{"response":{"docs":[{"id":"bcas_p15728coll3_430015","title":"National Dunbar Alumni Association hall of fame materials","collection_id":"bcas_p15728coll3","collection_title":"Butler Center for Arkansas Studies Documents Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["National Dunbar Alumni Association of Little Rock, Arkansas"],"dc_date":["1990/1993"],"dcterms_description":["Items relating to planning for the National Dunbar Alumni Association's hall of fame.","This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : University of Arkansas at Little Rock Center for Arkansas History and Culture"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["National Dunbar Alumni Association historical collection, 1880-2016 (UALR.MS.0021)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["African Americans--Arkansas--Little Rock","Dunbar High School (Little Rock, Ark.)","Education--Arkansas--Little Rock","Education, Secondary","Segregation in education--Arkansas--Little Rock"],"dcterms_title":["National Dunbar Alumni Association hall of fame materials"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/p15728coll3/id/430015"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_549","title":"Parent and community involvement","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":["1990/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Parents","Educational planning"],"dcterms_title":["Parent and community involvement"],"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/549"],"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":["55 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\nCONNIE HICKMAN 0 D Mhow well they do, and there is generally no 'right answer. The teacher evaluates -tudents' thinking skills to sec where they are at a given time, and to see where they may need extra work. Students thinking skills might be  Use entertainmenta TV program or a movieas the basis of family discussions.  Use daily activities as occasions for  valuated orally or with a papet-and-pencil tcsi For example, a teacher might be interested in evaluating students skills in analysisa breaking-down process to find nut how parts fit together to make a whole. Students might be asked to list the steps in\\olved in solving a particular problem, or in break down a task (such as making a into its component parts. How Can Parents Help Their Children Think More Actively? As a parent you can  Encourage your children to ask questions about the world around them.  When reading to or with young children, ask them to imagine what will happen next in the story.  Actively listen to your childrens conversation, responding seriously and nonjudgmentally to the questions they raise.  When your children express feelings, ask why they feel that way.  Suggest that your children find facts to support their opinions, and then encourage them to locate information relevant to their opinions. learning. For example, instead of sending a child to the store with a simple list of items to purchase, talk with the child first about how much each item might iost, how much all the items might add up to, and estimate how much change s/he should receive.  Reward your children for inquisitive and/or creative activity that is productive.  Ask your children what questions their teachers ate raising in class. For example, a history class might be asking how American westward expansion began. Remember, if your children arc active participants in a home where there is talk about the why and the how of things, they are more likely to be active thinkers both in and out of school. iiearagfOaiBiOTy Stock No. 0210-5 5 6 Thinking Skills: How Parents Can Help by Marcia Heiman and Joshua Slomianko H M National Education Association Washington, D.C. 20036-3290 *What L Meant by The Process of Thinking? Thinking and being aware of out own thoughts arc skills that make us human. Thinking is an active process. It encompasses events that range from daydreaming to problem solving. It is a kind of ongoing, internal dialogue that accompanies actions like performing a task, observing a scene, or expressing an opinion. What Arc Some Examples of Thinking Skills Instruction? Thinking skills instruction can be applied to all areas of the curriculum. Here arc some examples of teaching these skills in the classroom: What Does Teaching Thinking in School Mean? The teaching thinking movement goes beyond the learning of facts. It encourages students to ask questions of the information and ideas presented in class. It helps students learn how to identify unstated assumptions, to form and defend opinions. to sec ideas. relationships between events and There arc many approaches to teaching thinking. Some educators teach students to use a set of identifiable skillssuch as discriminating between relevant and irrelevant points in a particular argument, or generating questions from written material. Others try to involve students in classroom experiences that will help them think more activelysuch as a classroom debate or a mock court case. Copyright 1987 National Education Association of the United Slates  In an American history class, students might use a simulation exercise to understand the points of view of the colonists and the British at the time of the Revolution. That is, after studying background information, students would play roles of persons on both sides of the conflict, debating the issues as they reflect their imagined families, work, and community.  In a mathematics class, students might work together in pairs. While one student acts as problem solver, talking aloud his/her thinking on how to solve a problem, the other student is an active listener, asking questions and helping the problem solver think through the process. Later, these students would exchange roles.  In a first grade classroom, the teacher might engage students in a discussion of the reliability of evidence after reading them the story of Chicken Little. The teacher might lead this discussion by asking students whether the other anipals should have trusted Chicken Little, and how they could have determined the truth or falsity of het story.  After viewing a film on the Lewis and Clark expedition, a fifth grade teacher might ask students to work in pairs, listing the steps involved in planning and carrying out the expedition.  Children of all ages can do team research. For example, elementary school children might investigate the effects of the gold rush on westward expansion, while secondary students might study the traffic flow in a major intersection of their community. Thinking skills can even be taught in performance courses, such as band or woodworking. In band, students might be asked to think about how a piece would sound if the tempo or volume were changed. They might mark their scores with different tempos and volumes, then play the re-marked scores to hear the resulting differences in the music. Woodworking can be seen as a series of problems requiring solution. For example, instead of constructing a table by following a preset model, students might be encouraged to draw several ways of making a table (such as differing arrangements of legs or other supports, various tabletop shapes), and experiment with each design on small models, determining which are the most stable, pleasing to the student, and so on. How Can Students Thinking Skills Be Evaluated? First, its important to say that evaluating thinking skills is not the same as evaluating the number of words students spell correctlystudents arc not graded on 4 3 2 I I IINCENTIVE SCHOOL - PARENI INVOLVEMENI INCENIIVE SCHOOL- PARENI INVOLVEMENT Good Secondary Schools 1 Maintain optimum size. The junior high or middle school should be moderate in size500-800 students. The high school should be large enough to permit a comprehensive curriculum and broad activity program to meet the needs of each student. 2 Provide adequate guidance services, with guidance specialistsone for every 250-300 studentsto supplement teacher counseling. 3 Set meaningful goals for the total program. The middle school/junior high school should emphasize mastery of basic skills of study and inquiry. The high school should permit each student to select her/his own vocational or other goals and pursue an individual program leading to them, making sure that she/he acquires both a generalized and a specialized education. What to Look For When Visiting Your Childs School 4 Require all students to study English, social studies, mathematics, science, and physical education. Provide a complete program in all other academic and vocational areas, as well as courses in the fine arts and opportunities for rational discussion of controversial issues and social problems. Make available to each student all curriculum offerings, no matter what her/his course of study. 5 Provide for continuing relationships between student and teacher. The middle school/ junior high school should provide a continuing instructional relationship with at least one teacher throughout a students stay at the school. The high school should provide at least one continuing \"home group\" for each student. 6 7 Employ flexible grouping and scheduling methods. Provide textbooks and other teaching materials free from racial and sexual stereotypes. Make every effort to encourage students to continue their studies until they have completed high school and such higher levels as will better prepare them to achieve their goals 8 and be responsible citizens. Copyright  1987 National Education Association of the United States Stock No. 5159-9 s National Education Association Washington, D.C. 20036-3290 5 6 I I I A Checklist for Appraising All Schools A good school has IOne professional staff member for each 15 to 20 students, including subject matter specialists at the elementary level, as well as at the secondary level, and a variety of supportive personnel at all levels. Sufficient paraptofessional personnel to relieve teachers of nonteaching duties and assure them a reasonable teaching load and time for planning and preparation. 2 Individual attention in each classroom to meet the needs of each student. Early and continuous assessment of individual potential and achievement by a variety of methods. 3 A broad curriculum to develop intellectual, emotional, social, physical, and vocational competence, with emphasis on critical and creative thinking. Continuous review of the school program by the entire professional staff, with changes made when indicated. Coordination of elementary and secondary programs within the school system. Good Elementary Schools 1 Provide opportunities for the child to learn to read well, to communicate effec- tively both orally and in writing, and to develop an understanding of elementary mathematics and of the social and scientific worlds. Offer instruction and a chance for each child to express het/himself in the fine arts and physical activity. 4 a staff of enthusiastic, alert teachersall of whom meet state cenification requirements assigned to positions for which they are prepared, and interested in and prepared for the age level they teach. A coordinated program of in-service professional growth. 5 Written personnel policiesdeveloped cooperatively by administration, school board, and staffincluding modern fringe benefits and paid leave for illness, sabbaticals, and personal and professional business. A salary schedule based on preparation, experience, and professional growth and comparable to those of other occupations with similar 2 Respond to the fact that children learn at different rates by providing flexible organization, individualized instruction, and opportunities for teachers to vary their methods and materials. 6 requirements. A professionally staffed library with a balanced supply of learning materials. Easy access for teachers to many kinds of new technological tools. An instructional materials center in the school system, consisting of at least a library and audiovisual center. 3 Relate learning to the real world of the child. 4 Provide learning experiences beyond the classroom and the school building. 7 A variety of programs to meet the diverse needs of its students, including special programs for handicapped, gifted, and non-English-speaking pupils. Teachers who nurture many kinds of skills. 8 A safe, efficient, pleasant building kept in good condition and with all necessary regular and special instructional facilities, as well as sufficient work and relaxation space for staff. 9 Superior administrative leadership that stimulates quality teaching and maintains open lines of communication with both staff and general public. An administration that is responsive and receptive to change and progress, encourages experimentation, and manages its 5 Provide opportunities for children to practice and learn skills of effective group living and to develop a sense of values. 6 Ate responsive to the needs of the child that arise from conditions in the home, neighborhood, and community. 10 responsibilities efficiently and effectively. Provisions encouraging racial balance of pupils and staff and fostering intercultural understanding. Instmctional materials portraying minority groups and women realistically. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 4 3 2 I I I IINCENTIVE SCHOOL  PARENT INVOLVEMENT HOME AND SCHOOL WORKING TOGETHER DEAR PARENT: Welcome to THE IjEARNING LETTER, our new school newsletter and a major step, we hope, toward making w L the partnership between home and IS school stronger and more d3mamic than ever before. Our students  your children  need the help and support of both of us If they are to have a chance to reach their full learning potential. This is a fact that we know to be true from experience, and 46 We want to strengthen our communication ties with you and help you take advantage of the influence you have on the school performance of your child. 3 that research has proved over and over. Every one of the recent research studies  and there has been a parade of them in the last few years  points to the unquestionable Influence parents have over the Intellectual growth and learning achievement of their children. At school we have dedicated ourselves to delivering the best possible education program for your child. But we want to do more\nwe want to strengthen our communication ties with you and help you take advantage of the influence you have on the school performance of your child. Thats why were extremely excited about our plan to send home THE LEARNING LETTER on a regular basis. The newsletter will include the best advice and suggestions from the leading educators and parenting counselors In the country. There will be a mix of short, interesting articles and practical, fun-to-do activities. Topics such as: helping with homework, moUvai and develc^izighome studly skills wilfbe covered  as well as more curriculum related subjects: visiting the library, discovering backyard science, exploring the real world of math and encouraging the reluctant writer. There will be book recconmendations, games to play and projects for the whole family to enjoy. A Garden of Ideas For Your Choosing We hope youll read each issue because you find it interesting and Informative. But we certainly do not expect you to act on every suggestion\nyour day, undoubtedly, la busy enough as It is. The ideas are presented for your consideration only. Read them, then pick and choose the ones that look particularly useful and interesting. And dont underestimate the interest factor\nthe leammg experiences you share with your child should be enjoyable and relaxing for both of you. Remember, a parents attitude is contagious  if you can erOPy show a respect for learning, the chances are your child will catch the idea. For sure, there Is no better teacher than experience\nand no better experience for a child than one shared with a caring parent. It Is to the dedication of that idea that we send home THE LEARNING LETTER and Invite you to become an active partner in the education of your child. To Porenh Helping Their Children LearnINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL - PARENT INVOLVEMENT without help. And the help of the teacher must be supported outside the classroom. Parents need to know the objectives of various types of instruction so that they can explain those goals to their children. If the teacher sends explanatory material home, read it carefully, so that you can answer your own questions, as well as those of your children. You can also help other persons in the community toward a better understanding of the schools. Talk with your friends about the schools programs. Even if they are not parents, they are interested in education. Tell them why it is important to vote for local bond issues designed to support education. Encourage them to inform themselves about local and national political candidates who are favorable toward public education, and to work to put such candidates in office. Urge senior citizens to join volunteer programs in the schools. Young people need a sense of community with other persons of all ages. Both the young people and the adults will be richer for the interchange of ideas and experiences. The community includes many people who may be able to bring expertise to the solution of school problems. Business people, artists, travelers, public officialsall should be invited to bring their knowledge and experience to education. Although it is true that all learning does not and cannot take place in the classroom, it is also true that the best classroom learning takes place when the ratio of pupils to teacher is small. When it is possible for a teacher to show interest in each student in a classroom, it is easier for all students to use their energies constructively. They ate motivated toward learning, rather than against it. It is important, therefore, that parents and other members of the community work together to make sure that the pupil-teacher ratio is kept as low as possible. A community divided on the issue of equal educational opportunity especially needs your help to keep the public schools safe from movements that would fragment them and make them incapable of providing a good education for all young people. When you find that private schools are being set up to exclude minority students, you can work with community leaders to find ways to circumvent such divisive activity. Let the press know about your convictions and your efforts to keep the schools functioning, because publicity will encourage others to join their efforts to yours. There are countless other ways in which all members of the community can help take care of the schools. Many will suggest themselves as you talk with teachers and look at your school in its relation to the community. Ask how you can help. Even if your time is limited, you may be able to make a valuable contribution in the very few minutes you can give. The important thing is that the schools belong to all of usthe whole people, as John Adams said. Copyright  1987 National Education Association of the United States Stock No. 5169-6 The Schools Are Yours. Help Take Care of Them. National Education Association Washington, D.C. 20036-3290 5 6 I Two centuries ago, John Adams wrote, The whole people must take upon themselves the education of the whole people, and must be willing to bear the expense of it. The words are direct and uncomplicated. Indeed, it is inviting to think that education in that time was much simpler than it is now, and that the expense, therefore, was much less. The educational task that we face now seems to be a much more complex one, so complex in fact that John Adamss wisdom seems scarcely to apply. But we delude ourselves if we think that those words have no relevance today. When our country was founded, education was one of the few safeguards against the unknown future. As a group of isolated colonies with dependent economies and leaders inexperienced in national government, our early communities had no certainty that they could survive as a country. Now that we are a vast, strong, and rich world power, it seems more than ever necessary to heed John Adamss words. The shadows of future global problems demand the knowledge and foresight that can only come from the education of the whole people. And for that we must turn to a comprehensive and flexible system of education. The schools, which belong to all of us, as John Adams hoped they would, are our best guide into the unknown. The expense we must bear for them is not simply one of dollars. It is, in addition, an expense of concern, and time, and active care. Our schools need our care, and taking care of a school is more than removing trash and repairing broken equipment and replacing damaged instructional materials. It involves a maintenance of spirit among students and teachers and other school personnel. That spirit, which we often call morale, in turn flows back to us and to all the other members of our community. At a time when the public educational system is threatened by those forces that would establish private schools to exclude minority students from an equal education, it is imperative that we maintain that spirit. The divisive action of a few strikes at the heart of the premises of equality and equal opportunity on which our democracy is based, and if we permit it to erode out public school system, we indeed jeopardize the education of the whole people. Caring about our schools is not necessarily constructive unless we can turn the care into positive action. We are all familiar with the kind of care that takes the form of complaining and hand-wringing about what has gone wrong with education. Complaints are verbalized in conversation as well as in the newspapers and other media. Suddenly we are awash in an issue called violence-in-the- schools, and we hear some people saying that such violence is a result of the breakdown of school discipline. This is an extreme example, of course, but the issue is one of increasing currency. And in order to be corrected, the situation requires a constructive care on the part of the entire communitynot just teachers and parents, but students as well. Without concerted action, this type of issue will threaten the entire fabric of public education, because our schools will be turned into centers of discipline rather than instruction. Suppose your community is facing such a you as a parent and/or problem. What can concerned citizen do about it? There are many things you can do. One of the most important is to encourage young people toward a sense that the schools belong to them as well as to adults. What steps do you take to help students to this realization? You can find out as much as possible about the problems facing the school and students in the school, as well as what the school is presently doing to solve those problems. If you believe that other approaches are necessary, you can meet with teachers and school officials to discuss the possibility of experimenting with other techniques for managing the situation. Remember that it is important to include students in planning meetings, because they are among the most vitally affected persons when a school has problems. You can help your children to involve themselves as completely as possible in their learning by showing them that intellectual curiosity is natural and valuable. If they have questions, help them learn how to find answers by looking up information in books and encyclopedias at home or by doing research at the public library. Encourage them to view the programs on television that focus on current events, or American history, or the various peoples, animals, plants, customs of other parts of the world. In spite of the brightness of todays young people, learning does not proceed 4 3 2INCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT  It is good to add Do this instead when you must tell your child no. Substituting a permissible activity takes the childs mind off the thing forbidden, and promotes a positive view.  When answering your childs questions or reviewing spelling words, suggest that he or she look up the answer in a reference source. Help your child find the answer, but dont be too quick to give it.  Speak proudly and frequently about your childs strengths.  Help your child find time each day that is his or hers alone. Children need time to think, dream, plan, make decisions, and free their minds from problems.  Allow your child, when possible, to experience the consequences of actions. A lost toy, for example, might not be replaced.  Proudly display your childs accomplishments at home. This includes everything from a five-year-olds artwork to a teenagers merit badge. I A Success Guide for Parents of Grade School Students Copyright  1987 National Education Association of the United States Stock No. 5179-3 National Education Association Washington, D.C. 20036-3290 5 6 I I I I I I Student, Parent, Teacher Were All in This Together How can you, the parent, have a positive effect on your childs schoolwork? Here ate some suggestions to consider:  Come to school and meet your childs teacher. You ate welcome. Parents support and frequent communication help children learn.  Ask your child what happened in school each day. If your child says nothing, dont give up. Ask questions about specific activities.  Become familiar with school regulations and school practices so that you will know whats expected of your child. If you have questions or concerns, discuss them with the principal.  Help your child see that school attendance is important and desirable.  Make TV watching a constructive force in your household. You might give your child an allowance of'TV time and promote high-quality programs. Watch television with your child and discuss what youve just watched.  If your child announces that he or she hates a certain subject, find out why. Then enlist the teachers help in changing the negative feelings. How You Can Help Your Child with Homework How can you help your child with homework? Here ate a few suggestions that can make homework a valuable link between the school and your home:  Make sure that your child has a good place in which to study. It should offer plenty of room to spread out materials, the right kind of lighting, and a comfortable chair.  When your child is doing homework, make sure the entire family gives that activity as much respect as possible, so the student is not disturbed unnecessarily.  Set aside the same time each day for homework. This helps develop the discipline most children need.  Establish rules for using the telephone. and TV during homework stereo, time. This will mean better concentra- ation.  Review spelling words with your child, perhaps once before going to bed and again in the morning. The same goes for other types of memory work such as multiplication tables, arithmetic drills, state capitals, and so on.  When your child is writing a school report, show that using information from several sources is better than just relying on one book. Help your child get acquainted with the wide range of available sources.  Go over your childs homework, expressing both your expectations and support. Make suggestions about spelling, grammar, punctuation, or the accuracy of solutions, but dont do the homework for the child. Parent-Teacher Conferences These are questions you may wish to ask your childs teacher at conference time:  What are the children studying this year?  What are they doing in specific subject areas? What do you include in social studies? What kind of arithmetic will they learn? How do you teach reading or spelling?  I see equipment with which I am unfamiliar (computers, overhead projectors, etc.). What is it used for?  How is the class organized? When are children taught in groups rather than as a class? What do you do for the child who learns faster or slower than the others?  How do you evaluate the childs progress? What tests are used? What do your grades mean?  What policies apply to this grade? What are the school rules? How much homework do you give? What kind of discipline is used? Self-Reliance, Self-Esteem, and Self-Discipline How can you help your child develop these important attributes? Here are a few suggestions:  Let your child know how interested you are in what he or she has to say. Show how carefully you are considering his or her opinions. 3 2 4 I I I I I Attend parent-teacher conferences when they are called.  Discuss with your childs teacher what his or her objectives are and find out how you can help meet those objectives.  If you dont understand some aspects of the school program, ask about them.  When the young people in your family watch TV, talk with them about what they watch. Remember that as watchers they tend to remain passive, so their verbal skills may need special practice.  Share your expertise with the school. If you have a special area of interest and knowledge, volunteer to talk with students about that area. They may be ea-together that we can assure all young persons indeed all persons of any agethe education to which they are entitled. Each of us, in turn, will be secure in the knowledge that we are helping to maintain the equal opportunity that is the birthright of every citizen of our country. Incentive School - Parent Involvement Working Together for Education ger to have a career or hobby like yours.  Help elect local, state, and national leaders who have demonstrated a true concern for education. Examine political platforms carefully and find out which candidates can do the most for your schools, on the basis of both their expressed intentions and their records. Above all, parents, teachers and other faculty members, students, and other persons from the total community must come together to establish mutually acceptable goals for the schools. That means a commitment of time, energy, and good will on the part of every one of us. It is only by working Copyright  1987 National Education Association of the United States Slock No. 5168-8 5 6 National Education Association Washington, D.C. 20036-3290 I I I I I I We have entered an age in which education is not just a luxury permitting some . . an advantage over others. It has become a necessity without which a person is defenseless in this complex, industrialized society. Lyndon B. Johnson said that in a commencement speech at Tufts University in 1963. And he went on to say that to deny any persons access to this education to which they were entitled was to deny them access to their rightful place in our economy, and to deny the rest of us their productive skills. Every young person in our country is entitled to public education. Indeed it is only through public education for all that equal opportunity is available to all. Education is much more than a joint occupation of teacher and student. It should be the lifelong concern of every citizen of the United States. It need not and should not be confined to the school building, even though its scope and direction are set in the classroom. Indeed, in order to understand the purpose and content of the educational process, each person in the community must know how and why the school functions as it does. This means that the education of the young people in out country must be the result of a cooperative effort among all of us. We cannot ask students and teachers to do it all alone. We have all heard complaints about low test scores and the neglect of basic education. But how many of us have heard the complainers question the tests, or define basic education in an objective way? Many times they do not know the facts but are, rather, responding to emotional rhetoric about returning to some golden age of education that in fact never existed. help the schools by Parents especially can finding out how they work and why certain data such as test scores may be interpreted in negative as well as positive ways. Armed with the facts, parents can be among the most persuasive supporters of education. That is the kind of public trust that we can carry constantly with the awareness that we make a solid contribution to the maintenance of our national values. In other ways, too, parents can be responsible partners in the cooperative venture. They surely are in the best position to help the school in its constant efforts to overcome the problems of increasing class size, disruptive student behavior, reduction of staff, and the numerous other threats to education that result from our changing times. By finding out how school budgets can be utilized to preserve the professional stable faculty, parents can integrity of a guard against the debilitating effects of increased class size. . Parents can also support the school in its efforts to maintain discipline by matching their own attitudes toward their childrens behavior to that of the school. By taking part in fiscal and political decision making at the local level, they can direct government toward legislative and fiscal decisions that result in conditions in which education prospers. If parents work and vote for political candidates whose platforms include strong support for the schools, then they are helping to turn the tide toward a unified educational effort. In a democracy in which the national law states that no segregation by race, creed, color, or sex shall be permitted in the schools, it is the duty of every citizen to help the community uphold that law in every way possible. Here, too, parents are in an ideal position to defend the process of justice for everyone. Parents should not be strangers to the classrooms in which their children spend so much time, not to the teachers who share with them the training and motivating of those children. They need to know what the school does. Above all, we must see that other parents and all other community members are aware of the responsibility they have in maintaining and supporting public education. Every one of us can do something, even if it is only one of the few things in the list that follows. Each of us can think of many mote things that would be particularly helpful in the schools of our own communities.  Make use of every opportunity to visit your childs school. 4 3 2 I I I I IINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT Good Secondary Schools 1 Maintain optimum size. The junior high or middle school should be moderate in size500-800 students. The high school should be large enough to permit a comprehensive curriculum and broad activity program to meet the needs of each student. 2 Provide adequate guidance services, with guidance specialistsone for every 250-300 studentsto supplement teacher counseling. 3 Set meaningful goals for the total program. The middle school/junior high school should emphasize mastery of basic skills of study and inquiry. The high school should permit each student to select her/his own vocational or other goals and pursue an individual program leading to them, making sure that she/he acquires both a generalized and a specialized education. What to Look For When Visiting Your Childs School 4 Require all students to study English, social studies, mathematics, science, and physical education. Provide a complete program in all other academic and vocational areas, as well as courses in the fine arts and opportunities for rational discussion of controversial issues and social problems. Make available to each student all curriculum offerings, no matter what her/his course of study. 5 Provide for continuing relationships between student and teacher. The middle school/ junior high school should provide a continuing instructional relationship with at least one teacher throughout a students stay at the school. The high school should provide at least one continuing home group for each student. 6 Employ flexible grouping and scheduling methods. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 8 Make every effort to encourage students to continue their studies until they have com-pleted high school and such higher levels as will better prepare them to achieve their goals and be responsible citizens. Copyright  1987 National Education Association of the United States Stock No. 5159-9 National Education Association Washington, D.C. 20036-3290 5 6 I I I 1 A Checklist for Appraising All Schools A good school has One professional staff member for each 15 to 20 students, including subject matter specialists at the elementary level, as well as at the secondary level, and a variety of supportive personnel at all levels. Sufficient paraprofessional personnel to relieve teachers of nonteaching duties and assure them a reasonable teaching load and time for planning and Good Elementary Schools 1 preparation. 2 Individual attention in each classroom to meet the needs of each student. Early and continuous assessment of individual potential and achievement by a variety of methods. 3 A broad curriculum to develop intellectual, emotional, social, physical, and vocational competence, with emphasis on critical and creative thinking. Continuous review of the sch\u0026lt;x)l program by the entire professional staff, with changes made when indicated. Coordination of elementary and secondary programs within the school system. Provide opportunities for the child to learn to read well, to communicate effectively both orally and in writing, and to develop an understanding of elementary mathematics and of the social and scientific worlds. Offer instruction and a chance for each child to express her/himself in the fine arts and physical activity. 4 A staff of enthusiastic, alert teachersall of whom meet state certification requirements ate prepared, and interested in and prepared for the assigned to positions for which they , . _ age level they teach. A coordinated program of in-service professional growth. 5 Written personnel policiesdeveloped cooperatively by administration, school board, and staffincluding modern fringe benefits and paid leave for illness, sabbaticals, and personal and professional business. A salary schedule based on preparation, experience, and professional growth and comparable to those of other occupations with similar requirements. 2 Respond to the fact that children learn at different rates by providing flexible organization, individualized instruction, and opportunities for teachers to vary their methods and materials. 3 Relate learning to the real world of the child. 6 A professionally staffed library with a balanced supply of learning materials. Easy access for teachers to many kinds of new technological tools. An instructional materials center in the school system, consisting of at least a library and audiovisual center. 4 Provide learning experiences beyond the classroom and the school building. 7 A variety of programs to meet the diverse needs of its students, including special programs for handicapped, gifted, and non-English-speaking pupils. Teachers who nurture many kinds of skills. 8 A safe, efficient, pleasant building kept in good condition and with all necessary regular and special instructional facilities, as well as sufficient work and relaxation space for staff. 9 Superior administrative leadership that stimulates quality teaching and maintains open lines of communication with both staff and general public. An administration that is responsive and receptive to change and progress, encourages experimentation, and manages its responsibilities efficiently and effectively. 5 Provide opportunities for children to practice and learn skills of effective group living and to develop a sense of values. 6 Are responsive to the needs of the child that arise from conditions in the home, neighborhood, and community. Pl Provisions encouraging racial balance of pupils and staff and fostering intercultural J. U understanding. Instructional materials portraying minority groups and women realistically. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 4 3 2 I I IINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT You can also contribute your ideas about the parent involvement program or the educational system in general. Being a patent, you have a different viewpoint that is valuable to the teacher. What Ate the Qualifications for a Parent Volunteer? The basic requirements are simple. You should  Enjoy working with children.  Have an interest in education and the community.  Feel a commitment to the goals of the parent involvement program.  Want to help.  Be dependable and in good health. As you can see, it is very easy to qualify and the rewards are great. How Much Time Do I Have to Spend at School? Its strictly up to you! You can work out a schedule convenient to you and the teacher from several days a week to an hour a month. If you dont have transportation or if you have preschool children, you can set up carpools or share babysitting services with other volunteers. If you work during the day, you can still contribute by making things at home or helping with weekend activities. Both fathers and mothers should remember that it is important for children to have contact with parents in the classroom whether you come to school to tell them about your job or make recordings of instructional drills for them to listen to. Whatever time you can give will be appreciated it means more learning opportunities for each child. To Whom Will I Be Responsible? You will determine your schedule and activities with the teacher you are assisting, who will be your primary contact at the school. He or she will be there at all times to guide you and offer suggestions. The program is based on a cooperative partnership. The teacher plans and initiates learning activities, and you reinforce these efforts by motivating students, stimulating their interest in learning, and building their selfconfidence. When Can I Start? Right nowby volunteering your services and by offering any suggestions you have to help teachers plan a more effective program. You can also contact your friends and encourage them to participate. The success of your schools parent involvement program will be determined by your enthusiasm and interestso get involved! The result will be a more meaningful education for your child. Copyright  1987 National Education Association of the United States Stock No. 5158-0 Get Involved in Your Childs School National Education Association Washington, D.C. 20036-3290 5 6 I I I I I What Is a Parent Involvement Program?  An exciting concept designed to create a partnership between parents and teachers by bringing you into the classroom to participate in your childs day-to-day education. You and the teacher share a deep concern for your childs welfare, and there is no better way to encourage your childs growth and development than by working together to meet her or his educational needs. How Does This Program Benefit My Child? The primary focus of the parent involvement program is on the child. It aims to meet childrens needs more fully by making your schools educational program more flexible, and thus more child-oriented, through increased personal attention and assistance. As a parent, you are already aware of childhood curiosity. Your child wants to learnbut a lack of learning opportunities can stifle natural desire to find out about the many things that make up the world. By helping your childs teacher, you both can offer new and varied experiencessuited to his or her interests and capabilities. What Will I Gain from Participating in the Program? Your school system needs your support to carry out its programs. By working in your schools, you will become more familiar with these programs, and you will see why they are vital to your child. With this new understanding of educational needs and goals, you can give the schools the backing they need and encourage others to do the same. You will learn more about everyday happenings in the classroom from the increased communication and interaction between you and the teacher. You will have the satisfaction of helping children during a very important stage in their development. You will be able to provide the teacher with valuable information about your child and your communitycreating a link between school and community so vital in our multiethnic society. You will learn new skills in working with children. To sum it up, participation in the parent involvement program will give you a chance to make a significant contribution to your child, your schools, and your community. Why Do Teachers Need My Help? Today, there is an increasing emphasis on individualized instructionfitting the curriculum to the child. But time and money often work against a teacher who wants to employ new methods and materials, who wants to give each child personal guidance. When you assist teachers with growing paperwork, make instructional materials, or conduct a science experiment, you give them more time for planning activities, for trying new teaching strategies, and for working directly with children. As a parent volunteer, you allow them to be more effective teachersand the school obtains your skills and services that might be unavailable elsewhere due to financial limitations. Do Teachers Really Want Me in the Classroom? Teachers, like anyone else, want to be as effective in their work as they can, and your help will enable them to devote more time to professional activities. Remember the parent involvement program is voluntary for them, too. If they did not feel you would be a valuable asset to the instructional program, they would not ask for your help. How Can I Help in the Classroom? There are so many activities parents can participate inall of which mean an enriched learning experience for childrenit would be impossible to list them all here. For example, there are clerical jobs such as completing attendance forms or filing in- stmctional materials. Or you can work directly with children as you read them stories or help them play educational games. If you have an unusual hobby, you can be a guest speaker and show the class some of your work. The activities you participate in will be decided by you and the teacher you work with. In this way, the teacher can plan lessons with a knowledge of your skills and interests, and provide you with a variety of interesting tasks. 4 2 3  I  I I IINCENTIVE SCHOOL - PARENT INVOLVEMENT INCENTIVE SCHOOL- PARENT INVOLVEMENT Good Secondary Schools 1 Maintain optimum size. The junior high or middle school should be moderate in size500-800 students. The high school should be large enough to permit a comprehensive curriculum and broad activity program to meet the needs of each student. 2 Provide adequate guidance services, with guidance specialistsone for every 250-300 studentsto supplement teacher counseling. 3 Set meaningful goals for the total program. The middle school/junior high school should emphasize mastery of basic skills of study and inquiry. The high school should permit each student to select her/his own vocational or other goals and pursue an individual program leading to them, making sure that she/he acquires both a generalized and a specialized education. What to Look For When Visiting Your Childs School 4 Require all students to study English, social studies, mathematics, science, and physical education. Provide a complete program in all other academic and vocational areas, as well as courses in the fine arts and opportunities for rational discussion of controversial issues and social problems. Make available to each student all curriculum offerings, no matter what her/his course of study. 5 Provide for continuing relationships between student and teacher. The middle school/ junior high school should provide a continuing instructional relationship with at least one teacher throughout a students stay at the school. The high school should provide at least one continuing home group for each student. 6 7 Employ flexible grouping and scheduling methods. Provide textbooks and other teaching materials free from racial and sexual stereotypes. 8 Make every effort to encourage students to continue their studies until they have completed high school and such higher levels as will better prepare them to achieve their goals and be responsible citizens. Copyright  1987 National Education Association of the United States Stock No. 5159-9 National Education Association Washington, D.C. 20036-3290 5 6 I I I A Checklist for Appraising All Schools A good school has IOne professional staff member for each 15 to 20 students, including subject matter specialists at the elementary level, as well as at the secondary level, and a variety of supponive personnel at all levels. Sufficient paraprofessional personnel to relieve teachers of nonteaching duties and assure them a reasonable teaching load and time for planning and preparation. 2 Individual attention in each classroom to meet the needs of each student. Early and continuous assessment of individual potential and achievement by a variety of methods. Good Elementary Schools 1 Provide opportunities for the child to A broad curriculum to develop intellectual, emotional, scMzial, physical, and vocational 3 emotional, social, puysicai, anu niuuvuu competence, with emphasis on critical and creative thinking. Continuous review of the school program by the entire professional staff, with changes made when indicated. Coordination of elementary and secondary programs within the school system. learn to read well, to communicate effectively both orally and in writing, and to develop an understanding of elementary mathematics and of the social and scientific worlds. Offer instruction and a chance for each child to express her/himself in the fine arts and physical activity. 4 A staff of enthusiastic, alert teachersall of whom meet state certification requirements assigned to positions for which they are prepared, and interested in and prepared for the age level they teach. A coordinated program of in-service professional growth. 5 Written personnel policiesdeveloped cooperatively by administration, school board, and staffincluding modern fringe benefits and paid leave for illness, sabbaticals, and personal and professional business. A salary schedule based on preparation, experience, and professional growth and comparable to those of other occupations with similar 6 requirements. A professionally staffed library with a balanced supply of learning materials. Easy access for teachers to many kinds of new technological tools. An instructional materials center in the school system, consisting of at least a library and audiovisual center. 7 A variety of programs to meet the diverse needs of its students, including special programs for handicapped, gifted, and non-English-speaking pupils. Teachers who nunure many kinds of skills. 8 A safe, efficient, pleasant building kept in good condition and with all necessary regular and special instructional facilities, as well as sufficient work and relaxation space for staff. 9 Superior administrative leadership that stimulates quality teaching and maintains open lines of communication with both staff and general public. An administration that is responsive and receptive to change and progress, encourages experimentation, and manages its responsibilities efficiently and effectively. Provisions encouraging racial balance of pupils and staff and fostering intercultural Iv understanding. Instructional materials portraying minority groups and women realistically. 2 Respond to the fact that children learn at different rates by providing flexible organization, individualized instruction, and opportunities for teachers to vary their methods and materials. 3 Relate learning to the teal world of the child. 4 Provide learning experiences beyond the classroom and the school building. 5 Provide opportunities for children to practice and learn skills of effective group living and to develop a sense of values. 6 Are responsive to the needs of the child that arise from conditions in the home, neighborhood, and community. 7 Provide textbooks and other teaching materials free from racial and sexual stereotypes. 4 } 2 I I I I I ILITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 March 23, 1993 Attorney Connie Hickman-Tanner ODM Dear Mrs. Tanner: I am sending your way sample copies of leaflets that I give to parents at Parent Meetings, distribute to Parent Council, Presidents and Parent Centers. PTA You are welcome to attend the PTA Presidents Breakfast at McDonalds on 701 Broadway, Saturday, March 27, 1993 from 7:45 a.m. to 8:45 a.m. Sincerely, Catherine J. Gill Ron Brandt On Parents and Schools: A Conversation with Joyce Epstein Joyce Epstein has been conducting research on teachers practices of parent involvement and the effects of family-school connections on students, parents, and teachers for over a decadeincluding her current work at the Johns Hopkins educational research centers (CREMS and the Center for Research on Effective Schooling for Disadvantaged Students [CDS)). Here she discusses five types of parent involvement and affirms that parents want to be more involved in their childrens learning, especially at home, and that they need clear direction from the schools. W hat do educators need to know about parent involvement? W'e're much clearer about that now than just six years ago. In our work with administrators, teachers, policy leaders, and other researchers, we've identified five major rypes of parent involvement. These five types occur in different places, require different materials and processes, and lead to different outcomes. [See \"Five Major Types of Parent Involvement, p. 25. | The point is that any one practice parent-teacher conferences or PTA activities or public relations efforts f.tnt cover the full range of ways parents and teachers need to work together for their children's education. Hundreds of piactices can be selected or designed to promote each of the five types. (See \"Examples\" chart, p. 26.) And research is beginning to produce information on the likely results of different practices. For example, several studies show that when parent.s help their child at home in a particular subject, its likely to increase the student .s achievement in that subject. By contrast, involving a hv Ja\\ Van fivn^laer \u0026gt; few parents in decision making on school committees probably won't increase student achievement, at least in the shon term. Parent volunteers at school can help teachers think positively about parents, and increase teachers' willingness to involve parents in other ways, but a few volunteers at school won't help other parents know how to help their children at home. Educators choices will be easier if they know these thingsand if they know their goals for parent involvement. What goals might they typically have? Tve compiled some examples of outcomes for parents, for students, and for teachers related to each of the five types of involvement. [See Examples\" chart, p. 26-1 What else have you learned about the effectiveness of the various practices? For one thing, commonly acceptexi practices aren't necessarily the best way to achieve the outcomes they're supposed to produce. For example, we've learnetl that to promote Type 1 involvementhelping parent.s fulfill their basic obligation.s a.s parents most schools conduct workshops for the parents. But parent.s cant come to workshop.s if theyre scheduled when the parent.s work or have other responsibilities. We want to change the focus of Type 1 activities from the numlK-r of parents who come IO .schixil at a given time to the numIxT of parents who get the information at times more convenient to them. Ail- ininisirators anti teachers can get the 2) 1:1)1 ( ATH INAI 1.1AI\u0026gt;1:KSHII'I i I I I i I f Five Major Type* of Parent Involvement Type t. The basic obligations of parents refers to the responsibilities of families to ensure children s health and safety\nto the parenting and child-rearing skills needed to prepare children for school\nto the continual need to supervise, discipline, and guide children at each age level\nand to the need to build positive home conditions that support school learning and behavior appropriate for each grade level. Type 2. The basic obligations of schools refers to the communications from school to home about school programs and children's progress. Schools vary the form and frequency of communications such as memos, notices, report cards, and conferences, and greatly affect whether the information about school programs and children's progress can be understood by all parents. Types. Parent involvemertt at school refers to parent volunteers who assist teachers, administrators, and children in classrooms or in other areas of the school. It also refers to parents who come to school to support student performances, sports, or other events, or to attend workshops or other programs for their own education or training. Type 4. Earenf inyoivement in teaming activities at home refers to parent-initiated activities or child-initiated requests for help, and ideas or instructions from teachers for parents to monitor or assist their own children at home on learning activities that are coordinated with the children's classwork. Type 5. Parent invoivement in governance and advocacy refers to parents' taking deci- sion-making roles in the PTAATO, advisory councils, or other committees or groups at the school, district, or state level. Il also refers to parent and community activists in independent advocacy groups that monitor the schools and work for school improvement. information from workshops to the parent.s who couldn't attend by using, for example, audio recordings, videotapes, summaries or newsletters, computerized phone messages, and cable TV shows. In too many cases, schools blame parent,s for not coming to the school building. The parents feel guilty for not coming, and their children feel bad because their parents didn't panicipate. To reduce the guilt and distress, we need new methods of sharing information. But maybe parents ought to feel guilty if they wont exert the effort to participate. Not necessarily. Expecting people to come to schtxil once in a whilefor an open house, a student performance, a parent-teacher conference, a report card pick-up, and one or two other important occasionsmay be reasonable, but expecting many parents to come often i.s not reasonable. In fact, it.s almost discriminators' against working parent.s, parents who live far from the schtx)!, and single parents with other family obligations. Id like to see more attention to the type of involvement parent.s want mosi: how to work with their own child at home in way.s that help the student succeetl anti that keep the parents a.s panners in their children'.s education across the grades. OCTOtll-K 19Hy Why do you emphasize across the grades\"? Typical efforts to involve parents Stan to drop dramatically as early a.s grades 2 or 3. The parents at ail grade levels want to stay informed and involved. When teachers and administrators develop parent involvement pro- grams in the upper grades, the parent.s respond. Lets go on to talk about Type 2 involvement: communication from school to home. We've learned that a real problem in this area is making sure that memo.s and notices are written so that all parents can read them. Communica- tion.s from school to home need to be sent in simple, readable, jargon-free English or in the language spoken by the family. They may be in print form, but they can also be sent by computerized phone messages, kcal cable TV, radio, or in other ways. Schools need to design and test more effective The five types of involvement occur in different places, require different materials and processes, and lead to different outcomes. Yes. and they usually involve relatively few people. Schools need to review the procedure.s they use to recruit volunteers so that all who want to panicipate at the school building can do so. This can be tioiie with a simple form at the beginning of the school year or twice a year to capture the interest of familie.s who arrive after school starts. The skills, talents, and available time of volunteers need to be matched to the needs of teachers\nthis takes coordination. which can be provided by a parent-teacher team. And schools need to pnwide some training to help parent.s be effective volunteers. But schools should also find ways for parents to vtilunteer other than during the sch\u0026lt;x)l day so that those who work can offer assistance to the school, tcK). Some volunteer work can be done after schtx)!, in the evening, on weekends, on busines.s holidays that differ from schtx)! holidays, or during vacations. We'd like to see the ways to provide information. We need definition of volunteer change to into know not only whether message.s dude all parents (and others in the are going home but who understantls communitv) who give time anwhere them and who doe.s not, who we are to reaching and who we are not reach- , learning. This wi suppon sch(X)l goals and .student mine. This would greatly increase ing, anti why. J i V\u0026lt;ll I I  * j the number of parent.s nized a.s volunteers a who are recog- and relieve the Type 3 activities are those related guilt of parents to parents serving as voilunteers at school? cutne to who aren t available to the sch\u0026lt;K)l day. the schtxil building during 25Example* of Practice* to Prontote, and Outcome* from, the Five Type* of Parent Involvement Typet Parenting Type 2 Communicating Type 3 Volunteering Type 4 Learning at Home Types Representing Other Parent* Help All Familic* Estabinh Home Environment* to Support Learning Design Atore Effective Form* of Communication to Reach Parent* Recruit and Organize Parent Help and Support Provide liilca* to Parenti on How (o Help Child at Home Recruit and Train Parent leaden A few Example* of Practice* of Each Type School provides suggestions for home conditions that support learning al each grade level. Workshops, videotapes, computerized phone messages on parenting anri child-rearing issues at etch grade level. Teachers conduct conferences with every parent at least once a year, with follow-up as needed. Translators for languageminority families. Weekly or monthly folders of student work are sent home and reviewed and comments returned. School volunteer program or class parent and committee of volunteers for each room. Parent Room or Parent Club for volunteers and resources for parents. Annual postcard survey to identify all available talents, times, and locations of volunteers. Information to parents on skills in each subject at each grade. Regular homework schedule (once a week or twice a month) that requires students to discuss schoolwork al home. Calendars with daily topics for discussion by parents and students. Participation and leadership in PTA/PTO or other parent organizations, including advisory councils or committees such as curriculum, safely, and personnel. Independent advocacy groups. A Few Example* of Outcome* Linked to Each Type Parent Outcome* Self-confidence in parenting. Knowledge of child development. Understanding of home as environment for student learning. Understanding school programs. Interaction with teachers. Monitoring child's progress. Understanding teacher's job and school programs. Familiarity with teachers. Comfort in interactions at school. Interaction with child as student at home. Support and encouragement of schoolwork. Participation in child's education. Input Io policies that affect child's education. Feeling control of environment. I Sr^curity. Respect for parent, linpioved attendance. Awareness of importance of school. Student participation in parent-teacher conferences, or in preparation for conferences. Better decisions about courses, programs. Student Outcomes Increased learning skills receiving individual attention. Ease of communication with adults. Homework completion. Self-concept of ability as learner. Achievement in skills practiced. Rights protected. Specific benefits linked to specific policies. Understanding of family cultures, goals, talents, needs. Knowledge that family has common base of information for discussion of student problems, progress. Use of parent network for communications. Teacher Outcomes Awareness of parent interest, in school and children, and willingness to help. Readiness to try programs that involve parents in many ways. Respect and appreciation of parents' time, ability Io follow through and reinforce learning. Better designs of homework assignments. Equal status interaction with parents to improve school programs. Awareness of parent perspectives for policy development. I. L. Epstein, (forthcoming). \"Five Types of Parent Involvement\nUniting Practices and Outcomes.' In School and family Connections: Preparing educators ro involve families, L-------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 26 liDICAI IONM. l.l-Al\u0026gt;l-:K.SIIIi\u0026gt;I I You said earlier that Type 4parent participation in learning activ- ities at homi is the type of in- volvement that most parents want more help with. Yes, we've learned that we can greatly increase thi.s type of involvement when teachers design homework to include parent.s on purpose. Of course, some homework should be designed, as it presently is, for children to do on their own, but some homeworkonce a week in some subjects or twice a month in other subjectsshould be designed to require students to talk with someone at home about an interesting, imponant, exciting part of schtxilwork. Let's turn to Type 5 activities, involvement of parents in leadership roles, school governance, and so on. These activitie.s are important too, but they typically involve very few parent.s directly\nevery parent can join the PTA, pro, or other organization, but few panicipate in leadership roles. And those who do rarely communicate with the parents they supposedly represent to solicit their ideas or to repon committee or group plans or actions. We know that, to improve Type 5 activities, schools need to consider new forms of recruitment and training of parent leaders. children at each grade level. Our data suggest that schools will be surpriseil by how much help parents can be if the parent.s are given useful, clear information about what they can do. es(x.cially at home. We're seeing the same results How can busy teachers be encouraged to design homework of that sort? Our research reveals a few key com- poneni.s that should help. For example, we found subject-specific connection!* fx-tween teachers' practices of parent involvement in reading and gains in students reading achievement. Now we re working with teachers on a process to increase parent involvement in mathematics and science, subjects that are more difficult to organize for parent involvement at home. We call our process TIPS, meaning \"Teachers Involve Parents in Schoolwork.\" We've also learned that homework that involves parents can be scheduled on weekends, when parents say they have more time to help and to discuss idea  with their children. Schools often issign homework for Monday to 'lliursday only, a,s if it were a reward to have no homework over the weekend. We think it's better to give weekend assignment but make them differentenjoyable, interactive homework or long-term a.ssignments that require some discussion or exchange. How might a school faculty go about trying to improve their parent involvement program? One way to stan is by a.ssessing present practices. This can be done with questionnaires, telephone interviews, or meetings and discussions. 'Ihe important thing is to get the perspective!* of teachers and parents, then develop shon-range and long-range plans to strengthen practices in all five types of parent involvement over a three- to five- year period. This kind of planning, with activities and responsibilities clearly outlined, is very important if .sch(X)Ls are to progre.s.s from where they are to where they'd like to be. We've learned, by the way, that the strongest programs are usually developed in schools where there'.s a part- time coordinator to work with teach- ers and develop materials. The position of coordinator or lead teacher for school and family connections is just as necessary as a guidance counselor, an assistant principal, a school psychologist, worker. or stK-ial What about parents who do their children's homework for them? 1 think that (x.curs mainly because parents and children dont have a gixxl understanding of what the teacher expects. When parents are oriented to the teacher!