presented to the Metropolitan Supervisor by the school districts and the parent committees reflect a solid understanding of the critical connection between desegregation and public relations. The plans also contain excellent goals, ideas, practices, and proposals which, when implemented, promise to rebuild the bridge of trust between the schools and the community. RECOMMENDATIONS The specific public relations goals and obiectives of the Pulaski County Special School District, North Little Rock School District and Little Rock School District desegregation plans presented to the Metropolitan Supervisor fDecember 1, 1989) were approved for implementation or continuation. However, these plans are to be supplemented or augmented by the excellent suggestions offered by parents and teachers. Specifically the districts will\nContinue to embrace public relations as basic to successful desegregation. They will allot sufficient financial and human resources to effectively support the communication and involvement activities, training, and specialized programs or approaches to public relations which are reguired. a. The professionals responsible for public relations in all three districts are doing an admirable job, but desperately need more hejp. Therefore, the districts will work to find ways to augment the number of professional staff. Page 480b. Staff will identify various public relations functions or office tasks which might be performed by trained volunteers. ___________________They will work with the school volunteer programs to recruit volunteers to help, looking to business partners, retirees, parents, college students, and others. 2 . Utilize public relations programs and avenues to educate all publics to all aspects of the desegregation plan, stressing such special features as magnet schools, attendance options, early childhood education programs, extended daycare, etc. Careful consideration will be given to the marketing suggestions made by parents in the Early Childhood Education section of this plan. 3 . Continue to disseminate public information in wavs the districts customarily employ, paving careful attention to guality, accuracy, and positive tone. a. Communications will include such means as district-wide and community newsletters, informational brochures and fliers, school calendars, public service announcements, press releases, and news conferences, etc. Special emphasis must continue to be placed on the districts' achievements and positive events and activities. b. c. d. Each district, each school, and those programs or departments which have broad contact with staff or parents will produce a newsletter to communicate positive news, discuss issues, and highlight the accomplishments of students, staff, and volunteers. The districts will cooperate in seeking to form a media coalition consisting of representatives from the local newspapers and other publications, cable and public television stations, radio stations and/or the Central Arkansas Radio Broadcasters Association, and other media groups. The superintendents will hold regular roundtable discussions with this group to build a relationship of understanding, share information, and discuss issues and concerns. This coalition will also serve as a source of advice on public relations matters. The district should seek a commitment from the media to provide prime-time placement of Page 481 public service announcements about the schools and features of the desegregation plan. 4 . Devise innovative ways to communicate with the public who are hard to reach through routine methods: the illiterate or semi-literate educationally or socio-economicallv disadvantaged, hearing, visually or physically impaired or those who rarely participate in school-related activities. One parent committee was particularly concerned about this problem and suggested: 5. a. b. c. d. e. Consider developing an audio tape or record (i.e. \"rap) which can communicate messages about the schools, special programs, and opportunities. developing the rap. Students could participate in A concert might be given along the lines of the successful fl Farm Aid\" or \"Anti-apartheid concerts as an awareness activity, concert could be taped and aired on television and radio. The II Consider a regular newspaper feature such as comic strip, simple language editorial. or guestion-and-answer column that deals with school programs and issues. A play could be written and produced by students for staging in churches, community centers, and businesses to promote awareness. A \"Desegregation Awareness\" week, similar to that of the \"Just Say No to Drugs\" campaign could be the focus for various awareness activities. Establish a school communication network to assure an accurate and ongoing flow of information. a. Identify a \"communications coordinator\" in each building. This individual could be a staff member, parent, student, or volunteer. b. The coordinator will be designated by the principal with input into the selection process from school staff and parents. c. Especially in large schools, the coordinator may wish to recruit other individuals, including staff, students, parents, and volunteers, to form a team to assist with the communication network. Page 4826. 7. d. e. The coordinators will receive regular communications regarding district activities and will assist in gathering and disseminating news from the schools. Training and any necessary resources will be provided for the coordinators to enable them to be effective in their jobs. Outreach into the community will be broad, energetic, consistent, and include\na. b. c. Regular dissemination of information to key community leaders and opinion makers including parents, church leaders, retired educators, elected\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":55,"next_page":56,"prev_page":54,"total_pages":362,"limit_value":12,"offset_value":648,"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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