* policies and patterns of hoinework assignments, grading, and so on, they know how to help anil how not to help. Can schools expect to get supportive parent involvement in all types of communities? Some edu^ cators feel that poor families just don't have the same goals as middle class schools. Data from parents in the most economically depressed communitic.s simply don't suppon that assumption. Parents say they want their children to succeetl\nthey want to helji them\nanil they need the schixd'.s and teacher.s help to know what to do with their emerge from many studie.s by different researchers using different methixLs of data collection and analysis. If schtx)ls don't work to involve parents, then parent education and family social clas.s are very important for deciding who becomes involved. But if schools take parent involvement seriously and work to involve all parents, then social clas.s and parents' level of education decrease or disappear as important factors. But isn't it true that some children come from homes in \"which they're mistreated or badly neglected? And don't teachers and administrators have reason to feel concerned about that? Yes, a small number of children and families need special attention from health and social service professionals. But in some schools educators have used these few as excuse.s for not developing pannership.s with ail parents. From research on parent involvement in urban, rural, and suburban schools, we believe that aixiut 2 to 5 percent of parent.s may have severe problems that interfere, at least for a time, with developing pannerships. and we know, tixi, that about 20 percent of all parents are already succe.ss- fully involved. But the other 75 percent would like to become more effective partners with their children'.s schools. The percentages vary somewhat from schtxil to school, but the pattern i.s the same, with most parents at all grade levels wanting and needing information and guidance from their children'.s sch\u0026lt;x\u0026gt;ls and teachers. All schix)ls have the opportunity to build strong pannerships with parents.n Joyce L. Epstein i.s Principal Research Scientist and Director, liffective Middle Grades Program, (xnter for Research on Elementary and Midille Schix*ls. Ilie Johns Hopkins l.'niversity. .15(16 N. Charles St.. Baltimore. MD 2121H Ron Brandt is A.SCD'.s Executive Editor. u OeroitKM 19H9 1Parent InvolvementZCommunily Linkages Tri-District Collaboration Plan Interdistrict Plan, pp. 56-58 Goal: Achieve a cooperative working relationship between and among the districts. Objectives: 1. strengthen existing community involvement organizations and programs\n2. develop additional programs designed to facilitate substantive involvement and cooperation of parents and citizens in the districts\nProcess: A. Develop parent involvement and support activities which facilitate the teaching-learning process. B. Use parents in marketing educational programs and benefits that will result from desegregation. o' c. Encourage community-wide multi-ethnic committees for input into planning and decisionmaking. D. Work with the Chamber of Commerce Committee on Education on its advocacy for public school activities. Issues\na. Some activities have been implemented, some have been partially implemented, some not at all. b. These aspects of the plan are unevenly articulated and promoted throughout the LRSD. c. District management and support of the activities is segmented and intermittent\nno unified system for management, support, and measurement appears to exist. d. Is there a comprehensive plan and schedule for implementation of this section on a cyclical basis school by school and department by department? Who is responsible? e. Implementation of parent recruitment is not adequate. f. Successful school programs and approaches need to be promoted throughout the district. g. Parent commitment to schools needs to be fostered in each building. h. Accountability for implementation and outcomes needs to be improved.Summary: Tlie desegregation plan provisions regarding parent involvement and community linkages are reasonable and workable. However, implementation, coordination. management, measurement, and accountability for the provisions identified in the desegregation plan appear to be inadequate. Rec\n1. Implement the desegregation plan elements evenly across the district. 2. Develop a districtwide coordinated and integrated support system for parent involvement, community linkages, and tri-district collaboration for such involvement. 3. Identify \"promising practices\" and \"what works\" ideas and models, promote them as success prototypes, and devise a system to disseminate them throughout the district. 4. Equip parent recruiters to be successful, promoting their teammanship, developing comprehensive job descriptions, targeting their marketing, more closely to the schools. and connecting them 5. Identify the factors that foster parent commitment to individual schools (such as stability in the position of building principal) and commit to promoting preserving those factors. and 6. Devise and implement comprehensive staff development to train all staff in methods to support parent involvement. 7. Promote widespread awareness of school events (such as open houses) throughout the school district and community. 8. Tie the desegregation plan provisions, implementation, and results to employee performance evaluations, especially principals and other leaders.PARENTAL INVOLVEMENT LRSD SETTLEMENT PLAN HIPPY PLAN \"During the fall of 1986 the LRSD implemented HIPPY to serve educationally-disadvantaged children in the community where high risk children were designed curriculum of the identified.... The specifically home-based program trains aides (mothers) of four and five year old children in teaching their children at home. It (Volume I - Page 9) PERFORMANCE INDICATORS Parent Recruitment - recruitment plan - materials (flyers, PSA's...) - enrollment lists of participants Referral \u0026amp; Placement Training (orientation and ongoing) - training agenda, topics, speakers, locations, times.. - training materials Supervision/District Support - number \u0026amp; type of contacts - mechanism for mothers to receive assistance Evaluation - forms and results - Early Prevention of School Failure Test for participants entering and exiting kindergarten NOTE: Why not have test for participants pre and post HIPPY??? CITY WIDE EARLY EDUCATION PLAN II The plan proposed by LRSD for city-wide education will have a three-fold purpose: 1) Parenting education for both mothers and fathers, family health care, and nutritional guidance\n(Volume I -Page 21) II* PERFORMANCE INDICATORS Parenting Education Parent Recruitment Workshops - agenda, topics, speakers, locations, times... - training materials used \u0026amp; resources provided to parents - evaluation forms and results Family Health Care \u0026amp; Nutritional Guidance Information Dissemination - mechanism in which services/information is disseminated (flyers, workshops...) - type of information/services provided PLAN \"Parent involvement conferences, family services in parent advisory boards, parent-teacher volunteers and employees and the inclusion of parents IS effective early childhood program. an important component of II as an PERFORMANCE INDICATORS Parent Advisory Boards - board mission, goals, objectives, job descriptions, timelines... - recruitment - referral \u0026amp; placement - training - meeting agenda and minutes - district support - recognition - evaluation forms and results Parent-Teacher Conferences - list number of, time and location of parent/teacher conferences Family Services - identification of services - mechanism for delivering services - recruitment of parents to receive services - district support - evaluation Volunteers \u0026amp; Employees - recruitment - referral \u0026amp; placement - training - supervision/district support - recognition - evaluationPARENT INVOLVEMENT/COMMUNITY LINKAGES PLAN \"Broad-based citizens committees will be formed to increase community acceptance of the desegregation plan and to reduce white flight . community These committees will work to establish a broad-base of support of the Pulaski desegregation plan. fl (Volume I - Page 177) County School Districts' PERFORMANCE INDICATORS - committee recruitment efforts - committee composition (broad-based representation) - training provided - district support - goals and objectives - meeting agendas and minutes - evaluation PLAN It VIPS utilizes volunteers and community resource services to enhance parental involvement and support for all students of the district. The current list of volunteers .... will serve as a catalyst to explore ways to expand and improve community awareness about opportunities for involvement in support of the LRSD's long- range desegregation plan. tl (Volume I - Page 177) utilize parents in marketing educational programs and benefits that will result from desegregation. (Volume I - Page 179 \u0026amp; 184) ACTIVITIES PERFORMANCE INDICATORS Develop a resource list of parents who are willing to talk with potential patrons Responsible: VIPS Coordinator and PTA Councils Job Descriptions - Parent recruitment - Parent resource lists - Training for parents - District Support - Recognition - Evaluation Establish parent recruitment teams in each school to encourage families to enroll in public schools Responsible: VIPS Coordinator and PTA Coordinators - Job descriptions - Team recruitment - Team enrollment list - Training for teams - District support - Recognition - EvaluationACTIVITIES Seek positive media coverage featuring parents for all ethnic backgrounds Responsible: Communications Coordinator and Special Assistant Superintendent PERFORMANCE INDICATORS - Job descriptions - Parent recruitment - Media Plan - Media contacts - Parent participation - Training for parents - District support - Number \u0026amp; type of coverage - Recognition - Evaluation Work through local parent/ teacher organizations to encourage positive media coverage Responsible: Local PTA's all of the above Designate a contact person at each local school to report to an established information center Responsible: Principals and Local PTA Board List of school contacts Produce video presentations for area schools for use by real estate offices, day care centers, local businesses, economic development agencies and other community groups Responsible: VIPS Coordinator and Communications \" - Video presentations - Examples of letters sent to offices, groups... informing them of video and requesting an opportunity to make a presentation - Train presenters - List of Presentations - Evaluation \"VIPS will correlate efforts to equitably involve all segments of the community in the LRSD. The result will be maximum resource utilization and effective service desegregation of the District. If delivery in (Volume I - Page 178) support of fl LRSD's goal is to strengthen existing community involvement organizations and programs, and to develop new programs designed to involve parents and citizens in the three county districts in planning and implementation of the desegregation plan.\" - Page 178) (Volume I\"Develop parent involvement/support activities\" 178 \u0026amp; 182) (Volume I - Pages ACTIVITIES PERFORMANCE INDICATORS Establish a Parents in Learning Program Responsible: VIPS, PAC PI?, M? \u0026amp; Staff Dev. Coord, New Futures Dir \u0026amp; Drop-Out Prevention - Parent recruitment - Parent participation lists in learning programs (HIPPY, APPLE, Just Say No) - Orientation/training - District Support - Evaluation Provide parent workshops Responsible: Same as above - Parent recruitment - Workshops: agenda, topics locations, times, materials sign-in sheets - Evaluation Parents and staff will work cooperatively to to develop \u0026amp; encourage positive home learning Responsible: School VIPS Chair, PTA Board, Principal and Staff - Parent recruitment - Process for developing \u0026amp; encouraging home learning - Materials/Resources for parents(home study guides) - Training for parents - District support - Evaluation Each school will establish a multi-ethnic teacher/ parent committee to design \u0026amp; implement school based activities Responsible: School VIPS Chair, PTA Board, Principal and Staff - Job Descriptions - Parent recruitment - Committee membership list - Committee goals \u0026amp; objectives - Committee agenda \u0026amp; minutes - List of school activities - District Support - Recognition - Evaluation Encourage all parents to become active members of a parent involvement program Responsible: ? - Identified programs - Identified areas for parents to become involved - Parent recruitment - Program/Parent lists - Program goals \u0026amp; objectives - District support - Recognition - EvaluationINCENTIVE SCHOOLS \u0026amp; PARENT INVOLVEMENT \"Surveys of teachers, principals, parents and students identified five main types of parental involvement. have The most basic involvement of parents is providing for their children's food, clothing, shelter, safety, health and general well being. A second type of parental involvement common to all schools is communication from school to the home. A third and most commonly known type of parent involvement brings parents to the school building, usually in connection with Parent Volunteer Assistance, Parent Audiences, and Parent Attendance at Workshops. A fourth type of parent involvement is assistance with learning activities at home. A fifth type of parent involvement includes parents in decision making and activist roles in governance and advocacy groups. We expect the process of developing parental involvement activities to be ongoing. (Volume II - Pages 103-116) Some suggested activities are listed below:\" ACTIVITIES PERFORMANCE INDICATORS Offer opportunities for adult community education - Needs assessment - Parent Recruitment - Workshops, agenda, materials. times, sheets locations, sign-in Evaluation Establish an Incentive-Wide Parent Internship Program with the purpose of employing parents as teacher aides and other positions for which they are qualified - Program development - Program goals, objectives, job descriptions and timelines - Parent recruitment - List of parent interns - Training - District Support - List of parent interns who become district employees - Recognition - Evaluation Recruit parents from the incentive neighborhoods for teacher aides and other positions for which they are qualified - Job Descriptions - Parent Recruitment - List of parent employees - Training - District support - EvaluationACTIVITIES PERFORMANCE INDICATORS Establish mentorships between teachers and parents in the incentive schools - Program development - Program goals, objectives, job descriptions and timelines - Parent recruitment - Referral \u0026amp; Placement - List of Mentorships (teachers/parents) - Orientation/training - District Support - Recognition - Evaluation Establish a Parent Center in each school \u0026lt; Provide resources \u0026amp; staff to house/operate center which loan materials to parents - Operation of Parent Center with staff, hours, materials, - Staffed with community people - Inventory of materials and resources available to parents - Parent Recruitment - Sign in sheet of parents using center - Sign in sheet of materials and resources on loan to parents \u0026gt; Train \u0026amp; employ a parent in the community to operate the center - List of employees operating centers from each school and their background  Formulate a committee of parents and school personnel to make recommendations on materials - Job descriptions - Committee goals, objectives and timelines - Training - Committee Meetings and agenda List of committee reommen- dations(implemented and nonimplemented) - Recognition - Evaluation  Assume responsibilities - Communications packet for development and distribution - Mailing and drop off list of a monthly distribution packet of packet distributionACTIVITIES PARENT INVOLVEMENT Offer mini-workshops to parents on such as: study skills discipline, time management, pre-reading skills, financial management, developmental learning skills - List of workshops, agenda materials, locations, times, - Parent sign-in sheets - Evaluation Request that parents come to the school at least twice a year to pick up report cards - Invitation for parents to the school - Method in which parents are invited to the school - Parent sign-in sheets Provide and require opportunities for counselors to have direct with parents through scheduled meetings and home visits (require at least 2 home visits) - List of contacts with parents corresponding to students in the district (home or school) Use parent recognition as a tool for community and parent involvement - Recognition of parents at PTA meetings: agenda - Display parent community awards on bulletin board in entrance hall - Special awards meeting or banquet: list of awards - Provide school lunch vouchers for parents: list of vouchers given to parents - Involve students in awards selection process: list of students on selection committee Establish a systematic approach to effective communication between home and school o Identify at least 3 key communicators as a vital source for all to rely upon - List communicators at each each school o Teach parents system for advancing support and concern for the school - Design of system - Method system is taught or disseminated to parentsACTIVITIES PERFORMANCE INDICATORS o Establish a community resource list of role models and mentors - Job descriptions for role models \u0026amp; mentors(RMM) - Recruitment of RMM - Training of RMM - Recruitment of parents and students - Referral \u0026amp; placement - List of placements - District support - Recognition - Evaluation o Invite community patrons of pre-school youngsters to attend PTA meetings and other parental involvement activities - Invitation to parents - Method invitation is disseminated - Parent sign-in sheets Require contractual commitments from parents prior to enrollment - Signed Contracts o parent attendance at PTA and other school related activities o Prepare and distribute Parent Handbooks and monthly calendar events - Parent sign-in sheets - Mechanism for contacting absent parents - Parent Handbook - Monthly calendar events - Mechanism handbook and calendar are disseminated o Parents to sign homework assignments, projects, etc. - Signed projects \u0026amp; assignments o Parents call school to report absences and that the school call the home and document the reasons for absences - List of parent calls corresponding with child's absence - List of school calls listing reason for absences o Require at least 2 home visits - List number and time of home visits by school staffACTIVITIES PARENT INVOLVEMENT Formulate a governing body of administrators, parents and teachers to establish school policies and procedures Parent recruitment Committee agenda and minutes List of parent suggestions incorporated in the school's policies and procedures - District Support - Recognition - Evaluationi. { TEL: Nov 20.91 12:26 No .004 P.Ol PLEASE POST LITTLE ROCK SCHOOL DISTRiv 810 WE SI MARKHAM LITTLE ROCK, ARKANSAS 72201 PLLiASE i February 2, 1990 The Little Rock School District is now accepting applications for the following position the 1989-90 school year: POSITION: Parent Recruiter . QUALIFICATIONS: 1. 2. High school diploma. Knowledge of the district's desegregation plan. 3. 4. 5. 6. Some experience with community and civic groups. Evidence of a strong commitment to quality integrated education. Demonstrates the conviction that all children can and will learn in the Little Rock School District. Evidence of successful experience with parents, teachers, and students. 7. Must be able to type. 8. NOTE: Must have computer experience. APPLICANTS MUST BE PREPARED TO SHOW EVIDENCE OF THESE QUALIFICATIONS IN THU INITIA SCREENING INTERVIEW. . REPORTS TO: Associate Superintendent - Desegregation JOB GOAL: Tv nrw stiidonts to thc District and assist parents in the process of select- appropriate schools within the constraints imposed by the desegregation plan. c\nTo recruit new To the District in cictiieviny un dcueptnbl e racial balance at each school. BASIC PERFORMANCE RESPONSIBILITIES\n1. Recruits parents in the minority to schools that are difficult to desegregate. Also, recruits parents for early childhood education programs. 2. 3. Facilitates parents visits to all schools. Provides information to parents concerning school options. 4. 5. Provides assistance in marketing schools. Assumes the responsibility for establishing support sysfem\u0026lt;, among parent, comniuf and civic groups.'.v-' ftiS TEL: Nov 20,91 12:28 No .004 P.02 - iS.' n 1 T r ^Olecrulter PERFORMANCE RESPONSIBILITIES: (Continued) ^^'*''\"1 District and various con,muni  orgsnizax-lOns. Provides as.si.stance in processing and riiaintaining waiting lists. 'W I*? 8. other duties as assigned. y^^'SALARY AND TERMS: BenLms'packlgo  *\"  P'us DgA^NE FOR RECEIPT OF APPLICATIONS\nFebruary 13, 1990 SEND WRITTEN LETTERS OF INQUIRY TO\nLynda C. White Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72P01 NOTE: INDIVIDUALS WHO ARE INTERESTED IN THE ABOVE POSITION MUST (------------- ' SELECTION PROCESS. COMPLETE A VERY RIGOROUS NO . JOB CODE: 071015 - PARENT RECRUITER addressed to the^Associate^SuoeHnto^i^^y^r Employer. Equity concerns may I\nment. ' Pf^rinterident for Desegregation, Monitoring and Program Devc5, school. Again, we emphasize that we do not mean to imply that these changes are not peirmissible. Rather, changes of this kind I may be approved if the District Court finds they are justified. One other kind of change proposed by the parties deserves our attention: deleting requirements of the plan because the parties agree the requirements have been met. An example of this is LRSD's obligation under the 1989 plan to hire two parent recruiters to conduct recruitment activities for the incentive schools. In their \"Stipulation Regarding Little Rock School District and 1 I i i 1 Interdistrict Plan Modifications,\" filed with the District Court on July 25, 1991, the parties stated that they deleted the I requirement to hire the recruiters because the recruiters were hired in 1989. J.A. 105. We agree with the District Court's statements on this topic: \"Present performance does not excuse future obligation. What if the district stops doing what it promised? Without such commitments remaining readily identifiable in the plan, the Court cannot monitor [the] district's compliance with the plan.\" Little Rock School District V . Special School District No. 1. No. LR-C-82-866, slip op. Ark., opinion filed July 15, 1991) (emphasis in original). Pulaski County 22 (E.D. Perhaps LRSD will no longer need parent recruiters at some point in the future. hire and Until that time, however, the district's obligation to maintain, the rprrnitprs should remain in the plan' The appellants urge that we not remand the case to the District Court for further proceedings, order approval of their modifications They ask us simply to as a whole. or. in the alternative, to go through each of the modifications and indicate specifically which of them should be approved. and which disapproved. additional factual proof. They suggest that a remand would not result in any Justification for each of the proposed changes, they say, can be found in the stipulations they filed with the District Court. We can read those stipulations and apply them just as well as a trial court, the parties assert. -6-TEL: Nov 20,91  12:26 No .004 P.Ol PLEASE POST LITTLE ROCK SCHOOL DISTRi. ' 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 PLEASE February 2, 1390 The Little Rock School District is now accepting applications for the following position  the 1989-90 school year\nPOSITION: Parent Recruiter I I 1 QUALIFICATIONS: I ! 1. High school diploma. 2. Knowledge of the district's desegregation plan. 3. Seme experience with community and civic groups. 4. 5. Evidence of a strong commitment to quality integrated education. Demonstrates the conviction that all children can and will learn in the Little Rock School District. 6. Evidence of successful experience with parents, teachers, and students. 7. Must be able to type. . 8. Must have computer experience. NOTE: APPLICANTS MUST BE PREPARED TO SHOU EVIDENCE OF THESE QUALIFICATIONS IN THE INIT SCREENING INTERVIEW. . REPORTS TO: Associate Superintendent - Desegregation JOB GOAL: To recruit new students to the District and assist parents in the process of appropriate schools within the constraints imposed by the desegregation plan, the District in cichievinu un ucuepLable racial balance at each school. sei c\nTo SASIC PERFORMANCE RESPONSIBILITIES: 1, Recruits parents in the minority to schools that are difficult to desegregate. Also, recruits parents for early childhood education programs. 2. Facilitates parents visits to all schools. 3. Provides infonnation to parents concerning school options. 4. Provides assistance in marketing schools. 5. Assumes the responsibility for establishing support system-? among parent, comr:\n. and civic groups.i3FfK'5\\- n 1 i\n.'S' TEL\nNov 20.91 12:28 No,004 P.02 J2) ^crufter Performance responsibilities: (continued) ^Serves as a liaison between thc Little Rock School District and organizations. Various coniniuiii Provides assistance in processing and tiiaintaining waiting lists. Other duties as assigned. L^eSALARY AND TERMS: $18,216 - $23,359 - AN Salary Schedule 15-, Qenerits Package deadline FOR RECEIPT OF APPLICATIONS: ' February 13, 1990 SE^WRITTEN LETTERS OF INQUIRY TO: Lynda C. White Director of Human Resources Little Rock School District 810 West Markham Street Little Rock, Arkansas 72P01 Range 6, A Twelve Month Position plus NOTE: SELECTION PROCESS. INTERESTED IN THE ABOVE POSITION I------ ' MUST COMPLETE A VERY RIGOROUS NO 7 8 . JOB CODE: 071015 - PARENT RECRUITER The Little Rock School District is addressed to the Assoctatr^slSri'LL\"^'^''!'!- employer. Equity toncerns may 1\nment.  P^^^^Teriderit for Desegregation, Monitoring and Program Devc. I5 J I school. Again, we emphasize that we do not mean to imply that these changes are not permissible. Rather, changes of this kind may be approved if the District Court finds they are justified. attention: One other kind of change proposed by the parties deserves our deleting requirements of the plan because the parties agree the requirements have been met. An example of this is LRSD's obligation under the 1989 plan to hire two parent recruiters to conduct recruitment activities for the incentive schools. In their I I I I \"Stipulation Regarding Little Rock School District and Interdistrict Plan Modifications,\" filed with the District Court on July 25, 1991, the parties stated that they deleted the requirement to hire the recruiters because the recruiters were hired in 1989. J.A. 105. We agree with the District Court's statements on this topic: \"Present performance does not excuse future obligation. What if the district stops doing what it promised? Without such commitments remaining readily identifiable in the plan, the Court cannot monitor [the] district's compliance with the plan.\" Little Rock School District V . Special School District No. 1. No. LR-C-82-866, slip op. Ark., opinion filed July 15, 1991) (emphasis in original). Pulaski County 22 (E.D. Perhaps LRSD will no longer need parent recruiters at some point in the future. Until that time, however. hire and maintai the district's obligation to hp. recruiters should remain in the plan. The appellants urge that we not remand the case to the District Court for further proceedings, order approval of their modifications They ask us simply to as a whole. or. in the alternative, to go through each of the modifications and indicate specifically which of them should be approved. and which disapproved. additional factual proof. They suggest that a remand would not result in any Justification for each of the proposed changes, they say, can be found in the stipulations they filed with the District Court. We can read those stipulations and apply them just as well as a trial court, the parties assert. -6-Ki h i LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 September 26, 1991 K' I, TO: Board of Directors ( FROM: MrTony Wood, Deputy Superintendent THROUGH: Dr. Ruth Steele, Superintendent^)^ it. SUBJECT: Levi Strauss Grant I i I recommend the acceptance of the $7,000 grant from Levi Strauss which will help fund the parent support and involvement group for students at the Alternative Learning Center. Some of the money is also designated for field trips for students and for a self-help program for Alternative Learning Center students. I 1 i I I7 -' -/L -) '/7 From: 4 Date: /] /\u0026lt;79/ ' 7ki /- I t, - -^p 7 i. 77, \u0026gt;'Li 'J \u0026gt; , ! /^ 'C-cT^l -:\u0026gt;\n\u0026gt;7 - 77 74 47^22 ~ 7^ 74^c,^ '^'~7 7^'X.'9-')^.'-7t\u0026lt;l\u0026gt;' '' I ' 1 ' 7' /L /i _ 3 7-7. - \u0026lt;7 ^7 / C/L^L^ccjtyc.'  7'i\u0026gt;b '/ 7,^.oe^,r/ _ 2\u0026gt;3c/ 7i,c,l2l,^7C- 3\u0026gt;^r- 77^07,^ /5',2C \\/7. 71^-7 2\u0026gt;'77\u0026gt;-8^'^^ 477^- 3-77^ -^'5^ ~ :5S-(7/ 7 37s-'^/^\u0026amp;1. 2. 3. 4. 5. 6. 'XXs'Wss. J CVs'* LITTLE ROCK SCHOOL DISTRICT Rightsell Elementary School 911 West 19 Street Mr. Durtney L. Bishop 1208 Glenda Drive Little Rock, Arkansas 225-2282 - H 372-8560 - W Mr. Robert Cook 917 West 22nd Street Little Rock, Arkansas 374-0861 - H Phone 324-2430 Little Rock, Arkansas 72206 September 27, 1991 10 BLACK ROLE MODELS 72205 72206 Mr. Tommy L. Dodson 2615 South Gaines Street Little Rock, Arkansas 375-4559 - H 324-2350 - W 122Q(i Rev. Homer Leon Fairchild 9516 Cerelle Drive Little Rock, Arkansas 224-2450 - H 72205 Mr. Aswad K. Fudail 2219 South Izard Street Little Rock, Arkansas 374-8363 - H 72206 Mr. Michael Landers, Manager Union National Building Southeast Office 801 East Roosevelt Little Rock, Arkansas 72206 376-7177 - W 7. 8. g. 10. 11. 12. Mr. Terrell M. Rose 3201 Roosevelt Little Rock, Arkansas 72206 660-6610 - W Mr. Amos Rochelle 6713 Village Drive #21 North Little Rock, Arkansas 945-9158 - H 324-2430 - W Mr. Roderick Carter 2017 Schiller Street Little Rock, Arkansas 375-2935 - H 324-2430 Mr. Lloyd Williams 9608 Cerelle Little Rock, Arkansas 224-1820 - H 324-2430 - W 122Q2 72205 Mr. John Mickles 5311 Stoneedge North Little Rock, Arkansas 945-3085 - H 324-2430 - W Mr. Chris Tarver 1616 North Bryant Little Rock, Arkansas 371-4527 - W 72117 MEETING ON NOVEMBER 19, 1991 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS TO: December 19, 1991 Board of Directors JAN 6 1'392 Office of Desegregation Monixoring FROM\nRuth S. Steele, Superintendent of School THROUGH: ^Tony Wood, Deputy Superintendent Ivey, Manager of Support Services SUBJECT: NEW . PARTNERSHIP: Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant I recommend that the partnership between Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant be approved as follows: Booker T. Washington Math/Science Magnet and The Olive Garden Restuarant have united as Partners in Education for the 1991- 92 school year. The students at Washington Math/Science Magnet School will provide art displays for all the major holidays. They will also send homemade birthday cards to the employees of The Olive Garden. The Olive Garden will sponsor field trips to demonstrate to the students how pasta is made. They will also provide resource speakers for various subject areas and events. In addition, The Olive Garden will participate in the cafeteria behavior incentive program in cooperation with the LRSD Food Service Department and in accordance with federal. state. and District guidelines governing school lunch programs. The school has been very pleased with the positive improvements in students' behavior while in the cafeteria and the students are eager to demonstrate appropriate table manners and noise level because they are eager to receive the Olive Garden's incentives.Memorandum TO: FROM: DATE: OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 Catherine Jewell-Gill, Incentive School Services Coordinator Connie Hickman, Associate Federal Monitor January 9, 1992 RE: Parent/Community Involvement I look forward to meeting with you on Monday, January 13, 1991 at 1:30 p.m. to discuss the district's progress towards implementing the Settlement Plan provisions regarding parent / community involvement in the incentive schools. Enclosed you will find a copy on the Incentive School Monitoring Guide. I have clipped the section on parent/community involvement for your review. If you have any questions and/or if I can be of assistance to you, please do not hesitate to call on me at 376-6200.\u0026gt; \"THROUGH A CHILD'S EYES\" INCENTIVE SCHOOLS ART CELEBRATION SUNDAY, MAY 16,1993 3:00 P.M. - 5:00 P.M. FIRST COMMERCIAL BANK BROADWAY \u0026amp; CAPITOL BANK LOBBY Presented by Little Rock School District Office of Organizational and Learning Equity Marie Parker, Associate Superintendent Catherine Gill, Incentive School Parent Coordinator Dr. C. M. Mac Bernd, Superintendent Little Rock School District Incentive Schools Background/Origin The Little Rock School District Board of Directors is committed to having quality desegregated education in all schools. Quality desegregated education will result in long-term stability and growth for the city of Little Rock and Pulaski County. It also will provide all Little Rock School District students with the academic and social skills needed for successful experiences in the future. Purpose The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. Special Features Student Education Plan Computer-Assisted Instruction Extended Day Student Homework Hotline Four-Year-Old Program Theme Focused Special Skills Program Parent Council Parent Center Excellent Pupil/Staff Ratio Incentive Schools Franklin Incentive School Franklin Davis, Principal 117 S. Harrison Garland Incentive School Robert Brown, Principal 3615 W. 25th Ish Incentive School Stan Strauss, Principal 3001 S. Pulaski Mitchell Incentive School Donita Hudspeth, Principal 2410 Battery Rightsell Incentive School Sharon Davis, Principal 911 W. 19th Rockefeller Incentive School Ann Mangan, Principal 700 E. 17th Stephens Incentive School Lonnie Sue Dean, Principal 3700 W. 18thi Program Master of Ceremonies Curtis Tate Invocation Elder Homer L. Fairchild Greater New Freedom Baptist Church Ashley Bolan, Rightsell Greetings Marie Parker, LRSD Chris Pearce, Mitchell Opening Remarks John Moore, LRSD Board Constance Baker, Rightsell Entertainment Remarks Charles Stewart, First Commercial Bank Apura Dave, Franklin Entertainment Remarks Ann Brown, ODM Ahmad Waheed, Rightsell Entertainment Recognition of Judges Marie Parker, LRSD Prince Kelley, Mitchell Awards/Proclamation Roy Albert, Parent Council President Ryan Gibson, Rockefeller Jacqueline Davidson, Parent Council Office of the Governor Closing Remarks Catherine Gill Incentive School Parent Coordinator Authur Kelly, Rightsell Judges Frank White, First Commercial Bank Garbo Hearns, Pyramid Gallery Eleanor Coleman, CTA Rochelle Davis, KTHV-TV, Channel 11I Acknowledgment s Planning Committee Catherine Gill, Chair Roy Albert Janice Brown Rebecca Evans Eva Fairchild Delaney Fleming Steve Meeker Carolyn Montgomery Ken Milton Shirley Thomas Juanita Washington Marjorie Williams Ruthie Gentry Shawn Ricks Marva Pearson Jayme Huff Carla Bobo Carletta Burchett Rosalyn Zeigler Incentive School Art Teachers Ken Milton, Mitchell Jayme Huff, Ish Carolyn Montgomery, Franklin Anita Stansbury, Garland Jim Baston, Stephens Marjorie Moore, Rightsell Rebecca Evans, Rockefeller Sponsors First Commercial Bank Southwestern Bell McDonalds/B roadway Arkla Gas Company Special Thanks Mann Magnet Dance, C. Michael Tidwell Parkview Magnet Dance Troupe, Marty Justice Mitchell Incentive School, Clarence Miller and Jimmy Calhoun Rightsell Incentive School, Ladonna Falls Garland Incentive School, Ricky Banks Ish Incentive School, Cleveland Ellis Media Coverage Arkansas Democrat-Gazette Kool 95 KARK-TV, Channel 4 KTHV-TV, Channel 11 Southern Monitor JournalTO: FROM: THROUGH: SUBJECT: /' LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 July 22, 1993 Board of Directors Stennis Glasgow, Acting Associate Superintendent for/ Curriculum and Learning Improvement istelle Matthis, Superintendent Parent Home Study Guides The Little Rock School District committed to develop parent home study guides, grades 1-6, for parents and their children to use at home as part of the incentive school academic program. (Refer to page 153, item 15, Desegregation Plan. Little Rock School District, April 29, 1992.) area for each grade (1-6). The plan calls for guides in each core subject A committee of teachers and curriculum supervisors worked in May and June to develop the first draft of the parent home study guides. The draft copies were edited and illustrated by the Division of Curriculum and Learning Improvement. was reviewed by a representative group of parents. The second draft Input by the parents and the Board of Directors will be used to finalize the guides. The initial plan for parent home study guides has been expanded in two ways: kindergarten was added to grades 1-6\nthe guides will be used by parents/guardians and their children throughout the District, not just in the Incentive Schools. The main objectives in preparing the parent home study guides were: Activities will be short and interesting\nActivities will include integrated subject matter from language arts, mathematics, science and social studies. Gifted strategies will be incorporated into the activities\nMaterials and supplies needed for the activities will be readily available in the vast majority of homes\nActivities will be challenging but suitable for all parents/ guardians representing a wide range of education levels\nr c I( r ) t c c \u0026gt; o w 2 \u0026gt;D Activities will support the \"learning outcomes\" and curriculum of the Little Rock School District for grades K-6\nApproximately 10 minutes per weeknight or 30 minutes on a weekend will be the suggested time for parents and children to work together at home\nGuides will include important information for parents about self-esteem, drug education and study skills. Studies show that a child does better in school when a family The member takes an active interest in the child's schooling. grade. Parent Home Study Guide for each grade, K-6, will provide parents/guardians an avenue to communicate with their children about educational matters and to help them at home with activities K C O ?c h- cc that support the work being done at school. The Parent Home Study Guide will be shared with principals during a minisession at the Principals' Institute. Ideas for facilitating the use of the guides will be discussed with principals. The parent review committee has already provided some good ideas that the schools can use to increase the positive impact that the guide can have on parents and children in the District. A list of the committee members and parent reviewers is included for your information. r c r c \u0026gt; o K z D \u0026gt;t Parent Home Study Guides Committee Members Grades K-1 Ettatricia Clark - Kindergarten Linda Ford - Kindergarten Jo Ann Hestir - Science Frances Dugan - Language Arts Gwen Glasco - Kindergarten Dorothy Howard - Kindergarten Grades 2-3 Barbara Fincher - Language Arts Anne Holmes - Mathematics Opal Rice - Social Studies Felicia Hobbs - Counselor Beverly Kinneman - Science Joyce Willingham - G/T Grades 4-6 Linda Ammel - Counselor Barbara Hodges - G/T Theresa Peterson - Social Studies Grades 7-8 Jeff Carr - Language Arts Ida Pettus - Science Meredith Spann - G/T Jean Beavers - Counselor Julie Collins  Mathematics John Gross - Science Betsy Henderson - Social Studies Judy Warren - Social Studies Curriculum support Team Dennis Glasgow  Science Marie McNeal - Social Studies Alice Stovall - Language Arts Jo Evelyn Elston - Counseling Kris Huffman - Illustrator Patsy Campbell - Counselor Sammy Grandy - Mathematics Stella Hayes - Language Arts Sherrye Keaton - G/T Diane Rynders - G/T Mable Donaldson - G/T Gene Parker - Language Arts Pat Price - Kindergarten Technical Team Muriel Moore - Paste Up - Touch Up r ( r r c Sharon Kiilsgaard - Word Processing - Paste Up Lisa Joyce - Paste Up - Touch Up c 2 Parent Review Committee Fatima Akbar - Ish Roy Albert - Rockefeller Ewonda Baker - Stephens Helen Graham - Forest Park Jan Jones Carver Glenda Tarpley - Terry Catherine Gill Incentive Schools Parent Coordinator \u0026gt; Q W AP\u0026amp;L IQCj'! SEP 2 9 1993 Arkansas Power \u0026amp; Light Company Date\nSeptember 22, 1993 cf DesegrcgaiieH 'jcnriCfingr An r-ntc-rqy Compai. For release at l\n30 p.m., September 22 Contact\nJerd Garrison, 377-3545 News Entergy, AP\u0026amp;L Award Stay-in-School Challenge Grants Release Arkansas Power \u0026amp; Light Company and its parent, Entergy Corporation, today announced eight Stay-in-School challenge grants totaling $6,650 to Little Rock schools and community groups for projects designed to encourage students to stay in school until they graduate. The grants are among 38 being awarded this year by AP\u0026amp;L and Entergy to promote innovative solutions to drc^ut problems. The Stay-in-School challenge grant program will provide $32,000 this year to schools and non-profit agencies in Arkansas. Each recipient will match the grant. AP\u0026amp;L President Drake Keith said young people need to stay in school if they expect to develop their full potential and that Arkansas needs a well-educated work force to attract industry and grow economically. He presented checks to the following organizations at a ceremony at his office in the TCBY Tower Building\n* G_i^s _ E^mentary International_Studies Magnet School, \"Growing\nReal-Life Experience With Plants, Animals and Self-Esteem.\" Students will grow plants specific to different countries, such as a rice paddy as part of a study of China. Students will work in the garden and raise plants in the classroom to be transferred to a greenhouse and later to the garden. Students also will raise rabbits, chickens and ducks in hutches and use them to dear and fertilize the garden plots in the same manner as in third-world A countries. Judy Bryant, counselor at Gibbs, is in charge of the preset. which is designed to help at-risk students have positive learning experiences. The $1,000 grant will be matched by $500 contributions from the Arkansas Community Foundation and the Arkansas Democrat-Gazette.^_J. A. Fair High School^ \"Stay in School to Excel and Realize Success (SISTERS). A support group for at-risk girls will be formed to increase self-esteem and reduce the number of pregnancies. Field trips win be used to broaden the students' expectations for the future. The $150 grant wfll be matched by the School. Ruthie Hiett, teacher, and Kay Moseley, the school nurse, developed the project. * Pulaski Heights Junior High School, \"School Based Peer Mediation Program.\" About 40 students will be trained to mediate conflicts between students. The project is designed to provide an effective way for students to deal with conflicts and to reduce suspensions resulting from unresolved conflicts. Carol Kaffka and Laura Cummings, eighth grade teachers, developed the project. The $1,000 grant will be matched by New Futures for Little Rock Youth. Tittle Rock Incentive Schools, \"Building Parenting Skills.\" This project is designed to increase parent involvement in the seven Little Rock incentive schoolsIsh, Mitchell, Franklin, Carland, Rightsell, RnckefAller and Stephens. Parents will be invited bo a series of six meetings designed to help them understand the needs of their children in school and how the parents can help by monitoring their progress and providing encouragement. AAA dubs will be established at each school to encourage achievement. attendance and attitude. A parent-student breakfast also win be part of the program, which was develx^jed by Catherine GUI, parent coordinator. The $500 grant win be matched by State Senator Jerry JeweU. NAACP Fair Share Office, n Youth Development/Enrichment Program.\" This $1,000 grant wfll help the NAACP place disadvantaged minority high school students with minority businesses to learn firsthand what is involved in owning and operating a business. The use of businessmen as role models winhelp in^ire students to stay in school, according to Loretta Lever, project ooordinator. The NAACP also will host an award ceremony and reception honoring junior and senior high school students for improvement and achievement in academics, community involvement, leadership skills and attendance. Matching funds win be provided by New Futures for Little Rock Youth and the Black Corporate Executive Award Program. . * Fuller Junior High School, \"Mentor Program.\" This program is designed to provide support for students who are at-risk of dropping out of schod. Volunteer teachers win be trained to work with the students individually and in monthly meetings to help them build self-esteem. The students wffl. be rewarded for maintaining their grades and win learn ccping skills to help them deal with family, school and peer problems. Some students win be selected for training in conflict resolution so they can help their peers. Debra Pruss, an English teacher, and Mary Ann Halsey, who teaches home economics, planned the program. The $1,000 grant win be matched by the Pulaski County School District Foundation. *. Centers for Youth and Families, \"Literacy Project.\" The $1,000 grant and matching funds win finance instruction in reading, writing and spelling for 10 children enrolled in the Elizabeth Mitchell Day Treatment Program and the Cornerstone Project, Most of the children have learning disabnities and need intensive, remedial instruction, according to Stacey Mahurin, program director of the Centers' Dyslexia Training Center. The grant will be matched by $500 contributions from the Centers and the Cornerstone project. Hall High School, \"Keep Kids in Schod.\" This program will address three of the problems most responsible for causing high risk students to leave schod without graduatingrepeat suspensions and expulsions. / pregnancy and drug and alcohd abuse. Strategies include conferences to setgoals and address concerns, mentoring, support groups, positive reinforcement in the form of incentives, and educational field trips. The pregnancy prevention curriculum will emphasize the benefits of abstinence based on the Education Now and Babies Later (ENABLE) model. Students will be taught to value themselves as individuals capable of making wise derisions- Linda Jones, student assistance coordinator, is in charge of the program. The $1,000 grant will be matched by HaH High School. This is the fourth year of the Stay-in-School challenge grant program. Entergy and its operatijig companies in Arkansas, Mississippi and Louisiana award more than 90 matching grants annually of up to $1,000 each to promote innovative solutions to dropout problems. The program will continue next year. For information, schools and non-profit organizations should contact Alma Williams, manager of community relations for AP\u0026amp;L, at 377-3555. #* *LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY MARKING INSTRUCTIONS  USE A NO. 2 PENCIL ONLY  DARKEN THE CIRCLE COMPLETELY  ERASE CLEANLY ANY MARKS YOU WISH TO CHANGE  DO NOT MAKE ANY STRAY MARKS ON THIS FORM USE NO. 2 PENCIL ONLY GRADE OF STUDENT Kindergarten  1st Grade  2nd Grade  3rd Grade  4th Grade  Sth Grade  Sth Grade  7th Grade Q Sth Grade  9th Grade  10th Grade  11th Grade  12th Grade Q SCHOOL CODE NO.            PARENTS HIGHEST GRADE COMPLETED MOTHER O O o o Less than High School High School Some College College Graduate ___________SEX Q Female O Male FATHER I o o o o ETHNIC ORIGIN O American Indian  Alaskan Native  Asian QPacific Islander Filipino Hispanic QBIack (not Hispanic) QWhite (not Hispanic) 0 SCHOOL NAME DIRECTIONS\nTHeuifi^bbsV^of'^his questionnaire is to survey your perceptions based on your experiences in this school. There are no right or wrong answers. Statements have been designed to identify how often these school situatfons occur. EXAMPLE A L W A y s u s u A L L y S o M E T I M E S R A R E L y N E V E R 1. I like school. o o o o Your answer tells how often the statement (condition) exists. A L VJ A y s U s u A L L y S O M E T I M E S R A R E L Y N E V E R 1. People feel safe at this school. o o o o o 2. Teachers treat students fairly and consistently. o o o o o 3. Teachers and students have a sense of pride and work together in this school. o o o o o 4. Extra learning time is provided for students who need or want it. o o o o o 5. Students have opportunities to develop leadership skills. o o o o oA L W A Y S U s u A L L Y S 0 M E T I M E S R A R E L Y N E V E R 6. Teachers feel accountable for students who do not understand the work. o o o o o 7. Teachers expect low achievers to respond as often as other students. o o o o o 8. Slow learners receive as much praise as more advanced students. o o o o o 9. Students in our school are excited about learning. o o o o o 10. The school rules are fair. o o o o o 11. Student work is proudly displayed throughout the school. o o o o o 12. Learning is seen as the most important reason for attending school. o o o o o 13. Students are treated in ways which encourage success rather than focusing on failures. o o o o o 14. Teachers have the same level of expectations of academic achievement for students of all races. o o o o o 15. Students learn to appreciate different life styles in their classes. o o o o o 16. Teachers have the same level of expectations for educational accomplishments of female as well as male students. o o o o o 17. There is encouragement, as well as opportunity, for students of different races and life styles. o o o o o 18. Students in this school receive equal treatment regardless of race. o o o o o 19. Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. o o o o o 20. Teachers in this school receive equal treatment. o o o o o 21. Custodians in this school receive treatment equal to other staff members. o o o o o 22. Librarians in this school receive treatment equal to other staff members. o o o o o 23. Secretaries in this school receive treatment equal to other staff members. o o o o o 24. Teachers of all races in this school receive equal treatment. o o o o o 25. I am clear about my rights and responsibilities in this school. o o o o o I I 26. If a student has a problem, there are people in this school who will help. o o o o oA L W A Y S U S U A L L Y S 0 M E T I M E S R A R E L Y N E V E R 27. The principal and the assistant principal(s) of this school act on and are responsive to students' needs. o o o o o 28. Punishment for breaking school rules is handled fairly in this school. o o o o o 29. Teachers identify discipline problems early and respond quickly and firmly. o o o o o 30. Attending a school which has a student body and staff that are racially mixed will be beneficial to my child's learning experience. o o o o o 31. In this school problems are recognized and corrected. o o o o o 32. Teachers know and treat students as individuals. o o o o o 33. If a decision made at your school seems unfair, you have the right to take it to a higher authority. o o o o o 34. Learning expectations are communicated to all students. o o o o o 35. Parents understand the school's discipline policies and procedures. o o o o o 36. There are open lines of communication among students, teachers, and the principal's office. o o o o o 37. Information on career opportunities is available to my child in this school. o o o o o 38. All students participate in college entry or college level courses in this school. (Grade 7-12) o o o o o 39. Extracurricular activities are available to students without discrimination on the basis of sex, national origin, race, or handicapping condition. o o o o o 40. All students are provided with opportunities for success and recognition. o o o o o 41. Students treat teachers with respect. o o o o o 42. Teachers treat students with respect. o o o o o 43. Students treat other students with respect. o o o o o 44. Teachers treat other teachers with respect. o o o o o 45. Students are satisfied with their progress in school. o o o o o 46. I enjoy coming to this school. o o o o oA L W A Y S U S U A L L Y S 0 M E T I M E S R A R E L Y N E V E R 47. Parents are welcome in this school. o o o o o 48. Teachers provide parents with information and techniques for helping students learn. o o o o o 49. Student progress is reported to parents at conferences. o o o o o 50. Teachers frequently communicate with parents on student progress and indicate areas of strength and weakness. o o o o o 51. Parents voluntarily visit the school. o o o o o 52. Parents understand the school's instructional program. o o o o o 53. Teachers treat parents with respect. o o o o o 54. Parents treat teachers with respect. o o o o o 55. Parents and community members are involved in school decisions through advisory committees. o o o o o 56. Parents support the school's instructional program. o o o o o 57. Parents promote the school's instructional program. o o o o o 58. Principals treat parents with respect. o o o o o 59. Parents treat principals with respect. o o o o o 60. Principals treat students with respect. o o o o o 61. Students treat principals with respect. o o o o o 62. Parents are encouraged by the school staff to volunteer at the school. o o o o o 63. Parents use the Parent Home Study Guide to help their children study at home. (Grades 4-6) o o o o o PLEASE DO NOT MARK IN THIS SHADED AREA Printed in U.S.A. Trans-Optic by NCS MP99162:321 A1406LITTLE ROCK SCHOOL DISTRICT STUDENT SURVEY MARKING INSTRUCTIONS  USE A NO. 2 PENCIL ONLY  DARKEN THE CIRCLE COMPLETELY  ERASE CLEANLY ANY MARKS YOU WISH TO CHANGE  DO NOT MAKE ANY STRAY MARKS ON THIS FORM USE NO. 2 PENCIL ONLY ??r MM 1 s'bM DIRECTIONS: The of thi^ or wrong a There-' are' situations occur. A. EXAMPLE 1. I like school. GRADE Kindergarten  1st Grade  2nd Grade  3rd Grade  4th Grade  Sth Grade  Sth Grade  7th Grade  Sth Grade  Sth Grade  10th Grade  11th Grade  12th Grade  SCHOOL NAME SCHOOL CODE NO. o                SEX O Female o Male ETHNIC ORIGIN  American Indian  Alaskan Native  Asian  Pacific Islander  Filipino O Hispanic 0 Black (not Hispanic)  White (not Hispanic) ipit)i4ci8il?o\"survey your perceptions based on your experiences in this school. answers. Statements have been designed to identify how often these school A L W A Y S o Your answer tells how often the statement (condition) exists. A L W A y s 1. People feel safe at this school. o 2. Teachers treat students fairly and consistently. o 3. Teachers and students have a sense of pride and work together in this school. o 4. Extra learning time is provided for students who need or want it. o 5. Students have opportunities to develop leadership skills. o U S U A L L Y U S U A L L Y o o o o o S 0 M E T I M E S o S 0 M E T I M E S o o o o o R A R E L Y o R A. R E L Y o o o o o N E V E R o N E V E R o o o o oI I I A L W A Y S U S U A L L Y S 0 M E T I M E S R A R E L Y N E V E R 6. Teachers feel accountable for students who do not understand the work. o o o o o 7. Teachers expect low achievers to respond as often as other students. o o o o o 8. Stow learners receive as much praise as more advanced students. o o o o o 9. Students in our school are excited about learning. o o o o o 10. The school rules are fair. o o o o o 11. Student work is proudly displayed throughout the school. o o o o o 12. Learning is seen as the most important reason for attending school. o o o o o 13. Students are treated in ways which encourage success rather than focusing on failures. o o o o o 14. Teachers have the same level of expectations of academic achievement for students of all races. o o o o o 15. Students learn to appreciate different life styles in their classes. o o o o o 16. Teachers have the same level of expectations for educational accomplishments of female as well as male students. o o o o o 17. There is encouragement, as well as opportunity, for students of different races and life styles.\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_1235","title":"Parent Committee: Desegregation planning committee volunteer forms, unable to work on committees","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":["1990"],"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","Educational law and legislation","Parents"],"dcterms_title":["Parent Committee: Desegregation planning committee volunteer forms, unable to work on committees"],"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/1235"],"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":["89 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\nThis transcript was created using Optical Character Recognition and may contain some errors.\nPARENT DESEGREGATION PLANNING COt+tITTEE VOLUNTEER FORM ~~~~~.-c-+-~~~~~~tbt/ Phone vening .- Yes, I want to work on a -- planning corrmittee I'm not able to work \u0026lt;''1 a col!'fl\"ittee If you checked yes, please indicate your preference a requestea be ow: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your c00111ittee preferences by placing a 1  by your first choice, a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment _Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this form in the enclosed envelope by Friday, October 20. Thank you! ASAI' . .. ' PARENT DESEGREGATION PLANNING C\"\"1ITTEE VOLUNTEER FORM Yes, I want to work on a planning co11111ittee __ No, I'm not able to work on a corrrnittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: $_Pulaski County Little Rock North Little Rock Indicate your c011111ittee preferences by placing a 1 by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools Special Education ~ d and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: r r e ( -------------- Please mail this fonn in the enclosed envelope by tt iday, Octeber 20.... Thank you! A~AP v PARENT DESEGREGATION PLANNING C\u0026lt;M4ITTEE VOLUNTEER FORM Name__,i4}---L/ -',-~c e=---~'---C--\u0026lt;--.L....\u0026gt;-..1..:'--'-h-\"\"-e=...r:.-----1'----_______ Address 7 / 18 f3e +ft-e / {\nu -f {) f-./ -:S0-tt Phone (day) C/J f--:),739 (evening) Vves, I want to work on a -- planning colTITiittee No, I'm not able to work -- on a co111Tiittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: ~ laski County Little Rock North Little Rock Indicate your c0111Dittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools Q rdistrict Schools ~ Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by Friday, October 20. Thank you! ~A/? Phone (day) e2\nl3-~l~d (evening) c2:2-/-\u0026lt;/9 41\n., I want to work on a -- planning corrmittee \\./ No, I'm not able to work ~ on a co111ni ttee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County L--lf'(tle Rock North Little Rock Indicate your c0111nittee preferences by placing a 1  by your first choice, a 2 by your second choice and a 3M by your third choice _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment ~tracurricular Activities Multicultural Infusion _Financial Resources Other suggestions for committee topics: -------------- Please mail this form in the enclosed envelope by f=1 iday, Ocuiber 20.. Thanlc you! A..:sAP PARENT DESEGREGATIOU PL.ANNING COfflITTEE VOLUNTEER FORM Name /lf  r v 1 /1 I] C) / fD Address ,Jcro\nJ /l.J O /\nt/-'2- ZIP 7cl 116 Phone (day) ------- (evening) ------- Yes, I want to work on a -- planning colll!littee L_No, I'm not able to work on a comnittee If you checked yes. please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your c011111ittee preferences by placing a 1 by your first choice. a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools _Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement _Public Relations _Inservice Training _Disparity Issues _Student Assignment _Extracurricular Activities _Multicultural Infusion _Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by Frida,, October 20. Thank you! ASAP  MAR VIN D. OTTO, PASTOR PARENT DESEGREGATION PLANNING COltitlTT[E VOLUNTEER FORM ZIP / cJ_ /(} J Yes, I want to work on a -- planning colllTiittee Ji_No, I'm not able to work on a conmittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your C011111ittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Convnunity Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion _Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by Friday, Ocwber 20. Thank you! A\"SAf' PARENT DESEGREGATION PLANNING C01+1ITTEE VOLUNTEER FORM Name /~a rs/, Vt'e,seif: Address SC,Of e_ onfed,:,r:qh? 11/vi-L/llle, to,K lltl~ tJf()_f I ZIP /'J2. 2/J' Phone ( day) '-fd/0-/qt,s (evening) '-f (/I}-/ 9/,6: Yes, I want to work on a -- planning conmittee _.JL._No, I'm not able to work on a corrrnittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your coomittee preferences by placing a 1  by your first choice, a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Convnunity Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion _Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by ~O. Thank you! ASAI' PARENT DESEGREGATION PLANNING C\u0026lt;M4ITTEE VOLUNTEER FORM Yes, I want to work on a -- planning cornnittee  No, I'm not able to work ~ on a cornnittee If you checked yes. please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your c011111ittee preferences by placing a 1 by your first choice, a 2 by your second choice and a  3M by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by Friday, October 20. Thank you! ~AP PARENT DESEGREGATION PLANNING Cor+IITTEE VOLUNTEER FORM Name Ga le l-7 g, (d_J e M ?t e y J Address I\u0026amp;\u0026gt;' HAvf/e (d j) l, l, )?, r I ZIP 7 l Z, I) 7 Phone (day) 6 $ 6 - go I( o (evening) 2 L 7 - _t\n\"\"] g I Yes, I want to work on a -- planning convnittee Y.. No, I'm not able to work -- on a committee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your c0111nittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education ti~ /1/~ ~} /4/-~ ~!-~/\u0026lt;_~~ ~ 7 _~-~~jJ ~ d Gifted and Talented Education r,vr tvib ~ ~ ~ _h- _Early Childhood Education c/.,e_,,,~ k ~ ~ _Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by..fr\nday, October 20. Thank you! l(SA.P PARENT DESEGREGATIOH PLANNING Cor,t,timE VOLUNTEER FORM Name!\n~ .JJJ/~ Jjd\n/ Address -::\nzr:Jf7 ~~ 8~ ZIP /\n}.\nLtJ \u0026amp; Phone (day) j J!/-6-L/\ni_c!) (evening) ------- Yes, I want to work on a -- planning conrnittee / No, I 1m not able to work -- on a conrnittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Reck North Little Rock Indicate your coomittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3 by your third choice: _L_Transportation l_Magnet Schools Lincentive Schools \\.3._Interdistrict Schools j_Special Education _LGifted and Talented Education _/_Early Childhood Education j_Parent and Community Involvement $_Public Relations _l_Inservice Training -3 Disparity Issues d_student Assignment _/_Extracurricular Activities J._ Multicultural Infusion LFinancial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by ~rida\ny October 20. Thank you! AsAP PARENT DESEGREGATION PLANNING COtl4ITTEE VOLUNTEER FORM Naae Address ------------------------------ ZIP Phone (day) ------- (evening) ------- Yes, I want to work on a planning colTlllittee l_No, I'm not able to work on a committee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your ccanittee preferences by placing a 1 by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this fora in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING COMMITTEE VOLUNTEER FORM :-:-ress~.1\n%~d \u0026amp;wv ZIP ~{)fu Phone (day) cft24-4~~\n2 (evening) j?j)f#ilJi\ni Yes, I want to work on a planning colllllittee ~ o, I'm not able to work -- on a corrrnittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: Pulaski County Little Rock North Little Rock Indicate your ccanittee preferences by placing a 1 by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Educat ion _Early Childhood Education Parent and Corrnnunity Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this for11 in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING C\"'1ITTEE VOLUNTEER FORM Name sJk/4\nad\"u!g) Address {Q ftwc ff:/~ )JU ZIP 1\n} --::i.,, () \u0026lt;j__ Phone (day) 4::,3--.. 4 )-~ 0 (evening) ______ __ Yes, I want to work on a /No, I'm not able to work planning committee -- on a committee ~ ~ OJ If you checked \"yes\", please indicate your preferences~s~: -~, School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your cmmnittee preferences by placing a 1\" by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this fora in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING C0\"4ITTEE VOLUNTEER FORM ZIP 7\nZ\nl{) f Phone (day) ,'\n)0 ,.\n2-ct ~ 8'1 (evening) ~~ Yes, I want to work on a -- planning corrmittee V No, I'm not able to work fr on a corrmittee If you checked yes. please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your ca.nittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this fora in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING COfililITTEE VOLUNTEER FORM Name Cejpsf-e t!en n e~s~V Address Jo t/10 c(J Y/ uJ a_ y Hwy J I) X ~) ClJL , 'l\nJ.. II f ZIP 7M 9 Phone ( day i ga- \u0026amp;-\n\u0026lt;zr~ (evening)_____ _ Yes, I want to work on a 4No, I'm not able to work~~ planning conmittee on a conmittee If you checked \"yes\", please indicate your preferences as requested below: ~ School district I'd like to work with: (Mf __ Pulaski County Little Rock North Little Rock Indicate your ccanittee preferences by placing a 1  by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools lnterdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations lnservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources _..., Other suggestions for committee topics: -------------- Please mail this fon1 in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING COftitlTTEE VOLUNTEER FORM I\" Name /jpt-1- I ( (1 I Ker I\u0026lt;:'\\ Address \u0026lt; {tf'. f t )\u0026lt;! (/, (' /) l JJ, L./2J. ZIP / ////l Phone (day) ------- (evening) ------- __ Yes, I want to work on a planning corrmittee JL_NO, I'm not able to work on a corrmittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your ca.nittee preferences by placing a 1 by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multi cultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this fon1 in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING COtl4ITTEE VOLUNTEER FORM ZIP ]cl Yes, I want to work on a planning conmittee ~/ No, I'm not able to work ~ on a conmittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your coanittee preferences by placing a 1 by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this forw in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING CO...ITTEE VOLUNTEER FORM Name Paim f\nrJ ~ Address \\ \\ Ga.Kf\ne\\J Lane_., ZIP ]c?.~/2--, Phone (day) ~~~-(fj(pg' (evening) __-S_ C{_W[_e,, _ Yes, I want to work on a planning coITTTiittee VNo, I'm not able to work /+ on a coITTTiittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County X-Little Rock North Little Rock Indicate your ccanittee preferences by placing a 1  by your first choice, a 2 by your second choice and a \"3\" by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multi cultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this fora in the enclosed envelop by Friday, October 20. Thank you! PARENT DESEGREGATION PLANNING C\"'1IffiE VOLUNTEER FORM Name ( -\u0026lt;L) \u0026lt;C L I. c., S Jv / ,\nffuwavd Address / \"J-oq (win LB K e s j) r , v e_ ZIP Phone (day) -- -1\"- -9~-:i .-5 - (evening) ------- - Yes, I want to work on a -- planning committee ,//No, I 'm not ab 1 e to work -- on a committee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County Little Rock North Little Rock Indicate your c011111ittee preferences by placing a 1 by your first choice, a 2 by your second choice and a  3N by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education Parent and Community Involvement Public Relations Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: --------------- Please mail this foni in the enclosed envelope by Friday, OG:teber 20. Thank you! A $ AP PARENT DESEGREGATION PLANNING Cor+tiffiE VOLUNTEER FORM :\u0026amp;h lJ ~I ,1L( Name r6 S::i: e r Address 954:,114 ZIP 7 2- 2-- tJ t( Phone (day) o\u0026amp;::q ~4{ (evening) L--- Yes, I want to work on a -- planning corrrnittee ,.?'.Jlo, I'm not able to work -- on a corrrnittee If you checked yes, please indicate your preferences as requested below: School district I'd like to work with: __ Pulaski County ?--tittle Rock North Little Rock Indicate your coomittee preferences by placing a 1 by your first choice, a 2 by your second choice and a 3 by your third choice: _Transportation _Magnet Schools Incentive Schools Interdistrict Schools _Special Education Gifted and Talented Education _Early Childhood Education _Parent and Community Involvement Public Relations _Inservice Training _Disparity Issues _Student Assignment Extracurricular Activities Multicultural Infusion Financial Resources Other suggestions for committee topics: -------------- Please mail this fonn in the enclosed envelope by Friday, Octoher-20. Thank you! 1AP\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_1236","title":"Parent Committee: Incentive school committee","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":["1990"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Educational planning","School improvement programs","Parents"],"dcterms_title":["Parent Committee: Incentive school committee"],"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/1236"],"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":["42 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 and may contain some errors.\nApril 10, 1990 OFFICE OF THE METROPOLITAN SUPERVISOR 201 E. MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, AR 72201 PHONE: 501/376-6200 To: Parent Incentive School Committee Members From: Associate Metropolitan Supervisors Subject: Meeting to Review LRSD Incentive School Plan Revisions The Little Rock School District has submitted to us their revised desegregation plans for the Incentive Schools, as required by the March 5, 1990 order of the Court. Enclosed are copies of their submission. We are very interested in your reaction to these revised plans and any suggestions you may have for changes or additions. We will meet at 7:00 p.m. next Tuesday, April 17, 1990 in the conference room of our offices on the fifth floor of 201 E. Markham to discuss the revised Incentive Schools plans. Please let us know that we can expect you at the meeting by calling Polly at 376- 6200. Thank you so much for your continued interest and support. MA~- 8-90 TUE 10:~5 U.A.P.B.-FISCAL A FAIRS P.01 Facsimile ~ransmiss:cn Comments: Number of Pages, lnc:ud~ng cover sheet /Q Phone: 'S::) 54:-6523 F x: (501) 534-202:. MA\"t'- S-\"a10 TUE 10: - U. A. f-. B. -F l i..\nAL AFFAIRS P.02 INCENTIVE SCHOOLS COMMITI'EE Dr. Dorri Robinson-Gardner, Ch irperson Mrs. Ann West, Co-Chairperson William Finn, nn West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, D velopment and Compensation nd Extended Day Programs Chairp rson of th Subcommitte on Incentive School Scholarship Trust Fund. Co-Chairs of the Subcommittee on Building Plan for Incentiv Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Member Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver MA'-.-- G 90 TllE 10 :54 U. A. P. B. -FISCAL AFFAIRS P.03 lN'l'RODU\u0026lt;.'TION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the District can create an equitable system for all students, yet, specializing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting b nefits of ttending Inc ntive or Magnet Schools as other childr n. If a particular school does not addr th ir educational need, then, they should be permitted to tr nsfer from their current school to on that will address their needs when spac is availabl and if th chool remains within the guidelin s set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCNTIVE SCHOOL PARENT COMMITTEE Th tncentiv School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committe me tings were h ld April 17, 23, ~Sand My 3. The subcommittee me tings were held April 18, 19, 20, 2, and 26. 1 MAY- 8-90 TUE 10:54 U.A.P.B.-FI AFFAIRS P.04 The ISPC is in agreement with the Little Rock School District's proposed plan a submitt d A ril 2, 1990 with the following recommendations: RECOMMEND TIONS - OBJECTIVES AND GO S Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive achool , In order to P. t.~hliRh r.l~rity, incentiv school hould be called \"Incentive Schools\". When Incentive Schools become \"Magnet Schools\", then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, ho~ever, upplementing the core with speci lty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive chools should b periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for complianc with approved recommendation . The IRC will assess the performance of the principals, particularly, the outcomes of stud nts on the Minimum Performance Test, MAT6, and other academic variables. 2 MAY- 8-90 TUE 10:5~ U.A.P.B. -FISCAL AFFAIRS P.05 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSO, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents should have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waiv rs should be availabl. RECOMMENDATIONS - STAFF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers hav a commitment to providing the best pos ible education during th regul r chool day, but hav no desire to work in the extended programs (day, week, year). Thi reluctanc should not be viewed as a failur to be fully committed but a a result of having to prioritize family respon ibilities, commun ty involv ment and dditional ducational opportunities/needs. 3 MAY- 8-90 TUE 10:56 U.A.P.B. - FISCAL AFFAIRS P.06 Because kindergarten teachers will not h ve base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as n cessary. RECOMMENDATIONS - STAFFING Once again, select administr tors making peraonn 1 decisions have demon tr ted that thy are not riou in selecting a coordinator or principals who are sensitive to the needs of black children. Staff members either with limited or non-successful experiences with black children and parents ppear to be the number one choice. The Oistrict should re-evaluate the selection of the Coordinator of the Incentive Schools and the Principal assignment at Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coordinating field trips added to the existing job description inst ad of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. MAY- r -90 TUE 10:56 U-A-P.B.-FISCAL AFFAIRS P.07 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservic developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation ot deficits. Ev ry staff member should be required to participate in staff development activities. Staff development activities should b conducted within the two weeks preceding the beginning of the regular school year and hould focus on activities and trategi s which the entir staff will be working on during that school year. A progre meeting should be held twice in a nine w ek period to ensure th t the program imple entation is orking. 5 MA~- B-90 TUE 10:57 U.A.P.B.-FISCHL AFFAIRS P.08 RECOMMF.ND TlONS - STAFF COMPENSATION Since the interview process i well underway and court ordered deadlines ar quickly approaching, the r commendations set forth by this committee should be r viewed and implement d as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applic nts. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefit {district-paid or optional staff-paid} and examples of extra pay on the final monthly t ke home pay. The salary of the incentive school principal should be commensurate with the responsibility of th job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25,00 per hour\nthe same hourly rate should apply for Saturday work. 6 MAV- 8-90 TUE\" 10:57 U.A.P.B. -FISCAL AFFAIRS P.09 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hour per day for four days per week. Th ame hourly rate will apply for Saturday work. we are recommending that consideration be given to placing all incentive chool teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee r commends that th scholarship program be funded with the lump-sum approach. The funds should be invested immediately. Th committee recornm nd that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommend that an xternal gent b contr ct d to AP.rv. A invP.stmPnt m~n~9er. The gent hould be ~elected from the lit submitt d to th LRSD 4/2/90. ddition 1 recommendation are listed in th subcommittee r port on pp. 2-7. The Committee strongly endo~s s the of member of the ISCP for the Scholarship Trustee Committ e. 7 t'1AY 90 TIJ['\" 10:58 U.A.P.B.-FISCAL A AIRS P. l 0 RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in C ntral Little Rock. They should have the option of attending chools in their n ighborhoods, However, if lsh School is closed for the 1990-91 school year whil a replacement school is being built in the general proximity, w strongly recommend that the district provide transportation to student reassign d to ightsell. e support the District's recommendation to close Garland and Stephens schools at the end of the 1990-91 school year nd build a new school at the old King site. recommend that the District provid the Garland and Stephens students. Howev r, we strongly transportation to reas ign Once these buildings re vacated, we strongly recommend that the District find suitabl alternative educational/service uses immediately. The Black community should not b graced with another \"eyesore\" like Westside. 8 r-.02 INCENTIVE SCHOOLS COMMITI'EE Dr. Dorris Robinson-Gardner, Chairperson Mrs. Ann West, Co-Chairperson William Finn, Ann West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, Development and Compensation and Extended Day Programs Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund. Co-Chairs of the Subcommittee on Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver MAY- 8-90 TUE 10:54 U.A.P.B.-FISCAL AFFAIRS P.03 INTRODUCTION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the District can create an equitable system for all students, yet, speciali%ing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting benefits of attending Incentive or Magnet Schools as other children. If a particular school does not address their educational needs, then, they should be permitted to transfer from their current school to one that will address their needs when space is available and if the school remains within the guidelines set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCENTIVE SCHOOL PARENT COMMITTEE The Incentive School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, ~Sand May 3. The subcommittee meetings were held April 18, 19, 20, 24, and 26. 1 MAX- 8-90 TUE 10:54 U.A.P.B.-FISCAL AFFAIRS P.04 The ISPC is in agreement with the Little Rock School District's proposed plan as submitted April 2, 1990 with the following recommendations: RECOMMENDATIONS - OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive GChoola, In order to P.Rt.~hliAh r.1~r1ty, incentive schools should be called ''Incentive Schools\". When Incentive Schools become \"Magnet Schools\", then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive schools should be periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for compliance with approved recommendations. The IRC will assess the performance of the principals, particularly, the outcomes of students on the Minimum Performance Test, MAT6, and other academic variables. 2 MAY- B-90 TUE 10:55 U.A.P.B.-FISCAL AFFAIRS P.05 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSD, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents should have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waivers should be available. RECOMMENDATIONS - STA.FF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 3 MAY- 8-90 TUE 10:56 U.A.P.B.-FISCAL AFFAIRS P.06 Because kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as necessary. RECOMMENDATIONS - STAFFING Once again, select administrators making personnel decisions have demonstrated that they are not serious in selecting a coordinator or principals who are sensitive to the needs of black children. staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The District should re-evaluate the selection of the Coordinator of the Incentive Schools and the Principal assignment at Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coo~dinating field trips added to the existing job description instead of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 TriDistrict plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. MAY- 8-90 TUE 10:56 U.A.P.B.-FISCAL AFFAIRS P.07 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservice developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation of deficits. Every staff member should be required to participate in staff development activities, staff development activities should be conducted within the two weeks preceding the beginning of the regular school year and should focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting should be held twice in a nine week period to ensure that the program implementation is working. 5 MAY- B-90 TUE 10:57 U.A.P.B.-FISCAL AFFAIRS P.08 RECOMMENDATIONS - STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits {district-paid or optional staff-paid} and examples of extra pay on the final monthly take home pay. The salary of the incentive school principal should be commensurate with the responsibility of the job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate should apply for Saturday work. 6 MAY- B-90 TUE 10:57 U.A.P.B.-FISCAL AFFAIRS P.09 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. we are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee recommends that the scholarship program be funded with the lump-sum approach. The funds should be invested immediately. The committee recommends that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommends that an external agent be contracted to AP.rVP. ~R invP.~tmPnt m~n~~er. The ag~nt should be salacted from the list submitted to the LRSD 4/2/90. Additional recommendations are listed in the subcommittee report on pp. 2-7. The Committee strongly endorses the selection of a member of the ISCP for the Scholarship Trustee Committee. 7 MA\"-,-\" 8 \"5'U TUE 10:58 U.A.P.B.-FISCAL AFFAIRS P. 1 0 RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in Central Little Rock. They should have the option of attending schools in their neighborhoods. However, if Ish School is closed for the 1990-91 school year while a replacement school is being built in the general proximity, we strongly recommend that the district provide transportation to student reassigned to Rightsell. We support the District's recommendation to close Garland and Stephens schools at the end of the 1990-91 school year and build a new school at the old King site. However, we strongly recommend that the District provide transportation to reassign the Garland and Stephens students. Once these buildings are vacated, we strongly recommend that the District find suitable alternative educational/service uses immediately. The Black community should not be graced with another ''eyesore\" like Westside. 8 OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 May 16, 1990 TO: Jfcentive School Committee Members FROM: ~~ma Hart, Associate Metropolitan Supervisor RE: Incentive School Committee Recommendations Through conversation with several committee members, we have discovered that committee members have not received a copy of the committee's final recommendations made to this office. Enclosed you will find a copy of those recommendations submitted to our office on May 8, 1990. enc. 1 l . . , ..  I I -I I I I II I II II I I I REPORT OF THE INCENTIVE SCHOOLS COMMITTEE INCENTIVE SCHOOLS COMMITTEE Dr, Dorris Robinson-Gardner, Chairperson Mrs. Ann West, co-Chairperson William Finn, Ann West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, Development and Compensation and Extended Day Programs Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund, Co-Chairs of the Subcommittee on Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver MAY- B-90 TUE 10:54 U.A.P.B.-FISCAL AFFAIRS P.03 IN'I'RODU\u0026lt;.\"'TION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the District can create an equitable system for all students, yet, speciali%ing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting benefits of attending Incentive or Magnet Schools as other children. If a particular school does not address their educational needs, then, they should be permitted to transfer from their current school to one that will address their needs when space is available and if the school remains within the guidelines set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCENTIVE SCHOOL PARENT COMMITTEE The Incentive School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, 25 and May 3. The subcommittee meetings were held April 18, 19, 20, 24, and 26. 1 MAY- B-90 TUE 10:54 U.A.P.B.-FISCAL AFFAIRS P.04 The ISPC is in agreement with the Little Rock School District's proposed plan as submitted April 2, 1990 with the following recommendations: RECOMMENDATIONS - OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive schools, In oraer to P.Rt.~hliRh r.l~r1ty, incentive schools should be called ''Incentive Schools\". When Incentive Schools become \"Magnet Schools\", then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive schools should be periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for compliance with approved recommendations. The IRC will assess the performance of the principals, particularly, the outcomes of students on the Minimum Performance Test, MAT6, and other academic variables. 2 .M.A.  ~- . 8-90 TUE 10:55 U.A.P.B.-FISCAL AFFAIRS P.05 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSD, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents should have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waivers should be available. RECOMMENDATIONS - STAFF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 3 MAY- 8-90 TUE 10:56 U.A.P.B.-FISCAL AFFAIRS P.06 Because kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as necessary. RECOMMENDATIONS - STAFFING Once again, select administrators making personnel decisions have demonstrated that they are not serious in selecting a coordinator or principals who are sensitive to the needs of black children. Staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The District should re-evaluate the selection of the Coordinator of the Incentive Schools and the Principal assignment at Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coordinating field trips added to the existing job description instead of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. MAY- S-90 TUE 10:56 U.A.P.B.-FISCAL AFFAIRS P.07 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservice developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation of deficits. Every staff member should be required to participate in staff development activities. Staff development activities should be conducted within the two weeks preceding the beginning of the regular school year and should focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting should be held twice in a nine week period to ensure that the program implementation is working. 5 ~ ~u TUE 10:~, u.A.P.B. FISCAL AFFAIRS P.08 RECOMMl-:NDATIONS - STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits {district-paid or optional etaff-paid} and examples of extra pay on the final monthly take home pay. The salary of the incentive school principal should be commensurate with the responsibility of the job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate should apply for Saturday work. 6 M8~- -8-90 TUE 10:57 U.A.P.B.-FISCAL AFFAIRS P.09 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee recommends that the scholarship program be funded with the lump-sum approach. The funds should be invested immediately. The committee recommends that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommends that an external agent be contracted to AP.rVP. ~A invP.~tmPnt m~n~aer. The aoent should be 5alacted from the list submitted to the LRSD 4/2/90. Additional recommendations are listed in the subcommittee report on pp. 2-7. The Committee strongly endorses the selection of a member of the ISCP for the Scholarship Trustee Committee. 7 , , \"  t1 f.l,. \", -  8 - 9 0 TUE 1 0 : 5 E: LI - A  F'. E:  - F I SC AL AF FA I Rs P. 1 0 RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in Central Little Rock. They should have the option of attending schools in their neighborhoods. However, if Ish School is closed for the 1990-91 school year while a replacement school is being built in the 9eneral proximity, we strongly recommend that the district provide transportation to student reassigned to Rightsell. We support the District's recommendation to close Garland and Stephens schools at the end of the 1990-91 school year and build a new school at the old King site. However, we strongly recommend that the District provide transportation to reassign the Garland and Stephens students. Once these buildings are vacated, we strongly recommend that the District find suitable alternative educational/service uses immediately. The Black community should not be graced with another \"eyesore\" like Westside. 8 REPORT OF THE INCENTIVE SCHOOLS COMMITTEE INCENTIVE SCHOOLS COMMI\"rl'EE Dr. Dorris Robinson-Gardner, Chairperson Mrs. Ann West, Co-Chairperson William Finn, Ann West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, Development and Compensation and Extended Day Programs Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund. Co-Chairs of the Subcommittee on Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver I I I I 1, INTRODUCTION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the district can create an equitable system for all students, yet, specializing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting benefits of attending Incentive or Magnet Schools as other children. If a particular school does not address their educational needs, then, they should be permitted to transfer from their current school to one that will address their needs when space is available and if the school remains within the guidelines set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCENTIVE SCHOOL PARENT COMMITTEE The Incentive School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, 25 and May 3. The subcommittee meetings were held April 18, 19, 20, 24, and 26. 1 The ISPC is in agreement with the Little Rock School District's proposed plan as submitted April 2, 1990 with the following recommendations: RECOMMENDATIONS - OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive schools. In order to establish clarity, incentive schools should be called \"Incentive Schools. When Incentive Schools become Magnet Schools, then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive schools should be periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for compliance with approved recommendation~. The IRC will assess the performance of the principals, particularly, the outcomes of students on the Minimum Performance Test, MAT6, and other academic variables. 2 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSD, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents will have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waivers should be available. RECOMMENDATIONS - STAFF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 3 Because kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as necessary. RECOMMENDATIONS - STAFFING Once again, select administrators making personnel decisions have demonstrated that they are not serious in selecting a coordinator or principals who are sensitive to the needs of black children. Staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The District should re-evaluate the selection of the coordinator of the Incentive Schools and the Principal assignment of the Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coordinating field trips added to the existing job description instead of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. 4 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinators including the Incentive School coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservice developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation of deficits. Every staff member should be required to participate in staff development activities. Staff development activities should be conducted within the two weeks preceding the beginning of the regular school year and should focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting should be held twice in a nine week period to ensure that the program implementation is working. 5 RECOMMENDATIONS - STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits {district-paid or optional staff-paid} and examples of extra pay on the final monthly take home pay. The salary of the incentive school principal should be commensurate wit.h the responsibility of the job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate will apply for Saturday work. 6 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee recommends that the scholarship program be funded with the lump-sum approach. The funds should be invested immediately. The committee recommends that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommends that an external agent be contracted to serve as investment manager. The agent should be selected from the list submitted to the LRSD 4/2/90. Additional recommendations are listed in the subcommittee report on pp. 2-7. The Committee strongly endorses the selection of a member of the ISCP,\n:b~ :!~ ,t~~OOtV~l, 7 I RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in Central Little Rock. They should to have the option of attending schools in their neighborhoods. However, if Ish School is closed for the 1990-91 school year while a replacement school is being built in the general proximity, we strongly recommend that the district provide transportation to student reassigned to Rightsell. We support the District's recommendation to close Garland and Stephens Schools at the end of the 1990-91 school year and build a new .school at the old King site. However, we strongly recommend that the District provide transportation to reassign the Garland and Stephens students. Once these buildings are vacated, we strongly recommend that the District find suitable alternative educational/service uses immediately. The Black community should not be graced with another \"eyesore\" like Westside. 8 Report of Scholarship Committee Questions we must answer: 1. Do we really want to use desegregation money for a scholarship? A scholarship will discriminate against black students who are unable to attend incentive schools and must be bused to perhaps less desirable neighborhood schools. The money could be used to enhance the incentive schools rather be applied to scholarships. Recommendation of committee: Scholarships are appropriate and should be part of the desegregation plan for incentive schools to increase the enrollment in the incentive schools of a representative number of non-minority pupils and to promote the interest of all students in completing high school and attending accredited post-secondary courses including college. Scholarships will be awarded to all students who attend the incentive schools regardless of need. 2. Funding of scholarships. Two proposals have been presented. The Little Rock School District proposes the plan be funded as students accrue credits in the amount of $400 per year per student. Funding will occur over a period of 8 years. (page 2 - Trust Fund Report). Some credit would be given students who attended incentive schools for at least four years prior to this year. The Little Rock plan included a counseling and support provision. Funding would begin January 1, 1991, and end January 1, 1998. The intervenors' plan is to take a 20% lump sum of the -2- amount allotted to incentive schools \"off the top\" of the settlement and invest that so that after six years (the time it would take a student now in 6th grade to graduate) the principle and interest would be sufficient to fund the scholarship program. Under the invervenors ' plan not all the fund would be used so that whatever is left after scholarships are paid out could be applied to another project such as early childhood education. Recommendation of committee: The committee's recommendation is subject to change depending on the report of our CPA member, Ruth Ragsdale, who will attempt to translate these plans into dollar amounts. At the meeting held Monday, April 23, the committee tentatively recommended the lump sum approach which would be invested immediately at the best rate possible rather than fund the program year by year as credits accrue. The committee also recommends any excess after scholarships are paid to be returned to the incentive schools in equal portions. 3. Trustee and money fund manager The intervenor's plan did not representatives or a fund administrator. suggest The Little trustee Rock plan suggested the Little Rock School district, the Department of Education, and the Joshua and Knight intervenors to be administrators of the plan. Under the Little Rock plan trustees would be made up of representatives of business, parents, administrators, and teachers. Committee recommendation: First pick trustees of the fund -3- with~ representative from each of these groups: Parents Teachers Business Joshua intervenors Knight intervenors LR school district Member of the incentive school committee, and after the Office of the Metropolitan Supervisor is phased out replace this committee member with a parent There should be seven trustees in all. If a trustee retired, a replacement trustee would be picked from the same interest group with the exception of a member from the Incentive School Committee. First trustees would be named to the Trust Fund Committee. These trustees would then contact banks and savings and loan institutions to get bids for the best rate of interest for a certificate of deposit for 6 years. The financial institution would report to the trustees by mail or otherwise on a periodic basis regarding the status of the interest and principal. No demands would be made on the fund for 6 years. When scholarships are requested more administration will be required. Access to school records will be necessary. Disbursements will need to be made directly to post-secondary schools. Just how this will be done has not been resolved by our committee. 4. Time frame The Little Rock plan gives students currently enrolled in -4- incentive schools for 1989-1990 one years' credit, but would give $200 for each prior year if a child were enrolled in an incentive school for 4 or more years. The interventor's plan gives credit to each student assigned in the 1989-190 school year who remains in and graduates from Little Rock Schools. Committee recommendation: That we put together the best parts of the two plans. There will be no retroactivity since some schools were actually racially identifiable, but were not designated as incentive schools until this year, and going back any number of years is arbitrary. The first students to receive credit will be the 6th graders attending an incentive school year. (This year.) The only students during the 1989-90 school to get a full 7 years' credit will be kindergarteners attending an incentive school this year. However any student entering incentive schools within the next six years, the period when the corpus of the trust is to remain untouched, would be eligible for a scholarship of some amount. The committee's reason for this recommendation is so that the scholarship would be an incentive for attending these schools during the next six years. After six years it is hoped these schools would no longer be racially identifiable. Students would receive 1 years' credit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. If a lump sum approach were adopted, funding would be as soon as the funds were available and would end after, for -5- example, 20% of the incentive school appropriation was invested. If yearly funding was chosen, funding would end 1998 as the Little Rock district suggests. Under the Little Rock proposal in January, in a majority-to-minority transfer the sending district would be responsible for funding credits earned by a student from outside the Little Rock Schools. The committee is split on this question. It is argued that the sending district will not only lose money for the student, but if it must also fund his or her scholarship the sending district will discourage 'transfer and defeat the purpose of the plan. Another unresolved question is whether a student transferring to a school built to accomodate incentive school students in the Pulaski County School District should be allowed to continue accruing scholarship credits. The committee recommends that they do not. Once a student transfers out of an incentive school no further credits are accrued unless the transfer is to upgrade or completely rebuild the inventive school. The comittee's rationale is that the incentive schools should be so desirable and unique with smaller student to teacher ratios and specialty emphasis along with basis skills that they should be promoted for their special qualities and they should be expanded rather than closed. Students from incentive be bussed elsewhere for purposes of desegregation. 5. Post-secondary institutions of learning The Little Rock plan designates \"state supported colleges and universities\n\" the intervenors' plan contemplates a \"4 year -6- college curriculum.\" The Incentive School Committee wanted to include vocational and other types of post-secondary education besides college. The committee's recommendation is that scholarships be available for education in post-secondary institutions of higher learning including post-secondary vocational schools. The committee also recommends that scholarships be paid directly to the institution of higher learning, rather than to the student, but that if a student does not use all of his or her scholarship money for tuition, any excess go toward the purchase of books, or costs related to education such as transportation expenses. 6. Institutions in or outside of Arkansas Both proposals contemplate scholarship funding for only Arkansas colleges and universities. The Scholarship Committee recommends that scholarships apply to institutions outside of Arkansas as well as within Arkansas. The committee makes this recommendation because some degree plans are not offered in Arkansas such as dentistry and veternary science. It is also possible some children may earn a merit scholarship at a university outside Arkansas and it would be unfair to limit their scholarship credit to only Arkansas institutions under these circumstances. 7. Should there be a provision to provide monitoring by the court at intervals and to allow amendment to the plan if necessary? The committee recommends the court's involvement in the -7- plan cease as soon as possible. Therefore this suggestion was rejected. 8. Mentorship program. This was crucial to the success of the scholarship in Mr. Reville's view. The Little Rock proposal states that the program must have a \"strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator,\" but details are not spelled out. The committee suggests that some provision to be made in intermediate and high schools to counsel and provide mentoring so that the goal of high school graduation is encouraged and facilitated. 9. How much money will the scholarship fund involve? No one seems to know. Disbursements are to be made in July of $4 or $5 million but this for more than incentive schools. Other disbursements will follow. The intervenors' plan talks about \"double funding\" for incentive schools. There is nothing in writing on this. There are now 1,620 students attending incentive schools. (Magnet Incentive School Programs, page 2.) The actual cost per pupil varies depending on what expenses are considered. Dr. Gardner was able to get the figure used by the Joshua intervenors of 2,500 students and $6,000 per year as the amount for double funding. 10. Amount of scholarship The exact amount of the scholarship per pupil would have to be determined on the basis of the funds available and the -8- demands at the time the student qualifies. Another factor would be enlargement of the incentive school facilities and increased number of students. Also the amount of the scholarship will depend on whether it is funded by a lump sum amount or yearly payments after credit is earned. The committee has addtional questions which cannot be resolved, but which are presented for the consideration of those making decisions regarding the scholarship fund. Questions will be submitted separately. . .. .. . . Report of Scholarship Committee Questions we must answer: 1. Do we really want to use desegregation money for a scholarship? A scholarship will discriminate against black students who are unable to attend incentive schools and must be bused to perhaps less desirable neighborhood schools. The money could be used to enhance the incentive schools rather be applied to scholarships. Recommendation of committee: Scholarships are appropriate and should be part of the desegregation plan for incentive schools to increase the enrollment in the incentive schools of a representative number of non-minority pupils and to promote the interest of all students in completing high school and attending accredited post-secondary courses including college. Scholarships will be awarded to all students who attend the incentive schools regardless of need. 2. Funding of scholarships. Two proposals have been presented. The Little Rock School District proposes the plan be funded as students accrue -credits in the amount of $400 per year per student. Funding will occur over a period of 8 years. (page 2 - Trust Fund Report). Some credit would be given students who attended incentive schools for at least four years prior to this year. The Little Rock plan included a counseling and support provision. Funding would begin January 1, 1991, and end January 1, 1998. The intervenors' plan is to take a 20% lump sum of the -2- amount allotted to incentive schools \"off the top\" of the settlement and invest that so that after six years (the time it would take a student now in 6th grade to graduate) the principle and interest would be sufficient to fund the scholarship program. Under the invervenors' plan not all the fund would be used so that whatever is left after scholarships are paid out could be applied to another project such as early childhood education. Recommendation of committee: The committee's recommendation is subject to change depending on lhe report of our CPA member, Ruth Ragsdale, who will attempt to translate these plans into dollar amounts. At the meeting held Monday, April 23, the committee tentatively recommended the lump sum approach which would be invested immediately at the best rate possible rather than fund the program year by year as credits accrue. The committee also recommends any excess after scholarships are paid to be returned to the incentive schools in equal portions. 3. Trustee and money fund manager The intervenor's plan did not representatives or a fund administrator. suggest The Little trustee Rock plan suggested the Little Rock School district, the Department of Education, and the Joshua and Knight intervenors to be administrators of the plan. Under the Little Rock plan trustees would be made up of representatives of business, parents, administrators, and teachers. Committee recommendation: First pick trustees of the fund -3- with one representative from each of these groups: Parents Teachers Business Joshua intervenors Knight intervenors LR school district Member of the incentive school committee, and after the Office of the Metropolitan Supervisor is phased out replace this committee member with a parent There should be seven trustees in all. If a trustee retired, a replacement trustee would be picked from the same interest group with the exception of a member from the Incentive School Committee. First trustees would be named to the Trust Fund Committee. These trustees would then contact banks and savings and loan institutions to get bids for the best rate of interest for a certificate of deposit for 6 years. The financial institution would report to the trustees by mail or otherwise on a periodic basis regarding the status of the interest and principal~ No demands would be made on the fund for 6 years. When scholarships are requested more administration will be required. Access to school records will be necessary. Disbursements will need to be made directly to post-secondary schools. Just how this will be done has not been resolved by our committee. 4. Time frame The Little Rock plan gives students currently enrolled in -4- incentive schools for 1989-1990 one years' credit, but would give $200 for each prior year if a child were enrolled in an incentive school for 4 or more years. The interventor's plan gives credit to each student assigned in the 1989-190 school year who remains in and graduates from Little Rock Schools. Committee recommendation: That we put together the best parts of the two plans. There will be no retroactivity since some schools were actually racially identifiable, but were not designated as incentive schools until this year, and going back any number of years is arbitrary. The first students to receive credit will be the 6th graders attending an incentive school during the 1989-90 school year. (This year.) The only students to get a full 7 years' credit will be kindergarteners attending an incentive school this year. However any student entering incentive schools within the next six years, the period when the corpus of the trust is to remain untouched, would be eligible for a scholarship of some amount. The committee's reason for this recommendation is so that the scholarship would be an incentive for attending these schools during the next six years: After six years it is hoped these schools would no longer be racially identifiable. Students would receive 1 years' credit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. If a lump sum approach were adopted, funding would be as soon as the funds were available and would end after, for . .. .. . -5- example, 20% of the incentive school appropriation was invested. If yearly funding was chosen, funding would end in January, 1998 as the Little Rock district suggests. Under the Little Rock proposal in a majority-to-minority transfer the sending district would be responsible for funding credits earned by a student from outside the Little Rock Schools. The committee is split on this question. It is argued that the sending district will not only lose money for the student, but if it must also fund his or her scholarship the sending district will discourage 'transfer and defeat the purpose of the plan. Another unresolved question is whether a student transferring to a school built to accomodate incentive school students in the Pulaski County School District should be allowed to continue accruing scholarship credits. The committee recommends that they do not. Once a student transfers out of an incentive school no further credits are accrued unless the transfer is to upgrade or completely rebuild the inventive school. The comittee's rationale is that the incentive schools should be so desirable and unique with smaller student to teacher ratios and specialty emphasis along with basis skills that they should be promoted for their special qualities and they should be expanded rather than closed. Students from incentive be bussed elsewhere for purposes of desegregation. 5. Post-secondary institutions of learning The Little Rock plan designates \"state supported colleges and universities\n\" the intervenors' plan contemplates a 4 year -6- college curriculum.\" The Incentive School Committee wanted to include vocational and other types of post-secondary education besides college. The committee's recommendation is that scholarships be available for education in post-secondary institutions of higher learning including post-secondary vocational schools. The committee also recommends that scholarships be paid directly to the institution of higher learning, rather than to the student, but that if a student does not use all of his or her scholarship money for tuition, any excess go toward the purchase of books, or costs related to education such as transportation expenses. 6. Institutions in or outside of Arkansas Both proposals contemplate scholarship funding for only Arkansas colleges and universities. The Scholarship Committee recommends that scholarships apply to institutions outside of Arkansas as well as within Arkansas. The committee makes this recommendation because some degree plans are not offered in Arkansas such as dentistry and veternary science. It is also possible some children may earn a merit scholarship at a university outside Arkansas and it would be unfair to limit their scholarship credit to only Arkansas institutions under these circumstances. 7. Should there be a provision to provide monitoring by the court at intervals and to allow amendment to the plan if necessary? The committee recommends the court's involvement in the -7- plan cease as soon as possible. Therefore this suggestion was rejected. 8. Mentorship program. This was crucial to the success of the scholarship in Mr. Reville's view. The Little Rock proposal states that the program must have a \"strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator, but details are not spelled out. The committee suggests that some provision to be made in intermediate and high schools to counsel and provide mentoring so that the goal of high school graduation is encouraged and facilitated. 9. How much money will the scholarship fund involve? No one seems to know. Disbursements are to be made in July of $4 or $5 million but this for more than incentive schools. Other disbursements will follow. The intervenors' plan talks about \"double funding\" for incentive schools. There is nothing in writing on this. There are now 1,620 students attending incentive schools. (Magnet Incentive School Programs, page 2.) The actual cost per pupil varies depending on what expenses are considered. Dr. Gardner was able to get the figure used by the Joshua intervenors of 2,500 students and $6,000 per year as the amount for double funding. 10. Amount of scholarship The exact amount of the scholarship per pupil would have to be determined on the basis of the funds available and the , . -8- demands at the time the student qualifies. Another factor would be enlargement of the incentive school facilities and increased number of students. Also the amount of the scholarship will depend on whether it is funded by a lump sum amount or yearly payments after credit is earned. The committee has addtional questions which cannot be resolved, but which are presented for the consideration of those making decisions regarding the scholarship fund. Questions will be submitted separately. ..... INCENTIVE SCHOOLS COMMITTEE Dr. Doris Robinson-Gardner, Chairperson Mrs. Ann West, Co-Chairperson William Finn, Chairperson of the subcommittee on Staff concerns, Development and Compensation and Extended Day Programs Ann West, Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund. Ruth Ragsdale (CPA) and Kenyon Lowe, Sr., Co-Chairs of Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver Recommendations from the Incentive School Committee The Incentive School Committee held three full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, and 25. The subcommittee meetings were held April 18, 19, 20, 24, and 26. The Incentive School Committee submits the following general specific recommendations: OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive schools. In order to establish clarity, incentive schools should be called \"Incentive Schools. When Incentive Schools become Magnet Schools, then, and only then, refer to them by the appropriate name. BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is strongly encouraged. EXTENDED DAY/EXTENDED WEEK PROGRAMS Recommendations are listed in the subcommittee report. (Appendix~) BUILDING PLAN All Incentive Schools should remain open. Closing any of the Incentive Schools, especially Ish and Stephens, would place an even greater burden on the Black children in central Little Rock. If it becomes necessary to close one of the Incentive Schools, then, match that closing with a school west of University avenue such as Jefferson or Fulbright Elementary. Additional recommendations are listed in the subcommittee report (Appendix~) SCHOLARSHIPS An agent to serve as investment manager should be selected by a joint decision involving the Parent Finance Committee, Parent Incentive School Committee and Joshua and Knight Intervenors. STAFFING Recommendations are listed in the subcommittee report (Appendix f) Once again, select administrators making personnel decisions, have demonstrated that they are not serious in selecting principals and coordinators who are sensitive to the needs of black children in incentive schools. Staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The Coordinator of Incentive Schools could have the responsibility for coordinating field trips added to her job description. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placing all teachers in a pool is not encouraged. The Associate Superintendent for Desegregation and the Incentive School Coordinator should work closely with the chairpersons of the Incentive, Bi-racial and Trust Fund Committees to ensure compliance with recommendations 1,3, 4, and 5 of the Tri-District plan. Additional recommendations are listed in the subcommittee report (Appendix~) CONCLUSIONS The Parent Committee on Incentive Schools and parents of black children are still frustrated by the continued iniquity and the subtle racism that exist in the decision making process by LRSD administrators. SUB-COMMITTEE REPORT ON STAFF COMPENSATION STAFF DEVELOPMENT EXTENDED DAY STAFF CONCERNS FOR INCENTIVE SCHOOLS April 23, 1990 APF\" ...tL STAFF CONCERNS 1. All extended programs will rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 2. Because Kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations will be adjusted or modified as necessary. STAFF DEVELOPMENT This committee recommends that after school staffs have been identified, a needs assessment be conducted to identify the focus of individual and group staff development, by June 15, 1990. The principal and a committee of teachers will develop individual staff development plans for each staff member. This plan will be a deficiency removal plan with identified resources for the alleviations of these deficits. The same committee will make a recommendation to the entire staff for total staff development activities. Every staff member will be required to participate in total staff development activities. The time line for the total staff development activities will be the two weeks preceding the beginning of the regular school year and will focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting will be held twice in a nine week period to ensure that program implementation is working. STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. This information should be given to all applicants prior to the final selection process. 1. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. 2. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits [district-paid or optional staff-paid] and examples of extra pay on the final monthly take home pay. 3. While principals have willingly accepted, as part of their administrative duties, the final responsibility for all programming at their respective schools, the salary of the incentive school principal should be commensurate with the responsibility of the job. 4. Each incentive school principal will select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate will apply for Saturday work. 5. Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. 6. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract. .. '' EXTENDED DAY 1. The committee recommends that the extended day begin at 2:30 and end at 5:30, Monday through Thursday. 2. The committee accepts the timeline of the extended year program of 1 months. The extended year program should begin two weeks after the end of the regular school year. In view of the fact that the student education plan dictates the need for the extended year program, parents will have the final responsibility for ensuring their child's participation. Some educational plans may indicate the need for social skills training, interpersonal skills training and behavior modification. A program will be provided to address these areas. 3. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract. FINDINGS: INCENTIVE SCHOOLS BUILDING PLANS SUBCOMMITTEE SUMMARY OF FINDINGS AND RECOMMENDATIONS Proposed plan will not decrease burden of busing on central Little Rock children. The elementary student assignment plan encourages segregation and penalizes the incentive schools. The proposed building plan is geared to placating the court rather than meeting the needs of the children. Closing three of the schools would put an even greater burden on these children. RECOMMENDATIONS: Keep all incentive schools open. Improve the buildings, parking areas, and expand if necessary. Equalize the elementary student assignment plan. Assign enough children from segregated \"white\" areas to the incentive schools to racially balance them. Build a new Martin Luther King, Jr. school on its current site with a capacity of no more than 450. Consult with staff, parents, and neighborhood groups while developing building plans (and other plans that affect the school). LRSD Board and Administration must commit to seek and serve the best interests of the central Little Rock children, rather than shuffling them around to try and placate the Court. A multi-purpose gym/auditorium serving the smaller central Little Rock schools should be constructed at Stephens. The Board and Administration must communicate openly and honestly with staff, parents and the community. They should not consult with persons who have vested business interests. ,, INCENTIVE SCHOOLS BUILDING PLANS SUBCOMMITTEE REPORT APRIL 21, 1990 Committee Members: Kenyon Lowe and Ruth Ragsdale GENERAL FINDINGS: We find that the proposed LRSD plan will not decrease the burden of busing on central Little Rock children\nit will simply add 280 (\"white\") slots which are necessary to barely desegregate the schools without displacing current students. If the incentive schools are enlarged/closed as proposed, it will actually increase the burden on central Little Rock children. Most of the affected children will be required to walk longer distances to school. It is our opinion that the elementary student assignment plan devised by the LRSD encourages re-segregation and relieves west Little Rock of their responsibility to help desegregate the Little Rock School system. This burden is unfairly passed to central Little Rock, North Little Rock, and Pulaski County students. Because of these deficiencies, it will be extremely difficult to desegregate the incentive schools. We do not think it is fair to close three neighborhood schools that are \"hard to desegregate\" when the District is making them hard to desegregate by not assigning the appropriate ratios of Little Rock students to them. The LRSD has treated these schools as if they are embarrassments to them\nthey impulsively change plans and renege on promises to improve and/or rebuild them. It is our opinion that the LRSD Building Plan proposal is more oriented toward placating the Court than in meeting the needs of the children in central Little Rock. RECOMMENDATIONS REGARDING BUILDING PLAN: First, the student assignment plan must be equalized. The proposed building plan is based more on desegregation requirements than on the needs of the children. Equalizing the student assignment plan would help to desegregate these schools without compromising the needs of the children. The current student assignment plan gives children in west Little Rock the option of attending their neighborhood school or voluntarily transferring to another\ncentral Little Rock children are either mandatorily assigned to an incentive school or mandatorily bused to desegregate west Little Rock schools. The plan can be equalized by either giving central Little Rock children the same options as west Little Rock children, or by mandatorily assigning west Little Rock children in the same manner as central Little Rock children. The LRSD must make a commitment to the incentive schools to fulfill the needs of the children (spirit of the law) instead of doing things designed to comply with the letter of the law. In this spirit, we believe it is in the best interest of these children to maintain and improve existing schools so as to minimize walking distance and maximize individual attention. This is better served by small-to-medium sized schools scattered throughout the neighborhoods. It is also in their best interest to integrate these schools with children of different socio-economic backgrounds. Any expansion should be done slowly. The school staff, parents, students, and nearby residents should be involved in planning for expansion, and the plans must be approved by these groups. A new Martin Luther King, Jr. school should be built on its current site. The capacity should be no more than 450. The capacity of the Pre-K program should be increased to the point that ALL central Little Rock children whose parents wish to enroll them will receive a slot. A well-equipped gym/auditorium with a stage should be constructed on the grounds of Stephens School. (Stephens is centrally located and has plenty of space.) This could be used by any of the incentive schools for activities such as PTA meetings, assemblies, plays, competitions, joint projects, etc. It could also be used by community groups who agree to be responsible and comply with any requirements set forth. There is also room on the Ish grounds for expansion, if necessary. Mr. Lowe has visited Garland and is of the opinion that it also has room for expansion. The LRSD should actively support efforts to revitalize the central part of Little Rock. It should initiate efforts to make the areas surrounding these schools more attractive by providing off-street parking for staff and asking for the removal of businesses/activities deemed harmful to the children. (How about getting the liquor store at Pine and 18th shut down? ~very day the children see adult males drinking and hanging around there: this is not exactly a positive role model for the boys to see!) ' . COMMITTEE COMMENTS: DISINFORMATION MUST STOP. Whenever a staff member or parent calls the LRSD for information, they should receive a factual, honest answer. No administrator should withhold information, even if instructed to do so by superiors (unless, of course, it is of a personal matter). The principal selection process is an example: people who wanted information about these proceedings were not given the information they requested nor allowed any input. Administrators avoided questions and/or kept referring to others. No one seemed to know anything. We object to the use of \"Real tors\" to help develop building plans. No one with special interests should be consulted by the LRSD or allowed to have influence in their decision-making. We request that the District get facts straight from objective sources and continually give all information to the school staff and interested parents. Communications must be opened in order to stop the confusion, and decision-making should always involve people who are associated with the school. We object to secret proceedings, meetings, and development of proposals or reports without notifying the community and giving them an opportunity to participate. The incentive schools should be allowed to keep their current identities and emphases. The staff, parents and students should be the decision-makers concerning the program, and no major changes should be implemented at any incentive school without a community hearing and a democratic vote. This would include attendance zone changes, change of principal, and major program changes. Any incentive school could change its current emphasis if a majority of those present at a community meeting agreed. If the student assignment plan is not equalized, all students in the satellite zones who have no options within Little Rock must have scholarship funds appropriated to them. They should also have transportation to their local incentive school for extended day and Saturday programs if they so desire. Special incentive programs, if implemented, should continue for at least five (5) years after a school becomes racially non-identifiable. The LRSD \"Parent Recruiters\" should be terminated and no one else re-hired. They are hindering rather than furthering the incentive school program (and their pay is money down the drain). Ineffective principals in the incentive schools should be transferred. Effective ones, such as Kay Loss, should be retained. ... t Report of Scholarship Committee Questions we must answer: 1. Do we really want to use desegregation money for a scholarship? A scholarship will discriminate against black students who are unable to attend incentive schools and must be bused to perhaps less desirable neighborhood schools. The money could be used to enhance the incentive schools rather be applied to scholarships. Recommendation of committee: Scholarships are appropriate and should be part of the desegregation plan for incentive schools to increase the enrollment in the incentive schools of a representative number of non-minority pupils and to promote the interest of all students in completing high school and attending accredited post-secondary courses including college. Scholarships will be awarded to all students who attend the incentive schools regardless of need. 2. Funding of scholarships. Two proposals have been presented. The Little Rock School District proposes the plan be funded as students accrue credits in the amount of $400 per year per student. Funding will occur over a period of 8 years. (page 2 - Trust Fund Report). Some credit would be given students who attended incentive schools for at least four years prior to this year. The Little Rock plan included a counseling and support provision. Funding would begin January 1, 1991, and end January 1, 1998. The intervenors' plan is to take a 20% lump sum of the -2- amount allotted to incentive schools \"off the top\" of the settlement and invest that so that after six years (the time it would take a student now in 6th grade to graduate) the principle and interest would be sufficient to fund the scholarship program. Under the invervenors' plan not all the fund would be used so that whatever is left after scholarships are paid out could be applied to another project such as early childhood education. Recommendation of committee: The committee's recommendation is subject to change depending on the report of our CPA member, Ruth Ragsdale, who will attempt to translate these plans into dollar amounts. At the meeting held Monday, April 23, the committee tentatively recommended the lump sum approach which would be invested immediately at the best rate possible rather than fund the program year by year as credits accrue. The committee also recommends any excess after scholarships are paid to be returned to the incentive schools in equal portions. 3. Trustee and money fund manager The intervenor's plan did not representatives or a fund administrator. suggest The Little trustee Rock plan suggested the Little Rock School district, the Department of Education, and the Joshua and Knight intervenors to be administrators of the plan. Under the Little Rock plan trustees would be made up of representatives of business, parents, administrators, and teachers. Committee recommendation: First pick trustees of the fund -3- with~ representative from each of these groups: Parents Teachers Business Joshua intervenors Knight intervenors LR school district Member of the incentive school committee, and after the Office of the Metropolitan Supervisor is phased out replace this committee member with a parent There should be seven trustees in all. If a trustee retired, a replacement trustee would be picked from the same interest group with the exception of a member from the Incentive School Committee. First trustees would be named to the Trust Fund Committee. These trustees would then contact banks and savings and loan institutions to get bids for the best rate of interest for a certificate of deposit for 6 years. The financial institution would report to the trustees by mail or otherwise on a periodic basis regarding the status of the interest and principal. No demands would be made on the fund for 6 years. When scholarships are requested more administration will be required. Access to school records will be necessary. Disbursements will need to be made directly to post-secondary schools. Just how this will be done has not been resolved by our committee. 4. Time frame The Little Rock plan gives students currently enrolled in -4- incentive schools for 1989-1990 one years' credit, but would give $200 for each prior year if a child were enrolled in an incentive school for 4 or more years. The interventor's plan gives credit to each student assigned in the 1989-190 school year who remains in and graduates from Little Rock Schools. Committee recommendation: That we put together the best parts of the two plans. There will be no retroactivity since some schools were actually racially identifiable, but were not designated as incentive schools until this year, and going back any number of years is arbitrary. The first students to receive credit will be the 6th graders attending an incentive school during the 1989-90 school year. (This year.) The only students to get a full 7 years' credit will be kindergarteners attending an incentive school this year. However any student entering incentive schools within the next six years, the period when the corpus of the trust is to remain untouched, would be eligible for a scholarship of some amount. The committee's reason for this recommendation is so that the scholarship would be an incentive for attending these schools during the next six years. After six years it is hoped these schools would no longer be racially identifiable. Students would receive 1 years' credit for each year of incentive school attendance. Scholarships must be used within five years of a student's graduation from high school. If a lump sum approach were adopted, funding would be as soon as the funds were available and would end after, for -5- example, 20% of the incentive school appropriation was invested. If yearly funding was chosen, funding would end in January, 1998 as the Little Rock district suggests. Under the Little Rock proposal in a majority-to-minority transfer the sending district would be responsible for funding credits earned by a student from outside the Little Rock Schools. The committee is split on this question. It is argued that the sending district will not only lose money for the student, but if it must also fund his or her scholarship the sending district will discourage 'transfer and defeat the purpose of the plan. Another unresolved question is whether a student transferring to a school built to accomodate incentive school students in the Pulaski County School District should be allowed to continue accruing scholarship credits. The committee recommends that they do not. Once a student transfers out of an incentive school no further credits are accrued unless the transfer is to upgrade or completely rebuild the inventive school. The comittee's rationale is that the incentive schools should be so desirable and unique with smaller student to teacher ratios and specialty emphasis along with basis skills that they should be promoted for their special qualities and they should be expanded rather than closed. Students from incentive be bussed elsewhere for purposes of desegregation. 5. Post-secondary institutions of learning The Little Rock plan designates \"state supported colleges and universities\n\" the intervenors' plan contemplates a \"4 year -6- college curriculum.\" The Incentive School Committee wanted to include vocational and other types of post-secondary education besides college. The committee's recommendation is that scholarships be available for education in post-secondary institutions of higher learning including post-secondary vocational schools. The committee also recommends that scholarships be paid directly to the institution of higher learning, rather than to the student, but that if a student does not use all of his or her scholarship money for tuition, any excess go toward the purchase of books, or costs related to education such as transportation expenses. 6. Institutions in or outside of Arkansas Both proposals contemplate scholarship funding for only Arkansas colleges and universities. The Scholarship Committee recommends that scholarships apply to institutions outside of Arkansas as well as within Arkansas. The committee makes this recommendation because some degree plans are not offered in Arkansas such as dentistry and veternary science. It is also possible some children may earn a merit scholarship at a university outside Arkansas and it would be unfair to limit their scholarship credit to only Arkansas institutions under these circumstances. 7. Should there be a provision to provide monitoring by the court at intervals and to allow amendment to the plan if necessary? The committee recommends the court's involvement in the -7- plan cease as soon as possible. Therefore this suggestion was rejected. 8. Mentorship program. This was crucial to the success of the scholarship in Mr. Reville's view. The Little Rock proposal states that the program must have a \"strong counseling and support program monitored by the Bi-racial Committee for the Little Rock School District and an incentive school coordinator,\" but details are not spelled out. The committee suggests that some provision to be made in intermediate and high schools to counsel and provide mentoring so that the goal of high school graduation is encouraged and facilitated. 9. How much money will the scholarship fund involve? No one seems to know. Disbursements are to be made in July of $4 or $5 million but this for more than incentive schools. Other disbursements will follow. The intervenors' plan talks about \"double funding\" for incentive schools. There is nothing in writing on this. There are now 1,620 students attending incentive schools. (Magnet Incentive School Programs, page 2.) The actual cost per pupil varies depending on what expenses are considered. Dr. Gardner was able to get the figure used by the Joshua intervenors of 2,500 students and $6,000 per year as the amount for double funding. 10. Amount of scholarship The exact amount of the scholarship per pupil would have to be determined on the basis of the funds available and the -8- demands at the time the student qualifies. Another factor would be enlargement of the incentive school facilities and increased number of students. Also the amount of the scholarship will depend on whether it is funded by a lump sum amount or yearly payments after credit is earned. The committee has addtional questions which cannot be resolved, but which are presented for the consideration of those making decisions regarding the scholarship fund. Questions will be submitted separately. REPORT OF THE INCENTIVE SCHOOLS COMMITTEE I I I II II II II II    II INCENTIVE SCHOOLS COMMITTEE Dr. Dorris Robinson-Gardner, Chairperson Mrs. Ann West, Co-Chairperson William Finn, Ann West, Ruth Ragsdale, Kenyon Lowe Chairperson of the Subcommittee on Staff Concerns, Development and Compensation and Extended Day Programs Chairperson of the Subcommittee on Incentive School Scholarship Trust Fund. Co-Chairs of the Subcommittee on Building Plan for Incentive Schools Committee. Florida Ewings, Recorder Mary Maxwell, Substitute Recorder Active Committee Members Lillie Carter Beverly Couch Frenzella Dodson Jacqlyn Irby Dr. Cheryl Pagan Pamela Person Doris Sarver INTRODUCTION Since 1957, interested board members, administrators, teachers, parents, students and citizens of the Little Rock School District (LRSD) have attempted to successfully desegregate our public schools. Thirty-three years later, we are still attempting to complete this task. It is beyond time for the internal and external agents of change to successfully complete this monumental task so that the district can create an equitable system for all students, yet, specializing in creating a successful educational environment focusing on the academic, social and emotional needs of black children. Black students attending LRSD should have the same corresponding or offsetting benefits of attending Incentive or Magnet Schools as other children. If a particular school does not address their educational needs, then, they should be permitted to transfer from their current school to one that will address their needs when space is available and if the school remains within the guidelines set by the Eighth Circuit Court. RECOMMENDATIONS FROM THE INCENTIVE SCHOOL PARENT COMMITTEE The Incentive School Parent Committee (ISPC) held four full committee meetings and six subcommittee meetings. The full committee meetings were held April 17, 23, 25 and May 3. The subcommittee meetings were held April 18, 19, 20, 24, and 26. 1 II II The ISPC is in agreement with the Little Rock School District's proposed plan as submitted April 2, 1990 with the following recommendations: RECOMMENDATIONS - OBJECTIVES AND GOALS Administrators, parents, teachers, students, and the general public are confused concerning the official names of the incentive schools. In order to establish clarity, incentive schools should be called \"Incentive Schools. When Incentive Schools become Magnet Schools, then, and only then, refer to them by the new name. RECOMMENDATIONS - BASIC CONCEPT/BASIC PROGRAMS The Incentive Schools should maintain the basic skills core, however, supplementing the core with specialty areas previously identified is encouraged. RECOMMENDATIONS - EXTERNAL MONITORING OF SCHOOLS All incentive schools should be periodically monitored and assessed at the end of each semester by an Incentive Review Committee (IRC) for compliance with approved recommendations. The IRC will assess the performance of the principals, particularly, the outcomes of students on the Minimum Performance Test, MAT6, and other academic variables. 2 The results of this assessment should be tied to performance indicators for continuing employment. The IRC should be composed of appropriate representation including the Superintendent of LRSD, and Chairs of ISPC, Bi-Racial Committee and two others to be named by the Court. RECOMMENDATIONS - EXTENDED DAY/EXTENDED WEEK/EXTENDED YEAR PROGRAMS Parents will have the responsibility for encouraging their children to participate in the programs designed to meet their educational needs as defined by the Student's Education Plan. Parental assurance forms should be signed by the teacher, parent and student. Waivers should be available. RECOMMENDATIONS - STAFF CONCERNS All extended programs should rely on voluntary staff participation. It is our belief that many highly qualified teachers have a commitment to providing the best possible education during the regular school day, but have no desire to work in the extended programs (day, week, year). This reluctance should not be viewed as a failure to be fully committed but as a result of having to prioritize family responsibilities, community involvement and additional educational opportunities/needs. 3 Because kindergarten teachers will not have base information concerning the majority of their students, their extended contracts/obligations should be adjusted or modified as necessary. RECOMMENDATIONS - STAFFING Once again, select administrators making personnel decisions have demonstrated that they are not serious in selecting a coordinator or principals who are sensitive to the needs of black children. Staff members either with limited or non-successful experiences with black children and parents appear to be the number one choice. The District should re-evaluate the selection of the coordinator of the Incentive Schools and the Principal assignment of the Rockefeller Elementary School. The Coordinator of Incentive Schools should have the responsibility for coordinating field trips added to the existing job description instead of hiring additional staff. The recruiting and hiring of teachers should follow the same plan as indicated in the January 2, 1990 Tri-District plan. Therefore, the recommendation regarding placement of teachers in a pool is not encouraged. In 1991-92, staffing for each school should be representative of the student population. 4 The Superintendent, Associate Superintendent for Desegregation, and the Incentive School Coordinators including the Incentive School coordinator should work closely with the chairpersons of the Incentive, Bi-racial, and Trust Fund Committees to ensure compliance of the approved Tri-District plan. RECOMMENDATIONS - STAFF DEVELOPMENT It is suggested that the staff at each Incentive School be hired by June 15, 1990. The building principal, teachers and other staff should complete the staff development plan including the Prejudice Reduction Inservice developed by the National Coalition Building Institute. This plan should be a deficiency removal program identifing resources for the alleviation of deficits. Every staff member should be required to participate in staff development activities. Staff development activities should be conducted within the two weeks preceding the beginning of the regular school year and should focus on activities and strategies which the entire staff will be working on during that school year. A progress meeting should be held twice in a nine week period to ensure that the program implementation is working. 5  RECOMMENDATIONS - STAFF COMPENSATION Since the interview process is well underway and court ordered deadlines are quickly approaching, the recommendations set forth by this committee should be reviewed and implemented as soon as possible. A clearly stated job description listing all responsibilities for persons employed in each job category should be prepared and distributed to all applicants. These applicants should be given a complete listing of compensation to be paid, schedule of payments, fringe benefits {district-paid or optional staff-paid} and examples of extra pay on the final monthly take home pay. The salary of the incentive school principal should be commensurate with the responsibility of the job. Each incentive school principal should select a lead teacher to assist in supervisory functions of the extended day and extended week programs. Lead teachers will be paid $25.00 per hour\nthe same hourly rate will apply for Saturday work. 6 Pay for the extended day should be commensurate with that of the homework center teacher. At the present time, homework teachers are paid $22.00 per hour and work three hours per day for four days per week. The same hourly rate will apply for Saturday work. We are recommending that consideration be given to placing all incentive school teachers on a 10 3/4 month contract or longer if needed. RECOMMENDATIONS - SCHOLARSHIPS The committee recommends that the scholarship program be funded with the lump-sum approach. The funds should be invested immediately. The committee recommends that all remaining fund be allocated to the Incentive Schools at the termination of the program. The Committee recommends that an external agent be contracted to serve as investment manager. The agent should be selected from the list submitted to the LRSD 4/2/90. Additional recommendations are listed in the subcommittee report on pp. 2-7. The Committee strongly endorses the selection of a member of the ISCP\n:/:ot::h-,, :J~ j'~~l,I 7 RECOMMENDATIONS - BUILDING PLAN Closing any of the incentive schools would place an even greater burden on black children in Central Little Rock. They should to have the option of attending schools in their neighborhoods. However, if Ish School is closed for the 1990-91 school year while a replacement school is being built in the general proximity, we strongly recommend that the district provide transportation to student reassigned to Rightsell. We support the District's recommendation to close Garland and Stephens Schools at the end of the 1990-91 school year and build a new school at the old King site. However, we strongly recommend that the District provide transportation to reassign the Garland and Stephens students. Once these buildings are vacated, we strongly recommend that the District find suitable alternative educational/service uses immediately. The Black community should not be graced with another \"eyesore\" like Westside. 8 I I I I I '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 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_1283","title":"Parent Committee: North Little Rock School District, early childhood education","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, North Little Rock, 34.76954, -92.26709"],"dcterms_creator":null,"dc_date":["1990/1991"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["164 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_643","title":"Program planning and budgeting, court filing","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":["1990/1994"],"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","Educational law and legislation"],"dcterms_title":["Program planning and budgeting, court filing"],"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/643"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["120 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nI a Synopsis of Circuit and District Court orders and ODM communication regarding the LRSD budget: Circuit Court Order of December 12, 1990: 1. If the District Court becomes convinced in the future that money is being wasted, and that desegregation obligations contained in the settlement plans are being flouted, it will be fully authorized to take appropriate remedial action. 2. The Court is to monitor closely the compliance of the parties with the settlement plans and the settlement agreement, to take whatever action is appropriate, in its discretion, to ensure compliance with the settlement plans and agreement. Letter from the Monitor to LRSD, October 28, 1991: The LRSD must be able to provide the Court with information that: 1. Accurately and comprehensively accounts for the expenditure of settlement funds\n2. Demonstrates the link between the districts legal requirements and the fiscal underwriting of those requirements\n3. Describes a desegregation budget process that can be demonstrated, justified, and verified\n4. Enables the district to determine what adjustments might be necessary in order to align finances with desegregation obligations. District Court Order of January 21, 1992: 1. The Court expressed concern about its ability to effectively monitor the settlement plan without budgets that reflect district intentions, goals, and priorities regarding desegregation efforts. 2. The Court determined that the LRSD budgetary process does not meet the requisites stated in the Monitors letter and directed the district to submit a revised budget. 3. The budget must be directly correlated to the specific provisions of the settlement plan which are reflected on updated implementation timelines contained in the plan. 4. The LRSD must submit a long-range budget projection on a per annum basis that covers all anticipated desegregation expenditures over the entire term of the desegregation agreement. 5. The LRSD must submit a long-range revenue projection, covering the same period of time, that includes revenues anticipated not only from the settlement monies and the settlement loan, but also from state and millage revenues and any other money sources.( 6. The long-range revenue projection will provide a clear picture of the districts financial future and, thereby, enable the LRSD to predict with accuracy if and when a millage increase will be needed. The amount and time of any anticipated millage increase is to be indicated along with the date when the district will present a millage increase to the voters. 7. The district must specifically identify which desegregation costs are \"start up\" and when these start up costs will terminate. District Court Order of February 23, 1993: 1. The Court expressed concern about its ability to monitor the parties compliance with the settlement plans absent budget documents that clearly reflect the districts allocation of resources in relation to both short-range and long-range planning to meet desegregation plan goals, programs, and priorities. 2. The superintendent submitted a budget document wherein he stated he would: a. b. c. d. e. Immediately begin directing a process for Board involvement in the long-range planning and budgeting process\nDirect the new administration team to conduct a desegregation plan audit\nRestructure the budgeting process so that full attention and resources are directed at improving student achievement\nStrive to place the entire district in the position of being accountable for improving student achievement\nLink programs which are designed to improve instruction and achievement to expected outcomes and goals. If a program does not have this linkage, the superintendent will recommend nonrenewal of personnel contracts in these areas. 3. The Court stated that findings in e LRSDs 1990 Curriculum Audit continue to exist in the district a. b. c. d. School management practices show inadequate control of district resources. The district may be not exercising appropriate stewardship such as in management of programs and personnel. The budget is not viewed as a comprehensive planning document driven by curriculum needs. Visible and tangible linkages between budget priorities and curriculum priorities are not apparent. 4. 5. The superintendent stated in a February 1, 1993 hearing that it would be one-and-one-half years before the LRSD would have a budget that would meet the requirements of the Courts previous orders. The LRSD must achieve a budget process, develop a budget document, and demonstrate budget management that fully reflect the districts careful planning for meeting itsdesegregation obligations over the full span of the settlement plans. 6. 7. 8. The Court is concerned with not only the expenditure of desegregation settlement money but also all the state, local, and federal funds the district uses to finance its entire operation. The Court finds it necessary to assist the LRSD by appointing a person or persons to work with the LRSD to prepare a budget document that will make it possible for the Court to monitor the districts many desegregation commitments. The Court will not consider the task complete until the LRSD demonstrates it understands that budgeting procedures, and the resulting budget documents, are not static, but an integral part of the districts on-going planning and evaluation processes.Numerous Court orders and records address the characteristics of the budgetary process and budget document that will enable the Court to effectively monitor how the LRSD is planning and applying use of its resources toward fulfilling its desegregation commitments. Based on ODMs monitoring needs and on Court records that include the Monitors letter of Oct. 28, 1991, Circuit Court orders of December 12, 1990, District Court Orders of January 21, 1992 and February 23, 1993, and LRSD submissions of July 31, 1992 to the District Court, the LRSDs budget processes and resulting documents must reflect the following elements, clearly and closely linked together: 1. 2. 3. 4. 5. 6. 7. 8. The districts legal obligations (plan provisions and court orders,) based upon a current desegregation plan audit that will enable the district to clearly identify its desegregation goals and subordinate objectives. Quly 31, 1992 LRSD submission) Needs assessment and planning, both short-term and long-term, to meet court order and desegregation plan goals, programs, and priorities, that also reflects a process which includes Board involvement in long-range planning and budgeting. Quly 31, 1992 LRSD Budget submission and Feb. 23, 1993 Order) Prioritization based on (1) importance or \"weight\" factors in relation to desegregation goals, plan provisions, and Court orders, (2) sequence of events (what must be done first so other things can be done second, and so on,) and (3) programs or activities that will require larger portions of resources, or a longer commitment of resources, in order to be fulfilled. (Jan. 21, 1992 and Feb. 23, 1993 Orders) Identification of all financial resources (including settlement funds and federal, state, local, and any other revenues) and anticipation of when millage increases will be sought. Qan. 21, 1992 and Feb. 23, 1993 Orders) An accurate and comprehensive accounting for the allocation and expenditure of all financial resources (including settlement funds and federal, state, local, and any other revenues.) (Feb. 23, 1993 Order) A monitoring system that includes a regular review of whether expenditures are being made at the rate and amount proportionate to allocations, goals, objectives, priorities, timelines, and formative and summative evaluation feedback. (Circuit Court Order, Dec. 12, 1990\nDistrict Court Orders of Jan. 21, 1992 and Feb. 23, 1993) Evaluation criteria and methods, both formative and summative, upon which to determine whats working, where changes may be needed, where any money is being wasted, where economies can be effected, and the rate of progress toward desegregation goals. (Circuit Court, Dec. 12, 1990) Timelines, with specific starting and completion dates for all work, that include designation of who is responsible for each step described above. 0an. 21, 1992) aProject goal: To develop and implement budgeting processes, budget documents, and budget management procedures and practices that are institutionalized as an integral part of the districts ongoing planning, monitoring, and evaluation processes to ensure the district fulfills its desegregation goals, programs, and priorities over the full span of the settlement agreement. (Feb 23, 1993)OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK ARKANSAS 72201 October 28, 1991 Dr. Ruth Steele, Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Ruth: As you are aware, the District Court is obligated to monitor the use of settlement monies and does so through the Office of Desegregation Monitorin: ODM must be able to provide the Court with information which (1) accurately and comprehensively accounts for the expenditure of settlement funds\n(2) demonstrates the link between the districts legal requirements and the fiscal underwriting of those requirements\n(3) describes a desegregation budgeting process that can be demonstrated, justified, and verified\nand (4) enables the district to determine what adjustments might be necessary in order to align finances with desegregation obligations. For the past several weeks, my associate. Bob Morgan, has been working closely with your Manager of Support Services, Jim Ivey, and also with our financial consultants, the Arkansas Financial Group, to develop a system for adequately and fairly monitoring desegregation finances. During the course of this process it has become apparent that the settlement monies are being spent at a rate which will exhaust iem long before the plan commitments and their scheduled fulfillment have been realized. Budgeting and fiscal management to ensure full implementation of the desegregation plan needs to be such that the district can answer the following questions: 1. 2. J. What are the district guidelines for identifying expenditures as desegregation costs? What process is used to project the desegregation budget? How do these costs correspond to the specific provisions of the desegregation plan, i.e., what is the correlation between the settlement monies and specific desegregation objectives?Page Two October 28, 1991 4. If a cost item is determined to be both a desegregation and nondesegregation item (staff development might be a fair example), what criteria determines the apportionment of cost to the desegregation budget (Code 13) and the \"regular\" budget? 5. Who makes the decisions about which cost items are budgeted in Code 13? 6. Who makes the decisions about which costs are actually debited to Code 13? 7. What criteria determine how budgeting and debiting decisions are made? 8. \"What checks are built into the accounting/bookkeeping system to prevent arbitrary debiting of cost items to one budget category or another? 9. What are e districts spending priorities and how have they been determined? 10. \"What is the districts plan and corresponding timeline for reaching the 90% achievement goal for black students, thereby attaining forgiveness of state loans the district otherwise must repay? 11. What steps is the district taking to prevent a funding shortfall that will inhibit carrying out the desegregation plan to its full extent? Within the next ten days, Bob and I want to meet with you to discuss the answers to' these questions. We are aware of the enormity of the districts planning, budgeting, and accounting tasks\nif we can be of any assistance as the above information is gathered, please dont hesitate to let me know. Very truly yours, W._____ Ann S. Brown Federal Monitor cc\nJudge Susan Weber Wright /I 3 7 2 4 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION 0!:ic2 c! C i?5 LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER On February 1, 1993, the Court held a hearing to determine, among other things, what progress the Little Rock School District (\"LRSD) was making with, respect to conforming its budgetary process to that outlined in earlier orders of the Court. Having considered the testimony and exhibits presented at the hearing, the Court determines that the LRSD needs assistance in developing a budget that complies with the Court's requirements for a budgeting process and document that can be effectively monitored. The Court first notified the LRSD of its concern about the LRSD's budgetary process over a year ago. During hearings on the parties' proposed modifications to their settlement plans. the Court expressed concern about its ability to monitor the parties' compliance with the settlement plans absent budget documents that clearly reflect the districts' allocation of resources in relation to both short-range and long-range planning to meet desegregation plan goals, progreims, and priorities. The Court specifically addressed its remarks to the LRSD, and followed up its comments  ^0 bjwith an order filed on January 21, 1992, directing the LRSD to submit a revised 1991-92 budget, prepared in consultation with the Office of Desegregation Monitoring (\"ODM\"). The Court ordered the LRSD to make certain submissions so the Court could determine that the LRSD's budgetary process would meet the following requisites: 1) accurately reflect and comprehensively account for the expenditure of settlement funds\n2) demonstrate requirements requirements\nthe and link the between fiscal the underwriting district's of legal those 3) describe a desegregation budgeting process that can be demonstrated, justified, and verified\nand 4) enable the district to determine what adjustments might be necessary in order to align finances with desegregation obligations. The LRSD filed its response to the Court's order on June 1, 1992, \"LRSD Projected Revenue and Expense - 1992/93-1996/97.\" version of this document was filed on July 31, 1992. A revised Among the changes and additions in the revision's section entitled \"Desegregation Budgeting: Description - Future Year Procedures\" were new statements that II (t]he Superintendent will immediately begin directing a process for Board involvement in the long-range planning and budgeting process\" and \"[t]he Superintendent will direct the new administration team to conduct a Desegregation Plan audit and related budget proposals.\" Additionally, in the budget document presented to the Court on July 31, 1992, which was the subject of an August 3, 1992 hearing. LRSD Superintendent Bernd, who had come on board July 1, stated: 1992, Once this budget is adopted, the budgeting process will not end. We must begin to restructure the budgeting -2-process so that full attention and resources are directed at improving student achievement rather than providing so many different programs which ultimately distract the District's focus to other issues. It is my goal to place the entire District in the position of being accountable for improving student achievement. This will be done by concentrating our attention first on the core curricular areas. Next,/ programs which are designed to improve instruction and/ achievement in these areas will be linked to particular' expected outcomes and goals. If a program dees not have this linkage, I will be recommending in the Spring of 1993 that personnel contracts in these areas not be renewed for the next fiscal year. Finally, for the District to operate efficiently and effectively, it will be necessary to streamline the administration. Because contracts have been renewed for 1992-93, this cannot be fully accomplished this year. the other hand, the District has several cost centers On where investment in personnel might produce savings generate revenues for the District. or will be considered in the coming months. All of these items Document # 1649. In December 1990, the LRSD Board of Directors received a Curriculum Audit it had commissioned the National Curriculum Audit Center to conduct. This report is a part of the case record. In Finding 5.3, the report found that \"school management practices show inadequate control of district resources.\" In Finding 5.1, the auditors stated: [T]he district may be not exercising H appropriate stewardship such as in management of programs and personnel.\" The auditors found that \"the budget was not viewed as a comprehensive planning document driven by curriculum needs. Visible and tangible linkages between budget priorities and curriculum priorities were not apparent . . tl Finding 5.4. The Court finds that this continues to be the case. -3-Despite the persistent urging of the Court, there is no indication that a budget process of the type sought by the Court is or will be forthcoming from the LRSD. During the February 1, 1993 hearing at which budget matters were discussed, the Court asked Superintendent Bernd when the district would have a budget that would meet the requirements of the Court's previous Orders. Dr. Bernd replied that he believed the district was \"at least a year and a half away.\" The Court has been patient. It encouraged the LRSD to work with the ODM on the district budget, but, despite ODM's diligent efforts to assist, the LRSD has not produced a budget process that enables the Court to meet its obligation to monitor desegregation plan compliance. The Court, thus, finds it is necessary to assist the LRSD by appointing a person or persons to work with the LRSD at LRSD expense to prepare a budget document that will make it possible for the Court to monitor the myriad of programs the LRSD agreed to conduct in its desegregation settlement plan. The Court is concerned not only with the LRSD's expenditure of desegregation money but also with all the state, local, and federal funds the district uses to finance its entire operation. The LRSD must achieve a budgeting process, develop a budget document, and demonstrate budget management that fully reflect the district's careful planning for meeting its desegregation obligations over the full span of the settlement plans. The person or persons employed will be paid by the LRSD but will report to the Office of Desegregation Monitoring. The LRSD is -4-expected to treat the employee or employees like its other fulltime employees for purposes of benefits and will provide adequate work space, equipment, and materials along with full access to information and support. The Court, after consultation with the person or persons and the LRSD, will determine appropriate salaries. The employment will not be permanent but will continue for as long as it takes to get the job done, as deteirmined by the Court. The Court will not consider the task complete until the LRSD demonstrates that it understands that budgeting procedures. and the resulting budget documents, are not static, but an integral part of the district's on-going planning and evaluation processes. DATED this cd day of February, 1993. UNITED STATES DISTRICT JUDGE THIS DOCUMENT ENTERED ChJ lOMPtlANCE WITH RULE 58 AND/OR 79^RCP jN by-----------d-------------- -5-aiv FILED ,,V-SPISTHICTCOUBT niSraCT ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN 1 51993 C2?.ci\n, LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER The Court hereby notifies the parties that hearings will be held on Wednesday, July 7, 1993 and Thursday, July 8, 1993 to review budget matters involving the Pulaski County Special School District (PCSSD) and the Little Rock School District (LRSD). The following week is open for continuation of the hearings. The Court will begin the hearings with a discussion of the PCSSD's approval of a 1992-93 contract agreement with its employee union, PACT. The Court wants to know how the PCSSD will be able to fund that retroactive salary agreement and continue to meet its desegregation obligations under the settlement plan. The Court will also address the LRSD's 1993-94 budget, including the planning process the district used to develop that budget. Prior to the hearing, both the PCSSD and LRSD must submit the inforaation specified below to the Court, the Office of Desegregation Monitoring, and the other parties by the dates listed. The Court is requiring this detailed information because the school districts' ability to fund and carry out theirdesegregation plan commitments is requisite to fulfilling the legal obligations they agreed to in their settlement plans. In particular, the Court has expressed longstanding concern that it cannot meet its obligation to monitor desegregation plan compliance until the LRSD implements a budgeting process that will yield a budget reflecting the district's careful planning for meeting its desegregation plan provisions over the full span of the settlement agreement. Therefore, the PCSSD and LRSD will submit: By June 28, 1993: 1. Documentation of the following budget-related changes that includes a complete rationale for these changes (a \"business case\") and the dollar amount represented by each change: A. All changes in the nature of additions, deletions. or B. reinstatements\nDeficit reduction actions, such as changes in insurance funding, food service contracting, loans, etc. C. All certified teacher salary increases. These increases must be charted in the following manner (which is illustrated and explained in the accompanying chart): (1) Starting with the base salary for an employee category, create a table in increments of $5,000. Within each incremental group, show (2) the number of employee positions\n(3) the average salary, based on that group's total number of employees and their salaries\n(4) the average step increase\n(5) the average of any additional salary increase (percentage raise) -2- above the step increase\n(6) the new average salary for the increment that results from the step increase and percentage raise\n(7) the revised total increase for the increment group\n(3) the impact of these salary increases on the budget\n(9) total cost to the district of teacher salaries\n(10) the average teacher salary in 1993-94. D. (LRSD only) following: A summary spreadsheet reflecting the the initial 1993-94 tentative budget dated April 26, 1993\nseparate line items reflecting each addition, deletion. reinstatement, reduction. or any other action impacting the base budget\nand a total to be consistent with the updated 1993-94 tentative budget. E. (LRSD only) A written action plan for how the district will deliver all requirements of item 4 detailed below. By June 30, 1993: 2. An updated 1993-94 tentative budget document from both PCSSD and LRSD. The LRSD budget must include: A. By school or department, budget detail showing function code, object code, and FTE that includes any changes from the 1992-93 budget as to additions, deletions, and reinstatements\nB. Also by school or department, 1991-92 actual expenses. the 1992-93 budget, 1992-93 unaudited actual expenses. and the 1993-94 budget\n-3-c. Any other summaries and budgets shown in the table of contents of the tentative budget document. 3. A budget summary from both PCSSD and LRSD projecting revenues and expenses for each of the next five fiscal years. The summary must reflect annual incoming settlement monies (and for the LRSD, any settlement loan funds the district anticipates drawing), The summary must also include anticipated yearly M- to-M revenues. By July 30/ 1993\n4 . (LRSD only) A written plan for the long-range planning and budget process to be used in developing the 1994-95 budget that includes at least the following: A. Details of the planning and budgeting organization, including identification of the lead planning person and his/her responsibilities and authority, and how implementation of this process will be coordinated and controlled. These details should clearly describe the roles in the planning and budgeting process of the school board, the superintendent, the superintendent's cabinet, and any other key participants. B. A description of the needs assessment strategy that addresses sources identify needs, of input and techniques used to along with the roles of the key C. , anticipated outcomes, and timeframes. A description of the process for determining district planning and budgeting goals, including how those goals -4-will influence programs and budgets, the major planning standards and criteria used by the district, and the strategy for integrating the requirements of the desegregation plan into the goals. The description should include the roles of key participants. anticipated outcomes, and timeframes. D. A description of how programs will be identified and matched to priority needs, how programming will be developed to meet unaddressed needs, and how the requirements of the desegregation plan will be addressed. This description should include the roles of key participants, anticipated outcomes, and timeframes. E. A description of the process for linking programs and budgets, for determining program budget priorities, for ensuring that desegregation plan responsibilities are funded, and for the actual decision-making in allocating funds. This description should include the roles of the key participants, anticipated outcomes, and timeframes. F. A description of: how the planning and budgeting document will be structured and monitored\nwhat the document will look like (format)\nthe type and frequency of monitoring\nthe type and frequency of reporting\nand how program performance will be matched with budget expenditures. This entire description should include the roles of the key participants, anticipated outcomes. and timeframes. -5-G. A description of the program evaluation strategy, including how evaluation criteria will be established, how corrective action will be initiated, and how pT-ngTam evaluation will impact the next program and budget cycle. This description should include the roles of the key participants, anticipated outcomes, and timp-F-ramaa- H. A description of what strategy the district will use to specifically address the continuing shortfall of funding, and how this strategy will be incorporated into the ongoing long-range planning and budgeting process. This description should include the roles of the key participants, anticipated outcomes, and timeframes. SO ORDERED this day of June, 1993. united StAtES DISTRICT JT JUDGE BY 1 -6-LRSD 1993-94 CERTIFIED SALARY INCREASES (A) (B) (C) (D) (E) (F) (G) (H) (I) Base Salary Number ot Certlfled Positions Actual Average Salary Actual Average Stag Incraaca Actual AMeraga Salary Raise Average Total Increete (D+E) Ravaed Araraga Salary (C-t-F) Impact on BudQSt (Brfl Total Coot to Dktilct (BxG) 16,000-21,000 21,001-26,000 26,001-31,000 31,001-36,000 36,001-11,000 41,001-56,000 56,001-61,000 61,001-76,000 76,001-81,000 81,001-86,000 TOTAL (J) 1993-94 Average Salary (A) The base salary will be used only for identifying employees within a certain salary range. (B) The number of positions column identifies the number of positions within that base salary range. (C) The actual average salary is an average salary for all the positions identified in column (B). (D) Actual average step increase is the averaged dollar amount received per position identified in column (B). (E) Actual average salary raise is the averaged dollar amount received for the across the board\" percentage raise per position identified in column (B), (F) Average total increase is the step increase plus the salary raise. This is the amount the district will pay \"over and above\" last year. (G) Revised (or adjusted) average salary is the average salary identified in column (C) plus the step increase, plus the salary raise. (H) The impact on the budget is the number of positions identified in column (B) times the average total increase, column (F). This is the additional amount the district will be paying during 1993-94 over what they paid in 1992-93 for the positions identified in column (B), (I) Total cost to district is the amount the district will pay for salaries of those positions identified in column (B) during 1993-94. (J) 1993-94 average salary is determined by dividing the total cost to district, column (I), by the number of positions, column (B).1 5\"^ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. CY____ LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Little Rock School District (LRSD) hereby gives notice of the filing of the following budget documents required by the Court's June 15, 1993 Order: 1. An updated 1993-94 tentative LRSD budget document which includes: A. By school or department, budget detail showing function code, object code, and FTE that incudes any changes from the 1992-93 budget as to additions. deletions, and m I'  J I ! o reinstatements\nB. Also by school or department, 1991-92 actual expenses. the 1992-93 budget, 1992-93 unaudited actual expenses. and the 1993-94 budget\nC. Any other summaries and budgets shown in the table of contents of the tentative budget document. 2 . A LRSD budget summary projecting revenues and expenses for each of the next five fiscal years which reflects annual incoming settlement monies (and any settlement loan funds the district anticipates drawing). The summary must also include anticipated yearly M-to-M revenues. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 ^hristopherHeSer^ Bar No. 8108 3 ' CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 30th day of June, 1993: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 xistopher Hell  Ifc' (-jF  AUG 21 \u0026gt;5 Oi!. t: ycnitofing IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION , LITTLE ROCK SCHOOL DISTRICT vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER filed * 2 l3 PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS I -e Cii On July 7-8, 1993 and again on August 12-13 , 1993 , the Court held hearings on the Little Rock School District's (\"LRSD\") budget for the 1993-94 school year. This Court has previously expressed concern that it cannot meet its obligation to monitor desegregation plan compliance until the LRSD implements a budgeting process that will yield a budget which reflects the district's careful planning for meeting its desegregation obligations over the full span of the settlement agreement. Having heard testimony over the course of the two hearings, the Court commends the LRSD for initiating, with the help of the Office of Desegregation Monitoring, budgeting and long- range planning processes. The Court acquiesces in the implementation of the budget for the following two reasons: (1) the LRSD budget for the technically balanced, and 1993-94 school year is I  -.3 *-' (2) the LRSD considered its desegregation obligations in the budget, although there remain certain areas of concern. The Court continues to be concerned with the tremendously large budget deficits the LRSD projects for future years These deficitst are brought about partly by recurring expenditures that are funded through non-recurring revenue sources, a practice that threatens to jeopardize the district's ability to fund its desegregation obligations in the future. The Court also notes that, although the LRSD succeeded in creating a balanced budget, the district was able to do so by using extraordinary one-time budget balancing strategies that do not represent lasting budget reductions. One example of such budgetary practices is the way in which the district drained its Risk Management Loss Program to create additional revenue for the 1993-94 fiscal year. This fund, which the LRSD established to pay deductibles associated with losses not covered by insurance premiums, had accumulated a reserve. The LRSD transferred $500,000 from this reserve into the revenue side of the budget to shore up the sagging bottom line. However, the district will not be able to implement this strategy on an annual basis. See Exhibit 1-B, June 28, 1993 Submission. Although the district has termed such maneuvers \"Major Deficit Reduction Actions, II most are actually one-time budget reduction tactics that do little or nothing to remedy the predicted out-year shortfalls. This type of financial manipulation only allows the district to delay making the difficult budget decisions that will alleviate the projected deficits. The Court is also particularly concerned about the following budget items that represent reductions in previous program or department funding levels and thereby create the potential for negatively affecting the desegregation plan: (1) Office of Communications: The Interdistrict plan states 2that fl [d]esegregation will succeed only so far as the conununity supports and participates in it, and [a] community well-informed about its schools, and their desegregation, is more willing to place confidence in them and to participate in various aspects of desegregation-related initiatives and activities. In this respect, the Interdistrict Plan calls for the district to seek ways to fund additional staff who are responsible for public relations programs. Yet the district now recommends cutting the Communications Assistant to part-time with a salary of $10,000 and no travel or benefits package. The Court questions the effect that losing a full-time Communications Assistant will have on the district's ability to meet its plan obligations.* (2) McClellan Community School Program: In a June 28, 1993 submission. Exhibit 1-A includes the Community School among a listing headed \"Reinstatement of Programs\" that allots $100,000 to the program. In the July 8, 1993 submission, the business case for the McClellan program reiterates that \"the cost for restoring and expanding some community programs is $100,000. In the revised August 2, 1993 submission, an almost identical business case on the McClellan Community School Program appears again, but this time  without explanation for the change  \"the cost for restoring and expanding some community programs has been revised and is projected to be $55,000. The Court has previously reminded the district that The Interdistrict Plan provides that the districts will \"[cjontinue 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 required.\" -3-it It must be mindful of the language in its desegregation plan which states that a McClellan Community School Planning Committee (now called the McClellan Community High School Advisory Council) is a means for promoting community involvement and input so that whatever changes are proposed for the school will reflect the community's needs and wishes.\" See Order of December 30, 1992. The primary goal the McClellan Community School is to aid desegregation by bringing parents, local business people, and other citizens into the school as active program planners, guiders, and sustainers as well as participants in the community school classes. Yet the district proposes a funding alteration for the community program that causes the Court to question the effect this change will have on the district's ability to desegregate McClellan and meet its plan obligations. (3) Parent recruitment: In its July 8, 1993 submission, the LRSD allocated $74,000 for recruitment activities, but whittled that amount down to $34,000 in its August 2, 1993 submission. in business case entitled fl LRSD Office of Desegregation - Recruitment\". The business case in the latter submission cites that the funds a allocated for recruitment activities in the two previous budget years went largely unspent, as though that fact were justification for the assertion that follows immediately in the next paragraph: \"The LRSD can implement the recruitment activities in the Desegregation and Interdistrict Plans in a more effective manner than in the past and absorb a reduction in the budget. tl The desegregation agreements require the parties to engage in early. rigorous. and sustained -4-recruitment, yet the record in this case reflects the paucity of LRSD recruiting efforts (particularly for the incentive schools) and disappointing recruitment results. Even so, the August business case goes on to recommend that $40,000 less be appropriated for recruitment than had been proposed one short month before. The business case offers no explanation for how the district arrived at $34,000 as an amount adequate to meet the tremendous recruitment challenges it is required to undertake. Nor is the Court able to identify within the budget documents where the district has made any other appropriations specifically to underwrite recruitment. The Court expects the district to live up to its business case promise that 11 should any major concerns be detected, the level of funding for recruitment will be increased to a level that ensures on-going. successful recruitment activities.\" (4) The VIPS (Volunteers in Public Schools) and Partners in Education programs: These programs involve a multitude of parent and community activities that are specifically identified in the desegregation plans. Yet these programs are incurring severe cuts. including the only staff position specifically allotted to Partners. The shortened contracts of VIPS staff may leave them without adequate preparation time before teachers report back to their schools. The Court reminds the LRSD that the Court of Appeals considers appropriate involvement of parents to be a crucial element of the plan from which no retreat should be approved. See Appeal of Little Rock School District, 949 F.2d 253, 256 (8th Cir. 1991). Should the district's actions in this regard ultimately prove unsuccessful, the -5-/ r Court will revisit the issue. There are other areas of the budget which concern the Court. Nevertheless, while the Court does not affirmatively approve this budget which appears destined to create future problems, the Court will not block its implementation. The LRSD has made choices in its budget which the Court will permit at this time. In order to monitor closely the ongoing budgeting and planning processes and their impact on desegregation, the Court hereby orders the LRSD to submit to the Court, not later than 5:00 p.m. on the last work day of each month, the most recent copy of any project management tool the district is using to guide, monitor, and control the development and implementation of its program planning and budgeting processes. IT IS SO ORDERED this day of August 1993. UNITED STATES DISTRICT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AMD,'OR 79(a) FRCP ON BY Ji*It -6-u : .n: IN THE UNITED STATES DISTRICT COURT. EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION I CEP CLERK 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 INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS ORDER A hearing held on August 12, 1994 culminated a series of Court dates, which had begun in February 1994, to consider the 1994-95 Little Rock School District (LRSD) budget. In an August 22, 1994 Order, the Court stopped short of affirmatively approving the 1994-95 LRSD budget, but did not block its implementation- The Court now- addresses in more detail the deficiencies in the LRSD budgeting processes. The LRSD made some improvements in its final budget document over the course of the budget hearings. The district succeeded in producing a final document that is much more readable and concise than previous versions. In the final budget, items are easier to find, understand, and correlate. Also, during 1993-94, as it planned OCT 2 4 iw for the coming fiscal year, the LRSD worked through the steps of the planning and budgeting process which it had developed in conjunction with the Court-appointed Budget Specialist. In generating the 1994- 95 budget, the district addressed all of the components of thatprocess to some degree. However, the LRSD did not always follow its plan and needs to improve timeliness, and overall quality of its work. accuracy, comprehensiveness. I. Projected Budget Deficits The Court continues to be particularly concerned about the increasingly large and ominous budget deficits that the LRSD projects for future years. These shortfalls are due in part to recurring expenses being funded through non-recurring revenue sources, as well as to the apparent trend of overall expenditures growing faster than revenues. As with the FY 1993-94 budget, the LRSD created a balanced 1994-95 budget by using extraordinary one-time budget-balancing strategies that do not represent lasting fiscal reductions\nfor excimple. saving $908,776 through the Early Retirement Incentive Program\nborrowing $1.6 million in settlement loans\nusing a $4.1 million carryover balance\na spending freeze in the amount of $400,000\na cut of $300,000 in the line item for substitutes (with no explanation of how that amount was determined or the potential impact of the cut). The specter of a financial crisis looms ever larger over the LRSD, threatening to jeopardize the district's ability to carry out its obligations to provide a high-quality, desegregated education in the years to come. Yet the district continues to procrastinate in facing the tough decisions that it must make in order to align its spending patterns with the hard realities of declining revenues. For example, positions in the administrative ranks continue to be added, schools are under-enrolled, and salary increases appear automatic. -2-II. The Program Planning and Budgeting Process The district has developed, with the assistance of the Office of Desegregation Monitoring (ODM), a program planning and budgeting process that can serve the LRSD well if the district exercises the required management discipline. The program planning and budgeting procedures are tools that must work for the LRSD. The process is not static, but ongoing and cyclical\nit must be constantly managed and continuously improved so that it meets the district's changing needs and resources. The Court has repeatedly stressed that the LRSD must delineate the links between budgeting, planning, and evaluation which will ensure that the district spends money wisely and meets its desegregation obligations. Yet the district made little effort during the 1993-94 fiscal year to complete meaningful program evaluations for budget decisions or modifications in programs or operations. At the end of the 1993-94 program development cycle. recommendations to modify or delete inefficient or ineffective programs were virtually non-existent. The district must improve the quality and timeliness of the products that should result from the planning and budgeting processes. Needs assessment, program evaluations, decisions to add. modify, or delete programs, and the budget itself all suffered from problems relating to timeliness and quality. Decision-making must be built on defined processes that are based on data and analysis and correlated into a management time-frame. Rather than using business cases as rationales to justify changes already made by -3-\"administrative prerogative, II the district should use its business- case process as a decision-making tool to define problems, identify alternatives, anticipate consequences, and then confidently make well-reasoned choices. As examples of deficiencies that can be generally categorized as quality-related, the FTE's (Full Time Equivalence, which indicate specific numbers of employees) had been omitted from the budget (but were restored at the direction of the Court)\nof 37 proposed business cases, 33 involved additions and modifications that added costs to the budget\nthe district had formulated no contingency plan in the event the transportation \"outsourcing\" option being investigated by the LRSD did not materialize (as it subsequently did not)\nproposed school closings at Baseline and Stephens did not relate to a comprehensive long-term facilities plan\nseveral of the business cases lacked substantive information and others contained information that was disjointed and fragmentary, incongruous, or 'inadequately explained and supported, thus leaving many questions unanswered. especially those having to do with the relationship between evaluation and planned changes.. Program decisions must be made within a time-frame which will allow orderly input into the budget process. Decisions delayed early in the cycle compress decision-making into slim time-frames, resulting in last minute decisions that leave little time for proper incoirporation into the budget document. Examples of tardiness include: the needs assessment was two months overdue and published so late that its usefulness was severely limited\ndecisions on -4-transportation outsourcing were two months late and delayed until the very last moment\nprogram development decisions were still being considered five months after they were scheduled for completion\nthe district has yet to develop a plan for paying back the settlement loans\nfilings due on July 18, 1994 for hearings scheduled for July 28 and 29, 1994 were late, forcing a continuation until August 12, 1994. The district must work to institutionalize the planning and budgeting process throughout all levels of the organization. The process must become a well-understood, standard operating procedure that is well-accepted and consistently practiced as a way of life in the LRSD. The process can be institutionalized only if participants at all levels are actively involved in all aspects on a day-to-day basis. The district must ensure that those who are responsible for managing programs and budgets have a working knowledge of the process and are completely involved in it throughout the year. To this end, the Court requires the LRSD to work with ODM to: 1. Develop and conduct quality, continuous training on the program planning and budget process for all those who participate in that process. At a minimum, these training sessions should address the operational responsibilities of the participants in each of the components of the process (needs assessment, program inventory, goals and objectives. program development. budgeting. monitoring and reporting. and evaluation). The LRSD will work with ODM to ensure that the training is adequately defined and implemented. -5-2. Institute management processes which will actively review progress, in terms of achievements and expenditures. on a regular basis, involving every level of the organization down to at least every budget manager. The LRSD will work with ODM to ensure that the management processes are adequately defined and implemented. III. Business Cases The LRSD presented a number of business cases in conjunction with its 1994-95 budget. some of which the district subsequently withdrew or ultimately did not fund. Although the Court will not comment here on each one of the business cases. it specifically addresses below those for which the Court requires additional information or orders the district to take specific action. The parties are reminded that, until such time that the Court approves changes (whether proposed through business cases or other means) that constitute any alteration in desegregation plan commitments. the parties are obligated to abide by the desegregation plan and relevant court orders. a) Incentive School Spanish Program The district submitted several business cases regarding the Spanish language program in the incentive schools. The desegregation plan identifies foreign language as a featured subject area of emphasis in the incentive schools. The plan strongly recommends that Spanish be the studied language, and calls for a number of specific activities and supports, including language labs, a total physical response methodology, and provisions for practical experiences and -6-interactions with a native language user. In addressing earlier proposals from the LRSD to modify or eliminate certain incentive school features, such as language labs, the Court issued a May 1, 1992 Order noting that the parties had agreed to a wide array of activities, enhanced programs, and support mechanisms that would be available at the incentive schools. The Order admonished the LRSD that the \"Eighth Circuit has emphasized the importance of the incentive schools and this Court will not allow the district to diminish the scope and quality of the schools' instructional programs and enrichment activities.\" A December 1993 report from ODM observed that the Spanish program in the incentive schools is \"in a deplorable state. The district still has failed to implement the foreign language program described in the incentive school section of the desegregation plan.\" (pg. 50) Subsequently, in submissions dated April 15, 1994, the LRSD filed individual business cases regarding Spanish instruction in each of the incentive schools. Most of the business cases requested either a half-time or full-time Spanish teacher. One proposed to pilot a Spanish immersion program at an unnamed incentive school. Later, in a July 18, 1994 submission, the district proposed a pilot program at one school that would cost $149,000. In this scenario. the remaining incentive schools would not offer Spanish during the regular instructional day. but would instead focus on infused cultural activities through the revised curriculum and thematic units. However, the district ultimately did not fund these business cases, but instead chose to allot new resources for foreign language -7-instruction at only one incentive school, Franklin, where the proposal was for a pilot Spanish immersion program in one first-grade class. Since the district has submitted and subsequently withdrawn or simply not funded so many proposals regarding Spanish instruction, it is unclear to the Court how the district plans to deliver a quality foreign language program as outlined in the desegregation plan. Therefore, the district must submit on or before Wednesday, November 16, 1994, a concise but complete description of the Spanish program as it is being offered at each of the incentive schools. The description is to include the extent to which the program is offered during the regular instructional day or extended day\nthe date the program began in each school during this academic year\nthe days and times Spanish is offered at each school\nhow instruction is being delivered\nthe number of FTE's teaching the subject in each school\nwhether each teacher is certified in Spanish\na description of each language lab and how it is being used to reinforce instruction\nthe grade levels at which Spanish is offered\nthe number of children enrolled in Spanish classes at each school by grade level\nthe specific learning objectives of the program, and how those objectives correlate to the program as it is being offered in each school (for example, as related to the methodology, instructional time, language lab practice periods, interaction with native speakers, etc.) b) Incentive School Theme Implementation On April 15, 1994, the LRSD submitted five separate business cases that requested funding to implement various \"phases of themes -8-in each incentive school. However, the district ultimately funded none of these proposals in its final 1994-95 budget. The 1994-95 school year is well underway, and the Court fears that the district may not be providing students the full range of programs promised in the desegregation plan. Even though this Court's May 1, 1992 Order instructed the LRSD to fully implement themes in the incentive schools, the district has consistently dragged its feet. For example, the December 1993 ODM report on the incentive schools points out that \"the earliest official starting date for a specialist was February 17, 1993 at Rockefeller. Program specialists at Franklin, Mitchell, and Rightsell started as late as April 12, 1993, almost one full year after the [May 1992] court order.\" The report goes on to state that the specialists had been working to integrate each theme into the school's curriculum. Now, over two years after the May 1992 Order and over one year since full-time specialists began' working. it appears that the schools are requesting funding for implementation. What has happened in the interim is unclear. So that the Court may determine the extent to which the district is currently complying with previous orders to fully implement themes, the district is to submit on or before Wednesday, November 16, 1994, description of theme implementation in each of the a incentive schools that includes at least the following information: 1) the a summary of the theme, how it is being integrated into curriculum and school activities, and the implementation timeline and 2) if theme implementation is contemplated in phases, the -9- rationale for such a method and plans for seeking Court approval for that approach 3) a summary of the special programs, activities, events, equipment, and materials which are devoted to theme support at each school 4) the extent to which the theme is fully implemented at each school and an explanation for any delays in implementation 5) what remains to be done to implement the theme fully 6) the amount of money spent on each school's theme implementation during FY 1992-93 and FY 1993-94 and the amount budgeted for FY 1994-95, by line item category, if possible (e.g., personnel, equipment, etc.) c) Staff Attorney In a June 1994 business case, the district proposed to add a full-time staff attorney position to the LRSD administration. The proposal states that the costs of adding this position would be offset by the savings in outside legal fees. Despite this assertion. the business case includes no dollar amounts for savings\nit only covers the costs of the new position and additional clerical support, a figure of some $94,000. Without a cost savings analysis, it is not possible for either the district or the Court to determine what the real savings may be. The budget figures for 1994-95 reflect no savings in the line item for legal expenses over the previous budget. The Court advises the LRSD to determine what portion of outside legal fees a staff attorney can realistically save the district before it moves to add another position to an already swollen administrative body. -10-d) Director of Student Assignment and Desegregation The district has proposed to change the Desegregation Facilitator's title and duties to encompass direct responsibility for all aspects of the Student Assignment Office, coordination of citizen monitoring groups, and other duties. During the hearings, the attorney for Joshua expressed objections to the change, maintaining that the LRSD had afforded him neither adequate notice nor involvement. He also cited the proposal as a modification of the desegregation plan, which requires adherence to a modification process that had not been followed in this instance. The Court concurred and also noted that, while the superintendent was free to organize his staff according to his professional judgment. any recasting of roles had to be consistent with the desegregation pleins or else approved through the requisite plan modification process. The Court cautioned that any staff reorganization or changes in job descriptions could not result in neglect of plan-mandated responsibilities. Furthermore, the Court raised the issue of accountability, because the business case does not make clear exactly who would perform the jobs formerly assigned to the Desegregation Facilitator. The Court has charged the Monitor with coordinating among the parties the plan modification process for this proposed change. She will work with the LRSD to identify any deficiencies in the business case and to address them in ways that preserve the intent of the desegregation plan when it provided that a Desegregation Facilitator would serve the staff and students of LRSD schools. -11-e) Great Expectations Program On August 8, 1994, the district filed a business case proposing to implement Great Expectations, a program concept and methodology developed by an educator in Chicago and implemented in that city and elsewhere. The case does not adequately reflect that the district used the business-case method as a planning tool to enable it to make a confident, fully informed decision in adopting Great Expectations. For example, the case does not reflect the extent to which the district researched other programs, the criteria the district used to choose this one, or what the district expects the program to achieve. The case does not state why Mitchell and Rightsell were selected as participating schools or how this program would mesh with the district's desegregation obligations. In depicting Great Expectations, the business case describes the types of learning activities that are already operationalor should bein the incentive schools according to the desegregation plan\n'for example. cooperative learning. the new LRSD integrated curriculxim. the classics literature program, the Latin Enrichment Program, reading and oral expression across the curriculum, heterogeneous groups, Writing-to-Read, positive expectations, positive self-esteem, and the Effective Schools model. While the Court does not disapprove Great Expectations, it does not accept it as a replacement of the incentive school programs which are catalogued in the desegregation plan. Rather, the Court sees the program as complementary and hopes that the Great Expectations approach will be useful in coordinating and supporting delivery of -12-the many programs and activities that incentive school children should regularly be experiencing. The Court notes that the district has provided no information indicating that Great Expectations should in any way affect the funding level or double funding feature of the incentive schools. (f) Incentive School Double Funding An August 8, 1994 business case proposed to save over $312,000 in the incentive schools by reducing certain personnel and services. ODM monitoring reports on the incentive schools have documented that the LRSD is more than double funding the incentive schools. The amount of money spent per pupil in the schools is a function of personnel and program costs in relation to the number of students enrolled in a particular building. Incentive school overhead costs remain relatively fixed from year to year, so if enrollment drops. per-pupil costs rise. Incentive school expenses have been increasing beyond the double funding point primarily due to under-enrollment and to increased personnel costs, noticeably due to the total amount of stipends paid to staff for the extended day and week programs. The district must curtail expenses wherever possible and appropriate\nbut at the same time, the district also must provide adequate compensatory, remedial. and enriched education to its students. The challenge which the double funding business case attempts to address is aligning incentive school costs with the programs and services promised in the desegregation plan. The only alignment method the district has contemplated in this proposal is cutting funding in various line items\nthe case does not consider -13-savings by increasing the number of students in each school through diligent recruitment, by releasing reserved seating, or by returning to their attendance zone those children who attend schools located outside their home zone. (Since the August hearing, the district has sought and received approval to release seats previously reseirved for white children in the four-year-old and kindergarten programs.) While the Court does not block implementation of these cuts, this business case is a further example of an instance where the guality of the district's proposals need to be greatly improved, example, a key element absent in this proposal is evaluation. For The LRSD does not offer an evaluation base upon which to construct a solid case for changing elements of school programs or operations as they relate to funding. Decisions must not be solely money-driven\nthey must be based on monitoring, measurement, outcomes, evaluation, research, and reassessment as well as on economy. Otherwise, how can the district determine what needs to be changed and how to change it? The business case fails to draw clearly the connections between the decisions that drove specific cuts, which cuts relate to which program or activity, how the cuts will potentially affect programs, what proportion of a category (such as supplies) a specific line item cut represents, and how the LRSD will monitor and measure the effect of the changes. Furthermore, the case neglects to factor in the critical relationship between the number of students and per-pupil expenditure\nnor does the proposal state the enrollment level upon which the cuts were based. (When Stephens Incentive School closed at the end of 1993-94, significant number of its students were a -14-assigned to Garland Incentive School. The business case does not state whether such enrollment shifts were considered.) The Court will be watching the effects which these cuts have on the incentive schools. g) Academic Progress Incentive Grants On July 18, 1994, the LRSD submitted a number of business cases which included one on Academic Progress Incentive Grants (APIG) . That business case is subtitled \"Proposed Modification of the Court- approved Desegregation Plan.\" Yet the district has provided no information or evidence that indicates the degree to which the LRSD may have followed the required plan modification process. The proposal is essentially to combine the funding of APIG and focused activities, although the desegregation plan indicates that schools were to have the opportunity to carry on both focused activities and APIG from separate funding sources: \"The elementary area schools (non-incentive and non-interdistrict) will receive an annual allocation for implementing the focused activities for the school year\" (pg. 81). As for APIG, the plan refers to an annual process where area schools (both elementary and secondary) may develop proposals in order to receive funding. Subsequent court orders stressed that focused activities and APIG were to remain complementary of each other, and that one was not to supplant the other: \"However, the Court recognizes the [Academic Progress Incentive Grant Program] as a complementary addition to, but not a replacement of. the original focused activities feature of the plan. Focused activities will continue to be an option for area schools. -15-may center around a theme, and will operate according to the original plan which provides for community and parental involvement and an annual allocation of funds. tt (May 1, 1992, pp. 24-25, emphasis original). The record shows that more than 8 0% of LRSD students attend area schools. Focused activities and APIG were designed to ensure that the vast majority of the district's students would have access to school-based programs and services tailored to help them reach the desegregation goals for academic achievement. As a matter of fact. the business case on cutting incentive school funding states that the cuts will free up more money for the area schools, presumably to help meet the needs of those schools. The district has not persuaded the Court that the proposal as presented in the July 1994 business case will help promote desegregation goals, nor that it is in the best interests of the thousands of students who attend area schools. Therefore, the Court does not approve the proposal as submitted. If the district wishes to revisit this area, the Court advises it to consult with ODM and the parties to develop a proposal that will clearly support the desegregation plan goals and serve the needs of area school students. Any proposed modification of the desegregation plan must be done in accordance with the requisite procedures. h) Transportation The 1994-95 budget contained a $1.3 million appropriation for transportation, but that allotment was unaccompanied by a plan or business case indicating how the sum would be applied. Testimony at -16-the hearing was that $1 million would be used for buses and the remainder would be spent on other needs. The Court requires the district to file a plan or business case which explains how the district plans to spend the money on transportation. IT IS SO ORDERED this 24th day of October 1994. 5 I , / 1 mJITED STATES DTSTRyCT JUDGE OOCUMEfiT EVTERSD OH ^mpuancewith docket SHEET W ON FRC? J -17-\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_691","title":"Registration","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":["1990/2007"],"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 enrollment","Educational statistics"],"dcterms_title":["Registration"],"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/691"],"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":["320 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 First Class Schools For World Class Kids Information Registration 1993-94CALENDAR OPEN HOUSE DATES: (All Open Houses Begin At 7 P.M.) January 25 Incentive and Interdistrict Schools January 26 Elementary Magnet Schools February 1 Area and Magnet High Schools February 2 Area and Magnet lunior High Schools February 3 Area Elementary Schools REGISTRATION DATES: February 8-19 Pre-registration for new students, kindergarten, four-year-old and options (incentive, interdistrict and magnet schools). March 10 Assignment notification to all students, except four-year-old program applicants. March 15-26 Desegregation transfer application period. March 15-June 9 Registration resumes at area schools. April 9 Notification letters to desegregation transfers and four-year-olds. Dates and place for summer registration will be announced later. All students, new and returning, must confirm their school assignment at this time.INTRODUCTION 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 1993-94 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. I TRANSFER OPTIONS Incentive Schools. Elementary schools with extended day programs, foreign language instruction, computer lab and other extras. Magnet Schools. Thematic elementary, junior high and senior high schools available to students from the Little Rock, North Little Rock and Pulaski County school districts. Focus on arts, math/science, language/interna- tional studies, health science, business/ communications and basic skills. Interdistrict Schools. LRSD has two interdistrict elementary schools, one with a computer-science theme and the other's theme soon to be announced. Pulaski County Special School District's interdistrict school at Crystal Hill has a communications theme. Desegregation Transfers. Students may transfer to another area school as long as the reassignment allows the sending and receiving school to comply with desegregation requirements and as long as a seat is available. Applications for desegregation transfers for secondary students will be granted from March 15 to March 26 only. Applications should be completed at the LRSD Student Assignment Office. Desegregation transfers also will be granted to the following elementary schools: Badgett, Bale, Baseline, Cloverdale, Fair Park, Geyer Springs, Romine, Watson, Wilson and Woodruff. Area (Attendance Zone) Transfers. Students who are not currently attending their area (attendance zone) school may request a transfer to their area school. Forms should be completed at the Student Assignment Office. M-to-M (Majority to Minority) Transfers. Students whose race is in the majority in their home district may transfer to a district where their race is in the minority. Act 609 Interdistrict 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. For information about any of these transfer options, contact the Student Assignment Office, 501 Sherman, or call 324-2272.PRE-REGISTRATION FEBRUARY 8-19 FOR NEW STUDENTS, KINDERGARTNERS AND FOUR-YEAR-OLDS Who Should Register: All students new to the LRSD for the 1993-94 school year or children who will be five years old by October 1, 1993, (for kindergarten) or four years old by October 1, 1993, (for four-year-old program) should complete the pre-registration process February 8 to 19 to receive a confirmed assignment by March 10 (except four-year-olds who will be notified April 9). How To Register: Follow these two steps for a quick and easy pre-registration process. 1. Pick 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, or 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 students Social Security number, proof of student's aye and verification of home address. Acceptable documentation of age includes a certified birth certificate, visa or passport. 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. ALTERNATE PRE-REGISTRATION DATE If you miss the February 8-19 pre-registra- tion, the next pre-registration opportunity will be March 15 to lune 9.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 information. Safe, Secure Schools: Precautionary procedures include metal detector scanning in secondary schools, pilot police resource officer program, staff training for conflict resolution and ongoing review and advice on safety policies by a District/community task force. DIVERSE CHOICES ALLOW YOU TO CUSTOMIZE YOUR CHILDREN'S EDUCATION Select a school where they'll thrive in a learning environment that's tailored to their personality and talents. With so many options in the LRSD, there's bound to be one that is especially suited for your child. The following is a summary of options now available: Area Schools: The elementary school that is the district school nearest your home is called an area school. Each area elementary school feeds into a particular junior high and senior high school. This is square one in your search for a school thats right for your child. Area schools offer a strong classroombased program in basic skills as well as essential skills development necessary for problem solving and critical thinking. The elementary program focuses on instruction in language arts, mathematics, social studies and science. It offers computer lab, music instruction, PE, certified counselors and a gifted and talented education program for students in grades 3-6. Gifted and talented teachers work with classroom teachers for student needs in grades K-2. At the junior high level, the focus on basic skills and decision making is expanded to a broader range of subjects including art.HOW TO PRE-REGISTER FOR OPTIONS Who's Eligible: Any student, new or returning, may request another school. Options are incentive schools, high school kindergartens, interdistrict, magnets, majority-to-minority (M- to-M) transfers and desegregation transfers to another area school. (See Transfer Options Panel). How To Pre-Register: Fill out a form called the Optional Enrollment Request Form at your area school or at the Student Assignment Office. Any student not chosen for immediate placement will be placed on a waiting list. Sibling Preference: Sibling preference will be granted for any family whose children are attending their area (attendance zone) school. Sibling preference assignments are subject to desegregation requirements and capacity. Sibling preference will not be granted to a non-attendance zone school. Sibling preference does not apply to magnet schools. 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 program is a non-profit program of child care offered to elementary-age students in the LRSD. It operates before and after school and all day on most school 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 $1 for elementary and $1.05 for secondary students who have a choice of menu items. other information. Best pupil-to-staff ratio in tfie District: this 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 after school. Parent workskops: priority to learning skills which enhance decision making, problem solving and creative thinking skills. Four-year-old programs: these programs offer an early start to prepare children for the learning process. Mentoring/role model programs: emphasis on developing self-esteem and social skills through volunteer, local business and professional persons. The incentive school program is based on the Pre K-6 core curriculum but uses a modified instructional approach to emphasize more activity and student involvement. The goal of the incentive schools is to promote and ensure academic excellence in schools that have been difficult to desegregate. (See Directory of Softools For A List of Incentive Schools. See Calendar For Open House Dates.) 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 available to students in the Little Rock School 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 pre-requisite course required for entrance. If the applicants exceed the seats available, selection will be made on a random basis by use of a lottery system. Enrollment is open county-wide. Applications must be submitted to the student's resident district. There are 12 interdistrict magnets. Booker Arts (K-6): Visual arts, creative movement, dance, orchestra, gymnastics, drama, music and an 18-station keyboard lab complement the regular elementary program.band, computer education, English, foreign languages, health, mathematics, physical education, practical arts, language arts, science, social studies and vocal music. Extracurricular opportunities include basketball, football, golf, tennis, track, volleyball, cheerleading, drill team and, in some schools, soccer. The comprehensive high school program offers a diverse mix of opportunities and challenges which emphasize critical thinking, teamwork, leadership and high expectations for personal achievement. The schools provide a significant array of academic programs from advance placement courses in science, mathematics and liberal arts to vocational technical education 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. (See Directory of Schools For A List of Area Schools And Addresses. See Calendar For Open House Dates.) Incentive Schools\nThere are seven incentive elementary schools in the LRSD that emphasize science, language and individualized learning. They each offer enriched programs and have a focus geared to educational achievement. These schools receive enhanced funding and voluntary M-to-M transfers are available for some students who wish to attend an incentive school. Features that distinguish incentive schools from area elementary schools include: Student education plan: an individual learning plan is developed to meet each student's learning style, interests and needs. Computer-assisted instruction: children learn computer-based instruction in language arts, mathematics, social studies and science. Writing to Read computer labs are available for kindergarten and first grade. Latin is used to enhance language arts skills in grades 5-6. Extended day, week and year learning opportunities: classes after school and Saturday enrichment programs to enrich and reinforce academic skills. Parent Center: parents may obtain materials and training on parenting skills and 1 I 1\u0026gt; Central High International Studies (10-12): Limited magnet program with 175 seats developed around an international theme that capitalizes on the school's extensive foreign language program. McClellan Business/Communications (10- 12): Dual focus of business and communications provides a solid college prep business/ communications program and prepares students for the world of work, emphasizing ongoing collaboration with nearby institutions of higher education. Through a seven-class day, the program is enhanced by the schools community education program, also. - Parkview Arts \u0026amp; Science (10-12): Expanded and specialized studies in arts and sciences, in addition to standard academic curriculum, are offered. Visual arts, theatre, dance, music, microbiology and human anatomy are among the offerings.  Rockefeller Cooperative Early Childhood Magnet School (six weeks-age 3): See Early Childhood Education Section. (See Directory of Schools For Addresses. See Calendar For Open House Dates.) Interdistrict Schools: There are three interdistrict schools. King Elementary will open as an interdistrict school in August 1993 on Martin Luther King Drive adjacent to 1-630. It will be conveniently located for the children of persons employed in the downtown/state Capitol/ Arkansas Children's Hospital vicinity. It will be open to LRSD students who live in the King attendance zone and students from the Pulaski County Special School District who are eligible for an M-to-M transfer. A thematic focus will be announced soon. Romine Elementary is a LRSD interdistrict school with a thematic focus on computer science and basic skills. It is open to students who live in the attendance zone for Romine and primarily PCSSD students who are eligible'' Carver Basic Skills/Math-Science (K-6): Computer, math, science and Young Astronauts labs, as well as special math and science projects, enhance mathematics and science education and reinforce academic and critical- thinking skills. Gibbs Foreign Language/lnternational Studies (K-6) Daily French, German and Spanish language instruction, plus an exploration of cultures from a global perspective, enrich the traditional elementary program. \" Williams Basic Skills (K-6): An emphasis on structure, organization, discipline and highest possible competence in basic academic skills characterize this program. - Washington Basic Skills/Math-Science (Pre-K-6): A comprehensive education program including a Young Astronauts lab, two science labs, two 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/Gifted \u0026amp; Talented (7-9): International studies are incorporated into seven classes daily including foreign languages, international studies, world issues and a soccer program. Dunbar students who wish to participate in the gifted and talented program must be identified and recommended for placement. Henderson Health Science (7-9): Health science study incorporated into seven classes daily including health sciences in today's world, in the universe and in the physical world. Science rooms are equipped with functional science laboratories and a curriculum specialist serves as a liaison with health science institutions for field trips and special events. - Mann Arts \u0026amp; Science (7-9): Two magnet programs, arts and science, are offered. Curriculum requirements are combined with extended opportunities in art, music, drama, dance and science labs.I AEROSPACE PROGRAM INTEREST INVENTORY Clip or copy this form, fill it out and mail it back to LRSD I  The Little Rock School District is applying for a  federal grant to fund operation of an aerospace I program in three junior high schools, beginning in | the second semester of the 1993-94 school year, g and continuing into a senior high aerospace magnet  school to open in the 1994-95 school year if the  grant is received. ? If the District implements this program:  1. Would your child be interested in attending I one of the junior high schools where this program | will be operated?  Yes No 2. Which of these junior high schools would your child prefer? (please check one) Southwest junior High School Forest Heights junior High School Cloverdale junior High School 3. Would your child be interested in attending the high school aerospace magnet program? Yes No 4. Would you like additional information about these proposed programs? Yes No Student's Name Race (black, white, other) Home Address Parent Name Telephone Number Current School Current Grade Level_________________________  We encourage all students enrolled in the Little J Rock, Pulaski County or North Little Rock school J districts to respond to this survey.  Please complete this information, tear out this I page and return it to the LRSD Student Assign- I ment Office, 501 Sherman Street, Little Rock, AR | 72201, ATTENTION: Marie Parker.  for an M-to-M transfer. Strongly anchored with a traditional basic skills curriculum in social studies, science, math and language arts, it is one of only two schools offering the exciting \"Windows on Science\" program. There's a computer-based gifted math program which offers pre-algebra and algebra 1 to advanced math students. Physical fitness, music and art are a strong part of the curriculum. Computers are available in classrooms of the four upper grades. (See Directory of Schools For Address. See Calendar For Open House Dates.) Crystal Hill Elementary: In August 1992, Pulaski County Special School District opened the Crystal Hill Elementary Interdistrict School which has a communications theme. Located adjacent to 1-430 north of the Arkansas River, this school is open to LRSD students who are eligible for an M-to-M transfer. Early Childhood Education: Selected LRSD schools offer one or more of the following early childhood education programs\nFour-year-old Program: Tuition-free programs for children who will be four years old on or before October 1, 1993. (See Directory of Schools For A List of Four-year-old Programs And Addresses. See Calendar For Open House Dates.) HIPPY (Home Instructional Program for Pre-school Youngsters): A 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 close disparities 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. The fee for this program is $55 weekly. This program accepts voucher clients, also. (See Directory of Schools For Address. See Calendar For Open Howse Dates.)Directory of Schools SENIOR HIGH SCHOOLS Central lohn Hickman 1500 S. ParfeSI., 02 324-2300 I.A. Fair Al Niven 13420 David O. Dodd Rd., 10 228-3100 Hall Dr. Victor Anderson 6700 \"H\" SI., 05 671-6200 JUNIOR HIGH SCHOOLS Cloverdale Gai/le Bradford 6300 Hinfoon Rd., 09 570-4085 Dunbar Nanci/ Volsen 1100 Wriyht Ave., 06 324-2440 Forest Heights Ricliard Maple 5901 Evergreen Rd., 05 671-6390 Mabelvale Waller Marshaleck 10811 Mahelvale West Rd. Mabelvale, AR 72103 455-7400 Pulaski Heights Ralph Hoffman 401 N. Finest., O'O 671-6250 Southwest Charity Smith 3301 S. Bryant St., 04 570-4070 ELEMENTARY SCHOOLS Badgett Mari/ Colston 6900 Pecan Rd., 06 324-2475 Bale Levanna Wilson 6501 W. 32ndst., 04 570-4050 Baseline William Finn 3623 Baseline Rd., 09 570-4150 Brady Mary Menfe'ng 79I5W. Markham St., 05 228-3065 Chicot Olis Preslar 11100 Chicot Rd., Mabelvale, AR 72103 570-4062 Cloverdale Sadie Mitchell 6500 Hinfaon Rd., 09 570-4055 Dodd Patricia McNeil 6423 Stagecoach Rd., 04 455-7430 Fair Park Barbara Means 616 N. Harrison St., 05 671-6260 Forest Park Virginia Ashley 1600 N. Tyler St., 07 671-6267 Fulbright Mac Huffman 300 Pleasant Valley Dr., 12 228-3080 Geyer Springs Eleanor Cox 5240 Mabelvale Pike, 09 570-4160 Jefferson Frances Cawthon 2600 N. McKinley SI., 07 671-6281 Mabelvale lalie Davenport 9401 Mabelvale Cutoff Mabelvale, AR 72103 455-7420 McDermott Michael Oliver 1200 Reservoir Rd., 07 228-3072 Meadowcliff lerry Worm 25 SAeraton Dr., 09 570-4165 Otter Creek Carolyn Teeter 16000 Otter Creek Pkwy., 09 455-7440 Pulaski Heights Kay Lass 319 N. Pine St., 05 671-6290 Terry La Dell Laaper 10800 Mara Lynn Dr., 11 228-3093 Wakefield Llayd Black 73 Westminister Dr., 09 570-4190 Watson Dr. Diana Glaze 7000 Valley Dr., 09 570-4195 Western Hills Scalf Morgan 4901 Western Hills, 04 570-4175 Wilson Gwen Zeigler 4015 Slannus Rd., 04 570-4180 Woodruff Pat Higginbotham 3010 W. 7tli St., 05 671-6270 INCENTIVE SCHOOLS (Elementary) Franklin Franklin Davis 1701 S. Harrisan St., 04 671-6380 Garland Rafcerl Brawn 3615 W. 25th St., 04 67)-6275 Ish Stan Strauss 3001 S. PulaskiSt., 06 324-2410 Mitchell Donila Hudspeth 241 OS. Battery St., 06 324-2415 Rightsell Sharon Davis 911 W. I9lii SI., 06 324-2430 Rockefeller Anne Mangan 700 E. j7th St., 06 324-2385 Stephens Lonnie Dean 3700 W. I Slit SI.. 04 671-6350 MAGNET SCHOOLS Booker Arts Magnet Elemenlary Dr. Cheryl Simmons 2016 Barber St., 06 324-2482 Carver Basic Skills/ Math-Science Magnet Elementary Mary Guinn 2100 E. 6th St., 02 324-2460 Central High International Studies john Hickman 1500 S. Parfest., 02 324-2300 Dunbar Magnet Junior High (International Studies/Gifted \u0026amp; Talented) Nancy Valsen 1100 Wright Ave., 06 324-2440 Gibbs Foreign Language/ International Studies Magnet Elemenlary Danna Davis 1115 W. I6lii SI., 02 324-2490 Henderson Health Science Magnet junior High Clell Watts 401 john Barrow Rd., 05 228-3050 Mann Arts \u0026amp; Science Magnet junior High Marian Lacey 1000 E. Roosevelt Rd., 06 324-2450 McClellan Business/ Communications Magnet Senior High jodie Carter 9417 Ceyer Springs Rd., 09 570-4100 Parkview Arts \u0026amp; Science Magnet Senior High junious Babbs, |r. 2501 john Barrow Rd., 04 228-3000 Rockefeller Early Childhood Magnet Anne Mangan 700 E. 17th SI., 06 324-2385 Washington Basic Skills/ Math-Science Magnet Elemenlary Karen BacHanan 115 W. 27th St., 06 324-2470 Williams Basic Skills Magnet Elementary Dr. Ed lacfeoH 7301 Evergreen Rd., 07 671-6363 INTERDISTRICT SCHOOLS King Elementary Martin Luther Kiny Dr. al 1-630. Romine Elementary Lionel Ward 3400 Romine Rd., 04 228-3086 EARLY CHILDHOOD EDUCATION (See Elemenlary, Incentive, Inlerdislricl \u0026amp; Magnet Listings Far Phone Numbers S Addresses) 6-Wks. Through 3-Yrs. Rockefeller Early Childhood Magnet Home Instructional Program for Pre-school Youngsters (HIPPY) Call 324-2266 for information 4-Vear-Old Program Badgett Bale Cloverdale Crystal Hill Franklin Garland Geyer Springs Ish King Mitchell Rightsell Rockefeller Romine Stephens Washington Watson Wilson Woodruff (LRSD expects to add more sites for four-year-old programs for 1993- 94. Details will be announced as soon as possible. I Crystal Hill Elementary (Pulaski County Special School District) Wanda Ruffins 5001 Doyle Venable Dr. North Little Rock, AR 72118 753-4323 VO-TECH CENTER Metropolitan Dr. Doyle Dillahunly 7701 Scali Hamilton Dr., 09 565-8465 LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 Nonprofit Organization U.S. POSTAGE PAID PERMIT NO. 2608 LITTLE ROCK, AR IMPORTANT DATES FOR YOU: Pre^registration: February 8-19 k u Ku J * ' ftS o H Z : U s (A (A U (A (A (A U U M o X u o o X u w \u0026gt; O o X u (AJ $ Little Rock School District f I First Class Schools For World Class Kids J INTRODUCTION 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: (1) a program of basic education for all students\n(2) programs that address the special needs of students (emotional, physical, and mental)\nand (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-REGISTRATION DATE If you miss the February 3-14 pre-registration, the next pre-registration opportunity will be April 6 to lune 5.CALENDAR February 3-14 Pre-registration for new students, kindergarten and options (incentive, interdistrict, and magnet schools). March 6 Assignment notification letters to all students. March 9-20 Desegregation Transfer application period. April 6-June 5 Registration resumes at area schools. April 13 Notification letters to Desegregation Transfers. April 27-May 8 4-year-old application period. May 18 Assignment notification letters to 4-year-olds. June 8-July 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 Houses Begin At 6:30 P.M.) January 27 Area Elementary Schools January 28 Incentive and Interdistrict Schools January 29 Secondary Schools January 30 All Magnet Schools  * All 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 theyll thrive in a learning environment thats 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 elementary school that is the district school for your home is called an area school. Each area elementary school feeds into a particular junior high and senior high school. This is square one in your search for a school thats right for your child. Area schools offer a strong classroom-based program in basic skills as well as essentia! skill development necessary for problem solving and critical thinking. The elementary program focuses on instruction in reading, language arts, mathematics, social studies and science. It offers computer lab, music instruction, PE, certified counselors, and a gifted and talented education program for students in grades 3-6. At the lunior high level, the focus on basic skills 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. Extra-curricular athletic opportunities include basketball, football, golf, tennis, track, volleyball, and, in some schools, soccer. The comprehensive high school program offers a diverse mix of opportunities and challenges which emphasize critical thinking, teamwork, leadership and high expectations for personal achievement, The schools provide a significant array of academic programs from advance placement courses in science, mathematics and liberal arts to vocational technical education 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. (See Direclon/ of Schools For A Lisi of Area Schools And Addresses. See Calendar For Open House Dales) Incentive Schools: There are seven incentive elementary schools in the LRSD that emphasize science, language and individualized learning. They each offer enriched programs and will have a focus geared to educational achievement. These schools receive enhanced funding and voluntary transfers are available for students who wish to attend an incentive school. Features that distinguish incentive schools from area elementary schools include: SludoHl eJucalion plan-, an individual learning plan Is developed to meet each students learning style, interests, and needs. Computer-assisted instruction: children learn computer-based instruction in reading, mathematics, social studies, and science. Writing to Read computer labs are available for kindergarten and first grade. Extends day, weeh and year learning opportunities: classes after school and Saturday enrichment programs enhance learning. Pdrewt Center: parents may obtain materials on parenting skills and other information. Student ftomwoji kolline: a telephone hotline is available for students to call for assistance. Best pupil-lo-staff ratio in the district: this ratio helps increase interaction between students and trained adults. Spedol shills program: foreign language, free string program, band, choir, dance, gymnastics and aerobics are offered after school. Parent uorksftops. Priority Io learning skills which enhance decision making, problem solving and creative thinking skills. Four-year-old programs: these programs offer 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. The goal of the incentive schools is to promote and ensure academic excellence in schools that have been difficuilt to desegregate. [See Directory of Schools For A List of Incentive Schools. See Calendar For Open House Dales} Magnet Schools: There is a thematic curriculum on which all courses focus in a magnet schoolwith 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 program is a nonprofit program of child care offered to elementary age students in the LRSD. It operates before and after school and all day on most school 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 $1 for 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: LRSD schools follow security and safety guidelines. It is essential that students and their families be familiar with the Students Rights and Responsibilities Handbook which details acceptable behavior and consequences of unacceptable behavior. The LRSD recently adopted 53 points of action to assure that our schools continue to be safe and secure. available to students in the Little Rock School 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 exhibit a genuine interest in the program selected. Enrollment is open county-wide. There are 10 interdistrict magnets. Booker Arts (K-6): Visual arts, creative movement, dance, orchestra, gymnastics, drama, music and an 18-station keyboard lab all serve to complement the regular elementary program. Carver (K-6): Computer, math, science and Young Astronauts labs, as well as special math and science projects, enhance mathematics and science education and reinforce academic and critical-thinking skills. Gibbs (K-6) Daily French, German, and Spanish language instruction, plus an exploration of cultures from a global perspective, enrich the traditional elementary program. Williams (K-6|: An emphasis on structure, organization, discipline and highest possible competence in basic academic skills characterize this program. Washington (Pre-K-6): A comprehensive education program including a Young Astronauts lab, two science labs, two 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/Gifted \u0026amp; Talented (7-91: International studies are incorporated into daily sevenperiod classes including foreign languages, international studies, world issues and soccer program. Dunbar students who wish to participate in the gifted and talented program must be identified and recommended for placement. Mann Arts \u0026amp; Science (7-9): Two magnet programs, artsand science, are offered. Curriculum requirements are combined with extended opportunities in art, music, drama, dance, and science labs. Central High International Studies (10-12|: Limited magnet program with 175 seats developed around an international theme that capitalizes on the schools extensive foreign language program. Parkview Arts \u0026amp; Science (10-12): Expanded and specialized studies in arts and sciences, in addition to standard academic curriculum are offered. Visual arts, theatre, dance, music, microbiology, and human anatomy are among the offerings. Rockefeller Cooperative Early Childhood Magnet School (six weeks-age 3): See Early Childhood Education Section. (See Directory of Schools For Addresses. See Calendar For Open House Dales) Interdistrict Schools: There are two interdistrict schools. Romine Elementary is a LRSD interdistrict school with a thematic focus on computer science and basic skills. 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. Strongly anchored with a traditional basic skills curriculum in social studies, science, math, reading and language arts, it is one of only two schools offering the exciting \"Windows on Science\" program. Theres a computer-based gifted math program which offers pre-algebra and algebra I to advanced math students. Physical fitness, music, and art are a strong part of the curriculum. [See Directory of Schools For Address. See Calendar For Open House Doles) Crystal Hill Elementary: In August, 1992, Pulaski County Special School District will open the Crystal Hill Elementary Interdistrict School. Located adjacent to 1-430 north of the Arkansas River, this school will be open to LRSD students who are 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: Tuition-free programs for children who will be four years old on or before October 1,1992, [See Direclory of Schools For A List of Four-year-old Programs And Addresses. See Calendar For Open House Dales) HIPPY (Home Instructional Program for Pre-school Youngsters): A home-based instructional program that recognizes the parent as the childs first teacher and reinforces this idea in order to increase educational achievement and close disparities in achievement among students. Cal! 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, [See Directory of Schools For Address. See Calendar For Open House Du()Directory Of Schools SENIOR HIGH SCHOOLS Central lohn Hichman 1500 Parh, 02 324-2300 |.A. Fair Al Niven 13420 David O. Dodd, 10 228-3100 Hall Dr. Victor Anderson 6700 \"H\", 05 671-6200 McClellan lodie Carter 9417 Geyer Sprinys, 09 570-4100 JUNIOR HIGH SCHOOLS Cloverdale Gayle Bradford 6300 Hinhson Rd., 09 570-4085 Dunbar NflHCi/ Volsen 1100 Wrighl Ave., 06 324-2440 Forest Heights Richard Maple 5901 Evergreen, 05 671-6390 Henderson Evcrell Haufe 401 Barrow Rd.. 05 228-3050 Mabelvale Clell Walts 10811 Mabelvale W. Rd. Mabelvale, AR 72103 455-7400 Pulaski Heights Ralph Hoffman 401 N. Pine, 05 671-6250 Southwest Charity Smith 3301 S. Bryant, 04 570-4070 ELEMENTARY SCHOOLS Badge! Marg Golston 6900 Pecan Road. 06 324-2475 Bale Levanna Wilson 6501 W. 32nd. 04 570-4050 Baseline William Finn 3623 Baseline Rd., 09 570-4150 Brady Marg Menhing 7915 Marhham, 05 228-3065 Chicot Olis Preslar 11100 Chicot Rd., Mabelvale, 72103 570-4062 Cloverdale Sadie Mitchell 6500 Hinhson Rd., 09 570-4055 Dodd Marg lane Cheatham 6423 Slayecoach Rd., 04 455-7430 Fair Park Barbara Means 616 N. Harrison. 05 671-6260 Forest Park Viryinia Ashley 1600 N. Tg/er. 07 671-6267 Fulbright Mac Huffman 300 Pleasant Valley, 12 228-3080 Geyer Springs Eleanor Cox 5240 Mabelvale Pi he, 09 570-4160 lefferson Frances Cawthon 2600 N. McKinleg. 07 671-6281 Mabelvale lalie Davenport 9401 Mabelvale Cut-off Mabelvale, AR 72103 455-7420 McDermott Michael Oliver 1200 Reservoir Rd.. 07 228-3072 Meadowcliff lerrg Worm 25 Sheraton Dr., 09 570-4165 Otter Creek Caroign Teeler 16000 Oller Creeh Ph, 09 455-7440 Pulaski Heights Kag Loss 319 N. Pine, 05 671-6290 Terry LaDell Looper 10800 Mara Lynn Dr., 11 228-3093 Wakefield Llogd Blacb 75 Westminster, 09 570-4190 Watson Dr. Diana Glaze 7000 Valley Dr . 09 570-4195 Western Hills Maryie Puchelt 4901 Weslern Hills, 04 570-4175 Wilson Gwen Zeigler 4015 Stannus Rd., 04 570-4180 Woodruff Pal Hiyyinbotham 3010 W. 71b, 05 671-6270 INCENTIVE SCHOOLS lElementaryl Franklin Franhiin Davis 1701 S. Harrisc-i, 04 671-6380 Garland Roherl Brou'n 36I5W. 25lh, 04 671-6275 Ish Sian Strauss 3001 Pulashi, 06 324-2410 Mitchell Donila Hudspeth 2410 Battery, 06 324-2415 Rightsell Bobbie Goodwin 911 W. 19fA, 06 324-2430 Rockefeller Anne Manyan 700 E. I7lli, 06  324-2385 Stephens Lonnie Dean 3700 W. 1810, 04 671-6350 MAGNET SCHOOLS Booker Arts Magnet Elementary Dr. Cheryl Simmons 2016 Barber, 06 324-2482 Carver Basic Skills/ Math-Science Magnet Elementary Marg Guinn 2100 EasI 61b, 02 324-2460 Central High International Studies lohn Hichman 1500 Parb, 02 324-2300 Dunbar International Studies/Gifted \u0026amp; Talented Magnet lunior High Nancg Volsen 1100 Wriyht Ave., 06 324-2440 Gibbs Foreign Language/ International Studies Magnet Elementary Donna Davis 1115 W. I6lb, 02 324-2490 Mann Arts \u0026amp; Science Magnet lunior High Marian Laceg 1000 E. Roosevelt Rd., 06 324-2450 Parkview Arts \u0026amp; Science Magnet Senior Hiyh lunious Babbs 2501 Barrow, 04 228-3000 Rockefeller Early Childhood Magnet Anne Manyan 700 E. 171b, 06 324-2385 Washington Basic Skills/ Math-Science Magnet Elementary Karen Buchanan 115 W. 271b 324-2470 Williams Basic Skills Magnet Elementary Dr. Ed lachson 7301 Evergreen, 07 671-6363 INTERDISTRICT SCHOOL Romine Lionel Ward 3400 Romine Rd., 04 228-3086 EARLY CHILDHOOD EDUCATION (See Elementary, Incentive, Interdistrict, \u0026amp; Maynet Listinys For Phone Numbers \u0026amp; Addresses of Schools) 6-Weeks To 3-Years Rockefeller Early Childhood Magnet Home Instructional Program for Pre-school Youngsters (HIPPY) Call 324-2266 for information 4-Year-Old Program Rockefeller Early Childhood Magnet Also Available At All Schools Listed Under Incentive Schools (Elementary) os uell as at the followiny schools: Badgett Bale Cloverdale Geyer Springs Romine Interdistrict Washington Magnet Watson Wilson Woodruff I VO-TECH CENTER Metropolitan Dr. Doyle Dillahunty 7701 ScoK Hamiilon, 09 565-8465 ITransfer Options Incentive Schools. Elementary schools with extended day programs, foreign language instruction, computer lab and other extras. Magnet Schools. Themed elementary, junior high and senior high schools available to students from the Little Rock, North Little Rock and Pulaski County school districts. Focus on arts, math/science, language/ international studies, and basic skills. Interdistrict Schools. The LRSD has one interdistrict 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 allows the sending and receiving school to comply with desegregation requirements and as long as a seat is available. Applications for desegregation transfers for 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. Students whose race is in the majority in their home district may transfer to a district where their race is in the minority. Act 609: Interdistrict 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. For information about any of these transfer options, contact the Student Assignment Office, 501 Sherman, or call 324-2272.PRE-REGISTRATION FEBRUARY 3-14 FOR NEW STUDENTS AND KINDERGARTNERS Who Should Register: All students new to the LRSD for the 1992-93 school year or children 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.____________________ How To Register: Follow these two steps for a quick and easy pre-registration process. 1. Pick up a Pupil Information Form from your area scfiool. If you don't know your area school, call the Student Assignment Office, 324-2272, and tell them your address, or drop by the office at 501 Sherman to look at district maps. 2. When pre-registering, parents or guardians must bring the following information witfl tfiem: Proof of student's Social Security number, aye and verification of fiome address. Acceptable documentation of age includes a certified birth certificate, visa or passport. HOW TO PRE-RECISTER FOR OPTIONS Who's Eligible: Any student, new or returning, may request another school. Options are incentive schools, high school kindergartens, interdistrict, magnets.maiority-to-minority (M-to-M) transfers, and desegregation transfers to another area school (see Transfer Options Panel). How To Pre-Register: Fill out a form called the Optional Enrollment Request Form at your area school or at the Student Assignment Office. Any applicant not chosen for immediate placement will be placed on a waiting list. Sibling Preference: Sibling preference will be granted for any family whose children are attending their area (attendance zone) school. Sibling preference assignments are subject to desegregation requirements and capacity. Beginning in 1992-93. sibling preference will not be granted to a non-attendance zone school. Sibling preference does not apply to magnet schools. 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.LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 Non Profit Organization U.S. POSTAGE PAID PERMIT NO. 2608 LITTLE ROCK, AR IMPORTANT DATES FOR YOU: Pre-registration February 3-14/x 1 \\ Z /'z V I '\\ \" / _1 Free Program For Fewr-Year Olds Applications Accepted April 29-May 10 z \\ I \\ -1 \\ I z \\ I C\\ X \u0026gt; ! LITTLE ROCK SCHOOL DISTRICT First Class Schools For World Class Kids/- \\ _ A A Program Of Fun And Learning For Fowr-Yedr Olds z' I  Certified early childhood education teachers  Ratio of two adults to every 20 students (1 teacher, I aide)  Structured learning environment  Developmentally appropriate curriculum and activities  Before- and after-school childcare available T^ultion-Free I - \\z Tuition-free program for children who will be four years old on or before October 1, 1991, is available at the following schools during the 1991-92 school year: S/'  Badgett  Franklin  Garland  Ish  Mitchell  Rightsell  Rockefeller  Romine  Stephens  Washington  Woodruff I Applications will be accepted at these schools April 29-May 10. /\\ 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 school's attendance zone or have brothers/sisters enrolled at the requested school. Students selected for enrollment will be notified by May 23. Those who cannot be placed will be put on a waiting list. '*  ' I /I''' \\  I I School Hours. The regular school hours are from 8:00 a.m. to 2:30 p.m., Monday through Friday except for regular school holidays. Childcare. Childcare for a fee is available from 2:30-5:30 p.m. For additional information. For more information about the Program for Four-Year Olds, call the Student Assignment Office at (501) 324-2272. \\ I -1 'A' ! \\ \\ - I -I I PUT YOUR 4-YEAR OLD ON THE RIGHT TRACK FOR SOCIAL, EMOTIONAL, PHYSICAL, AND COGNITIVE GROWTH. Enroll now for the Little Rock School Districts Special Program for Four-Year Olds. I I Little Rock School District Student Assignment Office (501) 324-2272 i 7LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 I  * Non Profit Organization U.S. POSTAGE PAID PERMIT NO. 2608 LITTLE ROCK, ARTO: FROM: THROUGH: SUBJECT: Little Rock School District Feburary 21, 1990 Eugene Reville, Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation\"^*^ Monitoring and Program Development Dr. Ruth Steele, Superintendent - Little Rock School District Revised Implementation Timeline In a recent conversation with Arma Hart it was indicated that you would like for the district to proceed with kindergarten pre-registration. explained to Ms. Hart that our original starting date for pre-registration was February 26, but this date was contingent upon court approval by January 15. I also explained that the kindergarten pre-registration period is directly related to applying for interdistrict and incentive magnets. The purpose of this memo is to get your approval of the dates listed on the attached timeline. We have reached the point that we cannot proceed unless we can publicize the implementation dates. Please note that preregistration will occur from March 5 to March 30. We will still be able to comply with the requirement to assign kindergarten students by May 1. The special newsletter on student assignments (FOCUS) will go to the printer in the next 2-3 days. Also, my office will meet with all principals and secretaries next week to share implementation dates and review the pre-registration and assignment procedures. A student assignment information booth will be available at McCain Mall and South- west Mall on Saturday, February 25. Also, a press release on the student assignment process will be distributed sometime next week. As you can see, a lot needs to occur during the next seven days, all possible, please let us know Thursday, February 22, if we can publicize these dates. If at '6 cc: Dr. Herb Cleek 810 West Narkham Street I I Little Rock, Arkansas 72201  (501)374-3361IMPLEMENTATION TIMELINE REVISED Little Rock Schoo! District Student Assignment Office Critical Tasks A. Develop reorganization plan for Student Assignment Office B. Announce position vacancies C. Interview candidates D. Recommendations to Superintendent and Board of Directors E. Student Assignment Process 1. Identify and unite split siblings. 2. Prepare FOCUS newsletter. 3. Provide desegregation plan inservice for all staff members. 4. Inservice for principals and secretaries on student assignment procedures 5. Mail special issue of FOCUS/ Student Assignments Special letter to private school students 6. OPEN HOUSE at magnet schools 7. Registration for K/NEW students (in schools) Person(s) Responsi ble Assoc. Supt. - Deseg. Assoc. Supt. - Deseg. Director of Human Resources Assoc. Supt. - Deseg Assoc. Supt. - Deseg. Student Assignment Officer Data Entry Supervisor Assoc. Supt. - Deseg. Director of Communications Superintendent Assoc. Supts. Assoc. Supt. - Deseg. Assoc. Supt. - Deseg. Director of Communications Building Principals Assoc. Supts. Building Principals Assoc. Supts. Begi nni ng Date Dec. 18, 1989 Oan. 8, 1990 Oan. 22, 1990 Oan. 22, 1990 Oan. 2, 1990 Oan. 2, 1990 Oan. 16, 1990 Feb. 26, 1990 March 1, 1990 March 5, 1990 March 5, 1990 Completion Date Jan. 2, 1990 dan. 19, 1990 Feb. 2, 1990 Feb. 22, 1990 Feb. 26, 1990 Oan. 26, 1990 Feb. 2, 1990 March 2, 1990 March 9, 1990 March 30, 1990 March 30, 1990Critical Tasks 8. OPTIONS application period (magnets, incentive schools) 9. Publicize desegregation transfer process 10. Mail letters to Gibbs/Dunbar students 11. Select OPTIONS students 12. Assign ri sing grandfathered and students 13. Prepare OPTIONS assignment letters 14. Mail OPTIONS assignment letters 15. 16. 17. IMPLEMENTATION TIMELINE Principals/secretaries assign K/NEW students as capacity and desegregation requirements allow SAO assigns all K/NEW students unable to be accommodated at attendance zone schools - compile waiting 1i sts Prepare assignment letters 18. Mail assignment letters 19. Application period for four year old program 20. Application period for desegregation transfers Person(s) Responsi ble Assoc. Supt. - Deseg. Assoc. Supt. - Deseg. Student Office Student Officer Student Officer Student Assignment Assignment Assi gnment Assignment Office Data Processing Student Assignment Office Building Principals Student Assignment Officer Data Entry Supervisor Student Assignment Office Student Assignment Office Data Processing Student Office Student Office Student Office assignment Assignment Assignment Beginning Date March March March April Apri 1 Apri 1 Apri 1 Apri 1 Apri 1 Apri 1 April 5, 1990 7, 1990 19, 1990 2, 2, 9, 1990 1990 1990 13, 1990 9, 1990 16, 16, 27, 1990 1990 1990 May 1, 1990 May 7, 1990 Completion Date March 30, 1990 May 18, 1990 March Apr i 1 April April Apri 1 Apri 1 April Apri 1 April 23, 1990 6, 1990 6, 1990 13, 1990 13, 1990 13, 1990 20, 1990 27, 1990 27, 1990 May 18, 1990 May 18, 1990Critical Tasks 21. Assign four year old students and reassign desegregation transfer selections 22. Mail notification letters to four year old program and desegregation transfers IMPLEMENTATION TIMELINE Person(s) Responsible Student Assignment Officer Student Assignment Office Beginning Date May 21, 1990 June 1, 1990 Completion Date May 25, 1990 June 1, 1990 23. Summer registration for K/NEW students 24. Send confirmation letters to new students Student Assignment Student Assignment Office June 1, 1990 dune 7, 1990 August 1, 1990 dune 15, 199002 13 91 13:33 301 374 7609 L R School DIst --- ODM 001 1 Little Rock School District PRESS RELEASE PRESS CONFERENCE TODAY February 13, 1991 Contact: Skye Winslow, 370-1611 Dr, Ruth Steele, Superintendent, will hold a press At this tine conference Wednesday, February 13 at 4:30 p.ot, _ ___ she will announce the school registration dates for the 1991-92 school year. ### 810 West Markham Street Little Rock, Arkansas 72201  (501)574-336102 IS,91 13:33 301 374 7609 L R School DI st ODM 002 Little Rock School District PRESS RELEASE SPECIAL BOARD MEETING February 12, 1991 Contact: Skye Winslow, 370-1611 The Little Rock School District Board of Directors will conduct a special Board meeting on Wednesday, February 13, at 5:00 p-m. The purpose of the meeting is to conduct student hearings in a closed session. The Board will meet again in committee Thursday, February 21, at 5:00 p.m. They will also meet jointly in a dinner meeting at 6:30 p.m. on that same evening with the New Futures for Little Rock Youth Board of Directors at the Capital Hotel. The purpose of the joint meeting is to joint efforts of the two entities to address the needs of junior and senior high school students in the Little Rock School District. ### 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-5361II 02 13 9_ 15:34 Q'3i T609 L R School DIST ODM @003 i Ji- SI 4tc Ba^itj h'- 1 Little Rock School District a I s I I ? PRESS RELEASE BIRACIAL COMMITTEE OPENINGS ( I I I February 11, 1991 Contact I Skye Winslow, S7O-1611 The Little Rock School District is seeking nominations IICl I for two C2) vacancies on the Biracial Advisory Committee. The Biracial Advisory Committee is responsible for advising the District on issues related to desegregation. Committee is also responsible for (racially identifiable.) schools. monitoring the The incentive I Monitoring visits are made each quarter and each visit normally requires 3-4 hours to tour a building and meet with the building principal. addition to monitoring visits. the Biracial the first luesday or\" each month. In ijommittee meets The Biracial Advisory Committee consists of twenty-one (21) people from various geographic areas of the community. Of these members, normally, C5\u0026gt; are white males, five C53 five (53 are black males. ere white females and one Cl) are black females, f ive five (.'5\u0026gt; shall be Native American Asian, or Hispanic American. following categories: one one C 1 \u0026gt; (1) white female white male I The two vacancies are for the People interested in serving on this committee should contact the Student Assignment Office at 324-2272, 4^44 810 West Markliani Street  Little Rock, Arkansas 72201  (501)374-3561 0213 91 17\n31 0501 374 7609 L R School Dlst ODM @002 Little Rock School District February 13, 1991 Statement Dr. Ruth Steele Superintendent Little Rock School District We are pleased today to announce the dates for our pre- registration for kindergarten and new students in the District for the 1991-92 school year. Those dates are Tuesday, February 26, through Friday, March 8. The dates also pertain to application for optional assignments at magnet schools, incentive schools, high school kindergarten and majority-tominority transfers. -Assignment letters will be mailed April 8. And while these dates are critically important to parents to sign their children up for school next year, this announcement today, in my opinion, has a much more far- reaching significance. It is significant because it is the first step we are taking toward the stability this District now can offer patrons as we begin operation under the District's settlement agreement plan for desegregation. Earlier today. Judge Susan Wright signed a stipulation that the Little Rock School District and other parties in 0 810 West Markham Street  Little Kock, -Arkansas 72201  (501)374-536102 13 91 17:32 0501 374 7609 L R School Dlst ODM @003 the desegregation case had agreed upon. This stipulation was necessary in order for us to liaplement the settlement plan approved by the Sth Circuit Court of Appeals in December. This stipulation relates to decisions about which programs begun under the Tri-District plan will be continued or amended, for example. 1 know* that many parents are anxious to begin the registration process and I understand your concern. Our announcement of registration dates is keyed to this court order because we wanted to be absolutely sure that we were all in agreement and coordinated before we began telling you any dates. We are planning a series of open houses ah all the schools so that parents can visit them, learn about the programs and then select schools that will best fit the needs of their children. We have a rich world of diversity and options awaiting students- We encourage parents to make good consumer decisions about our schools. Shop around. Check Us out. Parents will receive a special pre-registration issue of FOCUS, our District newsletter, at the end of next week which details our registration process. The newsletter also tells about the different kinds of schools and educational programs from which they may choose. Each of the open houses we're scheduling 'will begin at 6:30 p.m. The dates for them are: *Elementary area  incentive schools, February 26. 002 13 91 17:33 0301 374 7609 L R School Dlst ODM @004 *Eleiiit itary magnet schools, February 27. *Junior high magnet schools, March 4. *Junior high area schools, March 5. * or high ir net schools, March 6- *Senior high area schools, March 7. There are other dates for the school assignment calendar. All are addressed in the FOCUS newsletter. Copies of it can also be requested from our Communications Department, 324-2020. Our student assignment office is available to answer guestions parents may have and to provide individualized help as needed. That telephone number is 324-2272. -30- 002 13 91 17:53 0301 374 7609 L R School Dlst ODM 0005 Little Rock School District Kindergarten and New Students PRE-REGISTRATION February 26 - March 8 Open House Dates: Elementary Area and Incentive Schools February 26 Elementary Magnet Schools February 27 Junior High Magnet Schools March 4 Junior High Area Schools March 5 Senior High Magnet Schools March 6 Senior High Area Schools March 702 13 91 17:34 0501 374 7609 L R School Dlst ODM 001 School choices Include: * Area schools * Incentive schools 3 Magnet schools and * Interdistrict. QUESTIONS? I Call: i Student Assignment Office I I I I 324-2272. 0f 02 13'91 15:23 0501 374 7609 L R School Dlst ODM @002-003 TO: FROM: THROUGH: SUBJECT\nLittle Rock School District 810 West Markham Street Little Rock, Arkansas February 13, 1991 72201 All Building Principals and Central Office Administrators James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development 1991-92 Registration Procedures On Tuesday, February 13, Judge Susan Wright signed a stipulation that allov7S us to go ahead with pre-registration for the 1991-92 school year. The stipulation was needed to allow us to be able to continue sone of the programs started under the Tri-District Desegregation Plan. As you know, the Tri-District Desegregation Plan was overturned by the Eighth Circuit Court of Appeals on December 12, 1990. following programs\n(NOTE: Programs that are not directly related to student assignments will be considered at a later The stipulation allows us to continue the date. Also, Central High International Studies Magnet will be considered at a later date.) --Dunbar International Studies/Gifted and Talented Magnet McClellan High School Community School Program --Rockefeller Early Childhood Education Magnet Washington Math-Science Magnet In regard to pre-registration for the 1991-92 school year, please note the following dates: 1. Registration for kindergarten and new students - February 26 - March 8. ' Assignment letters mailed to kindergarten and new students - April 8. 2. Application period for options (incentive schools, magnet schools, high school kindergarten, and M-M transfers) - February 26 March 8. Assignment letters mailed for options - April S. 3. Open House: (6:30 p.m.) -Elementary area schools and incentive schools - February 26 -Elementary magnet schools - February 2702 13 '91 15:23 0501 374 7609 L R School Dlst ODM @003-003 1991-92 Registration Procedures page two -Junior high magnet schools - March 4 -Junior high area schools - March 5 -Senior high magnet schools - March 6 -Senior high area schools - March 7 4. Assignment letters mailed to grandfathered and rising students April 8. 5. Pre-registration reopens in schools - April 9 June 7. 6. Application period for desegregation transfers - April 8 - April 19. 7. Assignment letters mailed to desegregation transfer students - April 30. 8. Application period for four-year-old program - April 29 May 10. 9. Assignment letters mailed to four-year-old students - May 21. 10. Summer registration for kindergarten and new students (at the Student Assignment Office) - June 10 - July 19. 11. School Registration - July 29 - August 2. Inservice meetings for principals will be held on Tuesday, . '* Building principals will meet in their cluster February 19. Central office administrators are free to attend any of these meetings. groups. Inservice meetings for school secretariesZregistrars will he held on Wednesday, February 20, Secretaries/registrars will meet in their respective cluster groups and use the same schedule followed by the building principals. Gremillion cluster 9:00 a.m. Robertson cluster (including incentive schools) - Secondary schools - 1:00 p.m. 10:30 a.m. A special issue of FOCUS will be mailed to all parents by the of next week. endoa,13 91 16:13 301 374 7609 L R School Dlst ODM @001/004 #0ir\nxUL Little Rock School District PRESS RELEASE IiRSD Pre-registration Totals 1/217 March 13, 1991 For more information, contact Dianne G. Woodruff 324-2020 The two-week pre-registration period for kindergarten and new students for the Little Rock School District concluded Friday yielded 1,217 new kindergarten through grade 12 students to the District for 1991-92 school year. In the kindergarten level alone, the total was 1,014, including 447 white students, 548 black students and 19 students classified as \"other.\" This compares to a total of 945 in April 1990, including 485 white students and 460 black students. The figures for the pre-registration period in 1989 were 813 students, of which 397 were white students and 416 were black students. Officials said that the designation of white\" totals for 1989 and 1990 would include students classified as \"other\" but the exact number of how many were \"other\" is not available because the specific designation for the \"other\" category was not maintained at that time. Officials said the \"other\" category would account for something less than one percent of the -more-nuknj 03 13 91 16:19 0301 374 7609 L R School Dlst ODM 002 nil4 (2) total figure, based on the overall enrollment of students in that category in the District. Also registering for assignments currently enrolled in private schools. were 203 students This included 121 students in grades one through six (96 white students and 25 black students)\n57 students in grades seven through nine (49 white students and eight black students)\nand 25 students in grades 10-12 students). (23 white students and two black Dr, Ruth Steele, District superintendent. said she was pleased with the pre-registration results. She noted that the pre-registration effort this year was conducted a month earlier than the two period was two weeks previous and that the pre-registration in length, compared to three-week preregistration periods in 1989 and I990. \"Our staff of teachers and administrators who were on hand for the open houses during the pre-registration week\nshould be commended,\" Steele said, commitment and professionalism when \"Their enthusiasm, they met with prospective students and parents were instrumental in many of the registration decisions, I'm sure.\" Steele pointed out that the increase in the kindergarten enrollment. results indicate a steady \"I'm sure this reflects parents' feelings about improving stability and predictability in our student assignment plan and the area zones provided through the settlement plan.\" The U.S. Eighth Circuit Court of Appeals approved December 12 the settlement (more)03 13.91 16:19 0*301 374 7609 L R School Dlst ODM @003'004 (3) plan for desegregated school North Little Rock and Pulaski operation by the Little Rock, County districts. While the cases over operation of the districts were in litigation. there were four different years, she noted. assignment plans in the last four Steele added that this was the first year that the District has had available statistics on enrollees coming from private schools during the pre-registration period. \"While we can't offer any comparison on these private school numbers to previous years stability and predictability for part in their decisions,\" , we do believe that the District have played Steele said. At present, there are 345 students attending l,RSD schools who have transferred to the District from private schools since August 199o. This includes 97 students at the students, lo black students senior high level (85 white and two others)\n16 students at the junior high level (14 white students and two black students)\nand 232 students at the elementary level (171 white students, 58 black students and three others). Steele said she was confident more new students will enroll when registration resumes on April 9, Students who registered for an assignment during the a pre-registration period of February 18 through March 8 will receive their 1991-92 school Desegregation transfers for j . assignment on April 8. secondary students will be considered for persons who apply from April 8-19, also. On those transfers, students may transfer to another area -more-03. 13 .'91 16:20 0501 374 7609 L R School Dlst --- ODM 004.004 school as long as the reassignment allows the the receiving school to sending and requirements and as long comply with desegregation as a seat is available. Desegregation transfers Persons who cannot be made to magnet schools. wish to apply for a make application with the at 501 Sherman Street. desegregation transfer Student Assignment Office -30- may locatedJ Little Rock School District January 16, 1992 TO: FROM: Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for'3\"S Desegregation Monitoring and Community Services THROUGH: Dr. Ruth Steele, Superintendent of Schools SUBJECT: 1992-93 Pre-registration Brochure I thought you might be interested in having a few copies of our pre-registration brochure. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 0424  92 09:14 301 374 7609 L R School Dlst @001-001 April 24, Little Rock School District NEWS RELEASE 1992 For more information: Dianne Woodruff, 324-2020 LITTLE ROCK SCHOOL DISTRICT TO BEGIN REGISTRATION OF FOURYEAROLDS The Little Rock School District will begin registration for the Early Childhood Education Program for four-year-old children April 27. The registration will continue through May a at the designated schools and at the Student Assignment Office at 501 Sherman. The Early Childhood Education program is a tuitionfree program made available to children who will be four years old on or before October 1, 1992. Selections are made by *-\u0026gt; ODM lottery whenever the number of applicants for the program exceeds the available seats. Enrollment preference is given to children who live within the schools attendan ce ne and have siblings enrolled in the same school. The sixteen schools that will provide the program include: Badgett, Bale, Cloverdale, franklin. Garland, Geyer Spr ings. Ish, Mitchell, Rightsell, Rockefeller, Romine, Stephens, Washington, Watson, Wilson and Woodruff. For further information contact the Student Assignment Office at 324-2272. ###( ,j8/03/92 14:29 301 324 2032 L R School Dlst 0D)I @002/003 KCKBBaS I Little Rock School District NEWS RA FAAF August 3, 1932 For more information: Dianne Woodruff, 324-2020 LgS_D_STUDENT ASSIGl^tt^ENT RE6ISTRATI0N SET Students entering the Little Rock School District for the first time may register at the Student Assignment Office at 501 Sherman through Friday, August 7. Documentation necessary to register includes the childs birth certificate, social security number. immunization records and proof of legal address. A utility bill, property tax *'^eipt or voter registration can be used to provide proof of address. The Student Assignment Office will not accept registration paperwork on August 10, II or 12 as they will be completing the assignment of all previously registered students during those dates. After August 7 the next opportunity to register new students is Thursday, August 13 or Friday, August 14 at the area schools. To determine the correct area school for your attendance zone, parents/guardians may contact the Student Assignment Office at 324-2272. CMQRE)^8/03/92 14:29 501 324 2032 L R School Dlst ODM @003-'003 LRSD Registration Page 2 In-5chocrl registration will occur August 13 and 14 from 11 a.m. until S p.m. returning LRSD junior and senior high students must register during this time. Elementary students that previously attended LRSD schools who need to process an address change should do so on these days. Also any current LRSD elementary students who did not receive registration materials by mail should register at the school on August 13 or 14. ###.793 17:18 501 324 2032 L R School Dlst ODM w 002/003 1 Little Rock School District NEWS RELEASE May 4, 1993 For more information: Jeanette Wagner, 324-2020 LRSD ANNOUNCES SUMMER SCHOOL LOCATIONS AJJD DATES The little Rock School District announced today the locations, dates and costs of its summer school program. Registration forms are currently available at LRSD schools through June 3. Summer school is offered for grades 1-12 and will be held Tune 23 through August 4. Locations, tunes and cost are as follows: Elementary school locations - 8 am, - 12:15 pjm - $115 Washington Magnet Elementary Geyer Springs Elementary Franklin Incentive Elementary Junior high location - 8 a-m, - 12:15 pjm - $115 Horace Mann Magnet Junior High High School location - 7:45 a-m. - 12 noon - $57.50 1/2 credit course $115 limit course $60 1/2 credit laboratory $120 1 unit laboratory $165 Driver Education Central High School Parkview High School (MORE)L k yckooi Bist ODM LRSD Summer School Page 2 Registration will be held at the summer school sites June 15-21. A late registration fee of SIO will be charged for students registering after June 21. No registration wiH be permitted after June 23. Students who did not reside in the Little Rock School District during the 1992-93 school year will pay an additional $10 fee per course. For more information call 324-2020. ft tl (tLillie Rock Public Schools MEMORANDUM To: Jeannette Wagner, Director of Communications From\nRuss Mayo, Associate Superintendent jLM, Date: November 17, 1993 Subject: Marketing for our annual registration period RECEIVED NOV.l 8 1993, LRSD ATTORNEY This memo is a follow-up to our staff meeting of November 16. It refines my request of you to develop a marketing plan with Julie and Sue for our annual spring registration period. I assume that our recruiters, Becky and Troy, would also help. I requested an overview for our staff meeting this next week. If we develop a specific plan this year, future years will require only revisions which improve the marketing process. Please use the following as your objective and develop activities (strategies) to accomphsh the objective using the same format you are using with the district-wide recruitment plan. Include an additional column fisting the cost of each activity. By December 17,1993, a registration marketing plan will be written explaining how the public will know of the details of our annual spring registration process and thus reduce confusion for the public about the process. The plan should include all methods and materials to be used and reflect sensitivity to different audiences. Within our materials, of course, we should include such things as times, dates, places, information needed to register, what programs are available, their criteria, who may apply, etc. Materials promoting a program which is available only to a certain audience should go only to that audience. As you plan, inform me of decisions that are required of the Superintendent's Cabinet before the plan can be executed. I will present them for consideration to the cabinet. I suggest you use our weekly staff meetings to discuss the plan as it is developed. Please schedule a meeting with me to review the rough draft of the plan no later than December 9. CC: Dr. Henry P. Wilbams, Superintendent Ms. Estelle Matthis, Deputy Superintendent Dr. Vic Anderson. Interim Assistant Superintendent Mr. Larry Robertson. .Assistant Superintendent Ms. Margaret GrimiUon, Assistant Superintendent Mr. Jerry Malone, .Attorney(\u0026gt;f= : /C^iD Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 Date\nMay 10, 1994 To: Russ Mayo From: n Brown Subject: Registration Information Now that e LRSD has completed its main thrust of pre-registration for the 1994-95 school year, please immediately forward to me the total number of children (whether new students, M-to-Ms, desegregation transfers, or magnet assignments) currently registered by school, race, and grade level (including kindergarten and the four-year-old program). Because I had not received a 1994-95 registration brochure, we called your office today to ask for one. Sue Pedersen said that the brochures are still being printed but did not know a delivery date. Please let me know when you expect to receive the brochures and also send me a few copies as soon as you get them. Thanks. LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 May 12, 1994 RECEIVED MAY 1 3 1994 OtficQ of Desegregation Mcniwnng TO: Ann Brown, Federal Monitor FROM: JiXvC. Russell Mayo, Associate Superintendent for r Desegregation SUBJECT: Registration Information Per your request of May 10, please find enclosed a report of the number of students assigned to LRSD schools, by school, race, and grade level. Please be advised that four-year-old numbers are not included because we have not completed the assignment process for all four-year-olds. Rockefeller will reflect some four-year-old assignments because current three-year-olds have been grandfathered for 1994-95 and King's numbers will reflect some PCSSD assignments to the four-year-old program. Also, we expect to receive the 1994-95 registration brochures by June 1. delivered. We will forward copies to you as soon as they are01 LRSD SCHOOL: 001 CENTRAL HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 1 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 2 9 201 158 137 4 1 199 184 181 6 10 400 342 318 0 1 91 80 97 0 1 115 77 114 0 2 206 157 211 0 0 7 5 9 0 0 9 10 7 0 0 16 15 16 6 12 622 514 545 100.0% * 83.3% 64.3% 66.5% 58.3% .0% 16.7% 33.1% 30.5% 38.7% .0% .0% 2.6% 2.9% 2.9% 59.5% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.5% 67.5% 50 0 667 667 666 Total 507 569 1076 269 307 576 21 26 47 1699 63.3% 33.9% 2.8% 2,05001 LRSD SCHOOL: 002 HALL HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 2 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 1 10 107 123 90 1 6 121 110 102 2 16 228 233 192 5 3 35 53 54 2 2 59 63 42 7 5 94 116 96 0 0 5 5 6 0 0 2 3 2 0 0 7 8 8 9 21 329 357 296 22.2% * 76.2% 69.3% * 65.3% 64.9% 77.8% 23.8% 28.6% 32.5% 32.4% .0% .0% 2.1% 2.2% 2.7% 40.0% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.0% 67.5% 20 0 400 400 400 Total 331 340 671 150 168 318 16 7 23 1012 66.3% 31.4% 2.3% 1,22001 LRSD SCHOOL: 003 MANN MATH/SCIENCE MAGNET NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 3 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 0 65 72 61 0 87 91 92 0 152 163 153 0 66 58 53 0 75 64 57 0 141 122 110 0 3 4 5 0 5 3 1 0 8 7 6 0 301 * 292 269 .0% 50.5% 55.8% * 56.9% * .0% 46.8% 41.8% 40.9% .0% 2.7% 2.4% 2.2% .0% 50.0% 50.0% 50.0% .0% 55.0% 55.0% 55.0% 0 300 300 300 Total 198 270 468 177 196 373 12 9 21 862 54.3% 43.3% 2.4% 90001 LRSD SCHOOL: 005 PARKVIEW ARTS/SCIENCE MAGNET NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 4 Class Black Male Black Total White White Total Other Female Black Hale Female White Hale Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 3 0 60 61 68 4 0 74 78 87 7 0 134 139 155 0 0 48 44 48 0 0 61 60 48 0 0 109 104 96 0 0 4 0 2 0 0 7 6 3 0 0 11 6 5 7 0 254 249 256 100.0% * .0% 52.8% 55.8% * 60.5% * .0% .0% 42.9% 41.8% 37.5% .0% .0% 4.3% 2.4% 2.0% 40.0% .0% 50.0% 50.0% 50.0% 75.0% .0% 55.0% 55.0% 55.0% 20 0 331 331 331 Total 192 243 435 140 169 309 6 16 22 766 56.8% 40.3% 2.9% 1,01301 LRSD SCHOOL: 006 BOOKER ARTS MAGNET SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 5 Class Black Hale Black Total White White Total Other Other Total Total Female Black Hale Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 17 0 21 23 28 21 24 21 19 0 20 19 16 27 25 27 36 0 41 42 44 48 49 48 11 0 14 15 13 16 21 19 10 0 22 22 24 23 22 24 21 0 36 37 37 39 43 43 1 0 2 1 0 2 1 0 2 0 1 1 4 1 0 2 3 0 3 2 4 3 1 2 60 0 80 81 85 90 93 93 60.0% * .0% 51.3% 51.9% 51.8% 53.3% 52.7% 51.6% 35.0% ,0% 45.0% 45.7% 43.5% 43.3% 46.2% 46.2% 5.0% .0% 3.8% 2.5% 4.7% 3.3% 1.1% 2.2% 50.0% .0% 50.0% 50.0% 50.0% 50.0% 50.0% 50.0% 55.0% .0% 55.0% 55.0% 55.0% 55.0% 55.0% 55.0% 80 0 92 92 92 100 100 100 Total 155 153 308 109 147 256 7 11 18 582 52.9% 44.0% 3.1% 65601 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 6 SCHOOL: 007 DUNBAR INT'L STUDIES MAGNET JH Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 3 91 102 51 0 81 75 57 3 172 177 108 0 42 40 32 0 51 42 44 0 93 82 76 0 1 5 1 0 4 0 0 0 5 5 1 3 270 * 264 * 185 100.0% 63.7% 67.0% 58.4% .0% 34.4% 31.1% 41.1% .0% 1.9% 1.9% .5% .0% 47.2% 47.2% 47.2% .0% 71.0% 71.0% 71.0% 0 260 256 256 Total 247 213 460 114 137 251 7 4 11 722 63.7% 34.8% 1.5% 77201 LRSD SCHOOL: 008 FAIR HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 7 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 1 8 126 101 85 0 8 117 107 82 1 16 243 208 167 0 3 32 57 43 0 3 35 50 56 0 6 67 107 99 0 0 1 0 1 0 0 2 0 2 0 0 3 0 3 1 22 313 * 315 * 269 100.0% * 72.7% 77.6% * 66.0% 62.1% .0% 27.3% 21.4% 34.0% 36.8% .0% .0% 1.0% .0% 1.1% 40.0% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.5% 67.5% 20 0 306 305 305 Total 321 314 635 135 144 279 2 4 6 920 69.0% 30.3% .7% 93601 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 8 SCHOOL: 009 FOREST HEIGHTS JR HIGH SCHOOL Class Black Hale Black Total White Female Black Male white Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 7 78 102 86 3 81 92 109 10 159 194 195 1 36 32 24 4 22 26 34 5 58 58 58 0 3 4 2 0 0 5 2 0 3 9 4 15 220 261 * 257 66.7% 72.3% 74.3% 75.9% 33.3% 26.4% 22.2% 22.6% .0% 1.4% 3.4% 1.6% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 260 260 260 Total 273 285 558 93 86 179 9 7 16 753 74.1% 23.8% 2.1% 78001 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 010 PULASKI HEIGHTS JUNIOR HIGH 1994/05/11 PAGE 9 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 6 95 67 75 4 82 77 56 10 177 144 131 2 46 71 73 0 53 61 59 2 99 132 132 0 2 2 1 0 1 1 1 0 3 3 2 12 279 * 279 * 265 * 83.3% 63.4% 51.6% * 49.4% * 16.7% 35.5% 47.3% 49.8% .0% 1.1% 1.1% .8% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 234 233 233 Total 243 219 462 192 173 365 5 3 8 835 55.3% 43.7% 1.0% 70001 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 10 SCHOOL: Oil SOUTHWEST JUNIOR HIGH SCHOOL Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 18 63 85 81 2 81 88 89 20 144 173 170 1 19 16 24 1 25 15 28 2 44 31 52 0 3 6 1 0 3 0 3 0 6 6 4 22 194 210 226 90.9% 74.2% 82.4% * 75.2% 9.1% 22.7% 14.8% 23.0% .0% 3.1% 2.9% 1.8% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 252 251 251 Total 247 260 507 60 69 129 10 6 16 652 77.8% 19.8% 2.5% 75401 LRSD SCHOOL: 012 MC CLELLAN HIGH SCHOOL NEXT YEAR SCHCX)L COUNTS BY SCHOOL 1994/05/11 PAGE 11 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 3 19 125 127 80 1 3 131 123 106 4 22 256 250 186 0 3 40 26 29 0 2 46 39 32 0 5 86 65 61 0 0 3 0 1 0 0 1 2 2 0 0 4 2 3 4 27 346 317 250 100.0% * 81.5% 74.0% * 78.9% * 74.4% * .0% 18.5% 24.9% 20.5% 24.4% .0% .0% 1.2% .6% 1.2% 40.0% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.5% 67.5% 20 0 394 393 393 Total 354 364 718 98 119 217 4 5 9 944 76.1% 23.0% 1.0% 1,20001 LRSD SCHOOL: 013 HENDERSON JUNIOR HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 12 Class Black Male Black Total White White Total Other Other Female Black Male Female White Hale Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 16 101 126 114 5 96 115 90 21 197 241 204 1 59 49 39 0 40 41 33 1 99 90 72 0 4 7 4 0 6 4 4 0 10 11 8 22 306 342 * 284 95.5% 64.4% 70.5% 71.8% 4.5% 32.4% 26.3% 25.4% .0% 3.3% 3.2% 2.8% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 320 320 320 Total 357 306 663 148 114 262 15 14 29 954 69.5% 27.5% 3.0% 96001 LRSD SCHOOL: 015 CLOVERDALE JUNIOR HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 13 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 2 87 94 88 3 87 87 94 5 174 181 182 2 31 18 27 1 13 15 19 3 44 33 46 0 2 0 2 0 0 0 1 0 2 0 3 8 220 214 231 62.5% 79.1% * 84.6% * 78.8% * 37.5% 20.0% 15.4% 19.9% .0% .9% .0% 1.3% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 250 250 250 Total 271 271 542 78 48 126 4 1 5 673 80.5% 18.7% .7% 75001 LRSD SCHOOL: 016 MABELVALE JUNIOR HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 14 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 6 58 84 84 6 72 63 68 12 130 147 152 3 22 23 25 2 17 28 46 5 39 51 71 0 2 0 4 0 0 0 0 0 2 0 4 17 171 198 227 * 70.6% 76.0% 74.2% 67.0% 29.4% 22.8% 25.8% 31.3% .0% 1.2% .0% 1.8% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 200 200 200 Total 232 209 441 73 93 166 6 0 6 613 71.9% 27.1% 1.0% 60001 LRSD SCHOOL: 017 BALE ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 15 Class Black Male Black Total White White Total Other Female Black Hale Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 4 21 12 15 13 13 5 9 0 1 15 21 6 10 15 17 18 0 5 36 33 21 23 28 22 5 0 2 8 4 5 7 1 2 7 0 3 2 5 1 2 2 3 12 0 5 10 9 6 9 3 5 0 0 0 2 0 1 1 0 1 0 0 0 1 2 0 0 0 2 0 0 0 3 2 1 1 0 3 30 0 10 49 * 44 28 33 31 30 60.0% .0% 50.0% 73.5% 75.0% * 75.0% * 69.7% 90.3% * 73.3% 40.0% .0% 50.0% 20.4% 20.5% 21.4% 27.3% 9.7% 16.7% .0% .0% .0% 6.1% 4.5% 3.6% 3.0% .0% 10.0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 46 46 46 50 50 50 Total 92 94 186 34 25 59 5 5 10 255 72.9% 23.1% 3.9% 34601 LRSD SCHOOL: 018 BRADY ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 16 Class Black Male Black Total White Female Black Male White Total Other Other Total Total Female White Hale Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 1 19 19 14 26 15 20 11 0 0 11 15 13 15 23 11 20 0 1 30 34 27 41 38 31 12 0 1 14 17 17 6 7 6 13 0 1 15 14 8 11 6 1 25 0 2 29 31 25 17 13 7 4 0 0 1 1 0 0 0 2 1 0 1 3 2 1 0 0 0 5 0 1 4 3 1 0 0 2 50 0 4 63 68 53 58 * 51 * 40 40.0% .0% 25.0% 47.6% 50.0% 50.9% 70.7% 74.5% * 77.5% * 50.0% .0% 50.0% 46.0% 45.6% 47.2% 29.3% 25.5% 17.5% 10.0% .0% 25.0% 6.3% 4.4% 1.9% .0% .0% 5.0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 18 0 69 69 69 50 50 50 Total 123 99 222 80 69 149 8 8 16 387 57.4% 38.5% 4.1% 43501 LRSD SCHOOL: 019 BADGETT ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 17 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Hale Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 4 0 4 6 9 13 8 8 9 2 0 1 7 3 6 6 6 7 6 0 5 13 12 19 14 14 16 1 0 0 2 2 3 4 0 6 5 0 0 6 5 2 6 3 0 6 0 0 8 7 5 10 3 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 12 0 5 21 19 24 * 24 17 22 50.0% .0% 100.0% 61.9% 63.2% 79.2%  58.3% 82.4% * 72.7% 50.0% .0% .0% 38.1% 36.8% 20.8% 41.7% 17.6% 27.3% .0% .0% .0% .0% .0% .0% .0% .0% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 23 23 23 25 25 25 Total 61 38 99 18 27 45 0 0 0 144 68.8% 31.3% .0% 20201 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 020 MCDERMOTT ELEMENTARY SCHOOL 1994/05/11 PAGE 18 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 12 0 17 24 22 16 18 16 8 0 11 15 19 21 15 24 20 0 28 39 41 37 33 40 14 0 16 15 14 19 16 13 19 0 19 15 17 16 22 23 33 0 35 30 31 35 38 36 0 0 1 2 1 1 0 1 3 0 3 1 1 2 5 0 3 0 4 3 2 3 5 1 56 0 67 72 * 74 * 75 76 * 77 * 35.7% * .0% 41.8% 54.2% 55.4% 49.3% 43.4% 51.9% 58.9% .0% 52.2% 41.7% 41.9% 46.7% 50.0% 46.8% 5.4% .0% 6.0% 4.2% 2.7% 4.0% 6.6% 1.3% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 51.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 75 75 Total 125 113 238 107 131 238 6 15 21 497 47.9% 47.9% 4.2% 49201 LRSD SCHOOL: 021 CARVER MATH/SCIENCE MAGNET NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 19 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 17 0 22 24 24 34 25 25 14 0 14 18 25 21 25 31 31 0 36 42 49 55 50 56 8 0 19 29 20 27 26 24 13 0 10 15 20 14 21 17 21 0 29 44 40 41 47 41 2 0 2 0 0 1 0 2 0 0 1 0 0 1 0 0 2 0 3 0 0 2 0 2 54 0 68 86 89 98 97 99 57.4% * .0% 52.9% 48.8% * 55.1% * 56.1% * 51.5% 56.6% * 38.9% .0% 42.6% 51.2% 44.9% 41.8% 48.5% 41.4% 3.7% .0% 4.4% .0% .0% 2.0% .0% 2.0% 50.0% .0% 50.0% 50.0% 50.0% 50.0% 50.0% 50.0% 55.0% .0% 55.0% 55.0% 55.0% 55.0% 55.0% 55.0% 60 0 69 92 92 100 100 100 Total 171 148 319 153 110 263 7 2 9 591 54.0% 44.5% 1.5% 61301 LRSD SCHOOL\n022 BASELINE ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 20 Class Black Male Black Total White White Total Other Other Female Black Male Female White Hale Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 12 0 3 16 25 16 13 13 16 12 0 3 16 9 17 15 13 15 24 0 6 32 34 33 28 26 31 4 0 0 2 8 3 5 7 6 4 0 0 6 5 3 5 3 2 8 0 0 8 13 6 10 10 8 1 0 0 0 0 0 0 0 0 1 0 0 0 0 1 1 0 0 2 0 0 0 0 1 1 0 0 34 0 6 40 47 * 40 39 36 39 70.6% .0% 100.0% 80.0% * 72.3% 82.5% * 71.8% 72.2% 79.5% * 23.5% .0% .0% 20.0% 27.7% 15.0% 25.6% 27.8% 20.5% 5.9% .0% .0% .0% .0% 2.5% 2.6% .0% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 36 0 44 44 44 44 44 44 Total 114 100 214 35 28 63 1 3 4 281 76.2% 22.4% 1.4% 34001 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 023 FAIR PARK ELEHENTARY SCHOOL 1994/05/11 PAGE 21 Class Black Hale Black Total White White Total Other Other Total Total Female Black Hale Female White Hale Female Other Count Black Percent White Other Percent Percent Hin % Black Hax % Black Hax Capacity K P4 SP 01 02 03 04 05 06 8 0 0 11 9 10 15 16 11 10 0 0 16 12 21 11 8 14 18 0 0 27 21 31 26 24 25 5 0 0 5 3 9 3 4 4 5 0 0 10 6 4 1 3 2 10 0 0 15 9 13 4 7 6 0 0 0 0 1 1 1 1 0 0 0 0 0 2 0 1 0 0 0 0 0 0 3 1 2 1 0 28 0 0 42 33 45 32 32 31 64.3% .0% .0% 64.3% 63.6% 68.9% 81.3% * 75.0% * 80.6% * 35.7% .0% .0% 35.7% 27.3% 28.9% 12.5% 21.9% 19.4% .0% .0% .0% .0% 9.1% 2.2% 6.3% 3.1% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 46 46 46 50 50 50 Total 80 92 172 33 31 64 4 3 7 243 70.8% 26.3% 2.9% 34601 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 22 SCHOOLS 024 FOREST PARK ELEMENTARY SCHOOL Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 9 0 13 17 22 13 5 9 4 0 15 23 17 19 5 7 13 0 28 40 39 32 10 16 23 0 18 11 17 21 16 16 24 0 20 23 19 23 23 16 47 0 38 34 36 44 39 32 0 0 0 0 0 1 1 1 0 0 0 1 0 1 0 0 0 0 0 1 0 2 1 1 60 0 66 75 * 75 * 78 * 50 49 21.7% * .0% 42.4% 53.3% 52.0% 41.0% 20.0% * 32.7% * 78.3% .0% 57.6% 45.3% 48.0% 56.4% 78.0% 65.3% .0% .0% .0% 1.3% .0% 2.6% 2.0% 2.0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 50 50 Total 88 90 178 122 148 270 3 2 5 453 39.3% 59.6% 1.1% 44201 LRSD SCHOOL: 025 FRANKLIN ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 23 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 18 0 2 28 14 17 19 22 20 23 0 2 17 19 23 17 15 18 41 0 4 45 33 40 36 37 38 4 0 0 2 2 1 1 1 1 4 0 0 2 1 1 4 1 0 8 0 0 4 3 2 5 2 1 2 0 0 0 0 1 2 1 0 0 0 0 0 1 0 0 0 0 2 0 0 0 1 1 2 1 0 51 0 4 49 37 43 43 40 39 80.4% * .0% 100.0% 91.8% * 89.2% * 93.0% * 83.7% * 92.5% * 97.4% * 15.7% .0% .0% 8.2% 8.1% 4.7% 11.6% 5.0% 2.6% 3.9% .0% .0% .0% 2.7% 2.3% 4.7% 2.5% .0% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60 54 0 60 40 60 60 60 40 Total 140 134 274 12 13 25 6 1 7 306 89.5% 8.2% 2.3% 43401 LRSD SCHOOL: 026 GARLAND INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 24 Class Black Hale Black Total White White Female Black Hale Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 13 0 2 13 11 13 12 15 12 8 0 2 8 14 12 11 7 14 21 0 4 21 25 25 23 22 26 0 0 0 0 0 0 0 1 0 0 0 1 0 2 0 0 0 0 0 0 1 0 2 0 0 1 0 5 0 0 1 4 0 1 1 1 2 0 0 0 2 3 1 1 0 7 0 0 1 6 3 2 2 1 28 0 5 22 33 28 25 25 27 75.0% * .0% 80.0% 95.5% * 75.8% * 89.3% * 92.0% * 88.0% * 96.3% * .0% .0% 20.0% .0% 6.1% .0% .0% 4.0% .0% 25.0% .0% .0% 4.5% 18.2% 10.7% 8.0% 8.0% 3.7% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 40 18 0 40 40 40 40 40 40 Total 91 76 167 1 3 4 13 9 22 193 86.5% 2.1% 11.4% 29801 LRSD SCHOOL: 027 GIBBS MAGNET SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 25 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 14 0 14 11 13 11 13 11 5 0 8 14 9 15 13 14 19 0 22 25 22 26 26 25 11 0 12 7 11 16 10 7 5 0 7 10 5 6 8 10 16 0 19 17 16 22 18 17 1 0 0 1 0 0 0 0 1 0 2 1 2 0 1 0 2 0 2 2 2 0 1 0 37 0 43 44 40 48 45 42 51.4% .0% 51.2% 56.8% * 55.0% 54.2% 57.8% * 59.5% * 43.2% .0% 44.2% 38.6% 40.0% 45.8% 40.0% 40.5% 5.4% .0% 4.7% 4.5% 5.0% .0% 2.2% .0% 50.0% .0% 50.0% 50.0% 50.0% 50.0% 50.0% 50.0% 55.0% .0% 55.0% 55.0% 55.0% 55.0% 55.0% 55.0% 40 0 46 46 46 50 50 50 Total 87 78 165 74 51 125 2 7 9 299 55.2% 41.8% 3.0% 32801 LRSD SCHOOL: 028 CHICOT ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 26 Class Black Hale Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 11 0 4 22 38 28 32 23 22 13 0 5 21 25 25 18 24 23 24 0 9 43 63 53 50 47 45 12 0 7 4 13 8 10 6 9 6 0 3 12 13 14 8 9 10 18 0 10 16 26 22 18 15 19 0 0 0 0 1 0 0 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 2 1 42 0 19 59 90 75 68 64 65 57.1% .0% 47.4% 72.9% 70.0% 70.7% 73.5% 73.4% 69.2% 42.9% .0% 52.6% 27.1% 28.9% 29.3% 26.5% 23.4% 29.2% .0% .0% .0% .0% 1.1% .0% .0% 3.1% 1.5% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 18 0 75 92 92 75 75 75 Total 180 154 334 69 75 144 3 1 4 482 69.3% 29.9% .8% 56201 LRSD SCHOOL: 029 WESTERN HILLS ELEMENTARY NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 27 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 3 0 19 18 10 17 15 16 7 0 11 16 13 14 18 18 10 0 30 34 23 31 33 34 3 0 8 8 12 9 6 11 4 0 8 8 9 9 6 7 7 0 16 16 21 18 12 18 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 1 0 18 0 46 50 * 44 49 46 52 * 55.6% .0% 65.2% 68.0% 52.3% 63.3% 71.7% 65.4% 38.9% .0% 34.8% 32.0% 47.7% 36.7% 26.1% 34.6% 5.6% .0% .0% .0% .0% .0% 2.2% .0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 0 46 46 46 50 50 50 Total 98 97 195 57 51 108 1 1 2 305 63.9% 35.4% .7% 32801 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 030 JEFFERSON ELEMENTARY SCHOOL 1994/05/11 PAGE 28 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 8 2 17 14 16 10 16 15 10 2 12 11 18 18 24 14 18 4 29 25 34 28 40 29 20 2 19 26 22 28 19 24 17 1 18 22 17 17 17 16 37 3 37 48 39 45 36 40 0 0 1 0 0 1 2 0 1 0 0 0 0 0 0 0 1 0 1 0 0 1 2 0 56 7 67 73 * 73 * 74 78 * 69 32.1% * 57.1% 43.3% 34.2% * 46.6% 37.8% * 51.3% 42.0% 66.1% 42.9% 55.2% 65.8% 53.4% 60.8% 46.2% 58.0% 1.8% .0% 1.5% .0% .0% 1.4% 2.6% .0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 69 75 Total 98 109 207 160 125 285 4 1 5 497 41.6% 57.3% 1.0% 48601 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 29 SCHOOL: 031 CLOVERDALE ELEMENTARY SCHOOL Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 16 0 0 27 23 20 12 16 26 17 0 0 18 17 19 18 17 19 33 0 0 45 40 39 30 33 45 5 0 0 12 5 6 8 2 2 6 0 0 7 4 5 3 2 5 11 0 0 19 9 11 11 4 7 0 0 0 1 0 0 1 1 0 1 0 0 0 0 1 1 0 1 1 0 0 1 0 1 2 1 1 45 0 0 65 49 51 * 43 38 53 * 73.3% .0% .0% 69.2% 81.6% * 76.5% * 69.8% 86.8% * 84.9% * 24.4% .0% .0% 29.2% 18.4% 21.6% 25.6% 10.5% 13.2% 2.2% .0% .0% 1.5% .0% 2.0% 4.7% 2.6% 1.9% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 54 0 69 69 46 50 50 50 Total 140 125 265 40 32 72 3 4 7 344 77.0% 20.9% 2.0% 44801 LRSD SCHOOL: 032 DODD ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 30 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 10 2 18 9 11 17 11 13 3 3 10 13 7 14 13 12 13 5 28 22 18 31 24 25 0 2 4 11 5 4 14 7 2 0 10 9 10 3 6 6 2 2 14 20 15 7 20 13 0 1 0 2 0 0 0 0 0 0 0 2 0 1 1 1 0 1 0 4 0 1 1 1 15 8 42 46 33 39 45 39 86.7% * 62.5% 66.7% 47.8% 54.5% 79.5% * 53.3% 64.1% 13.3% 25.0% 33.3% 43.5% 45.5% 17.9% 44.4% 33.3% .0% 12.5% .0% 8.7% .0% 2.6% 2.2% 2.6% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73,8% 73.8% 73.8% 73.8% 73.8% 40 0 46 46 46 50 50 50 Total 91 75 166 47 46 93 3 5 8 267 62.2% 34.8% 3.0% 32801 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 31 SCHOOLS 033 MEADOWCLIFP ELEMENTARY SCHOOL Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 8 0 25 25 18 21 20 19 4 0 19 26 31 19 11 15 12 0 44 51 49 40 31 34 3 0 2 17 12 12 14 8 5 0 13 3 8 13 7 2 8 0 15 20 20 25 21 10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 20 0 59 71 * 69 65 52 * 44 60.0% .0% 74.6% * 71,8% 71.0% 61.5% 59.6% 77.3% * 40.0% .0% 25.4% 28.2% 29.0% 38.5% 40.4% 22.7% .0% .0% .0% .0% .0% .0% .0% .0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 50 50 Total 136 125 261 68 51 119 0 0 0 380 68.7% 31.3% .0% 44201 LRSD SCHOOL: 034 MITCHELL INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 32 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 11 0 6 11 15 11 12 16 16 8 0 1 18 11 8 20 12 14 19 0 7 29 26 19 32 28 30 1 0 1 0 0 1 0 0 1 2 0 0 0 0 1 3 0 0 3 0 1 0 0 2 3 0 1 0 0 0 0 1 0 0 0 1 0 0 0 0 1 1 0 0 0 0 0 0 0 2 1 0 0 1 22 0 8 29 28 22 35 28 32 86.4% * .0% 87.5% 100.0% * 92.9% * 86.4% * 91.4% * 100.0% * 93.8% * 13.6% .0% 12.5% .0% .0% 9.1% 8.6% .0% 3.1% .0% .0% .0% .0% 7.1% 4.5% .0% .0% 3.1% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 40 18 0 40 40 40 40 40 40 Total 98 92 190 4 6 10 2 2 4 204 93.1% 4.9% 2.0% 29801 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 035 MARTIN LUTHER KING JR. ELEMENTARY 1994/05/11 PAGE 33 Class Black Male Black Total White Female Black Male White Total Other other Total Total Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 17 0 0 28 27 15 27 28 21 25 0 0 19 23 16 22 14 15 42 0 0 47 50 31 49 42 36 11 5 0 14 12 6 11 21 12 17 4 0 11 14 14 12 7 13 28 9 0 25 26 20 23 28 25 2 0 0 0 1 0 1 1 0 0 1 0 0 0 1 0 0 0 2 1 0 0 1 1 1 1 0 72 10 0 72 77 * 52 73 71 61 58.3% .0% .0% 65.3% * 64.9% * 59.6% 67.1% * 59.2% 59.0% 38.9% 90.0% .0% 34.7% 33.8% 38.5% 31.5% 39.4% 41.0% 2.8% 10.0% .0% .0% 1.3% 1.9% 1.4% 1.4% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 60.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 80 72 0 92 69 69 75 75 75 Total 163 134 297 92 92 184 5 2 7 488 60.9% 37.7% 1.4% 60701 LRSD SCHOOL: 036 ROCKEFELLER INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 34 Class Black Hale Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K Pl P2 P3 P4 SP 01 02 03 04 05 06 23 0 1 5 3 0 16 17 12 16 13 12 11 0 3 0 4 0 22 13 14 20 11 17 34 0 4 5 7 0 38 30 26 36 24 29 15 0 4 3 5 0 5 11 10 5 5 2 9 0 1 1 2 0 4 8 6 8 3 3 24 0 5 4 7 0 9 19 16 13 8 5 1 0 0 0 0 0 2 0 1 0 1 0 0 0 0 0 2 0 0 1 0 0 1 0 1 0 0 0 2 0 2 1 1 0 2 0 59 0 9 9 16 0 49 50 43 49 34 34 57.6% * .0% * 44.4% * 55.6% * 43.8% .0% 77.6% * 60.0% 60.5% * 73.5% * 70.6% * 85.3% * 40.7% .0% 55.6% 44.4% 43.8% .0% 18.4% 38.0% 37.2% 26.5% 23.5% 14.7% 1.7% .0% .0% .0% 12.5% .0% 4.1% 2.0% 2.3% .0% 5.9% .0% 50.0% 50.0% 50.0% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% 50.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60 10 17 18 54 0 60 60 60 60 40 40 Total 118 115 233 65 45 110 5 4 9 352 66.2% 31.3% 2.6% 47901 LRSD SCHOOL: 037 GEYER SPRINGS ELEMENTARY NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 35 Class Black Male Black Total White White Total Other Other Total Total Female Black Hale Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 4 19 13 21 6 16 8 10 0 2 13 20 10 18 23 9 19 0 6 32 33 31 24 39 17 1 0 2 6 6 2 5 3 1 5 0 0 6 7 6 10 5 2 6 0 2 12 13 8 15 8 3 2 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 3 0 0 1 0 0 0 0 0 28 0 8 45 46 39 39 47 20 67.9% .0% 75.0% 71.1% 71.7% 79.5% * 61.5% 83.0% * 85.0% * 21.4% .0% 25.0% 26.7% 28.3% 20.5% 38.5% 17.0% 15.0% 10.7% .0% .0% 2.2% .0% .0% .0% .0% .0% 40.0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 46 46 46 50 50 25 Total 96 105 201 26 41 67 3 1 4 272 73.9% 24.6% 1.5% 32101 LRSD SCHOOL: 038 PULASKI HEIGHTS ELEMENTARY NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 36 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 10 0 13 15 12 12 12 17 8 0 15 16 12 11 15 9 18 0 28 31 24 23 27 26 21 0 16 21 9 19 10 10 13 0 21 16 17 11 16 16 34 0 37 37 26 30 26 26 0 0 4 0 0 0 0 1 2 0 0 2 0 3 2 0 2 0 4 2 0 3 2 1 54 0 69 70 * 50 * 56 55 * 53 * 33.3% * .0% 40.6% * 44.3% 48.0% 41.1% 49.1% 49.1% 63.0% .0% 53.6% 52.9% 52.0% 53.6% 47.3% 49.1% 3.7% .0% 5.8% 2.9% .0% 5.4% 3.6% 1.9% 40.0% .0% 51.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 46 75 50 50 Total 91 86 177 106 110 216 5 9 14 407 43.5% 53.1% 3.4% 41901 LRSD SCHOOL: 039 RIGHTSELL INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 37 Class Black Male Black Total White Female Black Male White Total other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 10 0 0 7 12 13 13 8 18 13 0 0 13 12 13 14 14 11 23 0 0 20 24 26 27 22 29 3 0 0 0 1 2 1 0 0 0 0 0 0 1 1 0 0 0 3 0 0 0 2 3 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 26 0 0 20 26 29 28 22 * 30 88.5% * .0% .0% 100.0% * 92.3% * 89.7% * 96.4% * 100.0% * 96.7% * 11.5% .0% .0% .0% 7.7% 10.3% 3.6% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% 3.3% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 30.0% 60.0% 60.0% 60.0% 60.0% 40 18 0 40 40 40 40 20 40 Total 81 90 171 7 2 9 0 1 1 181 94.5% 5.0% .6% 27801 LRSD SCHOOL: 040 ROMINE ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 38 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 15 0 9 24 19 16 13 16 9 19 0 0 20 13 10 13 13 25 34 0 9 44 32 26 26 29 34 7 0 0 9 8 8 3 1 3 9 0 0 5 10 3 2 1 5 16 0 0 14 18 11 5 2 8 1 0 0 4 0 0 0 2 0 2 0 0 1 0 0 1 0 2 3 0 0 5 0 0 1 2 2 53 0 9 63 50 37 32 33 44 64.2% * .0% 100.0% 69.8% 64.0% 70.3% 81.3% * 87.9% * 77.3% * 30.2% .0% .0% 22.2% 36.0% 29.7% 15.6% 6.1% 18.2% 5.7% .0% .0% 7.9% .0% .0% 3.1% 6.1% 4.5% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 60.0% 50.0% .0% 75.0% 75.0% 75.0% 75.0% 75.0% 75.0% 60 36 0 69 69 46 50 50 50 Total 121 113 234 39 35 74 7 6 13 321 72.9% 23.1% 4.0% 43001 LRSD SCHOOL: 041 STEPHENS INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 39 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 7 0 0 8 8 7 6 9 9 3 0 0 12 9 15 10 14 5 10 0 0 20 17 22 16 23 14 0 0 0 0 1 1 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 1 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 11 0 1 20 18 23 16 23 14 90.9% * .0% .0% 100.0% * 94.4% * 95.7% * 100.0% * 100.0% * 100.0% * 9.1% .0% .0% .0% 5.6% 4.3% .0% .0% .0% .0% .0% 100.0% .0% .0% .0% .0% .0% .0% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 40 18 0 40 20 40 20 40 20 Total 54 68 122 2 1 3 1 0 1 126 96.8% 2.4% .8% 23801 LRSD SCHOOL: 042 WASHINGTON MATH/SCIENCE MAGNET NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 40 Class Black Hale Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 30 0 1 35 43 26 49 29 25 28 0 0 23 21 28 36 32 27 58 0 1 58 64 54 85 61 52 8 0 0 23 18 14 19 27 20 8 1 0 12 14 22 21 7 13 16 1 0 35 32 36 40 34 33 2 0 0 0 2 2 1 2 1 1 0 0 1 3 2 1 0 1 3 0 0 1 5 4 2 2 2 77 1 1 94 * 101 94 * 127 * 97 87 75.3% * .0% 100.0% 61.7% * 63.4% * 57.4% 66.9% * 62.9% * 59.8% 20.8% 100.0% .0% 37.2% 31.7% 38.3% 31.5% 35.1% 37.9% 3.9% .0% .0% 1.1% 5.0% 4.3% 1.6% 2.1% 2.3% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 60.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 100 36 0 92 115 92 125 100 100 Total 238 195 433 129 98 227 10 9 19 679 63.8% 33.4% 2.8% 76001 LRSD SCHOOL: 043 WILLIAMS MAGNET SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 41 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 12 0 19 17 25 13 18 23 18 0 17 16 13 24 18 18 30 0 36 33 38 37 36 41 12 0 14 15 13 16 15 12 16 0 14 19 14 13 18 16 28 0 28 34 27 29 33 28 1 0 0 0 0 1 0 0 0 0 0 0 3 2 1 0 1 0 0 0 3 3 1 0 59 0 64 67 68 69 70 69 50.8% .0% 56.3% * 49.3% * 55.9% * 53.6% 51.4% 59.4% * 47.5% .0% 43.8% 50.7% 39.7% 42.0% 47.1% 40.6% 1.7% .0% .0% .0% 4.4% 4.3% 1.4% .0% 50.0% .0% 50.0% 50.0% 50.0% 50.0% 50.0% 50.0% 55.0% .0% 55.0% 55.0% 55.0% 55.0% 55.0% 55.0% 60 0 69 69 69 75 75 75 Total 127 124 251 97 110 207 2 6 8 466 53.9% 44.4% 1.7% 49201 LRSD SCHOOL: 044 WILSON ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 42 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 12 29 14 14 5 14 23 11 0 2 13 19 13 20 17 20 20 0 14 42 33 27 25 31 43 6 0 3 5 9 10 7 2 4 5 0 1 14 4 7 3 9 2 11 0 4 19 13 17 10 11 6 0 0 0 1 1 0 0 0 2 0 0 0 1 1 0 1 0 1 0 0 0 2 2 0 1 0 3 31 0 18 63 48 * 44 36 42 52 * 64.5% .0% 77.8% 66.7% 68.8% 61.4% 69.4% 73.8% * 82.7% * 35.5% .0% 22.2% 30.2% 27.1% 38.6% 27.8% 26.2% 11.5% .0% .0% .0% 3.2% 4.2% .0% 2.8% .0% 5.8% 40.0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 69 46 46 50 50 50 Total 120 115 235 46 45 91 4 4 8 334 70.4% 27.2% 2.4% 36901 LRSD SCHOOL: 045 WOODRUFF ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 43 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 0 9 17 6 5 7 8 5 0 0 10 12 8 6 3 9 14 0 0 19 29 14 11 10 17 4 0 0 8 9 9 4 5 5 4 0 0 7 5 1 7 4 2 8 0 0 15 14 10 11 9 7 0 0 0 0 0 0 0 0 0 0 0 0 2 1 1 1 0 0 0 0 0 2 1 1 1 0 0 22 0 0 36 44 25 * 23 * 19 24 * 63.6% .0% .0% 52.8% 65.9% 56.0% 47.8% 52.6% 70.8% 36.4% .0% .0% 41.7% 31.8% 40.0% 47.8% 47.4% 29.2% .0% .0% .0% 5.6% 2.3% 4.0% 4.3% .0% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 44 44 22 22 22 22 Total 61 53 114 44 30 74 0 5 5 193 59.1% 38.3% 2.6% 234ran 01 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 046 HABELVALE ELEMENTARY SCHOOL 1994/05/11 PAGE 44 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 16 6 24 26 23 24 22 15 15 2 16 23 17 17 20 24 31 8 40 49 40 41 42 39 4 1 15 13 10 13 6 19 5 0 12 10 14 9 14 8 9 1 27 23 24 22 20 27 0 0 1 1 0 0 0 1 0 0 0 1 0 2 0 0 0 0 1 2 0 2 0 1 40 9 68 74 * 64 65 62 67 77.5% * 88.9% 58.8% 66.2% 62.5% 63.1% 67.7% 58.2% 22.5% 11.1% 39.7% 31.1% 37.5% 33.8% 32.3% 40.3% .0% .0% 1.5% 2.7% .0% 3.1% .0% 1.5% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 75 75 Total 156 134 290 81 72 153 3 3 6 449 64.6% 34.1% 1.3% 49201 LRSD SCHOOL: 047 TERRY ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 45 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 9 0 17 18 17 18 11 19 4 0 16 20 10 19 18 19 13 0 33 38 27 37 29 38 27 0 27 32 15 19 26 15 17 0 19 17 29 13 17 22 44 0 46 49 44 32 43 37 3 0 1 4 4 4 4 0 0 0 0 1 0 3 3 1 3 0 1 5 4 7 7 1 60 0 80 * 92 75 * 76 * 79 * 76 * 21.7% * .0% 41.3% 41.3% 36.0% * 48.7% 36.7% * 50.0% 73.3% .0% 57.5% 53.3% 58.7% 42.1% 54.4% 48.7% 5.0% .0% 1.3% 5.4% 5.3% 9.2% 8.9% 1.3% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 75 92 69 75 75 75 Total 109 106 215 161 134 295 20 S 28 538 40.0% 54.8% 5.2% 52101 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 048 FULBRIGHT ELEMENTARY SCHOOL 1994/05/11 PAGE 46 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 13 3 17 18 17 22 23 17 10 1 19 16 13 11 15 15 23 4 36 34 30 33 38 32 19 2 18 21 23 14 32 27 25 1 13 15 16 24 21 20 44 3 31 36 39 38 53 47 1 0 0 0 2 2 0 2 0 0 2 2 1 3 3 0 1 0 2 2 3 5 3 2 68 * 7 69 72 * 72 * 76 * 94 81 * 33.8% * 57.1% 52.2% 47.2% 41.7% 43.4% 40.4% 39.5% * 64.7% 42.9% 44.9% 50.0% 54.2% 50.0% 56.4% 58.0% 1.5% .0% 2.9% 2.8% 4.2% 6.6% 3.2% 2.5% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 100 75 Total 130 100 230 156 135 291 7 11 18 539 42.7% 54.0% 3.3% 51701 LRSD SCHOOL: 049 ISH INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 47 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% * .0% .0% .0% * .0% * .0% * .0% * .0% * .0% * .0% .0% .0% .0%  0% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% 40.0% 55.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 75.0% 60.0% .0% 75.0% 75.0% 75.0% 75.0% 75.0% 75.0% 40 18 0 46 23 46 50 25 25 Total 0 0 0 0 0 0 0 0 0 0 .0% .0% .0% 27301 LRSD SCHOOL: 050 OTTER CREEK ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 48 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 10 0 11 8 11 15 11 19 5 0 12 15 11 19 10 7 15 0 23 23 22 34 21 26 11 0 11 10 12 22 17 18 13 0 13 13 14 13 18 10 24 0 24 23 26 35 35 28 0 0 0 3 2 0 2 0 0 0 1 0 0 0 0 1 0 0 1 3 2 0 2 1 39 0 48 * 49 * 50 * 69 58 * 55 * 38.5% * .0% 47.9% 46.9% 44.0% 49.3% 36.2% * 47.3% 61.5% .0% 50.0% 46.9% 52.0% 50.7% 60.3% 50.9% .0% .0% 2.1% 6.1% 4.0% .0% 3.4% 1.8% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 0 46 46 46 75 50 50 Total 85 79 164 101 94 195 7 2 9 368 44.6% 53.0% 2.4% 35301 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 051 WAKEFIELD ELEMENTARY SCHOOL 1994/05/11 PAGE 49 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Hin % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 13 1 26 24 22 26 21 27 13 0 28 16 36 25 25 19 26 1 54 40 58 51 46 46 6 0 4 6 6 4 7 12 3 0 6 7 5 0 9 10 9 0 10 13 11 4 16 22 1 0 0 1 0 0 1 0 0 0 0 0 1 2 1 0 1 0 0 1 1 2 2 0 36 1 64 54 70 * 57 64 68 72.2% 100.0% 84.4% * 74.1% * 82.9% * 89.5% * 71.9% 67.6% 25.0% .0% 15.6% 24.1% 15.7% 7.0% 25.0% 32.4% 2.8% .0% .0% 1.9% 1.4% 3.5% 3.1% .0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 75 75 Total 160 162 322 45 40 85 3 4 7 414 77.8% 20.5% 1.7% 49201 LRSD SCHOOL: 052 WATSON ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 50 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 0 27 21 23 26 22 20 15 0 0 24 23 28 21 23 20 24 0 0 51 44 51 47 45 40 2 0 0 6 6 8 5 2 8 8 0 0 4 7 5 7 4 3 10 0 0 10 13 13 12 6 11 0 0 0 1 0 0 1 0 1 1 0 0 0 0 0 1 0 1 1 0 0 1 0 0 2 0 2 35 0 0 62 57 64 61 51 * 53 * 68.6% .0% .0% 82.3% * 77.2% * 79.7% * 77.0% * 88.2% * 75.5% * 28.6% .0% .0% 16.1% 22.8% 20.3% 19.7% 11.8% 20.8% 2.9% .0% .0% 1.6% .0% .0% 3.3% .0% 3.8% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 18 0 69 69 69 75 50 50 Total 148 154 302 37 38 75 3 3 6 383 78.9% 19.6% 1.6% 460//Vr -f LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas isg J , J '   'yi .1^' June 15,1994 jlSii 2 1 (9?l Oftico c* Ceses^gSiK J? V'Ky '^'^' ) TO: FROM: RE Memorandum Ann Brown, Federal Monitor, ODM Jeanette Wagner, Director of Communications Incentive School Brochures Attached for your review are the final proofs of the Incentive School Brochures. The brochure for Stephens has been removed from the group at this time. The copy proofs have been reviewed and approved by the LRSD Superintendent's Council.lib L R School Dlst ODM @002/002 Little Rock School District NEWS RELEASE June 20,1994 For more information: Dina Teague, 324-2020 The registration dates for kindergarten and new students in the Little Rock School District are Monday and Tuesday, August 8 and 9. School will begin on Monday, August 22. Parents need to contact the LRSD Student Assignment Office for a school assignment as soon as possible. This office is located at 501 Sherman Street and may be reached at 324-2272. During school registration, parents and students will go to their assigned school to complete the registration process. Students already enrolled in the Little Rock School District may also report to their schools on August 8 and 9 to advise the District of changes in their registration information. ##.# 810 West Markham Street  Little Rock, Arkansas 72201 . (5011824-200008/12/94 17:23 501 324 2032 L R School Dlst ODM @002/005 J Little Rock School District NEWS RELEASE August 12,1994 For more information: Dina Teague, 324-2020 Little Rock School District parents and students who were unable to attend the district-wide registration on August 8 and 9 are encouraged to go to their designated school prior to August 22, the first day of school, to complete the registration process. Parents should call the school office to schedule a time for registration. All students, including those who pre-registered in the Spring, are required to complete the registration process before the school year begins. Kindergarten students and other students new to the district, as well as students who have changed addresses during the summer, should call the Student Assignment Office at 324-2272 to receive their school assignment. Parents must provide proof of address (utility bill, tax statement, or lease agreement). Students entering the LRSD for the first time must present their birth certificate, immunization record, and social security number at registration. ###Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: February 9, 1995 To: Russ Mayo From: .rm Brown Subject: LRSD Registration Information Yesterday, I received in my mail at home the new LRSD brochure which contains a variety of information pertaining to pre-school registration. The brochure is certainly attractive and contains handy references to dates for open houses and registration, along with information on enrollment options. Unfortunately, the usefulness of the brochure is limited because it was not mailed in time to give parents adequate notice of many of the dates listed. For example, none of the brochures were distributed until after the open house dates (all in January) were past. When I called to inquire about the dates the brochures were mailed, your associate, Deana, helpfully answered my questions. She said that the brochures targeted at private school patrons were mailed February 1. Those for LRSD patrons were processed by a local advertising agency, and about two- thirds of those brochures were mailed on February 6 and 7\nhowever, because the agency discovered it was short some 5,000 covers, the remainder of the brochures will not be mailed until the week of February 13. In addition to the timing of the brochure, I also have concerns about the costs associated with it and some of the information it contains. I'll appreciate your answers to the following questions: 1. According to the district's monthly management tools, the brochures were 100% complete by November 30, 1994. Why, then, were the brochures distributed so late, after pre-school registration activities had begun? 2. How much did it cost the district to produce this brochure, including preparation and printing? How many hours of LRSD staff time were devoted to all phases of preparing the brochure? How much was (or will be) paid to the local advertising agency which helped process the brochures for mailing? What is the grand total of the costs associated with producing the brochure?Page Two February 9, 1995 3. How many brochures were mailed to private school patrons, how many to LRSD patrons, and how many to any other category? What is the total cost for mailing the brochures? 4. The brochure contains an insert entitled \"Applying for Choices,\" which includes information on M-to-M transfers and directs readers to refe\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_743","title":"Report: ''Little Rock School District Educational Equity Monitoring,'' Planning, Research, and Evaluation Department, Photocopies","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":["1990/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Rockefeller Elementary School (Little Rock, Ark.)","Rightsell Elementary School (Little Rock, Ark.)","Garland Elementary School (Little Rock, Ark.)"],"dcterms_title":["Report: ''Little Rock School District Educational Equity Monitoring,'' Planning, Research, and Evaluation Department, Photocopies"],"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/743"],"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":["51 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\nIncludes September 1990, September 1995 (Rockefeller School), July 1995 (Rightsell School), and September 1995 (Garland School)\nLITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1990 finalTABLE OF CONTENTS EDUCATIONAL EQUITY MONITORING PAGE 1.0 Separation by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees 5 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 8 11.0 Student Discipline 9 12.0 Building Leadership/Management 10 KEY: SP I School Profile Interview O = Observe D DocumentLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1990-91 SCHOOL Grade Level(s) DATE PRINCIPAL NUMBER OF CLASSES VISITED MONITOR(S) Observers are recruired to complete the conunent section for each criterion. Please print observations and evidence in sufficient detail to indicate posi-tive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1-0 Separation bv Race/Gender in School Procrams 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. COMMENTS: YES NO SP 1.2 School enrollment reflects the racial/ethnic composition prescribed by the court order. COMMENTS: YES NO SP 1.3 Class/course enrollments generally reflect the racial/ethnic composition of the school. COMMENTS: YES NOEducational Equity Monitoring Page 2 SP 1.4 Participation in extended educational programs (i.e. Governor's School, Academic Enrichment for the Gifted in the Summer (AEGIS), Boys'/Girls' State summer laureate, Odyssey of the Mind, Olympiad, and Alternative School or classes) generally reflect racial/ethnic composition of the school. COMMENTS: the O 1.5 As you walk through the building, do you see any one- race classes. If yes, indicate specific subject. (math, science, language, etc.) room number, and approximate number of students. Rm#___Appx. # of students___Race Time Subj ect YES YES NO NO 2.0 O/I O/I Rm#___Appx. Rm#___Appx.  Rm#___^Appx. Curriculum IX 41 7r 41 7r of students of students of students Race Time Subj ect Race Race Time Time Subj ect Subject 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 2.2 In classrooms observed, the teachers have adequate materials and equipment io deliver the curriculum. COMMENTS: YES NO 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, PRC's, interim reports, report cards, student educational plans and ASDP's) COMMENTS: ____________ YES NOEducational Equity Monitoring Page 3 O 2.3 All students are actively involved in classroom instruction. COMMENTS: _________ ________________ _______ YES NO O 2.4 Classroom seating patterns promote interaction among students of varying racial/ethnic backgrounds. COMMENTS: _______________________ __________ YES NO 2.5 There is evidence that the multicultural curriculum is being implemented. 0/D 2.5.1 Bulletin boards, publications, and productions throughout the schoo-1 (including the media center) reflect the racial/ethnic and gender differences of the student body. COMMENTS\n._____________________________________ YES NO 0/D 2.5.2 Bulletin boards, publications, and productions in the classroom reflect the racial/ethnic and gender differences of the student body. COMMENTS: ____________________________________ YES NO 0 2.5.3 Evidence of student achievement which reflects varying teaching strategies is widely displayed. COMMENTS: ____ YES NO I/O 2.5.4 Teachers have and use multicultural curriculum guides. COMMENTS: . YES NOEducational Equity Monitoring Page 4 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. COMMENTS: YES NO D 3.2 Procedures are evident to assure that students are apprised of requirements governing honors and awards. COMMENTS: YES NO D 3.3 Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs (i.e., Governor's School, Girls'/Boys' State, etc.) COMMENTS: YES NO I/D 3.4 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. COMMENTS: YES NO O 3.5 The attention, visibility and publicity given athletic and non-athletic honors and awards are comparable. COMMENTS: ___________ YES NOEducational Equity Monitoring Page 5 4.0 Committees SP The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational programs for a varied student population. COMMENTS: _______ YES NO 5.0 Extracurricular Activities SP Participation in extracurricular activities generally reflects the school population. COMMENTS: YES NO 6.0 Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP 6.1 When test results are examined, achievement of white students remains stable or increases as black student achievement improves. COMMENTS: '__________ YES NO SP/D 6.2 Goals and strategies are developed and implemented to decrease the achievement differences between black and white students on the following measures of student achievement. ...Norm referenced test ...Arkansas Minimum Performance Test . . .grade distribution COMMENTS: YES NOEducational Equity Monitoring Page 6 SP 6.3 When graduation rates are examined and compared, no differences are evident between identifiable groups of students. COMMENTS: ___________________________________________ YES NO 7.0 Special Education SP 7.1 Strategies to eliminate disproportionate student assignment to special education are evident. COMMENTS: ________________________________________ YES NO O 7.2 In special education classrooms obseirved, the teachers have adequate materials and equipment to deliver the curriculum. COMMENTS: _________________________________________ YES NO O 7.3 Special^ education facilities are comparable to those of the campus in general. COMMENTS: _______._______________________________ YES NO 0 7.4 Special education classrooms are integrated into the total school environment. COMMENTS: _________________________________________ YES NO O/I 7.5 Facilities for special education are designed to meet the needs of the students served. COMMENTS: _________________________________________ YES NOEducational Equity Monitoring Page 7 8.0 Gifted and Talented Education I/SP 8.1 Strategies to eliminate disproportionate student assignment to gifted and talented are evident. COMMENTS: ________________________________________ YES NO 0 8.2 iTi gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. COMMENTS: _______________________________________ YES NO 0 8.3 Gifted and talented facilities are comparable to those of the campus in general. COMMENTS: _______________________________________ YES NO O 8.4 Gifted and talented classrooms are integrated into the total school environment. COMMENTS: ______________________________________ YES NO O 8.5 Facilities for gifted and talented are designed to meet the needs of the students served. COMMENTS: ______________________________ YES NOEducational Equity Monitoring Page 8 9.0 staff Development SP/I The staff development plan for the school demonstrates commitment to educational equity through ensuring that school personnel have been provided: 9.1 general knowledge based on training related to educational equity YES NO COMMENTS: 9.2 training related to equitable staffing practices YES NO COMMENTS: 9.3 training in teaching strategies related ho . multi-cultural curriculum delivery and YES NO COMMENTS: 9.4 training related to effective strategies to enhance the achievement of diverse student populations YES NO COMMENTS: 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district. SP 10.1 All identifiable groups of parents are actively involved in school functions. COMMENTS: _______________________________________ YES NOEducational Equity Monitoring Page 9 D/0 10.2 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. COMMENTS: _________________________________________ YES NO D/I 10.3 Contact is made regularly with the home to communicate positive as well as negative information related to student behavior. COMMENTS:  ________________________________ YES NO D/I 10.4 Contact is made regularly with the home to communicate positive as wall as negative information related to student achievement. COMMENTS :____________________________________ YES NO SP 10.5 In matters of school desegregation, school patrons and parents are,given an opportunity to actively participate in developing the local school plans. COMMENTS: ____________________________ YES NO 11.0 Student Discipline The school ensures that student disciplinary policies and practices are non-discriminatory. D/I 11.1 Information in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. COMMENTS : _________________________________________ YES NOEducational Equity Monitoring Page 10 SP 11.2 Suspension and expulsion rates are generally representative of the student population. COMMENTS: YES NO O 11.3 Classroom instruction proceeds in an orderly manner. COMMENTS\nYES NO O 11.4 How visible are the following persons in directing/ Indicate one of the controlling students? following for each person(s). A. B. C. Very active/visible Somewhat active/somewhat visible Not active/not visible Principal: Teachers: Security (if applicable): COMMENTS: I/P 11.5 Strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. COMMENTS: YES NO 12.0 Building Leadership/Management SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals. COMMENTS: YES NOEducational Equity Monitoring Page 11 SP 12.2 The school has appropriate strategies for attaining improvement goals. COMMENTS: _________ ___________ YES NO SP 12.3 The school has an effective home/school communication program. COMMENTS: YES NO D 12.4 The school has published clear statements of expectations for student conduct. COMMENTS: ______ YES NO 0 12.5 The campus and building are clean and free of debris and graffiti. COMMENTS: YES NO O 12.6 Hallways are orderly. COMMENTS: YES NO O 12.7 The school office has friendly and helpful personnel. COMMENTS: ____ ____ YES NO D 12.8 Where one-race classes exist, strategies to prevent or eliminate one-race classes are evident. COMMENTS: _____ ____ YES NOEducational Equity Monitoring Page 12 D/1 12.9 There is evidence that curriculum monitoring occurs. COMMENTS: YES NO D 12.10 Strategies to increase the number of minority students enrolled in upper level courses are evident. COMMENTS: YES NO O/I 12.11 There is evidence that the guidance program provides equitable services to all groups of students. COMMENTS: YES NO D/I 12.12 Information from former students is effectively used to improve guidance and other educational services. COMMENTS: YES NO Is there anything unusual or of interest or concern which you want to report? COMMENTS: YES NO Send completed document to: Planning, Research, and Evaluation 810 West Markham Street Little Rock, AR 72201e fcl I LITTLE ROCK SCHOOL DISTRICT ^\"^01996 'vr '^icr EDUCATIONAL EQUITY MONITORING PLANNING, RESEARCH AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1995 08/23/95 TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees 4 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 9 11.0 Student Discipline 10 12.0 Building Leadership/Management 11 Key\nI O SP Interview Observe School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1995-96 SCHOOL: GRADE LEVEL(s): PRINCIPAL: OVkOcimi Pinnc HAq PiGCVn NUMBER OF CLASSES VISITED: MONITOR(S): 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 completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP The composition of the school staff ensures that students have access to, varied staff o and contact with, a certified and non-certified NO SP SP 1.3 personnel. EVIDENCE: D lA (a ( C f A -T10 rJ School enrollment reflects the racial/ethnic composition prescribed by the court approved desegregation plan. EVIDENCE: .\u0026lt;=5 p OtxSc re A-f i 0 i-J Class/course enrollments generally reflect the racial/ethni^ composition of the school. EVIDENCE: lAl lOiV ES YES i NO NOEducational Equity Monitoring Page 2 CRITERIA CIRCLE ONE SP 1.4 If needed, strategies to eliminate disproportionate class/course enrollments or one- race classes are evident. EVIDENCE: YES NO SP/0 1.5 Indicate specific subject, (math, science, language, etc.) room number and approximate number of students of any one race classes. 'T - he n Rm# Number of students Rm# Number of students Rm# Number of students Rm#__ Number of students __Time___Subject___ Race___Time_Subj ect___ Race___Time_Subj ect___ Race___Time_Subj ect___ Race 2.0 Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and eouioment to deliver the curriculum. EVIDENCE: t'X' f G lA H Cl \\ 2.2 Current and complete student records are maintained in the classroom and school office t monitor the progress in achievement of the individual learner (i.e. grade books. Abacus reports, PRFs, interim and parent conference reports, report cards, lesson plans). Or.'5 EVIDENCE: IP Check indiv.du91 0 2.3 All students are actively involved in classroom instruction. EVIDENCE: k'.h f a? Cl ' c i\\y YES YES ES j NO NO NOEducational Equity Monitoring Page 3 CRITERIA CIRCLE ONE O 2.4 Classroom seating patterns promote interaction among students of different race/gender. EVIDENCE: f ZZlZ o/Yi Ati- CtP-c'U PS, pLVPPtgtZ v\\-r(C(v 0 0 O/I 2.5 There is evidence that the multicultural curriculum is being implemented. 2.5.1 2.5.2 2.5.4 Did nV Z . 6 YES\nNO Bulletin boards, displays of projects, publications, and productions throughout the school (including the media center) reflect the racial/ethnic/gender differences of the student body and/or multiculturalism. EVIDENCE: 6\u0026lt;a.iufi - S of- Id n 1 t t , \u0026gt; M Bulletin boards, displays of projects, publications, and productions in the classroom reflect the racial/ethnic/ gender differences of the student body and/or multiculturalism. EVIDENCE: CjJ CD b' Ac2-C\u0026gt; I u\u0026lt;^ii ^'i '^'^1 I I YES YES NO NO There is a disolav of student work. EVIDENCE: lJ ------ i Cfj d\u0026lt;^sS.s j ^\"e^ I i NO Iiulticu-ltural...gbjectives of the curriculum guided are taught. gVIDENCEt--------2_______________ '^U'Cl-c.- The library media specialist annually evaluates the adequacy of multicultural materials in the media collection and continually evaluates new materials to be considered for purchase. EVIDENCE: Cv' -iSoi^A ) P I r t-x' Vi Cl  Al-\u0026lt;So i YES YES j NO NO TiiZ \u0026lt;'2-0 ___Pi't'^Apu T-r P h iUEducational Equity Monitoring Page 4 CRITERIA CIRCLE ONE 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 YES '! areas such as scholarship, citizenship, sports, school and attendance, clubs, and organizations. EVIDENCE: pn _ 01) n J 4: R-S 44 1 S r-hi fXS s? 3.2 Written procedures and requirements governing honors and awards are distributed to staff. students and parents. EVIDENCE: S P 4- i nTr ciecJ NO YES NO hjiu CO 3.3 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. I NO EVIDENCE: J T I The distribution of honors and awards is generally ! reflective of the school population. NO EVIDENCE: riT I P__ /veep__ mmoo pAFT___BK 4. C Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees with diverse population that have knowledge of educational programs for a varied student population. S? 4.1 The composition of each appointed school based staff/parent committee generally reflects the Staff/student populations. EVIDENCE: ri u S 1 I n 1 eRr'ier YES NO Educational Equity Monitoring Page 5 CRITERIA 5.0 icular Activities The school's extracurricular important academic/non-academic skills interests. ' program helps to develop abilities and SP 5.1 Procedures are evident to assure that students are apprised of information regarding various opportunities in extracurricular activities/ extended educational EVIDENCE: Su o ' U iej-O programs. uJi S'TuQei-u-rs a SP 5.2 6.0 S? CIRCLE ONE YES ) NO 1 Spcii O'S eciftL. Participation in extracurricular activities/ extended educational , --- programs generally reflects the school population. EVIDENCE: ___LV^Ll-S .. _______________________ _Achievement / Assessment The school staff implements non-discriminatory procedures for administration, analysis most recent standardized tests. and use of the 6.1 When test results are examined, white students remains stable or black student achievement EVIDENCE: improves. achievement of increases as I SP/O 6.2 YES YES NO NO hlAUg, nr\\j -res/s Goals and strategies are developed and implemented to decrease the achievemen black students differences between and white students on the followina measure of student achievement. ...Stanford Eight Achievement Test EVIDENCE: t o I Yk/ iids i-cii! /tt\u0026lt;f (' lUi-TH fO 1'5' \u0026lt;7 Outi 0 Sguj /A2^-) g YES NOEducational Equity Monitoring Page 6 CRITERIA CIRCLE ONE SP 6.3 Failure/retention rates reflect the school population. EVIDENCE: YES^ NO SP 6.4 Graduation rates reflect the school population, (high school only) EVIDENCE: YES NO O/I 6.5 takingz-glcills^are taught throughout the year. EVIDENCE: \u0026lt;----- Test rifii'Tic hi. 7.0 ____________ CO i , Special Education SuKhZE lyorTc-sT iVSQ i/\\\\ The school staff ensures that student placement and provided in the special education non-discriminatory. program are SP/I 7.1 Strategies to eliminate disproportionate student assignment to special education are evident. EVIDENCE: /bjjS7 I ES\nYES NO NO O/I 7.2 The teachers have adequate materials to deliver th EVIDENCE: curriculum. I ana equipment NO 0 7.3 777 Facilities are comparable to those of the in general. campus YES NO 0 7.4 EVIDENCE: Classrooms are integrated into the total school environment. EVIDENCE: z I pdrT M Cl YES NO Educational Equity Monitoring Page 7 CRITERIA CIRCLE ONE O/I 7.5 Facilities for special education meet the needs of the students served. EVIDENCE: LLa,^iLQljT1TS re L/ Su j p I 'l 0 1 .\u0026amp; ^rrent copies of student records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., grade books, lEP goals and objectives, lesson plans). t- -V i r) V -r O n r\nbx\u0026gt;ir mnxH 8.0 and Talented Education The school staff ensures that student placement and services provided in the Gifted/Talented non-discriminatory. c/n/SObczJ q program are SP/I 8.1 Strategies to eliminate disproportionate student assignment to gifted and talented are evident EVIDENCE: 0/1 .2 The teachers have adeguare material ( 0 8.3 0 8.4 YES YES\u0026gt; YES NO NO NO to deliver the curriculum. and equipment\nEVIDENCE: I YES Ki Faculties a I i -------res are comparable to those of the in generaj.. E\\-IDENCE: g5C b oui S i'hBTfei campus Classrooms are integrated into the total school environment. EVIDENCE: YES cEr NOEducational Equiry Monitoring Page 8 CRITERIA CIRCLE ONE O/I 8.5 Facilities for gifted and talented meet the needs of the students served. EVIDENCE: 12-21 YES NO o 8.6 Current copies of students' records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., test results, identification folder\n, progress folder). EVIDENCE: A  V r r J 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 to enhance the achievement of a diverse student population have been provided and are ongoing (i.e.. Cooperative Learning, TESA, PET) . EVIDENCE: T\u0026gt;X-g-Le- I (\u0026gt; ?\u0026gt; t f ,'i 'i: J , S-P/I 9. Staff development activities in teaching straxeg-ies for multicultural curriculum delivery have been EVIDENCE: provided. ?/2 o activities related to staff developmen' discipline/classroom management have been provided (i.e., assertive discipline, conflict management, and positive classroom discipline, etc.). EVIDENCE: .5 P - (2P (VSs g-Pc) fi U uoS ._______ - (21 (V Ss r fr- lOs^hnutCiP ix'.AS I 7l\u0026gt; O g.S yes\nYES NO NO ES J NO (y^ NOEducational Equity Monitoring Page 9 SP/I 9.4 _________________CRITERIA_________________________ Regular classroom teachers are provided ongoing training in understanding the remedial programs. EVIDENCE: _____________________________ uJ C K K -5 Top c g m 13C T H ____ pxoCS lJc 'Lie CIRCLE ONE YES \u0026gt; NO ________________^\u0026lt;S-c\\ 11^ I y 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. O/I 10.1 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. effectiveness.) EVIDENCE: (List in order of NO I ry ecv I u c r\u0026gt; n LCXJ Ciftiur CX2 red-iTi \u0026gt; iv-e-- 5Q\u0026lt;y s person SP/I 10.2 All identifiable groups of parents are actively involved in school functions. EVIDENCE: Lit (jJbA5 ' SP/I 10.3 Documentation is available to indicate that parents are actively involved in each phase of remediation programs in which their child(ren) participate(s). Ca ftSS R Ot) fieC 0 iLiO S EVIDENCE: I L.'reiiv'ietP'^ 10.4 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or achievement. EVIDENCE: S (' u oe 1-5 t l(i HCiZ- S SP YES YES YES , NO NO NO (v't? ct i~) 0 Te s 1 U 10.5 School patrons and parents are given an opportunity to actively participate in developing the local School Improvement Plan/Comprehensive Outcome Evaluation (COE). EVIDENCE: 5p _________________________ YES NOEducational Equity Monitoring Page 10 CRITERIA CIRCLE ONE SP/I 10.6 Mini-seminars at PTA meetings and/or in the community have been held to make parents aware of district structure, policy and programs, and ways to access them. NO EVIDENCE:  J t L)y rc 11.0 student Discipline The staff ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Information, including the staff's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is NO distributed EVIDENCE: o all students and parents. I 71^} 11.2 School staff has plans, procedures, and practices which are designed to enable students to remain in school, promote academic success and alleviate behavior problems. EVIDENCE: YES '\\.. NO 1.3 Suspension and expulsion rates are generally representative of the student population. EVIDENCE: ________________ YES NO SP/I 11.4 If needed, strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. EVIDENCE: __________________ YES NO 0 11.5 Classroom instruction proceeds in an orderly manner. EVIDENCE: ___2. ZJ___' A 71,.i\" t- / t e  YES ' NOEducational Equity Monitoring Page 11 CRITERIA CIRCLE ONE 11.6 How visible are the following persons in Indicate one of directing/controlling students? the following for each person(s) . A. B. C. V\u0026amp;ry active/very visible Somewhat active/somewhat visible Not active/not visible Principal Assistant Principal(s) Teachers Supervision Aides/Security EVIDENCE: fSoD mS 12.0 Building Leadership/Management In the desegregated setting, the principal must demonstrate a strong commitment to educational equity. SP/O 12.1 The school has a clear, concise, well-written statement of specific improvement goals. EVIDENCE: fSo F^^,L L c) fe-SGg.i/cct NO YES\nNO Ld 12.2 The campus and building are clean and free of debris and graffiti. , EVIDENCE: 12.3 Hallways are orderly. EVIDENCE: 12.4 There is evidence that curriculum monitoring YES'. NO NO YES'^. NO 0 0 0 I s ^0____ (l.( 9 ^-n i'Y'\u0026gt; u o occurs. EVIDENCE: m. z7i c rj, Yc: /\\Educational Equity Monitoring Page 12 CRITERIA CIRCLE ONE O/I 12.5 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's scheduleindividual/group). NO EVIDENCE: re r orr \u0026gt;. s I/O /SP 12.6 District and school security guidelines are being followed. Kc cK ( EVIDENCE: ___hldsu, \u0026lt;8lkg I/?) \u0026lt;AooA5  .depots. ^YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: ____________April 22, 1996 Entered Rockefeller by north door where I was greeted and guided by a parent. On my way to the office to check in I was greeted by staff, parents and students. The atmosphere on a rainy Monday morning radiated cheerfulness, a good attitude and a well organized building. Staff stopped to greet students with encouraging words and gestures. Approximately 40 parents and children were waiting to line to check in late due to weather problems - all were very orderly, staff was very competent. Friendly office personnel greeted me first and Ms. Mangan, principal was available immediately. The school nurse was also greeting students and helping several with clothing problems. (They have a washer/dryer). The cafeteria was clean, organized and smelling good. All restrooms were clean and stocked with soap, toilet paper and towels. The janitor supply closet was also stocked. The physical plant could use new carpeting. A screw was loose in one door and the office personnel immediately called for someone in the building to fix it. The classrooms have a rich environment. There is a feeling of caring and good will that permeates the building and is reflected in the faces of the children and staff. Several children stated that they had \"been in Rockefeller all their lives\". I asked the staff what made their school so special and work so well, they all answered, \"the leadership\". I also asked the staff what they needed most to help the children and their response was, \"more time\". Some even stated that they had never asked for anything for the children that they didnt get. Companies use Operations Manuals to show staff how to run their companies. The rule is that you have to be able to have a system that is analyzed then committed to paper and can then be taken by another organization and replicated. Is it time to take Rockefeller, analyze what makes it work, commit it to a manual, and then replicate it? LITTLE ROCK SCHOOL DISTRICT DISTRICTWIDE BIRACIAL COMMITTEE EDUCATIONAL EQUITY MONITORING FOR INCENTIVE SCHOOLS Revised July 1995 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas 1995-96 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 5 8.0 Gifted and Talented Education 6 9.0 Staff Development 10.0 Parental Involvement 11.0 Student Discipline 10 12.0 Building Leadership/Management 10 7 7 Key: O = Observation I SP Interview School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS 1995-96 SCHOOL: GRADE LEVEL (s) : Ptf - Zp DATE: S PRINCIPAL: SkiQrOn fefOoKS NUMBER OF CLASSES VISITED: MONITOR(S): fohnnin r VqiT Xtebb'l  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, sentences. Please use complete Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Equitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP/I 1.1 The composition of the school staff ensures that students have access to, and contact with, , varied staff of certified and non-certified personnel. EVIDENCE: NO 2.0 Curriculum a The school provides a curriculum that reflects cultural variety. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver and use the multicultural curriculum. EVIDENCE: YES NOO/I 2.2 2.3 o o O O/I 2.4 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 2 All students are actively involved in classroom instruction/lesson related activities. EVIDENCE :_.OhSefU^cf -ftNe arggp to a:5 .^)daix 4X3pg I ri Tz \u0026lt;5 There is evidence that the multicultural curriculum is being implemented. 2.3.1 Bulletin boards, displays, publications, and student work throughout the school (including the media center) reflect the multicultural curriculum. EVIDENCE: _ ^|Ch,__6.0 D iTOn mpftJ 1 ft P^AL__H'iSoIqu \u0026lt;If fij 7- d s p/g q Dft rr n.t -S 2.3.2 2.3.3 __LV Kccc.___'fheuj________ HAAntj photos' of Sfh~i/id(^ . Bulletin boards, displays, publi- cations, and student work in the classroom reflect the muticultural curriculum. EVIDENCE: -Doe cAftoo m useo =,CiCiZe-SS ftS su\u0026amp;^ecl Display of student work reflects a variety of teaching strategies (i.e.. art work, special projects, handwriting displays, etc.) EVIDENCE A PvAi/v) i^fje-ST Hands-on discovery and exploration approaches are used to enhance the learning of science and math concepts (i.e., manipulatives, science experiments J.XLld 1 C. S 6^C 'j  EVIDENCE: ObSertAcci Pnn tllftSsgooms JZLkj____ /nJ (M-C YES .ES ES YES NO NO NO NO NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 3 I 2.5 Special activities such as academic clubs, math olympiad, Odyssey of the Mind, field trips, etc., are used to reinforce the academic YES NO program. EVIDENCE: RetP TftiPg CFFiC-g /hOAjiTbg-S__________ bosKg-rbqcc I 2,6 Students who achieve academically, as well as work well with others, are assigned as peer tutors. EVIDENCE: -PrOMnc\\ I NO 30 School/District Initiated Honor 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. EVIDENCE: Lar  ES^ NO I 3.2 Procedures are in place to make students aware of requirements governing honors and awards. EVIDENCE: rv\u0026gt;\u0026lt;a ho iyy e. Ei NOI 3.3 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 4 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. YES NO EVIDENCE: ftOQ NgtO fico^n-c 4.0 Committees 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 knowledgeable of educational programs. are SP/I 4.1 The composition of each school based committee generally reflects the staff/parent/patron population EVIDENCE: Po fIL Vik J ES NO 5.0 Extended Day 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: YES NO SP 5.2 The majority of the student population participates in a variety of extended day E, A NO activities. EVIDENCE: ^bout  mofe in LJin-rer-6.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 5 student Achieveroent/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of standardized tests. SP/I 6.1 When test results are examined, overall achievement of students (gender/race) has remained stable or improved. EVIDENCE: atHnV . r\u0026lt;rc^tt_t t PC's. firo.AK-S Kcsults Lt)OU4'O LTS kt Ke '7b Sg^ YES NO I 6.2 Goals and strategies are developed and implemented to improve student achievement using norm-referenced tests. EVIDENCE: eaf/^l Qhildhood I aiu f /uooldem\u0026amp;fOi SP/I 6.3 Promotion/retention rates reflect the school population (gender/grade level). EVIDENCE: I G-h'ild ES ES NO NO 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: Pearn'inQ i^aaher 'f' Cd . C\u0026gt;n/u  YES NOO/I 7.2 O 7.3 O/I 7.4 8.0 EDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 6 In special education classroom observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: _LO- Special education facilities are comparable to those of the campus in general. EVIDENCE: / Facilities for special education are designed to meet the needs of the students served. EVIDENCE:  /l/d jks'iq-f). ES YES YES NO NO NO 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 Equitable strategies are in place to identify and recommend students who meet the criteria for gifted and talented placement. EVIDENCE: foFn^c: / n -r-fr O/X 8.2 In gifted and talented classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. ES NO EVIDENCE: /Yhc^/rt- fi-DO Specjfqc, GiEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 7 O 8.3 Gifted and talented facilities are comparable to those of the campus in general. Gs3 NO EVIDENCE: /!\u0026gt;\u0026lt;$ nye: O/I 8.4 Pan , Facilities for gifted and talented are designed to meet the needs of the students served. YES NO EVIDENCE: 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities in teaching strategies for multicultural curriculum delivery have been provided and are ongoing. rrof^/ut: . EVIDENCE: YES NO SP/I 9.2 Staff development activities related to effective strategies to enhance the achievement of a diverse student population have been provided and EVIDENCE: are ongoing. yES NO 10.0 Parental/Patron Involvement The school provides equitable opportunities for parent/patron involvement in the district/school activities. SP/I 10.1 All identifiable groups of parents/patrons are actively involved in 70 Ive rrp 7v\u0026lt;2./cihb6 go d bar ho d EVIDENCE: io/rp / chool functions. ft C\u0026gt;oe.nj o YES NO ScJycaJEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 8 O/I 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. .YES NO EVIDENCE: (Please prioritize best methods used below.) 1. 2. 3 . 4. 0 m \u0026lt; ir:) fT\\-e. 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: \\a nc4 Kode. (1OCC5\u0026gt; SP 10.4 School patrons and parents are given an opportunity to actively participate in developing the local school improvement plan. EVIDENCE: 5cJyo,r\u0026gt;l ___/m-ea.u ____ ______----------------------------------- - SChoc ! I 10.5 Parental involvement strategies are modified as needed to ensure communication with parents who are difficult to reach. EVIDENCE: :1s. bjD/Uc! 'ES NO ES NO ES NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 9 11. 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 ES NO distributed to all students and parents. EVIDENCE: fjniFb R-fTt 3^ I 11.2 Strategies are used to reduce the number of suspension.\n, expulsions, and/or disciplinary referrals\n,nvolving identifiable groups (gender/grade). EVIDENCE: UriKndcdn O 11.3 Classroom instruction proceeds in an orderly manner. EVIDENCE: peer rat. i- i gaj f I 11.4 A mentoring program is used to meet the needs of at-risk students. EVIDENCE: fjzije, CAL p:5 Uo/l/ n re^ I 11.5 Students have access to community based support programs (such as Boys/Girls Club, YMCA, local parks, etc.). EVIDENCE: l n rvco t euj CV YES ES ES YE, NO NO NO NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 10 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 improvement YES NO I 12.2 plan. EVIDENCE: Brocjk-S tvg __ft6ictT/gs. .sue ft\u0026amp;IClT((g^  frianjadc. The counsel On ne (y}an(jon an r Ar icnQs 'he counselor, social worker, and/or nurse are actively involved in meeting the needs of all students, including at-risk students, and assisting parents, as needed, in obtaining services from outside agencies. EVIDENCE: YES NO O/I 12.3 There is evidence that the guidance program provides equitable services to all students (e.g., counselor's schedule). YES NO EVIDENCE: dnf\u0026lt;nd(xJn - CcXiPiSeLoa. ocir O/I 12.4 The campus and building are clean and free of debris and graffiti. ongoing. EVIDENCE: l\\)g.g.O 'To tieTi Cftec- Debrrs, Preventive maintenance is ES NO ft 4 TlfLi^C) ^^\u0026gt;1 pginrcO qi- O 12.5 Student movement through the hallways is orderly. EVIDENCE: hind Li)Ofcor\u0026gt; 90^\ns NOEDUCATIONAL EQUITY MONITORING INCENTIVE SCHOOLS Page 11 O 12.6 The school office has friendly and helpful personnel. EVIDENCE: can  I 12.7 The principal or assistant principal monitors the classroom to ensure that the curriculum is being taught. f^s ferooK.s 'i Lvhe-r^ f ry^ Ci Db *1 zi z4 e EVIDENCE: * - V ------f----------------------  - R\u0026amp;rreLj /yrtmO-e-reAJT -Pi^'i B 'kc-uder, Ibe____musv hpod mo Re fWc itSmoks i I/O 12.8 District and school security guidelines are being followed (e.g. classroom doors are locked, monthly fire drills occur, emergency procedures are posted in classrooms, etc.). EVIDENCE: JF/vd Ui^ro/? pfiche-r Ka nd bot)/^ ^7\u0026lt;CC// ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: I ^Aclcn-fiOn YES YES YES NO NO NO . \u0026lt;dccRg piy pro c e SS ( s hl Bpys Plc)c\u0026gt;r bn A hs pg'T ffF ^-era^cc- Yr\\o (\\) ri4 P(vfi\u0026lt;2zt)-r dj^fijr^r, Ofup ruo\u0026lt;hg) f{c\u0026gt; a rd . pro b Aibr^r^__AjQ^ Cfyii(]ht C-i^rppT--^^ QCdio ^6/(i ^'0r\\\u0026lt;2.L(^5 mus-T''/, I U, (\\)c9^\u0026lt;?S, \u0026gt; \u0026lt;^5 I ll^c^ Q pr )cJ\u0026lt;2. ST-\u0026lt;P . rt\\^ lx)0(Z4^ ^)LO(t*2, Nd I0l6 )fD  Tol-O Ncie-5e, d\u0026gt;llod/rs^I Jdvlo fI-G I' LITTLE ROCK SCHOOL DISTRICT Us. district JUDGE ^1^3 0 KS EDUCATIONAL EQUITY MONITORING PLANNING, RESEARCH AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1995 08/23/9J TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees 4 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 9 11.0 Student Discipline 10 12.0 Building Leadership/Management 11 Key\nT o SP Interview Observe School ProfileSCHOOL: V (' PRINCIPAL: MONITOR(S): LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1995-96 )\u0026lt;4 nd U-urci GRADE W LEVEL (s) : DATE: NUMBER OF CLASSES VI^ITEP^ ~nhriiTj)A Observers are required to provide evidence for each criterion. Please print observations and evidence in positive practices and areas in need of improvement. sufficient detail to indicate Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Ecruitable Placement by Race/Gender in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. SP 1.1 The composition of the school staff ensures that students have access to, and contact: with, a varied staff of certified and non-certified personnel. EVIDENCE: bi-fKPsj LJh'liC fAf-i' n? litej SP 1.2 School enrollment reflects the racial/ethnic composition prescribed by the court approved desegregation plan EVIDENCE: , QI 1  a: Lti+ire.  I' SP 1.3 Class/course enrollments generally reflect the racial/ethnic composition of the school. EVIDENCE: ' V: t-i u IC Li YES YES YES'j NO NO NOEducational Equity Monitoring 'Page 2 SP 1.4 CRITERIA CIRCLE ONE If needed, strategies to eliminate disproportionate class/course enrollmenrs or one- race classes are evident. YES NO EVIDENCE: SP/O 1.5 Indicate specific subject, (math, science, language, etc.) room number and approximate number of students of any one race classes. 2.0 Rm# Number of students Rm#___Number of students Rm#___Number of students Rm# Number of students __Time_Subj ect__ Race___Time__Subj ect__ Race___Time__Subj ect__ Race___Time__Subj ect__ Race Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: \\ ibcuru YES NO O/I Current and complete student records are maintained in the classroom and school ofi ce I I 1 I NO monitor the progress in achievement of the individual learner (i.e. grade books, Abacus reports, PRFs, interim and parent conference reports, report cards, lesson plans). EVIDENCE: ~reric HtrR-S be\u0026gt;A i rid 6 q 2.1 2.2 YES ' O 2.3 All students are actively involved in classroom instruction. EVIDENCE: (VES^- NO K. Inhouse i __Ulkil-hLLL I\nIl Tk nP li: -yEducational Equity Monitoring Page 3 CRITERIA CIRCLE ONE 0 2.4 Classroom seating patterns promote interaction among students of different race/gender. EVIDENCE: -5 Q 11 A A r p  CL I l\u0026lt; S 0 0 2.5 There is evidence that the multicultural curriculum is being implemented. 2.5.1 2.5.2 2.5.3 2.5.4 2.6 yes\nNO Bulletin boards, displays of projects, publications, and productions throughout the school (including the media center) reflect the racial/ethnic/gender differences of the student body and/or multiculturalism. EVIDENCE: P (a o td S Bulletin boards, displays of projects, publications, and productions in the classroom reflect the racial/ethnic/ gender differences of the student body and/or multiculturalism. EVIDENCE: Kd I Socbiisb gin ^/icl S| 5  There is a display of student work. EVIDENCE: I i i yes) ^ES NO NO YES ) NO Multicultural objectives of the curriculum guides are taught. EVIDENCE: fu Dg zU r. (J 0 ftK . The library media specialist annually evaluates the adequacy of multicultural materials in the media collection and continually evaluates new materials to be considered for purchase. EVIDENCE: kiE got-gf o z ez.c CHmM \u0026lt;\\-h to OKA I |'(C', NO YES NO kc i~ PicT i 0i\\ - i~ * ' '\\g u I l lA \u0026gt;\u0026gt;\n^uli\\r IE iia -1~ lOrzOitEducational Equity Monitoring Page 4 CRITERIA CIRCLE ONE 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 attendance, clubs, and organizations. EVIDENCE: iu cv-\\ 1 (Kh a B g.-- SP 3.2 Written procedures and requirements governing honors and awards are distributed to staff, students and parents. EVIDENCE:, rP r'r \u0026gt; 1-: ^,4 - - SP 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: QlI Ll Z-O IJ 'F/ioo GO I SP The distribution of honors and awards is generally i rofIGCC iVS f the school population. ! EVIDENCE: 4.0 Committees YES YES Y?S NO NO NO 3,3 I The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees with diverse population that have knowledge of educational programs for a varied student population. SP 4.1 The composition of each appointed school based staff/parent committee generally reflects the staff/student populations. EVIDENCE: * _________ YES NO Educational Equity Monitoring Page 5 5.0 __________ ____________ CRITERIA Extracurricular Activities extracurricular program helps to develop ^^edemic/non-academic skills, abilities and SP 5.1 Procedures are evident to assure that students apprised of information regarding various opportunities in extracurricular'activities/ extended educational ' are SP 5.2 6.0 st CIRCLE ONE YES EVIDENCE: programs. 1 Sc 0 u \"T/ q extended educational in extracurricular activities/ -ho \u0026gt; 7--- programs generally reflects the school pouulation. EVIDENCE: 7-1 Student Achievement/Assessment The school staff implements i.., procedures for administration most recent standardized tests. non-discriminatory analysis, and use of the 6.1 When test results are examined, white students\nh YES NO SP/O 6.2 remains stable or black student achievement EX^IDENCE: Goals and evemen of I i increases as mproves. i I YES NO . Si-rategies 3.r\u0026amp; developed and implemented to aecrease ..he achievement differences betwee.n black students and white students measure of student achievement. ...Stanford Eight Achievement Test EVIDENCE: I on the following YES NO Educational Equity Monitoring Page 6 CRITERIA CIRCLE ONE SP 6.3 Failure/retention rates reflect the school population. EVIDENCE: YES NO SP 6.4 Graduation rates reflect the school population, (high school only) EVIDENCE: YES NO O/I 6.5 Test taking skills are taught throughout the year. EVIDENCE: XES ) NO 7.0 Special Education The school staff 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 to special education are evident. EVIDENCE: YES NO O/I 7.2 The teachers have adequate materials and equipment to deliver the curriculum, EVIDENCE: YES NO 7.3 Facilities are comparable to those of the in general. EVIDENCE: campus YES NO 0 i Pi fico fiA . O 7.4 Classrooms are integrated into the total school environment. EVIDENCE: -YES NOEducational Equity Monitoring  Page 7 CRITERIA CIRCLE ONE O/I 7.5 Facilities for special education meet the needs of the students served. EVIDENCE: 0 7.6 Current copies of student records in the classroom to monitor the achievement of the individual learner are maintained progress and (i.e., grade books, lEP goals and objectives, lesson plans). EVIDENCE: P 8.0 snd Talented Education The school staff ensures that student olacement and services provided in the Gifted/Talented non-discriminatory. program are SP/I 8.1 Strategies to eliminate disproportionate student assignment to gifted and talented are evident EVIDENCE: C/I 6.2 Th' teachers have adequate materials to deliver the curriculum. an) equipment I I 1 T 0 8.3 0 8.4 YES / NO YES NO EVIDENCE: I i No YES YES NO NO Facilities are comparable in general. EVIDENCE: o those of the campus I YES NO Classrooms are integrated into the environment. EVIDENCE: total school YES 1 NOEducational Equity Monitoring Page 8 CRITERIA CIRCLE ONE O/I 8.5 Facilities for gifted and talented meet the needs of the students served. EVIDENCE: _____________________ YES NO 0 8.6 Current copies of students' records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., test results, identification folder, progress folder). EVIDENCE: ___________________ YES NO 9.0 Staff Developmeirt The staff development plan for the school demonstrates commitment to educational equity. \\ SP/I 9.1 Staff development activities related to educational equity to enhance the achievement of a diverse student population have been provided and are ongoing (i.e.. Cooperative Learning, TESA, PET) . EVIDENCE: 'ing ker\u0026lt;rf) ro i .YES NO SP/I 9.2 Staff development activities in teaching strareg-ies for multicultural curriculum delivery have been provided. EVIDENCE:  ___________________ i i T I ! I YES HO SP/I 9.3, Staff development activities related to discipline/classroom management have been provided (i.e., assertive discipline, conflict management. and positive classroom discipline, etc.). EVIDENCE: !uanr5 sssTem For kMLl5 YES) NOEducational Equity Monitoring Page 9 SP/I 9.4 _________________CRITERIA________________________ Regular classroom teachers are provided ongoing training in understanding the remedial programs. EVIDENCE: CIRCLE OKE YES NO Pro k iz-ii-? 10.0 Parental Involvement The school provides ecruitable\u0026lt;^pportunities.-for parental involvement in the diStx-xct/school activities. O/I 10.1 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. effectiveness.) EVIDENCE: cig-5 YESi NO (List in order of \u0026gt; LZ iv't 7 I Ela bu-T iVO SP/I 10.2 All identifiable groups of parents are actively involved in school functions. EVIDENCE kode/^'lV,p 'erv rs /V b\u0026lt;2.cu C(So SP/I 10.3 Documentation is available to indicate that parents are actively involved in each phase of remediation programs in which their child(ren) participate(s). EVIDENCE: 10.4 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or achievement. EVIDENCE: SP 10.5 SchooL-patrons and parents are given an '^opportunit^to actively participate in developing X~the locan~S'chool Improvement Plan/Comprehensive f Outcome Evaluation (COE). k EVIDENCE: our rc'nC- i-S Kc cmc YES NO YES ES YES NO NO NO 15 0 : KZj pgf \u0026gt; /-I J -XU V. r PiJpi' t-iAfii-E- I i n Ct- 1 ticcjcd 'UW t oEducational Equity Monitoring Page 10 CRITERIA CIRCLE ONE SP/I 10.6 Mini-seminars at PTA meetings and/or in the community have been held to make parents aware of district structure, policy and programs, and ways to access them. EVIDENCE: ________________________ YES 11.0 Student Discipline The staff ensures that student disciplinary policies and practices are non-discriminatory. 11.1 Information, including the staff'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: 'p'lO.dnsTt-rgnJl' 11.2 School staff has plans, procedures, and practices which are designed to enable students to remain in school, promote academic success and alleviate behavior problems. Ei^IDENCE: Pb.v \u0026lt;^Lu3e\\h\u0026gt;g-S n-lC'j YES NO YES NO 3 Suspension and expulsion rates are generally YES KC representative of the student population. EVIDENCE: yfO\u0026lt;g\u0026lt;ug inTeru'-eutJ SP/I 11.4 If needed, strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. YES NO EVIDENCE: cy 7 The'it~ Loci pt-tAC Ldd i\\r cur rntrs rv A I o \u0026lt;3 nd 61 r IV o PiviC Um'i' i i NO  1^ o IgfMdT IfA^ 11.5 Classroom instruction proceeds in an orderly YES ( NO manner. EVIDENCE: ' ICO . 'Tc C VU ftiu 4 tl. ft 15 tip ft lb g s'ft Ci u i I \\\u0026gt;U S 35 131U 7 (C' i v . I ft ft-Educational Equity Monitoring Page 11 0 CRITERIA CIRCLE ONE 11.6 How visible are the following persons in Indicate one of directing/controlling students? the following for each person(s). A. B. C. Very active/very visible Somewhat active/somewhat visible Not active/not visible Principal Assistant Principal(s) Teachers Supervision Aides/Security B_______ B_____ _\u0026amp;___ EVIDENCE: i '1 fiooi'v\u0026gt; T L- Vs f tV I o 12.0 Building Leadership/Management f L\u0026gt;)'' (J In the desegregated setting, the(^principa3^hnust demonstrate a strong commitment to educational equity. SP/O 12.1 The school has a clear, concise, well-written statement of specific improvement goals. EVIDENCE: _ 6(3iALS S4$Te\u0026gt;n i PiTricv\n.ecj O O I YES NO fvfe V) AJO non-^  No 12.2 The campus and building are clean and free of debris and graffiti. EVIDENCE: ___________________________________ 12.3 Hallways are orderly. EVIDENCE: _______ 12.4 There is evidence that curriculum monitoring occurs. EVIDENCE: YES\u0026gt; NO NO NO.Educational Equity Monitoring Page 12 CRITERIA CIRCLE ONE O/I 12.5 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's scheduleindividual/group). EVIDENCE: ________________________ YES NO I/O /SP 12.6 District and school security guidelines are being followed. EVIDENCE: V\u0026gt;Oc'a-S ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: __________________ ur '1'^ YES NO I ! 1April 29, 1996 Sharon Stark Educational Equity Monitoring Garland Incentive School ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: I entered the school grounds from the Maple Street entrance. The entrance sign was hidden by an overgrown hedge. After parking I looked for several students and workers to help me locate the main entrance. They said to come in the side entrance and gave me directions to the office. One student offered to accompany me. The confusion comes because their is no main entrance. Apparently it was bricked over, shut up or somehow done away with. When I identified myself and asked where the Bi-Racial Committee was meeting I was informed that there was no one there. Also the principal was at a meeting in New Orleans. The assistant principal was called\nshe was very kind, caring and helpful. I saw her all over the building directing staff and students. The school nurse would like some screening tools for learning problems, ADHD to further aid the children. Also some training in facilitating small groups. The social worker was absent and the parenting center was locked. The first grade bathroom had no toilet paper and no holder for the paper. (I brought this to the attention of the aides and the school nurse.) In interviews, some of the staff is embarrassed at district meetings because of the problems with Garland. If the staff isn't proud of how and where they work, how can they transfer pride and knowledge to the students? I observed many, many teachers and aides raising their voices to a shout to bring the classroom or a single child under control. Children were easily distracted and not on task, environment. Learning does not take place in this kind of After observing outside all classrooms, talking with teachers and staff, and reading the students work on the hallway walls and classrooms, the problem with Garland is very plain and even fixable: lack of leadership skills and perceived lack of leadership skills. As we know the staff turnover rate is totally unacceptable\nthe lack of parent participation is unacceptable and the student achievement rate is unacceptable. We must teach the leadership skills and team building that is needed operate this school effectively. After visiting Garland, the idea of Anne Mangan's staff at Rockefeller developing an operations manual is even more important.\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_716","title":"Restructuring","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":["1990/1999"],"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","Educational law and legislation","School improvement programs"],"dcterms_title":["Restructuring"],"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/716"],"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":["194 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 New Futures Restructured Schools CIJH FHJH PHJH SWJH Building Structures For Student Success Why Is Restructuring Occurring In LRSD? .The pu^ose of the junior high school restructuring initiative is to establish a school climate, culture, and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. These schools are committed to the development of students by honoring achievement through the united efforts of parents, teachers, students, and administrators. Restructuring schools create cultures whereby all individuals shall experience of belonging and community, team leadership, and open communication conducive to innovative inteirventions which ensure a sense student success. A more effective transition in the school experience is needed between elementary and high schools. These needs will be flexible addressed through the process of whole school restructuring which will include organizational changes such as teaming, flexible scheduling, emphasis on cross curriculum and interdisciplinary planning, attention to relationships of academic units to real experiences, increased use of cooperative learning techniques, reduction of frontal teaching practices, student team projects, and class discussion. Teachers will be encouraged to engage students in the learning process. The intention of restructuring is that the education intervention component be owned and operated by teachers. Which schools will be'involved during the 1990-91 school year? During this year, Cloverdale, Forest Heights, Pulaski Heights, and Southwest Junior High Schools will begin the first year of whole school restructuring. Pulaski process began in the Fall, 1989. Intense preparation for this Preparation has taken place in both the mechanical and philosophical areas as related to restructuring issues. It should be stressed that this restructuring initiative will involve the total school conununity.2 This includes both certified and non-certified staff, parents, and students. What structural and Organizational Technicrues will be evident this year?  A program designed to ease student transition from elementary to junior high school including building on the successes of elementary education. A comprehensive orientation program for 7th grade students and their parents held on the evening of August 23, with transportation provided.  Teachers organized into interdisciplinary teaching teams. Each grade level composed of two heterogeneous teams of 120-140 students served by a core team of teachers. A common group of students will share a common group of teachers, common space, and common blocks of instructional time. Bells will be used only to indicate beginning and ending of school day.  Academic day consisting of seven blocks of instructional Students' time allowing for flexible scheduling techniques, schedule composed of five core subjects (English, math, science, social studies, and Learning Foundations), and two related arts courses.  Two planning periods daily (one team planning period and personal planning period) for all teachers. one _. Thinking and reasoning strategies, study and learning skills, test-taking strategies, special reading strategies, communication skills and technological applications incorporated into the curriculum for all students through a core course, reading/writing process, and team learning stressed through an interdisciplinary approach characterizes Learning Foundations.  Consulting teacher model utilized to mainstream resource students onto interdisciplinary teams. . Heterogeneous grouping utilized in science, social studies, and Learning Foundations. Designated gifted and talented staff development training provided to all core teachers.  School management system functions in an organizational style that utilizes school based management/improvement and shared decision making techniques.  Additional guidance counseling services provided through expanded staffing.  ' Each grade level served by a designated counselor who moves with class each year, in team meetings. Counselor participates  Guidance and counseling function of each staff member emphasized.3  On-going process of school based self-assessment continue at each school.  Extended day component operational three days each week. Component to enhance academic achievement, reduce disparities among subgroups, improve student attendance, and promote social development. homework and tutorial Activities to include: assistance, high career explorations, and health/fitness/nutrition programs. provided. Transportation will be  Development of organizational and management techniques involving an emphasis on student accountability and responsibility implemented for all 7th and Sth graders through the student progress monitoring component. Also designed to strength communication and cooperation between parents, teachers and students.  In-school suspension programs operational in all restructured schools.  Initiate planning toward development of an outcome-based process for assessment of student achievement. . Review of existing remediation/accelerated learning program for at-risk youth and development of appropriate recommended strategies for local accelerated programming.  Frecpient monitoring of total school environment and programming by school staff regularly making adjustments and changes to meet student needs through various methods including school improvement teams, school management teams, and school based assessment processes. What are some Characteristics of a Restructured School? (1) Features a program designed to ease student transition from elementary to junior high school including building on the successes of elementary education and preparing students for a successful experience in the high school. (2) Utilized educational programming techniques that respond to the physical, intellectual, and social-emotional needs of the early adolescent learner. (3) Organizes teachers into interdisciplinary teaching teams using block time or flexible scheduling techniques to best deliver the instructional program. (4) Employees, teachers, and staff members who focus on the learning needs of students by using a variety of teaching techniques that actively involve students in the learning process andiemphasize the development of students' higher order thinking4 (5) Emphasizes the guidance and counseling function of each staff member by demonstrating genuine concern for the welfare of each student. (6) Recognizes the importance of effective education by providing for a home-base or teacher/advisory program stressing the importance of self-concept in the curriculum and working as a staff to foster a positive climate for learning. skills, and personal (7) Utilizes a curriculum plan that includes factual information or organized knowledge, skills, and personal development activities that can be correlated with each other and related to real life experiences. (8) Provides access to increased support services that are available for at-risk youth. (9) Functions in an organizational style that utilize school based management/improvement and shared decision making techniques. (10) Evaluates total school environment and programming, regularly making adjustments and changes to meet student needs through various methods including school improvement teams and school based assessment processes. (11) Involves parents actively in program planning and implementation. Is the Restructuring Process Completed in one year? No, the restructuring process is an evolving process that continues to develop and grow while continually improving program strategies and making needed adjustments according to student needs. Restructuring is not a \"quick fix\" solution to the educational challenges that face our school district. It is, however, an effective and well substantiated process to be used creating school environments that insure student success. It is, What is the Learning Foundations Course? Specific areas of the The Learning Foundations Course is designed to help students increase their success as learners. Emphasis is on application of thinking, study, and learning skills. Specific areas of the curriculum include learning foundations and communication skills\nstudy and learning skills\nthinking and reasoning strategies\ntest-taking strategies\nspecial reading strategies such as\nskimming/scanning, improved reading rate, identifying individual reading and learning styles\nand technological applications in these broad areas. In order for students to achieve their full potential as learners, instruction in these skill areas is necessary. Opportunity to apply these skills in content area classes is also critical. Direct application in content area materials, then, is another important area of the Learning5 Foundation Course. The integration of skills, the reading/writing process, and team learning are stressed. Students are encouraged and supported as they apply these skills using regular content area material. Students at all levels of achievement must be taught to maximize successful learning in all areas of their lives--in school now and later as they enter college or pursue a career. The Learning Foundations Course directly addresses these goals and objectives. Individual learning plans will be developed for each student, will be reviewed with all parents. These plansi 1 Stale of Arkansas I. 3 4 5 6 I IJJ I As Engrossed: 2!22I9I 7Sth General Assembly Regular Session, 1991 By: Senators Russ, Malone and Hardin A Bill SENATE BILL 264 I I I f 7 8 1. i' . 9 10 11 For An Act To Be Entitled \"AN ACT TO AMEND ARKANSAS CODE:ANNOTATED TITLE 6, CHAPTER 11, BY ADDING A SOBCHAPTER TWO TO DIRECT THE STATE BOARD OF EDUCATION TO DETERMINE WHAT ARKANSAS SCHOOLS MUST DO TO MEET THE NATIONAL EDUCATION GOALS\n12 , AND FOR OTHER PURPOSES.\" 13 14 BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF ARKANSAS: f. h- 15 16 SECTION 1. Arkansas Code of 1987 Annotated is hereby amended to 17 f1t iS 18 19 20 21 22 f 23 24 25 26 27 I 28 their minds well, further learning. 33 add the following: \"6-11-201. ]POPULAR NAME. the National Education Goals: This subchapter may be cited as Schools for Arkansas' Future'. 'Meeting 6-11-202. PREAMBLE. One year ago the President and the nations Governors (1) adopted the following national education goals: By the year 2000, all children in America will start school ready to learn. (2) By the yejir 2000, the high school graduation rate-will be increased to at least 90 percent. (3) By the year 2000, American students will leave grades four. eight and twelve having demonstrated competency over challenging subject matter Including English, mathematics, and every school in America will ensure science, history, and geography. that all students learn to use so they may be prepared for responsible citizenship, and productive employment in our modern economy. (4) By the year 2000, U.S. students will be first in the world In mathematics and science achievement. t S. (5) By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary co compete economy and exercise the rights and responsibilities in a global of citizenship. 49 I (6) By che year 2000, every school in America will be free f o r ) 3 drugs and violence and will offer conducive to learning. a. disciplined learning envlronmenc 4 These goals are ambitious, but they can and must be achieved. sc 264 They 5 6 set standards for student performance that Arkansas schools , those in every other state, are far from achieving. as well a s 1 Achieving these goals will require a serious reexamination of every 8 aspect of Arkansas' education -systemy and fundamental changes in our 9 schools . The State of Arkansas, through the State Board of Education, 10 and the General Education Division of the Department of Education, mus t 11 determine what students must know and ba able to do in order to meet che 12 goals . Thia will not simply require more students to learn what is 13 already taught. Instead, it will require 14' curriculum that places greater emphasis on teaching students to think. 15 are appropriate to ensure that all students will and to apply methods that master the more 16 challenging curriculum. 17 In order to achieve these new IS and limited levels of performance within existing resources, Arkansas must fundamentally restructure its 19 education system. This means providing educators in every school with 20 che flexibility and tools they need to determine the best 21 the goals with their students. way to achieve 22 they need to teach new materials in It means providing them with the training 23 ocher new ways, and with leadership and skills they need to work together in new ways and succeed in 24 education environment. a new 25 themselves to Institutions of higher education must commit effectively providing new teachers with the 26 knowledge and pedagogical content 27 the goals . skills required to help all students achieve Arkansas schools need new student performance 28 tools that are well matched to asses sment 0 29 schools Q 34 chat accurately measure what is taught. new standards for student performance, The results of these assessment tools must be incorporated into school parents and che general public will be informed expected co know and are and performance report cards so that as to what students are Co be able co do and how well Arkansas public performing. 6-11-203. DEFINITIOH OF LEARNER OUTCOMES. ^5 Education The State Board of 3 Arkansas students shall, by July 1, 1991, adopt learner outcomes that define vhac must know, and be able to do In order to be cn Q c 2 competitive 50 1 nat iona lly and internationally, in the context of the T Coals . The learner outcomes should also 3 4 in college . from higher 5 6 7 8 9 10 11 12 13 14 15 16 17 IS 19 20 21 22 23 24 SU ZC4 Nacional Education link to expectations for success and should include the implementation of feedback mechanisms education institutions 6-11-204 . PREPARATION AND (a) Department to public schools . LINKING CURRICULUM, ASSESSMENT AND PROFESSIONAL DEVELOPMENT TO LEARNER OUTCOMES. By July 1, 1991, the General Education of Education vith the assiatance Restructuring Education, Education Division of the of the National Alliaxice Jor shall develop and..present to  proposed plan for working towa curriculum frameworks, student performance professional development programs to education system. The Director of the Education shall appoint a Division the State Board of rd integrating state-wide , assessment tools, and support restructuring the Arkansas General Education Division of the Department o 4 task force to advise the General Education in the development of this plan. force shall include curriculum experts experts, staff developers, restructuring schools, shall be faculty members plan has been developed. .The fifteen (15) member task , assessment experts, discipline nd teachers and administrators At least three (3) members from of the task force of institutions of higher education. Once a the advise the Director on its task force shall remain in existence to implementation on The State Board of Education proposed plan an ongoing basis. shall accept written comments from July 1, through August 1, 1991. on the The State Boarif of 25 Higher Education shall review the proposed plan during the comment 26 period and provide appropriate comments and recommendations regarding 27 those components of the plan which relate to the responsibilities of 28 institutions of higher education. (b)(1) Curriculum frameworks will define the broad themes and I 0 I J 29 topics 31 establish currently these new for Instruction that will prepare students to demonstrate the learner outcomes. (2) New learner outcomes and curriculum frameworks will S new and higher standards for student performance. Tests in use will not be adequate to Judge student learning against t tand ards. Therefore, new student performance assessment tools, not limited to standardited tests, will be used to judge student 3 5 1 1 1 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 As Engrossed 2/22/91 progress . sn : As more appropriate assessment tools become available, they will be phased in to replace teat currently in use. (3) Professional development programs will include, but no be limited to, providing teachers, principals and other adminlatrators , with content knowledge and pedagogical skills required to help all students achieve the learner outcomes. (c) By July 1, 1992, the State Board of Education shall submit a report to the Governor and the Legislature, that describes the -- implementation of the activities contained in the plan,* and identifies any legislation which may be needed in order to continue to link curriculum, assessment, and professional development to the learner outcomes, in order to achieve the national education goals. 6-11-205. TEACHER LICENSURE STANDARDS. The Director of the General Education Division of the Department of Education shall appoint a task force to recommend how to design and implement outcome-hased licensure of teachers and administrators. system of The task force shall be composed of not more than seventeen (17) persons and shall Include teachers, and administrators from restructuring schools, subjec matter experts, higher education faculty and administrators, and public and business representatives. At least three (3) members shall be high education faculty or administrators who shall be nominated by the Director of the Department of Higher Education. The Director of the Department of Higher Education shall also serve as an ex-officio member of the task force.' The task force shall:  25 (1) Define standards for what beginning teachers and 26 27 administrators must know and be able to do, with specific reference content knowledge and pedagogical skills, and the knowledge, skills to anc 29 30 31 32 3 34 28 capacity to assume beginning professional roles and responsibilities it restructured schools. (2) Determine the assessment systems and tools required assess the performance of candidates. tc Such tools shall not be limited pencil and paper tests\nthey must Include performance and demonstratio' of the ability to apply knowledge and skills to real or simulated educational settings. The task force shall submit its recommendations to the State Boat of Education by January 1, 1992. The State Board of Education shall 4 52 r ns Engrossed 2/22/91 1 T 3 sn 264 adopt the recommendations of the task force or make such modification in the recommendations as the Board deems appropriate consistent with this mandate that the licensure standards be outcome based. 4 (b) The licensure standards and assessment tools developed 5 6 through this process and adopted by the State Board of Education shall be applied in the same fashion to candidates for licensure who have 7 8 completed conventional teacher preparation programs have prepared themselves through altarnative routes- 9 well as those who 10 11 12 13 14 15 16 17 IS 6-11-206, SUPPORT FOR THE RESTRUCTURING SCHOOLS PROCESS. (a) The General Education Division of the Department of Education ahall, with the assistance of the Education Commission of the States and the Coalition of Essential Schools, make available to all schools and school districts involved in a restructuring process the training, technical assistance, networking and other support they require. shall designate not less The Director than ten (10) nor more than twenty-five (25) schools or school districts which have begun the restructuring to serve (b) proces s examples for other schools and school districts. The General Education Division of the Department of Education a s 19 20 shall provide workshops, seminars, visits to schools Involved in restructuring, summer programs, and other means of learning so that 21 schools not yet Involved in the restructuring process can cake informed 22 determinations about the requirements and expectations of involvement. 23 (c) The General Education Division of the Department of 24 Education, from funds appropriated for such purposes, may provide grants 25 ot up to $20,000 to schools and school districts involved in the 26 restructuring process. The grants shall be provided on a competitive 27 basis for the purposes of: 28 (1) Planning and/or professional development activitiea to 29 30 31 32 33 accelerate the restructuring process within a school or dlstrictj (2) restructuring. (d) or 34 35 Assisting other schools to learn about school Schools and school districts participating in the restructuring process shall be given priority by the General Education / J Division in the allocation of federal funds provided to the Division fory improvement of math and science education. V 6- 1 1 -207 . ACADEflY FOR LEADERSHIP TPjMNING AND SCHOOL BOARD 5 53 I 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 sc 26-4 MAMACEKENT. There is hereby established the Academy for Leadership Training and School Based Management. The Academy will provide a variety of training programs and opportunities to develop the knowledg leadership skills of school principals, as well as teachers, e base and superintendents and other administrators, and school board members. Academy need not be located in may b e The Ingle institution or organization: it consortia of institutions of higher education, local school districts and other education institutions or organizations. By September 1, 1991, the General Education Division shall develop and publish a request for proposals for the Initial structure and operation of the Academy, its initial term shall be than January 1, 1992. IS o o CT cn A.n award for the operation, of the Academy for made by the State Board of Education not later The State Board of Education shall have the authority to issue subsequent requests for proposals if the Board should determine to change 6-11-208. the operator or the location of the Academy. REORIENTING THE GENERAL EDUCATION DIVISION OF THE ARKANSAS DEPARTMENT OF EDUCATION TO SUPPORT RESTRUCTURING. (a) The 18 leadership and support of the General Education Division of the 19 Department of Education is essential to facilitat 20 21 22 23 24 25 26 27 28 29 ?50 31 ^2 33 36 e the process of rueturing the Arkansas education system. function, the role, mission. In order to fulfill this operations and resources of the division need to be substantially reoriented and the staff need training and supports Education, With the assistance of the National Alliance for Restructuring the General Education Division of the Department of Education s hall develop a plan, by July 1, 1991, to accomplish this. This plan shall address support and assistance reallocation of the increased importance of providing to schools and districts, the allocation and resources, the establishment of comprehensive data for planning and monitoring, the need to shift from discreet programmatic efforts to supportive of the goals more integrated and cohesive strategies for education, staff roles organizational structure, needs, and other topics deemed implementing this bases and responsibilities. and training and professional development neces sary. In developing and plan, the General Education Division must model the types o.. changes required by schools in the restructuring proce s s . (b) Upon determination by the Director of the General Education 6 54 fSf. i I ! I i 17 t::- I / S' I 1- 8iI. *c sn 264 1 Division of che Department of Educacion ChaC a reallocation of che 2 resources of che Division is necessary co provide supporc and assisCance 3 Co schools and school discrlccs in rescruccuring and in meecing che goals 4' of Chis subchapcer, che Dlreccor, afcer receiving approval of che 5 6 Governor, shall request from the Chief Fiscal Officer of the State a transfer of positions, appropriations, and/or funds within or between 1 appropriacions or programs of Che General Educacion Diviaion. Prior Co 8 9 acting on Che requesced Cransfer, che Chief Fiscal Officer shall submic che Cransfer requesC wich his recommendaCion Co che Logislacive Council. 10 If Che Chief Fiacal Officer approval che requaaCed Cranafer, he 11 shall iniciace che neceaaary cranafer documeaCa co reflecc che Cranafer 12 on Che fiacal records of che SCaCe AudiCor, che Scace Treasurer, che 13 Chief Fiscal Officer, and che General Educacion Division of che 14 Deparcmenc of Educacion. 15 6-11-209. DEVELOPMENT OF A LONG TERM PLAN FOR RESTRDCTUKING 16 ARKANSAS' EDUCATION SYSTEM. The General-Educaclon Division of che 17 Deparcmenc of Educacion shall develop and submic co che Scace Board of 18 19 Educacion a proposed Cen (10) year plan for rescruccuring che Arkans educacion syscem in order Co achieve che nacional educacion goals. as The 20 proposed plan shall include provisions for managing che change process 21 and monlcoring progress cowards che goals. The definitions of learner  22 23 outcomes adopced pursuanc Co A.C.A. 6-11-203\nche plan for linking curriculum. 24 assessmenc and professional preparacion and develop learner ouccomes adopCed pursuanc co A.C.A. menc co 25 6~11-20Aj che ouccome-hased syscem of ceacher and adminisCracor licensure adopced 26 27 9 28 29 33 6-11-205\nand the plan for reallocation of the Education Division adopted pursuant to A.C.A. pursuanc Co A.C.A. resources of che General 6-11-208 shall be componencs of che long cerm plan. ' The proposed plan shall cake inco accounc needed policy and adminiscracive chang levels co provide e s ac discricc and fltace supporcive envlronmenc for schools co and be presenced co che ScaCe Board of Educacion rescruccure 1, 1992. shall adopt The Board, after soliciting and reviewing written noc laCer chan January comments, a 6-11-210. long term restructuring plan noc lacer chan April 1, ADVICE FROM EDUCATORS. advisory committee 1992 . The Director shall appoint an comprised of individuals from organizations rep.esencing teachers, administrators, school board members and ocher 7 55 sn 2C4 1 educators in Arkantas, to provide ongoing advice to the State Board of a'r , 2 Education and the Director, regarding the development and Implementation 3 of each of the plans required by the above aectlons.\" 4 5 1, SECTION 2. CODE. All provisions of this Act of general and 6 6\n1 8 permanent nature are amendatory to tha Arkaaaaa Code of 1987 Annotated and the Arkansas Code Kevialon Commission shall Incorporate the sama in the Code. K k 9 10 SECTION 3. SEVERABILITY. If any provision o thia Act or tha 11 application thereof to any person or circumstance is held invalid, such 12 invalidity shall not affect other provisions or applications of tha Act 13 14 which can be given effect without the Invalid provision or application, and to this end the provisions of this Act are declared to be severable. 15 I16 SECTION 4. GENERAL REPEALER. All lavs and parts of lavs in bS'i .v 17 conflict vith this Act are hereby repealed. 18 t.' hT 19 /s/Raes ec al 20 21 'H:- 22 23 24 25 26 27 28 29 IW 30 31 a w\\j Q.  3 32 approved governor 34 fD CO o CD Q 3 wB 5 V t s 55 . Update on LRSD/New Futures Restructuring Initiative L I The purpose of the junior high school restructuring initiative is to establish a school climate, culture, and curriculum that is responsive to the developmental needs of early adolescent youth and the particular needs of at-risk students. These schools are committed to the development of students by honoring achievement through the united efforts of parents, teachers, students, and administrators. Restructuring schools create cultures whereby all individuals shall experience a sense of belonging and community, team leadership, and open communication conducive to innovative interventions which ensure student success. A more effective transition in the school experience is needed between elementary and high schools. These needs are addressed through the process of whole school restructuring which will include organizational changes such as teaming, flexible scheduling, emphasis on cross curriculum and interdisciplinary planning, attention to relationships of academic units to real experiences, increased use of cooperative learning techniques. reduction of frontal teaching practices, student team projects and class discussion. the learning process. Teachers are encouraged to engage students in The intention of restructuring is that the education intervention component be owned and operated by teachers. Structural implemented are described below. and organizational techniques that have been A program designed to ease student transition from elementary to junior high school including building on the successes of elementary education. A comprehensive orientation program for 7th grade students and their parents took place the evening of August 22. Teachers organized into interdisciplinary teaching teams. Each grade level composed of two heterogeneous teams of 120-140 students served by a core team of teachers. A common group of students will share a common group of teachers, common space. and common blocks of instructional time. Bells will be used only to indicate beginning and ending of school day. Academic day consisting of seven blocks of instructional time allowing for flexible scheduling techniques. Students' schedule composed of five core subjects, (English, math, science, social studies, and Learning Foundations) and two related arts courses at the 7th and Sth grade levels. Ninth grade students' schedule is composed of English, math, science, social studies and either health/PE or Computer technology, and two related arts courses. . Two planning periods daily (one team planning period and one personal planning period) for all teachers. The daily team planning period provides teachers the opportunity to plan together as a group, develop interdisciplinary units, plan incentive programs, discuss individual student needs, hold joint parent conferences, discuss instructional issues, establish cross curricular connections between subject areas, and provide collegial support opportunities. . Thinking and reasoning strategies, study and learning skills, test-taking strategies, special reading strategies, communication skills and technological applications incorporated into the curriculum for all students through a core course, reading/writing process, and team learning stressed through an interdisciplinary approach characterizes Learning Foundations at the 7th and Sth grade levels. School management system functions in an organizational style that utilizes school based management/improvement and shared decision making techniques. Additional guidance counseling services provided through expanded staffing. Each grade level served by a designated counselor who moves with class each year. Counselor participates in team meetings. Guidance and counseling function of each staff member emphasized. On-going process of school based self-assessment continue at each school. Extended day component operational three days each week. Component to enhance academic achievement. reduce disparities among subgroups, improve student attendance, and promote social development. Activities to include: homework and tutorial assistance, high career explorations, and health/fitness/nutrition programs. and a nutritious snack provided. Transportation In-school suspension programs operational in all restructured schools. Initiate planning toward development of an outcomebased process for assessment of student achievement.. Review of existing remediation/accelerated learning program for at-risk youth and development of appropriate recommended strategies for local accelerated programming. Frequent monitoring of total school environment and programming by school staff regularly making adjustments and changes to meet student needs through various methods including school improvement teams, school management teams, and school based assessment processes. Restructured schools have common characteristics. These characterics provide a focus for the restructuring initiative in the LRSD. (1) (2) (3) (4) (5) (6) (7) (8) Features a program designed to ease student transition from elementary to junior high school including building on the successes of elementary education and preparing students for a successful experience in the high school. Utilizes educational programming techniques that respond to the physical, intellectual, and social- emotional needs of the early adolescent learner. Organizes teachers into interdisciplinary teaching teams using block time or flexible scheduling techniques to best deliver the instructional program. Employees, teachers, and staff members who focus on the learning needs of students by using a variety of teaching techniques that actively involve students in the learning process and emphasize the development of students higher order thinking skills. Emphasizes the guidance and counseling function of each staff member by demonstrating genuine concern for the welfare of each student. Recognizes the importance of affective education by providing for a home-base of teacher/advisory program stressing the importance of self-concept in the curriculum and working as a staff to foster a positive climate for learning. Utilizes a curriculum plan that includes factual information or organized knowledge, skills, and personal development activities that can be correlated with each other and related to real life experiences. Provides access to increased support services that are available for at-risk youth.(9) Functions in an organizational style that utilizes school based management/improvement and shared decision making techniques. (10) Evaluates total school environment and programming, regularly making adjustment and changes to meet student needs through various methods including school improvement teams and school based assessment processes. (11) Involves parents actively in program planning and implementation. The restructuring process is an evolving process that continues to develop and grow while continually improving program strategies and making needed adjustments according to student needs. Restructuring is not \"quick fix\" educational challenges that face our school district. solution to the It is, however, an effective and well substantiated process to be used in creating school environments that insure student success. Recognizing that restructuring is a process that is ongoing, the most critical factor in the process is that everyone at every level must understand the direction that we are moving and be committed to the process. on the vision for This requires a constant sense of focus each individual school. Discussions and decisions must be based on the established vision of the school. Local schools must be empowered and supported as they proceed through this process. a To provide a guide for the restructuring initiative, these schools have \"bought into\" certain strategic imperatives that were developed by the Center for Leadership in School Reform. These imperatives provide a framework for schools to undertake the process of self-examination and self-direction. They help provide a sound philosophical base from which schools restructuring process. can begin the Attached is a description of these strategic imperatives.. The strategic imperatives are listed below with specific activities and programs that have been developed and implemented in these schools that address these imperatives. Shared Vision Participation in the CLSR self- assessment process Development of a shared vision at each school. Staff development activities have served tocreate a common understanding of the issues and practices for effective junior high instruction. Participatory Leadership Steering committees composed of team leaders and principals. This committee proyides the process for collaboratiye decision making at the local level. Leadership training for principals. . Assistant Principals' collegiality support group. Team leader training. Organizing teaching staff into teams. The teams provide the structure for collaborative decision making for student based teams. Management by Results Student-centered learning focus. Staff development to support development of teaching strategies that engage students in the learning process. Through team planning and discussions, individual student needs are identified and addressed by the team. Exploring and implementing alternative methods of discipline to prevent suspensions and expulsions (e.g. ISSP, lunch detention, student contracts, peer mediation.) Increased parental involyement through joint parent conferences often adjusting parent conference times to accommodate working parents. Specific staff development focused on increased teacher understanding of the student population. Incentive programs to reward student success. Staff development opportunities for teachers to listen to \"student perceptions\" of schools and teaching practices.Staff development opportunities for teachers to better understand the high-risk student population. Innovation and Improvement Through staff development activities teachers are provided information on new ideas and practices that have proven to bring about student success and are encouraged to try innovative techniques and strategies and evaluate them based on the results they produce for students. Case management service teams at each school. Enhanced health services at each school. Specific programming for at-risk youth: - Teacher Advisor Program - After school programming - Summer experiential program Development and training on authentic assessment strategies. Emphasis on increased parental involvement Truancy Review Committee Advisor/Advisee programming Staff development on cross-curricular instructional strategies. Continuity and Institutionalization Continue reassessment toward established goals. CTA/LRSD/NF Joint Committee on School Restructuring. Collaboration between LRSD Board of Directors and New Futures Board of Directors. Flexibility Stated commitment exists in these schools by building principals to permit changes in the rules, roles and relationships that govern the local schools to allow for growth, build capacity, and encourage innovation. Support . Local business support through mentoring programs. Through the New Futures grant, certain resources have been available to support innovative teaching. High quality staff development opportunities that are shaped in response to teacher requests. schools. The restructuring process has moved rapidly in these four The staff development has been intense but critical in order to provide a foundation of knowledge that is necessary to empower teachers and local administrators. Building a sense of trust that the system will support local decision making has been an on-going challenge. The leadership and courage demonstrated by all the principals has been the key factor in the achieved thus far. successes There also exists a large cadre of very committed teachers in each school that continue to go \"the extra mile\" to ensure the forward movement of the process. When these teachers speak of restructuring it is clear that the owner ship of the process belongs to them and others at the local school level. These teachers say \"we'll never go back to the old ways.\" They are fully committed to the premise that educators must keep moving forward, taking risks and continually challenging each other to develop new and innovative ways to conduct school business, schools are \"alive\" and \"growing.\" These However, if the work of these four schools is to be anything other than a pilot project affecting a limited population in the school district, then strategies in these areas must be developed system wide. The experience of these past three years has provided invaluable learning for this process. The task ahead is to use this learning to expand restructuring throughout the Little Rock School District.MEMORANDUM TO: Ira FROM: iam RE: Little Rock program activities DATE: January 8, 1992 This memo seeks to outline for you the current program activities sponsored by New Futures for Little Rock Youth. The emphasis here is on present interventions that directly affect youth, as distinct from the development and exercise of political will. I have kept the focus on current activity rather than overall strategy or historical development (except where there have been significant changes in program characteristics). One major change which is reflected in each of the major program areas is NFLRY's decision to extend their base grant through 1995. In order to realize this decision, existing program activities were assessed and restructured in order to concentrate most interventions on students attending four of the citys junior high schools. SCHOOL RESTRUCTURING Four junior high schools with a combined enrollment of 2900 students have restructured their school environment through the intervention of NFLRY. All students now are members of student clusters\" served by a team of teachers. This school-within-a-school concept allows for more cross-disciplinary teaching and a greater sense of belonging and engagement by students. Teachers know their students better and see themselves as better able to understand and marshal the resources to meet students needs. The environment fosters more creative and responsive approaches to teaching and learning. These changes have been accomplished through a comprehensive strategy which has several important program components, examples of which are highlighted below. Except where noted, the costs of these programs are covered by the Little Rock School District as part of the local match. Some of the funds the District uses to support these programs come from state desegregation program funding. Mini-Grants for Planning. A key element in the Little Rock restructuring effort is site-based management. In this approach, the principal and teachers in each school are encouraged to take greater responsibility for establishing an educational program that suits their students. To facilitate each schools ability to act on their decisions, a discretionary account of $1000 in AECF funds is provided to each one. In-School Suspension. At the inception of New Futures, one of the problems identified locally was the high number of at-risk students who were continually being suspended from school. NFLRY wanted to provide an alternative to this practice which seemed to exacerbate rather than help the academic and behavior difficulties of these students. Through New Futures, a new policy of in-school suspension has been established in all of the districts junior high schools. AECF funds supported the development of the space for these programs and initial staffing costs\non-going support is now provided by the school district. Truancy Program. A way to intervene more positively in the lives of students with excessive school absences was developed through a collaborative effort of the schools, the juvenile court, community service providers and New Futures. After twelve unexcused absences, students are referred to a review committee which seeks to identify why the student is truant. Depending on the needs identified, students are referred to resources both within and outside of the school. Previously, these students would have been expelled from school and/or brought into the juvenile justice system. This program also provides psychological assessment and counseling where appropriate. The program serves the four target junior high schools. Last year 58 students were served, increasing to 100 this year. The cost is approximately $50,000 per year, about half of which comes from the state Department of Human Services as part of the local match and half from AECF funds. After-School Program. Three of the four junior highs offer a structured afterschool program to a total of 200 students. Activities include a homework center, \"academic acceleration\" classes and activity clubs. Students typically attend several days per week, dividing their time between structured academic remediation or homework support and club activities such as computers, broadcasting or jazz. One teacher in each school coordinates the program and teachers in each building volunteer to sponsor a club or teach in a subject area. Each school determines what special subjects and activity clubs to offer. The cost of the program is $20,500 per school and includes salary stipends for the program coordinators and teachers, money for snacks and after hours student transportation. The program is supported primarily by the school district as part of the local match. AECF funds provide a small discretionary fund to each school to be used for special equipment or supplies not normally available through the district. Teacher Advisor Program. Two of the junior high schools have a mentoring program through which teachers serve as adjunct advisors to a group of 12-15 at-risk students. Mentors befriend students in order to assist them with adjustment to junior high school and to increase their sense of engagement in the school. Teachers who participate in the program receive stipends of $1000 and a discretionary fund of $500 for special student needs or recreational outings. Currently, 233 students are enrolled in the program at a total cost of $27,000 per year. Parent Leadership Training. This is a non-traditional approach to increasing the involvement of parents in the schools and increasing their peer support. A small group of parents is recruited for training in general leadership skills and in a specific approach to leading parent support groups. Under the supervision of a staff social worker, they then organize and lead support groups for parents in their neighborhoods. Peer Facilitation. Developed and currently being piloted by the team of teachers in one of the junior high school clusters, peer facilitation is being tested as a way to motivate at-risk students. In addition to contributing to their self-esteem and school engagement, it is effective at improving their skills. A group of low-achieving seventh-grade math students is paired with a group of third grade students from a neighboring school. The older students tutor the younger ones in basic math skills. Young Professionals Club. As teachers at one of the junior high schools began to see their role as extending beyond students purely academic skills, they reached out to the community and engaged employees of a local utility in a volunteer mentoring program. The program of group and individual activities is intended to increase positive self-concepts, academic performance and behavior among the students. Currently, 80 seventh graders participate in the program which is entirely funded through mentors' contributions and a small grant from their employer. CASE MANAGEMENT Currently, the second version of a case management system is being implemented in Little Rock. Previously, the case management program was a direct service provided by NFLRY and all youth specialists were employees. This system has been replaced by a partnership approach through which five community agencies are contracted to provide staff members to case management service teams\" (CMSTs). NFLRY employs a coordinator for each team and a manager who oversees the operation of the system. There now is a four-member CMST in each of the four target junior highs. Team members represent agencies with expertise in health, substance abuse, counseling, mental health and neighborhood services. During the first half of the current school year, 279 students were participating. During this period, case managers logged 5281 interactions with students and their families in the course of helping to arrange to meet such needs as clothing, food and utilities\nemployment preparation and job referrals\ntransportation\ntutoring\ncounseling, psychological evaluation or drug and alcohol treatment\nchild protection\nphysical health\nand mentorship. The cost of each team is approximately $150,000 per year. This includes direct and contracted personnel costs, discretionary funds for client services and training. Most of the program is supported by AECF funds but NFLRY also arranged for several of the contracted positions to be supported directly by the state social services (Title XX) program as part of the local match. DAY CARE To permit teen-age mothers to stay in school, NFLRY established a program which currently supports 65 mothers of 75 children. Vouchers are issued directly to students by New Futures personnel who also assist students in identifying and evaluating day care resources. The vouchers are presented directly to the state office of social services which covers the cost ($70,000 per year) through Title XX funds. The staff position is also provided by the Division of Children and Family Services as part of their New Futures match. The state is now implementing the new Child Care Block Grant and has used the experience with the New Futures voucher program to design a similar approach for statewide use. The new CCBG program will absorb the costs previously paid through Title XX. The previously allocated Title XX funds will remain available to New Futures as matching funds to be reprogrammed for other purposes. In addition, the experience with earmarking funds for teen mothers in Little Rock has convinced the state to make these clients high priority for vouchers across the state. YOUTH INITIATIVE PROGRAM Last Spring, New Futures provided crisis intervention with members of rival gangs that were involved in a local murder. That brief intervention has become permanent and now provides direct services to approximately 30 young black men. The program is intended to provide alternatives to gang affiliation and to demonstrate to the community how further gang development can be diminished. Activities include group counseling, group community service projects such as presenting Christmas gifts to younger children in a special school program, focus groups with members of the media and local community leaders, a parent support group and individual interventions. In addition, the students have their own regular TV show on a local public access cable channel. The experiences with this cohort of students provides the basis for extensive indirect work developing the capacity of other local resources. Recently, a second staff member was hired and a new school-based program working the 30 males at one of the junior high schools was initiated. The $70,000 annual cost of the program is paid by funds from the City of Little Rock as part of the local match. YOUTH EMPLOYABILITY Summer Youth Programs. There are two programs that offer summer jobs to at-risk youth. Through an agreement with the JTPA program, summer jobs are reserved for students aged 14 and older who participate in the New Futures case management program. New Futures recruits and places students in the available jobs. Last summer, 56 New Futures students were placed in JTPA jobs. The City of Little Rock, through JTPA, covers $45,000 in student salaries and administrative expenses. The State Summer Jobs Program provides jobs in state agencies to 45 students. Students are recruited and screened for the jobs through a collaborative effort of New Futures and school district staff. Student salaries of approximately $70,000 are paid by the employing agency as part of the local match. Youth Development Mini-Grants. This program, funded through a grant from the state Office of Alcohol and Drug Abuse Prevention and administered by New Futures, is intended to help community agencies provide youth enrichment programs, especially during the summer. Local churches and youth organizations apply for a share of the $14,000 available. Priority is given to programs serving black males in the citys most disadvantaged neighborhoods. TEEN HEALTH Family Life Education. As a part of New Futures, a new curriculum has been implemented for students in grades K-6 in 13 elementary schools and for all 7th graders. In sequenced units, students are exposed to age-appropriateinformation about drugs, sexuality, violence, self-responsibility, decision-making, etc. The courses are taught by specially-trained teachers who are supported by a professional social worker who provides individual contact to students and families when issues arise through the FLE. New Futures has provided training to the family life educators and school nurses who are responsible for teaching . the program\nall other costs are covered by the school district as part of the local match. School Health Clinics. Through New Futures, health clinics have been established in two secondary schools and planning has been completed for a third program. At the senior high school, a full range of health services is provided, including contraceptive health care and dispensing of contraceptives. Last year, the clinics five programs served from 12 to 257 students. At the junior high school, medical services are provided but family planning services are not. New Futures has provided the developmental funding and coordination for these programs (i.e. space renovation, equipment purchases, training)\noperational costs are covered by the state department of health and the school district. Coordination and consultation is provided by a staff member loaned to New Futures by a local mental health service provider. Mental Health Players. As a way to sensitize the public to the issues in teen life, and to give teens a way to develop life skills, a mental health counselor employed by one of the clinics organizes students into a performance group that presents skits to various audiences. After the skits, which illustrate various issues and dilemmas faced by teens, the students discuss questions and reactions with the audience. The third group of Players is now in rehearsals. EPSDT Screening. NFLRYs committee on health concerns has recommended to the school district that the number of school nurses be expanded and their roles enhanced. New Futures identified a way to fund this expansion through certifying the nurses as providers in the state-federal health screening program. This makes it possible for the school district to be paid by the state for assessments the nurses do of students who are enrolled in the state Medicaid program. These revenues are expected to be earmarked to support expansion of the school health program. New Futures arranged the training and provided the equipment required for certification.'Z C  Donna Grady Creer Executive Director Magnet Reviezu Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 (501} 756-0156 received April 28, 1999 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 MAY 3 1999 OfFICECF DESKRfaTOMOKlTQfiJ/fG Dear Judge Wright\nOver the course of the past two years, LRSD has entered into a grade level reorganization to change the grade configuratioriof LRSD from a K-6 elementary, 7-9 junior high, and 10-12 senior high to a K-5 elementary, 6-8 middle school, and 9-12 senior high. The LRSD, through its representatives to the MRC and middle school-related district personnel, conferred with the MRC regarding the inclusion of magnets in this grade configuration change. After examining the documentation, having representation in the Middle School Steering Committee and subcommittee meetings, and conferring with original magnet school principals, the MRC supported the movement to this grade configuration which is scheduled to begin with the 1999-2000 school year. This change impacts all six original magnet schools, particularly the four magnet elementaries and the magnet high school. The overall reconfiguration results in an increase of the total number of magnet seats available\nhowever, seats available at each of the magnet schools now varies from previous seats available. The MRC sought ways to better utilize the building space available in magnet schools to maximize educational opportunities and to provide more program participation in magnet schools. These changes will make programs available to a larger number of students while still retaining quality of programs and quality of instruction. In reaching its decision, the Magnet Review Committee looked at the need to maintain an overall prescribed number of students and to maximize opportunities to gain access to magnet programs. At its December 15,1998 meeting, by formal motion and unanimous vote, the MRC approved the addition/reconfiguration of magnet school seats.RECEIVED The Honorable Susan Webber Wright HAY 3 1999 Page 2 OFFICE OF OESEGREGAIlOHWQMlTQRttB The following chart reflects the decisions made by the MRC after receiving input from LRSD Central Office staff, magnet school principals, and curriculum specialists. SCHOOL CURRENT NUMBER OF SEATS VACATED Booker Arts Magnet Four 6th Grade Classes  25 = 100 seats NUMBER OF SEATS RECONFIGURED Kg -1 Class  20 1st Grade - 1 Class  23 2nd Grade - 1 Class  23 3rd Grade - 1 Class  23 Total = 89 seats Carver Basic Skills/Math- Science Magnet Four 6th Grade Classes  25 = 100 seats (Vacant classrooms will be used for parent and academic activities) Kg -1 Class  20 1st Grade -1 Class  23 Total = 43 seats Gibbs International Studies Magnet Two 6th Grade Classes  25 = 50 Kg - 1 Class  20 1st Grade -1 Class 23 Total = 43 seats Williams Basic Skills Magnet Three 6th Grade Classes  25 = 75 seats 3rd Grade -1 Class @ 23 4th Grade - 1 Class  25 Sth Grade - 1 Class  25 Total = 73 seats Mann Arts/Science Magnet No overall change in the number of seats Add Grade 6 Delete Grade 9 Parkview Arts and Science Magnet None 9th Grade Added Total = 209 seats In each instance, the MRC looked at the immediate and long-term impacts of grade level reconfiguration on the particular magnet school program. Under the proposed middle school structure, the budget for the six interdistrict magnet schools would be impacted as follows in order to continue instruction and delivery of services to magnet schools by the beginning of the 1999-2000 school year. MAGNET SCHOOL FUNDING State of Arkansas NLR5D PC5SD LRSD Total Current Funding S 9,079,698 1,193,239 2,206,042 5.680.226 $18,159,205 Proposed Funding Proposed Increase S 9,646,968 1,267,612 2,344,213 6.035.143 $19,293,936 567,270 74,373 138,171 354.917 $ 1,134,731 5The Honorable Susan Webber Wright Page 3 Using the 1998-99 magnet school budget per pupil expenditure amount of 54,654, the costs associated with changes in seating will create an increase of SI29 per student above the current funding level. This projected calculation reflects only the changes attendant to the reconfiguration of grades, and does not reflect any probable changes in salaries and basiC operating costs which may arise due to inflation, etc. The MRC acknowledges that there may be additional costs associated with what has been approved. Should those costs occur, they will be built into the 1999-2000 magnet school budget. LRSD, through its representatives to the MRC, has already indicated that many items necessary for start-up of these new grade configurations will not result in new purchases. The MRC has been advised that certain supplies, equipment and materials will be redistributed throughout the district, including the magnet schools. With the 1999-2000 school year rapidly approaching, and with all parties in agreement to grade level reconfiguration of the LRSD, the MRC respectfully requests the Court's approval of these changes. The MRC will continue to work cooperatively in fulfilling 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, b  Sadie Mitchell, Chairperson Magnet Review Committee SM/DGC:sl tc Ann Brown, Federal Monitor - ODMMagnet Review Conwiittee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 721 N Donna Grady Greer Executive Director May 7, 1999 The Honorable Susan Webber Wright Judge, U.S. District Court Eastern District of Arkansas 600 West Capitol Suite 302 Little Rock, AR 72201 Dear Judge Wright: RECEIVED MAY 1 0 19SS OFFICEOF DESEGREGATION MONITORING At its December 15, 1998 meeting, the Magnet Review Committee ('MRC') approved a change in the grade structure and number of seats at the magnet schools for the 1999-2000 school year. This letter is a request for Court approval of this MRC action. The changes approved by the MRC result from the restructuring of schools in the Little Rock School District ('LRSD') to accommodate middle schools rather than the traditional grade arrangements in elementary, junior high, and senior high schools. The Mcanet School Stipulation, dated February 27,1987, and the March 1989 Settlement Agreem.ent, cs revised September 28, 1989, describe the magnet schools structure and establish the enrollment at each. Because the MRC's action alters the terms of those agreements and adds 132 seats to the K-12 magnet program, the Magnet Review Committee requests your approval of the changes described below. The LRSD Revised Desegregation and Education Plan calls for the reconfiguration of arade structure from the traditional elementary, junior high, and senior high to allow for mfddle schools to house grades 6, 7, and 8. If the magnet schools are to conform to the administrative structure of other LRSD schools, the four elementary magnets must serve grades K-5, the middle school magnet school must serve grades 6-8, and the high school rnagnet must serve grades 9-12. The results of moving the sixth grade to middle school and the ninth grade to high school in the magnet program as approved by the MRC are described below for each school. Booker Arts Magnet\nBooker Arts Magnet School had 660 allocated seats under the original plan, with 100 of them in the four sections of sixth grade. When those 100 seats are vacated by 6th grade students, they will be distributed over the lower grades by adding a classroom at each of grades 2,3,4, and 5. However, only 89 seats can be used because the class size regulation allows only 23 students in grades 2 and 3. The result will be a net loss of 11 available seats at Booker and a school capacity of 649. Carver Basic Skills/Math-Science Magnet: There are 100 seats allocated to the four sections of sixth grade at Carver Basic Skills/Math-Science Magnet under the original plan.The Honorable Susan Webber Wright -2- May7, 1999 Twenty of those seats will be used for one additional kindergarten classroom, and twenty- three will be allocated to one additional first grade classroom. The principal and the MRC agreed that two of the four rooms formerly used for sixth graders should be used for auxiliary purposes. The result will be a decrease of 57 available seats at Carver and a capacity of 556. The number of seats in the original plan for Carver was 613. Gibbs International Studies and Foreign Languages Magnet\nMoving the sixth grade from Gibbs means the equivalent of two sections of 6th graders, 50 seats, will be reallocated to the lower grades. The result is one additional kindergarten class and an additional first grade class using 43 of the 50 seats. Gibbs' capacity will be 344, a decrease of seven seats from the original seat allocation of 351. Williams Basic Skills Magnet\nThe original seat allocation at Williams was 515, of which 75 seats were used for the three sections of 6th graders. The principal and the MRC opted to redistribute those seats by creating an additional class at each of grades 3, 4, and 5. The result is a decrease of two seats because of doss size regulations. Williams' capacity will be 513 in the new Pion. Mann Arts and Science Magnet\nChanging Mann's grade configuration from grades 7, 8, and 9 to grades 6, 7 and 8 will not change building capacity. Mann's capacity will remain at 935. Parkview Arts and Science Magnet\nThe middle school initiative will reauire that Parkview be changed from grades 10-12 to grades 9-12, beginning with the 1999-2000 school year. The seat allocation for grades 10-12 has been 991 (330 average per grade) and will become 1,200 for grades 9-12 (300 average per grade level). The realignment of grades and enrollment will mean a reduction of allocated seats for grades 10, 11, and 12 at Parkview. However, no student will be forced to transfer out because of overall changes in seat allocation. The revised seat allocation results in an increase of 209 seats at Parkview. The chart below displays the proposed changes in the grade structure end number of seats in the six interdisfrict magnet schools. SCHOOL STIPULATED GRADES REVISED GRADES STIPULATED SEATS REVISED SEATS SEAT CHANGES  -i-OR - Booker Carver Gibbs Williams Mann Parkview Total K-6 K-6 K-6 K-6 7-9 10-12 N/A K-5 K-5 K-5 K-5 6-8 9-12 N/A 660 613 351 515 935 649 556 344 513 935 -11 -57 -7 -2 991 4,065 1,200 4,197 +209 + 132 0The Honorable Susan Webber Wright -3- May 7, 1999 MRC calculated the budget impacts of the revised plan by using the 1998-99 magnet schools budget per-pupil expenditure amount of $4,654 as a baseline. The costs associated with changes in seating will create an initial increase of $129 per student above the current funding level. Each party's share is calculated below. State of Arkansas NLRSD PCSSD LRSD Total Current Funding 5 9,079,698 1,193,239 2,206,042 5,680,226 $18,159,205 Proposed Funding $ 9,646,968 1,267,612 2,344,213 6,035,143 $19,293,936 Proposed Increase S 567,270 74,373 138,171 354,917 $1,134,731 This projected calculation does not take into account LRSD's 7.25 percent increase in salaries given in March 1999. These changeswill be added to the 1998-99 budget to be presented to the Court at the end of the school year. Neither does the calculation estimate possible changes in salaries and basic operating costs for the 1999-2000 school year. Should changes occur, they will be built into the 1999-2000 magnet school budget to be presented to the Court by June 1999. LRSD, through its representative to the MRC, has already indicated that many items necessary for starf-up of these new grade configurations will not result in new purchases. The MRC has been advised that certain supplies, equipment, and materials will be redistributed throughout the district, including the magnet schools. All MRC members agree to the described changes, and the MRC respectfully requests the Court's approval of these changes. The MRC will continue to work cooperatively in fulfilling its oversight responsibility and will moke findings and recommendations as may be necessary to the efficient operation and administration of the interdistrict magnet school program. Sincerely, Sadie Mitchell, Chairperson^ Magnet Review Committee CQ: ^AnriiBrowh,FedefarMonitof-ODMArkansas Democrat (gazette FRIDAY, APRIL 15,1994 Junior highs all on par despite tack School chief would go beyond restructuring BY CYNTHIA HOWELL Democrat-Gazette Education Writer student performance in Little Rocks four restructured junior high schools is not significantly different from that at other junior high schools, Superintendent Henry Williams said Thursday as he called for more dramatic changes in the way the district teaches younger teen-agers. Williams made the comments during a joint meeting Thursday of the Little Rock School Board and the board of New Futures for Little Rock Youth. New Futures is a collaboration of agencies working to fight teen-age pregnancy and dropping out of school. New Futures and the district have worked together the past three years to provide special academic and social support to students at Forest Heights, Cloverdale, Pulaski Heights and Southwest junior high schools. Williams said test scores, as well as attendance and suspension rates, at the four schools are not much different from those at the districts other junior high schools. Little Rock board member Linda Pondexter said the similarity in the factors might reflect students at the restructured schools starting out with greater academic and social needs than students at other schools. Williams suggested a middle school concept for pupils in grades six through eight that .would provide more nurturing, more adult contact and more ap-\npropriate instructional methods. If a school system has middle schools, elementary schools gen- erally consist of kindergarten through fifth grades. High schools would include the ninth through 12th grades.\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_1479","title":"\"School Emergency/Safety Plan Model,\" Department of Pupil Services","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":["1990-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Evaluation"],"dcterms_title":["School profiles"],"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/713"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["30 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nDRAFT LITTLE ROCK SCHOOL DISTRICT SCHOOL PROFILE SCHOOL: GRADES: PRINCIPAL: ASSISTANT PRINCIPAL(S): 19__ 19Staffing School Enrollment SCHOOL PROFILE TABLE OF CONTENTS PAGE 1 Course Offerings and Levels 2 Course Offerings and Extended Educational Levels - Elementary - Secondary Programs 3 4 School/District 6 Initiated Honors and Awards Committees/Parental 7 Involvement Extracurricular Activities Students Retained 8 9 Staff Development Update - Staff Development Update - Certified Staff Support Staff Staff Development Training - Staff Development Training - Test Results Certified Staff Support Staff 10 11 12 13 15 Student Discipline 16 School Climate 17 Survey Results 18 Annual School Improvement Plan Academic Progress Grant Proposal Special Programs (coe, 19 20 21 22-1- SCHOOL ENROLLMENT GRADE LEVEL WHITE MALE FEMALE black MALE FEMALE other MALE FEMALE total TOTAL PERCENT \u0026lt; J -2-* Please 1. 2. 3. Spec use COVRSE OFFERINGS AND LEVELS - SECONnABV GRADE LEVEL * TEACHER Language Arts Mathematics. Social Studies Science S WHITE MALE FEMALE u D E BLACK MALE N T 8 FEMALE OTHER MALE FEMALE T : WHITE E A C H MALE FEMALE black MALE E R 8 FEMALE OTHER MALE FEMALE I I I I I * Please use the following indicators: 1. 2. Advanced Placement EXAMPLE: grade 4 . Honors/Gifted Regular Special Education Resource 10 2 (Honors/ Gifted) Duplicate ferra as needed. -4-( COURSE OFFERINGS AND levels - SECONDARY GRADE LEVEL TEACHER Others W H HALE SI T : T E female 0 B L KALE E N ack female T  other KALE FEMALE T WHITE KALE * Please 1. 2. 3. 4. use the following indicators: Advanced Placement Honors/Gifted Regular Special Education Resource EXAMPLE: Duplicate form as needed. -5- E R female grade 20 2 BLACK MALE female  OTHER MALE female I i I I I I i (Honors/ Gifted) EXTENDED EDUCATIONAL PROGRAMS -PROGRAM WHITE MALE FEMALE black MALE FEMALE OTHER MALE Governor's School FEMALE AEGIS* Program Boys'/Girls' state Alternative School Summer School Summer School fMPTl *Academic Enrichment for the Gifted in the Summer -6-SCHOOL/DISTRICT INITIATED HONORS AND AWARDS (List ALL Honors and Awards-be specific) AWARD WHITE MALE FEMALE black MALE FEMALE OTHER MALE FEMALE (Attach additional sheets if necessary.) -7-ZiCTIVITY O-E. CLUB w M. JtALE _____MJL : T E FEMALE -M B ERB H I __D LACK HALE FEMALE OTHER MALE FEMALE ( PtlRACTRRICUlAR ACTTVITIES II H T E SPOWBORS MALE FEMALE black MALE FEMALE other MALE female W H MALE T E female black PQSITIOKS MALE FEMALE OTHER MALE I female' \\ I I I--- I I I -I--------- _____i I Duplicate as needed. -9-STAFF DEVELOPMENT UPDATE (To include CERTIFIED teachers and administrators.) NUMBER OF STAFF COMPLETING TRAINING RELATED TO EQUITY MULTICULTURAL CURRICULUM DELIVERY STRATEGIES THAT ENHANCE STUDENT ACHIEVEMENT Teacher Expectations and Student Achievement (TESA) IDEA School Improvement Training Cooperative Learning Steps to Effective Teaching Gifted and Talented Reading Whole Language Math High Scope Computer PROGRAM FOR EFFECTIVE TEACHING 1 cycle 2 cycles 3 cycles DISCIPLINE MANAGEMENT Assertive Discipline Classroom Management STUDENT INVOLVEMENT IN EXTRACURRICULAR PARENT/TEACHER CONFERENCES **EMPLOYMENT PRACTICES ***CROSS-CULTURAL COUNSELING OTHER TRAINING (SPECIFY) ACTIVITIES ** This particular category should who are administrators only. be answered by school staff members ***This particular category should who are counselors. be answered by school staff members -11-STAFF DEVELOPMENT UPDATE (To include SUPPORT PERSONNEL.) NUMBER OF STAFF COMPLETING '' TRAINING RELATED TO EQUITY DISCIPLINE MANAGEMENT I STUDENT INVOLVEMENT IN ACTIVITIES EXTRACURRICULAR PARENT/COMMUNITY RELATIONS OTHER TRAINING -12-VI. STAFF DEVELOPS tT TRAINING NUMBER OF CERTIFIED STAFF ( AREAS training RELATED to EQUITY Racism in the Desegregation Seuing Prejudice Reduction Human Relations Interpersonal Cross-Cultural Communication Identify Staff Development Trainers MULTICULTURAL CURRICULUM DELIVERY Learning Styles/Modes Curriculum Assessment Curriculum Infusement DATES Black ADMIMSTRATORS male White Other JIack FEMALE White Other Black CURRENT YEAR ACTIVITIES ALL OTHER CERTIFIED STAFF AIALF. White TOTAL Other Black fEMALE, __WhJls_ Other Peer Tutoring Cross Age Tutoring English as Second Language (If applicable) Identify Staff Development Trainers CLASSROOM MANAGEMENT Identify Staff Development Trainen -13- AREAS DISCIPLINE MANAGEMENT Identify Staff Development Trainers STUDENT INVOLVEMENT IN extracurricular ACTIVITIES Idoitify Staff Development Trainers PARENT,TEACHER CONTERENCES Idottify Staff Development Trainers EMPLOYMENT PRACTICES Recruitment Aaivities Assignment of Staff Other (Specify) Idortify Stiff Development Trainers CROSSCLLTLRAL COLNSELING Advisement Effective Models/Approaches Counseling Identify Staff Development Trainers OTHER TRAINING (SPECIFY) Identify Staff Development Trainen 0 le answere 1  I STAFF DEVELOPA )T TRAINING NUMBER OF CER l IFIED STAFF page: ( DATES Black \u0026gt;y administrators only. ADMINISTRATORS male White Other FEMALE While Other Black The 0 e answero' -14_ ALL OTHER CERTIFIED STAFF male. White TOTAL Other JSlask FEMAL WhlU Other ly counselors only.STAFF DEVELOPMENT TRAINING NUMBER OF NON-CERTIFIED STAFF CURRENT YEAR ACTIVITIES AREAS DATES STAFF training related to equity Racism in the Desegregation Setting Prejudice Reduction Black male White Other female Black White Other TOTAL Human Relations Inlerpcnonal Cross-Cuhural Cominunicaiion Idcniify Staff Development Trainers DISCIPLINE MANAGEMENT Referral Process and Procedures Criteria Identify Staff Development Trainers STt'DENT INVOLVEMENT IN EXTRACVRRICVLAR ACTIVITIES (If Applicable) Identify Staff Development Trainers PARENT/CO.MMUMTY RELATIONS Identify Staff Development Triinen OTHER TRAINING (Specify) Identic Staff Development Tiainen -15-CURRENT STUDENT DISCIPLINE REPORT (Please insert after this page.) -17-SCHOOL CLIMATE SURVEY RESULTS (Please insert after this page.) -18-COMPREHENSIVE OUTCOMES EVALUATION (COE) SURVEY RESULTS (If applicable, please insert after this page.) -19-ANNUAL SCHOOL IMPROVEMENT PLAN (Please insert after this page.) -20-ACADEMIC PROGRESS GRANT PROPOSAL (Please insert after this page.) -21-SPECIAL PROGRAMS CBI NGA 4-YEAR-OLD EARLY CHILDHOOD NEW FUTURES OTHERS: (Please list.) (Please insert infonnation on any applicable special programs after this page.) -22-'pro /!  // bk\u0026gt;rn-.I Little Rock School District OFFICE OF THE SUPERINTENDENT November 1, 1993 RECEIVED NOV 0 1 1993 Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring Heritage West Building 201 East Markham Street, Suite 510 Office of Oessgi aiij.'i Little Rock, AR 72201 'e: School Profiles Dear Mrs irown: Enclosed please find copies of the Little Rock School District school profiles for all schools in the District. As you review the document, you will find that the information from the Special Services Department has not been computer programming requirements. included. due to technical That information must be sent to you under separate cover. I anticipate that this information can be supplied by Wednesday, November 3. Thank you for your attention to this matter. Sincerely, Henry P. Williams Superintendent of Schools HPW:nr Encl. 810 West Markham street  Little Rock, Arkansas 72201  (501)824-2000 Little Rock School District March 21, 1994 RECEIVED MAR 2 1 1994 Ann Brown, Federal Monitor Office of Desegregation Monitoring Heritage Building - West 201 E. Markham, Suite 510 Little Rock, AR 72201 Office of Desegregation Monitoring Dear Ms. Brown\nDuring a review of the School Profiles which were produced for the second semester monitoring report, it became clear that there might be a possibility of incorrect interpretation of the staffing information included in the reports submitted last fall. The computer program which generates the information counted every individual holding a unique position in the school. This method of calculation caused us to count some employees in the same school multiple times thus possibly causing the reported racial balances to be in error. This method of calculation has been altered in the new set of reports which are being submitted at this time. This change will become apparent when you compare staffing information for this semester with last semester. We feel, though, that this alteration in the program will more accurately reflect the true staffing picture in the schools. If you have any questions, please feel free to call. Sincerely, Dr. Robert Glowers, Director Planning, Research and Evaluation cc: Dr. Henry Williams, Superintendent Estelle Matthis, Deputy Superintendent Jerry Malone, LRSD Attorney John Walker, Attorney 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 I L TO: FROM: RE: DATE: LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation Ms. Estelle Matthis, Deputy Superintendent Dr. Russell Mayo, Associate Superintendent Mr. Sterling Ingram, Assistant to the Deputy RECE5V~ NOV 31994 Office of Desegregation Menijgnfig Ms. Margaret Gremillion, Assistant Superintendent for Elementary Ms. Sadie Mitchell, Acting Assistant Superintendent for Elementary Dr. Richard Hurley, Director of Human Resources i/Ms. Ann Brown, Office of Desegregation Monitoring Mr. Jerry Malone, LRSD Attorney Mr. John Walker, Joshua Intervenors Attorney . Robert Glowers, Director School Profiles November 2, 1994 Enclosed are the school profiles for the fall 1994-95 term. Chapter 1 information is not available as of the time the attached profiles were run. Other information reflected in the school profiles is current as provided by the principals and various district databases. If you have any questions regarding this data, please contact Dr. Paul Smith at 324-2120. RLC:it Enclosures cc: Dr. Henry Williams, Superintendent LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation RECEIVE' TO\nMs. Estelle Matthis, Deputy Superintendent Dr. Russell Mayo, Associate Superintendent Mr. Sterling Ingram, Assistant to the Deputy FROM RE: DATE: FEB 1 7 1995 Office of Desegregation Moriiibimg Ms. Margaret Gremillion, Assistant Superintendent for Elementary Ms. Sadie Mitchell, Acting Assistant Superintendent for Elementary Mr. Dennis Snider, Assistant Superintendent, Secondary Dr. Richard Hurley, Director of Human Resources y Ms. Ann Brown, Office of Desegregation Monitoring Mr. Jerry Malone, LRSD Attorney Mr. John Walker, Joshua Intervenors Attorney \u0026gt;T)r. Robert Glowers, Director School Profiles February 20, 1995 Enclosed are the school profiles for the spring 1994-95 term. Chapter 1 information for secondary schools is not available as of the time the attached profiles were run. When Chapter 1 data becomes available for secondary schools it will be provided to you. Other information reflected in the school profiles is current as provided by the principals and various district databases. If you have any questions regarding this data, please contact Dr. Paul Smith at 324-2120. RLC:pjs Enclosures cc\nDr. Henry P. Williams SchoPr l.Doc LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT \" U It kisz ^23 J .' Date: September 14, 1995 it To: Principals From: Dr. Ed Jackson, Director Planning, Research and Evaluati SEP 1 5 159 / / 2 Cffxe of Oesegi Subj: School Profile Input Data and Request for Other Information Deadline for Data Input: October 6, 1995 The LRSD Desegregation Plan mandates that each school annually develop a school profile, the purpose of which is to ...provide an overview of a schools success or its impact on students so that changes and/or interventions can take place as needed (Goal VII, No. 5, p.4O). In an effort to assist you in the development of a school profile, a copy of each of the following items is enclosed with this memorandum:  Educational Equity Monitoring Instrument  Effectiveness Indicators for the Education Equity (EE) Monitoring Instrument * Educational Equity Monitoring Standard Operating Procedures (SOP) * Instructions for Completing the School Profile * Data Entry Instructions for the School Profile Entry Screens After reviewing this material, please share the information related to the program monitoring process with the faculty at your school. Several items on the monitoring checklist indicate that requested information is contained in the School Profile (SP). However, it will be necessary for you to provide written responses to some of these items and house them with the profile. At least one week before the monitoring visit, please forward to PRE a copy of the responses to the items listed below: 1.4, 3.2, 3.3, 5.1, 7.1,8.1,10.5, 10.6 and 11.4 Additionally, please have available the School Improvement Plan and/or COE study/update, current Discipline Management Report, and the School Security Plan. Please complete the attached form on Title 1 Mathematics and Reading students by race/gender and send it to PRE with the numbered items above. If you have questions, please contact Dr. Paul J. Smith in the PRE office at 324-2120. For technical assistance, please contact Helen McCraw or Bob Connolly in Information Services at 324-2055. Your prompt attention and cooperation will be appreciated. Encl: (6) cc: Dr. Henry P. Williams Mrs. Ann S. Brown, Director of Office of Desegregation Monitoring Dr. C. Russell Mayo, Associate Superintendent for Desegregation Mrs. Margaret Gremillion, Assistant Superintendent, Elementary Mrs. Sadie Mitchell, Assistant Superintendent, Elementary Dr. Victor Anderson, Assistant Superintendent, SecondaryTITLE 1 Mathematics and Reading Students :3 by Race/Gender Total Membership Sr? I 5 J995 Office of 'JI ue\n^iey.n,n ..cnaOfii,ij School: WHITE BLACK TOTAL ACTIVITY GRAND TOTAL % BLACK M F M F M F Mathematics Reading TOTAL On this Title 1 form, please add other students to the white category. The following school-wide Title 1 buildings do not need to complete this form: Garland, Rightsell, Rockefeller, Watson and WoodruffJ 3c? 1 1595 Office Cl Dsss!y '3a\nc?i .icnuoniig LITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING PLANNING, RESEARCH AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1995 08/23/95 TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees 4 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 9 11.0 Student Discipline 10 12.0 Building Leadership/Management 11 Key: I = Interview O Observe SP = School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1995-96 SCHOOL\nGRADE LEVEL(s)\nDATE\nPRINCIPAL\nNUMBER OF CLASSES VISITED\nMONITOR(S)\nObservers 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 completing this form. CRITERIA 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. CIRCLE ONE SP 1.1 The composition of the school staff ensures that students have access to, and contact with, i varied staff of certified and non-certified personnel. EVIDENCE\nYES NO SP 1.2 School enrollment reflects the racial/ethnic composition prescribed by the court approved desegregation plan. EVIDENCE\nYES NO SP 1.3 Class/course enrollments generally reflect the racial/ethnic composition of the school. EVIDENCE\nYES NO aEducational Equity Monitoring Page 2 CRITERIA CIRCLE ONE SP 1.4 If needed, strategies to eliminate disproportionate class/course enrollments or one- race classes are evident. EVIDENCE\n________________________ YES NO SP/0 1.5 Indicate specific subject, (math, science, language, etc.) room number and approximate number of students of any one race classes. Rm# Nvimber of students Rm#___Number of students Rm#___Number of students Rm#___Number of students Race___Time__Subj ect__ Race___Time__Subj ect__ Race___Time__Subj ect__ Race___Time__Subj ect__ 2.0 Curriculum The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. O/I 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: ___ _______________________________ YES NO 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, Abacus reports, PRFs, interim and parent conference reports, report cards, lesson plans). EVIDENCE:_______________________________ YES NO 0 2.3 All students are actively involved in classroom instruction. EVIDENCE: ______________________________________ YES NO Educational Equity Monitoring Page 3 CRITERIA CIRCLE ONE 0 2.4 Classroom seating patterns promote interaction among students of different race/gender. EVIDENCE: YES NO O O 0 O/I I 2.5 2.6 There is evidence that the multicultural curriculum is being implemented. 2.5.1 2.5.2 2.5.3 2.5.4 Bulletin boards, displays of projects, publications, and productions throughout the school (including the media center) reflect the racial/ethnic/gender differences of the student body and/or multiculturalism. EVIDENCE: Bulletin boards, displays of projects, publications, and productions in the classroom reflect the racial/ethnic/ gender differences of the student body and/or multiculturalism. EVIDENCE: There is a display of student work. EVIDENCE: Multicultural objectives of the curriculum guides are taught. EVIDENCE: The library media specialist annually evaluates the adequacy of multicultural materials in the media collection and continually evaluates new materials to be considered for purchase. EVIDENCE: YES YES YES YES YES NO NO NO NO NOEducational Equity Monitoring Page 4 ____________________________CRITERIA____________ 3.0 School/District Initiated Honors and Awards CIRCLE ONE 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 attendance, clubs, and organizations. EVIDENCE: YES NO SP 3.2 Written procedures and requirements governing honors and awards are distributed to staff, students and parents. EVIDENCE: YES NO SP 3.3 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: YES NO SP 3.4 The distribution of honors and awards is generally reflective of the school population. EVIDENCE: YES NO 4.0 Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees with diverse population that have knowledge of educational programs for a varied student population. SP 4.1 The composition of each appointed school based staff/parent committee generally reflects the staff/student populations. EVIDENCE: YES NOEducational Equity Monitoring Page 5 CRITERIA 5.0 Extracurricular Activities The school's extracurricular program helps to develop important academic/non-academic skills, abilities and interests. SP 5.1 Procedures are evident to assure that students are apprised of information regarding various opportunities in extracurricular activities/ extended educational programs. EVIDENCE: ________________________________________ SP 5.2 Participation in extracurricular activities/ extended educational programs generally reflects the school population. EVIDENCE: ___ _________________________________ 6.0 Student Achievement/Assessment The school staff implements non-discriminatory procedures for administration, analysis, and use of the most recent standardized tests. SP 6.1 When test results are examined, achievement of white students remains stable or increases as black student achievement improves. EVIDENCE\n______________________________ SP/0 6.2 Goals and strategies are developed and implemented to decrease the achievement differences between black students and white students on the following measure of student achievement. ...Stanford Eight Achievement Test EVIDENCE\nCIRCLE ONE YES  YES YES YES NO NO NO NOEducational Equity Monitoring Page 6 CRITERIA CIRCLE ONE SP 6.3 Failure/retention rates reflect the school population. EVIDENCE: ______ YES NO SP 6.4 Graduation rates reflect the school population, (high school only) EVIDENCE: YES NO O/I 6.5 Test taking skills are taught throughout the year. EVIDENCE: YES NO 7.0 Special Education The school staff 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 to special education are evident. EVIDENCE: YES NO O/I 7.2 The teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO 0 7.3 Facilities are comparable to those of the campus in general. EVIDENCE: ______.________________________ YES NO 0 7.4 Classrooms are integrated into the total school environment. EVIDENCE: _____________________________________ YES NOEducational Equity Monitoring Page 7 CRITERIA CIRCLE ONE O/I 7.5 Facilities for special education meet the needs of the students served. EVIDENCE: YES NO O 7.6 Current copies of student records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., grade books, lEP goals and objectives, lesson plans). EVIDENCE: YES NO 8.0 Gifted and Talented Education The school staff ensures that student placement and services provided in the Gifted/Talented program are non~discriminatory. SP/I 8.1 Strategies to eliminate disproportionate student assignment to gifted ^nd talented are evident. EVIDENCE: YES NO O/I 8.2 The teachers have adequate materials and equipment to deliver the curriculum. EVIDENCE: YES NO 0 8.3 Facilities are comparable to those of the campus in general. EVIDENCE: r YES NO 0 8.4 Classrooms are integrated into the total school environment. EVIDENCE: YES NOEducational Equity Monitoring Page 8 CRITERIA CIRCLE ONE O/I 8.5 Facilities for gifted and talented meet the needs of the students served. EVIDENCE\n________________________________________ YES NO 0 8.6 Current copies of students' records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., test results, identification folder, progress folder). EVIDENCE: ________________________________________ YES NO 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 to enhance the achievement of a diverse student population have been provided and are ongoing (i.e.. Cooperative Learning, TESA, PET) . EVIDENCE: ____________________ YES NO SP/I 9.2 Staff development activities in teaching strategies for multicultural curriculum delivery have been provided. EVIDENCE: ___________ ________________________ YES NO SP/I 9.3 Staff development activities related to discipline/classroom management have been provided (i.e., assertive discipline, conflict management, and positive classroom discipline, etc.). EVIDENCE: __________________ YES NOEducational Equity Monitoring Page 9 SP/I 9.4 CRITERIA CIRCLE ONE Regular classroom teachers are provided ongoing training in understanding the remedial programs. EVIDENCE: _______________________________________ YES NO 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. O/I 10.1 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. (List in order of effectiveness.) EVIDENCE: _____________________________ YES NO SP/I 10.2 All identifiable groups of parents are actively involved in school functions. EVIDENCE: YES NO SP/I 10.3 Documentation is available to indicate that parents are actively involved in each phase of remediation programs in which their child(ren) participate(s). EVIDENCE: ___ _______ YES NO I 10.4 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or achievement. EVIDENCE: ______________________ YES NO SP 10.5 School patrons and parents are given an opportunity to actively participate in developing the local School Improvement Plan/Comprehensive Outcome Evaluation (COE). EVIDENCE: ________________________________________ YES NOEducational Equity Monitoring Page 10 ____________________________CRITERIA__________________________ SP/I 10.6 Mini-seminars at PTA meetings and/or in the community have been held to make parents aware of district structure, policy and programs, and ways to access them. EVIDENCE\n___________________________________ CIRCLE ONE YES NO 11.0 Student Discipline The staff ensures that student disciplinary policies and practices are non-discriminatory. I 11.1 Infonnation, including the staff's expectation for student conduct, in the foirm of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students and parents. EVIDENCE\nYES NO I 11.2 School staff has plans, procedures, and practices which are designed to enable students to remain in school, promote academic success and alleviate behavior problems. EVIDENCE\n_________________________________ YES NO SP 11.3 Suspension and expulsion rates are generally representative of the student population. EVIDENCE\nYES NO SP/I 11.4 If needed, strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. EVIDENCE\n______________________________________ YES NO 0 11.5 Classroom instruction proceeds in an orderly manner. EVIDENCE\n___________________________________ YES NOEducational Equity Monitoring Page 11 0 ______________________CRITERIA________________ 11.6 How visible are the following persons in CIRCLE ONE directing/controlling students? the following for each person(s). Indicate one of A. B. C. Very active/very visible Somewhat active/somewhat visible Not active/not visible Principal Assistant Principal(s) Teachers Supervision Aides/Security EVIDENCE: ____________________ 12.0 Building Leadership/Management In the desegregated setting, the principal must demonstrate a strong commitment to educational equity. SP/0 12.1 The school has a clear, concise, well-written statement of specific\"improvement goals. EVIDENCE: ____________________________________ YES NO 0 12.2 The campus and building are clean and free of debris and graffiti. EVIDENCE: ____________________________________ YES NO O 12.3 Hallways are orderly. EVIDENCE: _____ YES NO I 12.4 There is evidence that curriculum monitoring occurs. EVIDENCE: ___________________________________ YES NOEducational Equity Monitoring Page 12 CRITERIA CIRCLE ONE O/I 12.5 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's scheduleindividual/group). EVIDENCE\n______________________________________ YES NO I/O 12.6 District and school security guidelines are YES NO /SP being followed. EVIDENCE\nADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT\n______________________________________________EFFECTIVENESS INDICATORS FOR THE EDUCATIONAL EQUITY (EE) MONITORING INSTRUMENT 1.0 EQUITABLE PIACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS Sc? 1 - 1995 RATIONALE: Office cf Desegregaiicn . Supports well being of society . Provides a comfortable school climate with optimum conditions for student learning and development . Supports the intent of the law by providing equal access and fair treatment in all programs . Aids in the socialization of students Enhances cultural pluralism Racial isolation does not support the idea of pluralism on which this country is based GENERAL DESCRIPTION: . Racially balanced (at least 25 percent black) certified and (at least 25 percent white) non-certified staff reflects appropriate percentage . Racial/Gender Balance (at least 25 percent black) in staff assignments, programs, content areas, and grade level . School enrollment to be within the appropriate racial range for 1994-1995 school year. This information is available after October 1, 1994, following a districtwide census. . Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school Plan to eliminate one-race classes, if one-race classes identified are Class enrollments comply with state standards . Strategies to increase the number of minority students in upper level courses/class groupsEffectiveness Indicators Page 2 2.0 CURRICULUM RATIONALE\nThat element in the school environment through which students gain knowledge and information . Provides the opportunity for students to develop a sensitivity for and acceptance of differences Staff has high expectations that all students will achieve GENERAL DESCRIPTION\nImplementation of a culturally diverse, scoped, sequenced, multicultural, interdisciplinary and bias free LRSD curriculum Interaction among students promoted by classroom seating patterns An adequacy of materials and equipment to support the prescribed curriculum (Adequacy - can you implement the curriculum with what you have?) . Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Current and complete documentation of student progress Teachers demonstrate use of multiculturally infused curriculum Students participating in heterogeneous groups to allow for cross racial interaction Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalism 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS RATIONALE\nEnhance the total well-being of the learner academically, socially, and psychologically Promote positive self-concept and self-confidence Promote a healthy school environment which encompasses school spirit, collegiality, and cohesivenessEffectiveness Indicators Page 3 GENERAL DESCRIPTION\nA variety of awards and honors Written procedures and requirements governing honors and awards are evident and distributed to staff, students and parents A process to evaluate the honors and awards program for equity Plans to eliminate any racial/gender inequities relative to distribution of honors and awards Non-athletic and athletic awards and honors (secondary schools) are perceived as comparable through visible evidence (displays) and promotion activities (school programs), e.g. student of the month. National Honor Society, honors assembly programs, contin- iuous curriculum development 4.0 COMMITTEES RATIONALE\nDiversified parent and staff participation which strengthens commitment to the school and its goals Diversified membership to assure a wide range of perspectives and creative problem solving GENERAL DESCRIPTION\nRacial/gender composition of appointed school-based committees (-25% to 12.5% of black student enrollment) generally reflects the school population 5.0 EXTRACURRICULAR ACTIVITIES RATIONALE\nProvide opportunities for development of self-concept, self-esteem, leadership skills, and socialization skills in a multi-ethnic social environment Help to develop important academic/non-academic skills, abilities and interests GENERAL DESCRIPTION\nExtracurricular activities (sports, clubs, etc.) generally balanced (-25% to +12.5% of black student enrollment) by race and sexEffectiveness Indicators Page 4 . Adult sponsorships generally balanced (-25% to +12.5% of black student enrollment) by race and gender Recruitment practices to promote participation of all races and both genders in extracurricular activities 6.0 STUDENT ACHIEVEMENT/ASSESSMENT RATIONALE\n. Provides an assessment of the outcomes of teaching/learning based on disaggregation of data by race and gender Offers an opportunity to determine the success of district goals . Provides an assessment for student program/course placement Complies with requirements set by the Arkansas Legislature Provides an assessment of student strengths and weaknesses Identifies each student's needs for success in the school setting GENERAL DESCRIPTION\nAll students' strengths and weaknesses assessed and their educational programs planned accordingly Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement (disaggregated by race/gender) Test results used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents . Strategies to close the disparity in test scores among identifiable groups 7.0 SPECIAL EDUCATION RATIONALE\nServes a vital function in meeting the special needs of students who, because of physical or mental characteristics, require particular educational servicesEffectiveness Indicators Page 5 Ensures equitable treatment based on race/gender through appropriate assessment, diagnosis, and placement procedures GENERAL DESCRIPTION\nClear, well-defined referral, assessment and placement procedures Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Adequate textbooks, materials, and equipment available for all students to participate in classroom learning experiences Strategies to decrease any over-representation of minorities Adequate facilities to meet the needs of the students served 8.0 GIFTED AND TALENTED EDUCATION RATIONALE\n. Meets the needs of students who are academically above the general school population and/or who demonstrate special skills and abilities Provides an enriched and more challenging learning environment Adequate referral, appropriate assessment, and well-defined criteria for giftedness for equitable placement in gifted/ talented programs GENERAL DESCRIPTION\nStudents identified through teacher referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff A planned and organized strategy to address any problem of under-representation of identifiable groups in gifted and talented programs Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessaryEffectiveness Indicators Page 6 Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class  Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Adequate facilities to meet the needs of the students served 9.0 STAFF DEVELOPMENT RATIONALE\nA staff development plan that demonstrates commitment to educational equity by providing appropriate training in\ngeneral knowledge of educational equity equitable staffing practices strategies for teaching the multicultural curriculum strategies to enhance student achievement Staff behavior that demonstrates commitment to quality desegregated education GENERAL DESCRIPTION\n. Ongoing staff development programs designed to enable staff members to fulfill the district/school mission and purpose Staff development provided at a variety of places and times Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan Documentation of staff development participation All teachers have inservice relative to the delivery of the district curriculum 10.0 PARENTAL INVOLVEMENT RATIONALE\nSeeks the involvement of parents with all subgroups represented Emphasizes the positive impact that parental involvement has on student learningEffectiveness Indicators Page 7 Participation of identifiable groups and selected communities of parents Utilizes a variety of methods to solicit the involvement of parents who do not traditionally participate GENERAL DESCRIPTION\nDocumentation of school-home communication and contact . Documented evidence showing how all identifiable groups of parents have been actively solicited . When financially possible, transportation provided for parents who need the service . School functions conducted in community facilities near identifiable groups of parents School functions scheduled to accommodate all parent groups . Provision for regularly informing and involving parents regarding all aspects of their child's school performance Documentation that parents are actively involved in remediation programs in which their students participate (support workshop attendance, conferences, ASDP signatures, etc.) . Opportunities to develop leadership skills among all parent groups . Documentation of parental involvement in writing the school plans 11.0 STUDENT DISCIPLINE RATIONALE\nInvolves effective classroom management Helps students to take responsibility for their actions and to act in socially appropriate ways GENERAL DESCRIPTION\nNo disproportionality among identifiable groups of students when discipline sanctions are analyzed (-25% - +12.5% of the black student enrollment at the school) Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality existsEffectiveness Indicators Page 8 . Teachers receiving staff development and training to become effective in discipline management and classroom management more . Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students . Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained . School staff very active and visible in directing/controlling students 12.0 BUILDING LEADERSHIP/MANAGEMENT RATIONALE\n. Principal's strong commitment to educational equity Demonstrates that education is valued for all parents, students and staff Accepts responsibility for clear management of administrative tasks Articulates how business is to be conducted on the campus Assumes a pro-active (not reactive) role Demonstrates visible leadership GENERAL DESCRIPTION\nClear, concise and well-written improvement goals for equity . Physical environment which supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti Equipment and learning aides in good condition, i.e., bulletin boards, chalk boards Evidence that the principal monitors the curriculum . Evidence which indicates that all students are served by the guidance program, i.e., counselors' schedules/daily logs individual/group counseling . A system to receive information from fonner students and patrons regarding the quality/needs of the total program A safe and secure campus for all students, LRSD employees, and visitorsI r EDUCATIONAL EQUITY MONITORING STANDARD OPERATING PROCEDURES (SOP) SEP 1 1595 Office of Desggrsgaiion fviomtonng Monitoring_.activities-Will..be-coordinated by.the Planning, Research, and Evaluation (PRE) staff with the assistance of the building principal. During the site visits team members will wear identification badges. 1.0 PRE-CONFERENCE When the monitoring team arrives at a school, a pre-conference will be held with the principal, following points usually will be discussed during the pre-conference visit. The 1.1 UNUSUAL EVENTS - The principal should share with the team any unusual events that might be occurring at school during the time of the monitoring visit. 1.2 LIST OF TEACHERS - The principal should provide the monitoring team with a list of teachers by name, room number, and grade level. 1.3 SUBSTITUTE TEACHERS - The monitors will need to know in which rooms substitute teachers are assigned on that day. 1.4 PROGRAM HIGHLIGHTS - This pre-conference will provide the principal an opportunity to share with the team any highlights or outstanding activities which may be occurring during the site visit. 1.5 PRIVATE MEETING AREA - The principal will need to provide a room with privacy for the team so that\nrandom sample of teachers can be selected to be monitored. a 1.6 1.5.1 This room might also be used by the team to reach and write the team consensus at the conclusion of the monitoring visit. - SCHOOL PROFILE  A completed School Profile should be available for the team to review. The School Profile should be completed according to directions from the PRE Department.EDUCATIONAL EQUITY MONITORING STANDARD OPERATING PROCEDURES (SOP) Page 2 2.0 EDUCATIONAL EQUITY MONITORING The educational equity monitoring will not include evaluation. personnel 2.1 ANONYMITY - The staff members who will be visited will not be identified. 2.2 MONITORING IN CLASSROOMS - The monitoring team members will enter the classrooms and monitor the programs with as little disruption of the educational process as possible. 2.3 TEACHER ORIENTATION - The principal should discuss the monitoring process with the teachers. The following should be included in the discussion and meeting. 2.3.1 CHECKLIST - The principal should provide the teachers with a copy of the monitoring checklist(s). 2.3.2 TOCHER TIME - Teachers should allow a few minutes to respond verbally to the monitors about some items on the monitoring checklist. The monitors will probably not have time to wait until the teacher's break time. 2.3.3 INSTRUCTION - Teachers should not stop the teaching process when the monitor enters the room, but at the first convenient stopping point, they should take time to answer the monitor's questions. 2.3.4 SAMPLE OF STUDENTS  The monitors may ask a sample of students a few questions during the monitoring visit. 2.3.5 RECORDS  If the student records are displayed in a prominent place in the classroom,.the monitor will be able to the records with minimum disruption to instruction. assess 2.3.6 SITE VISITS - Two monitoring visits will be conducted during the school year.EDUCATIONAL EQUITY MONITORING STANDARD OPERATING PROCEDURES (SOP) Page 3 3.0 TEAM CONSENSUS making an appropriate number of classroom visits mnni t.t-5 1 i ______* monitors-will-meet-and-compile-the-team the 4.0 EXIT CONFERENCE consensus. If The team consensus will be shared with the principal or their designee during an exit conference at the school, if no conference is held, the principal will need to telephone the appropriate PRE specialist for a phone conference as soon as possible. 4.1 PRINCIPAL COMMENTS - At this time the principal will be provided the opportunity to make comments about the findings to clarify issues and make the report more accurate. 5.0 WRITTEN REPORTS A copy of each consensus report is sent to each school. PRE staff writes a districtwide summary report at the The conclusion of each semester. 5.1 The Associate Superintendent for Desegregation request corrective action, if necessary. may 5.2 SHARE REPORTS - The principal should share the consensus monitoring reports with the school staff so that the reports may be used to continually improve the plan implementation. soLITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation SEP 1 b 1995 INSTRUCTIONS FOR COMPLETING SCHOOL PROFTT P DATE DUE: October 6, 1995 Office of Desegregaiicfl Momii. The process for completing the school profile involves: 1. Data entry at the school site into the AS/400 on an ongoing basis 2. Data provided by central office departments 3. Data entry at the school site using the LRSD School Profile Menu 4. Written narrative statements and additional information provided by the building principal The instructions which follow pertain only to items on the monitoring instrument which require direct data entry via the School Profile Menu (SPM) and ones which necessitate written narratives/additional information. Technical instructions for data entry, provided by the Information Services Department, are attached. Items requiring data entry using the School Profile Menu: 3.1 Variety of honors and awards List honors and awards that are provided at the school, e.g., A Honor Roll, B Honor Roll, Citizenship Honor Roll, service, music, art, and athletic awards. (Menu Items 4 and 5, SPM) 3.4 Distribution of honors and awards Provide data at the end of each semester. (Menu Items 4 and 5, SPM) 4.1 Committees Complete as indicated. (Menu Items 6 and 7, SPM) 5.2 Extracurricular activities/extended educational programs Complete as indicated. (Menu Items 2 and 3, SPM) 9.1 -9.3 Staff Development Complete the Prior to 95-96 column. Current year activities should be updated on an on-going basis. (Menu Items 8-11, SPM)Page 2 School Profile In addition to the foregoing items, please provide the information requested in Menu Item 1, \"Staff Assignment for Advanced Placement/Honors/GT, II of the School Profile Menu. Items requiring narrative answers or additional types of information: 1.4 Disproportionate class/course enrollments Provide a written copy of strategies requested, if such strategies needed. 3.2 Procedures and requirements governing honors/awards Provide a copy of the written procedures, ones which are distributed to staff, students, and parents, governing honors and awards. 3.3 Evaluation of honors/awards Include a' statement concerning the process used to evaluate honors/awards as requested in this item. 5.1 Apprisal of students concerning extracurricular activities/extended educational programs Include a statement describing the procedures used to apprise students of information regarding extracurricular activities/extended educational programs. 6.2 Goals and strategies relative to achievement Include a copy of the School Improvement Plan/ COE Study/COE Update, whichever is applicable. 7.1 Special Education assignment If assignment to special education classes is disproportionate, provide strategies used to eliminate the disproportionality. 8.1 Gifted and Talented Education Same as Number 7.1 above, but relative to G/TPage 3 School Profile 10.3 Documentation recrardinq the remedial process Documentation requested should be on file in the appropriate place at the school. 10.5 Parental Involvement/School Improvement Plan Documentation of the above involvement. Parent signatures are one example of such documentation. 10.6 P.T.A. seminars Agenda from the meeting, notice sent home concerning the above, etc. 11.3 11.4 Suspension/expulsion rates Provide the current copy of the Discipline Management Report. Strategies regarding discipline sanctions Include a copy of the strategies requested, if needed. 12.1 Improvement goals Include requested statement. 12.6 See 6.2. District and school security guidelines Include a copy of the school's security plan.- Little Rock School Profile Technical Instructions - Page 1 I Data Entry Instructions for the School Profile Entry Screens SEP 1 - 1993 - Before you start - Office ot Desesregsiion Mcniioring In order to understand the documentation that follows, it is important that you know how to find certain keys that we will be referring to on your computer keyboard. In order to do this, you first have to know whether you are accessing the AS/400 computer through a PC or a Terminal. The discussion in the box below addresses this issue. If you already know the answer to this question, you may skip to the next section. Are You Accessing the AS/400 through a PC or a Terminal? You are using a PC i You do not have an \u0026lt;F24\u0026gt; key (the highest F key on a PC is \u0026lt;F12\u0026gt;). You do have a 3 1/2 inch wide horizontal slot on the fi-ont of the PC in which to enter a diskette. ' You are using a Terminal if\nYou do have an \u0026lt;F24\u0026gt; key. The \u0026lt;F24\u0026gt; is one of 24 F keys or function keys at the top of your keyboard on a terminal. You do not have a 3 1/2 inch wide horizontal slot on the fi-ont of your PC in which to enter a diskette. Table J Once you have determined which type of device you are using to access the AS/400 (a PC or Terminal), study the keys discussed below in Table 2. Be sure that you can find these keys on your keyboard before proceeding further. Key Name: \u0026lt;ENTER/CTRL\u0026gt; key Location, on PC Use the lower right hand Ctrl key for an enter key. \u0026lt;TAB\u0026gt; key \u0026lt;BACKTAB\u0026gt; key \u0026lt;NEXT PAGE\u0026gt; key Labeled Tab\u0026gt;1  and can be found on the left side of the keyboard. While holding the Shift key ft press theTab ! key found on the left side of the keyboard. Labeled Page Down and can be found to the left of the number keypad. Location on Terminal Labeled Enter and can be found directly under the ft (Shift) key in the lower right hand comer of the alpha key section of the keyboard. Labeled \u0026gt;1  and can be found on the left side of the keyboard. \u0026lt;PREVIOUS PAGE\u0026gt;key L/abeled Page Up and can be found to the left of the number keypad. Labeled  !\u0026lt; and can be found near the upper right side of the keyboard. While holding the Shift key ft press the Roll? key found at the bottom near the right on your keyboard While holding the Shift key ft press theRollT key found at the bottom near the right on your keyboard Table 2 R.Conno!ly- Little Rock School Profile Technical Instructions - Page 2 - If all else fails: \u0026lt;F3\u0026gt; to exit - The following pages contain a set of detailed instructions on how to navigate through the School Profile Entry Screens and to enter necessary data from your school for the School Profile Report. We have taken great care to insure these instructions are accurate and clear. Nevertheless, we realize that, for any number of reasons, you might get stuck or end up looking at a screen that does not look anything like what the instructions tell you to expect If this happens, you can always call Information Services for assistance. There is one thing that you can try first Once you get into a School Entry Screen, no matter where you are in the program, you can always exit the program and go back to the menu by simply pushing the \u0026lt;F3\u0026gt; key found near the top of your keyboard. Once you get back to the menu you can move quickly back through whatever instructions that you have already read by following the instructions printed in bold letters. - Bringing up the screen - To enter information on any School Profile Screen: Select the LITTLE ROCK SCHOOL PROFILE MENU (option #14) off the STUDENT MANAGEMENT MAIN MENU. Your screen should now look like this: MENU LSM610: LITTLE ROCK SCHOOL PROFILE MENU 1. 2 . 3 . 4 . 5 . 6 . 7 . 8 . 9 . 10 . 11. 12 . Staff Assignment for Adv. Placement/Honors/GT Extracurricular/Ext. Ed. - Total Membership . Extracurricular/Ext. Ed. - Adult Sponsors . . Schoolwide Student Honors/Awards - Schoolwide Student Honors/Awards - 1st Sem. .. 2nd Sem. . School Committees/Parental Involv. - Employee School Committees/Parental Involv. Parents 89 . 90 . Staff Staff Staff Staff Development - Development - Development - Development - LRSD School Profile Educational Equity . . . Multicultural Curriculum Discipline/Classrm Mgmt . Other Staff Dev. Activity Reports ................. SPHONORC SPEXTRAIC SPEXTRA2C SPHSEMIC SPHSEM2C SPSCOMMIC SPSCOMM2C SPSTFDVIC SPSTFDV2C SPSTFDV3C SPSTFDV4C SCHPROC Change Assignment Exit ACS Option or Menu Item Flashing cursor appears here Select the menu item for the panicular screen on which you wish to enter information. We will use item #2: Extracurricular/Ext. Ed. - Total Membership as an example. The screens all work in much the same way so that by learning how to do this example, you will know how to enter information in any of the other screens. Type the number 2 then press \u0026lt;ENTER/CTRL\u0026gt;. [r. Connolly - Little Rock School Profile Technical Instructions - Page 3 Your screen should now look like this: MODE: F ACTION: EXTRACURRICULAR ACTIVITIES/ EXTENDED EDUCATIONAL PROGRAMS TOTAL MEMBERSHIP DISTRICT : SCHOOL: ACTIVITY WHITE M F BLACK OTHER M F % : BLACK TOTAL F3=Exit Flashing cursor appears here F12=Cancel M  F : TOT - Entering your schools ID - Type LRS in the box (which we call a field) labeled DISTRICT. Notice that when you fill a field with characters, the cursor automatically jumps to the next field. The cursor is now flashing in the box labeled SCHOOL. Type your school number in this box. Be sure to type your school number as a three digit number with leading zero(s). For the remainder of these instructions we will use School #1 as an example. We will enter our school number as 001. Press \u0026lt;ENTER/CTRL\u0026gt;. |R.Connolly I- Little Rock School Profile Technical Instructions - Page 4 Your screen should now look something like this (note: your screen may show different Activities than the ones listed in the example below): MODE: F ACTION: F EXTRACURRICULAR ACTIVITIES/ EXTENDED EDUCATIONAL PROGRAMS TOTAL MEMBERSHIP DISTRICT: LRS SCHOOL: 001 Al TVITY Flashing cursor appears here :iTE F BLACK M ] OTHER M : TOT V\nBLACK 'potball Drin Team Cheerleaders Student Govt TOTAL F3=Exit F12=Cancel ot Ot OV Ot 0% Ot F 1 2 3 4 S laiLS. 0 0 0 0 0 0 0 0 0 0 0 0 -Entering your data - The screen consists of five (5) lines which are numbered in the left hand column of the screen. Each line is broken up into fields (designated by the underlines). To enter data in a field, you must first move the cursor to that field. To move the cursor to the next field, press the \u0026lt;TAB\u0026gt; key. To move the cursor back to a previous field, press the \u0026lt;BACKTAB\u0026gt; key. Go ahead and enter your data at this time. Notice that the cursor will not stop on the TOT or %BLACK columns. The same is true of the TOTAL row (at the bottom of the screen). These are areas that will later reflect summary information about the data that you are entering. The information in these areas will not change at the time you are entering data. In order for the summary information to reflect the figures that you have entered, you must completely exit the screen and then come back into the screen. Notice also that we have left the ACTIVITY descriptions that were used for your school last year. If you wish to change any of these descriptions, just type over top of them. If you wish to eliminate a description, just type over it using the space bar and ignore that line. - Saving your changes - This screen allows you to enter five (5) lines of data at a time. We call these five lines a page because they are like looking at one page in a book. There are up to 30 lines available for entering data in this particular screen. Before you move to a new page (of 5 more lines), you must first permanently save the data that you have just entered oh this page. R.Cotinolly- Lillie Rock School Profile Technical Instructions - Page 5 To save the data you have just entered, you must press the \u0026lt;ENTER7CTRL\u0026gt; key. Note: if you do not press the enter key after entering new data, the new data will not be permanently saved in the computer. For example, if you press the \u0026lt;F3\u0026gt; key to exit this screen without having first pressed the \u0026lt;ENTER/CTRL\u0026gt; key, then when you come back into the screen it will not reflect any changes or data that you have entered. It will look exactly the way that it did before you entered your changes. If you have entered data on all five lines of the first page, then when you press the \u0026lt;ENTER/CTRL\u0026gt; key, your data will be permanently saved and a new page (consisting of the next five lines) will appear on the screen. If you did not enter new data in any lines at the bottom of the first page, then those lines will appear at the top of the next page after you press the \u0026lt;ENTER/CTRL\u0026gt; key. For example, if you did not enter any new data in lines 3, 4, and 5 on the first page, then when you press the \u0026lt;ENTER/CTRL\u0026gt; key you will see lines 3 to 7 on the next page instead of lines 6 to 10. If this is confusing, do not worry about it, just understand that pressing the \u0026lt;ENTER/CTRL\u0026gt; key will not always cause the screen to advance a full five lines. Assuming that you entered dau in all five lines of the previous page and pressed the \u0026lt;ENTER/CTRL\u0026gt; key, your screen should now look something like this (note: the ACTIVITY names may be different for your school): MODE: F ACTION\nEXTRACURRICULAR ACTIVITIES/ EXTENDED EDUCATIONAL PROGRAMS TOTAL MEMBERSHIP DISTRICT: LRS SCHOOL: 001 10 ACTIVITY WHITE M BLACK M  OTHER M J : TOT : % : BLACK FCS German Club Int1 Club TARS CCE 0% 0% 0% 0% 0% F F F 6 7 8 9 0 0 0 0 0 TOTAL 0 0 0 0 0 0 0 0% F3=Exit F12=Cancel Notice that the item numbers on the left hand side now go fi-om 6 to 10, instead of going from 1 to 5 like they did on the first page. These item numbers tell you which lines of data you are looking at. At this point you may enter more data as you did on the first page. R.Connolly [- Little Rock School Profile Technical Instructions - Page 6 - Moving between pages - If you wish to move back to a previous page you may do so using the \u0026lt;PREV1OUS PAGE\u0026gt; key. If you need to move to a later page you may do so by pushing the \u0026lt;NEXT PAGE\u0026gt; key as many times as is necessary. If you need help locating the previous or next page keys check Table 2 at the beginning of this document. WARNING!!!! If you enter new data on a page, be sure to press the \u0026lt;ENTER/CTRL\u0026gt; key before you move to another page. If you enter new data on a pag4 and then press the \u0026lt;NEXT PAGE\u0026gt; or \u0026lt;PREVIOUS PAGE\u0026gt; key before you press the \u0026lt;ENTER/CTRL\u0026gt; key, you will lose the new data that you entered on that page. Unfortunately, the computer will not warn you about this when you go to do it, therefore we are warning you now! - Exiting the Program - As we mentioned earlier, you can press the \u0026lt;F3\u0026gt; key to exit back to the menu at any point. This concludes our discussion of item #2\nExtracurricular/Ext. Ed. - Total Membership. If you have any questions, please call us at Information Services: 324-2055. I R-Connoliy- Little Rock School Profile Technical Instructions - Page 7 School Profile Entry Screens The follow pages show each of the School Profile Entry Screens. We will not give detailed entry instructions for every screen. The detailed instructions that we have just given in the preceding example should enable you to enter data in any of the other screens, because, as we noted earlier, the screens behave very similarly. We have tried to point out the unique features of each of the screens in the notes that follow. If you are still having difficulty after reading these notes, please call Information Services for help. 1. Staff Assignment for Adv. Placement/Honors/GT - This screen should only be filled in by the Secondary Schools. There are only five lines available for entry in this particular screen. Therefore, this screen docs not require any paging. However, if you do not enter new data in any lines at the bottom of the screen, those lines will appear at the top of the next page after you press the \u0026lt;ENTER/CTRL\u0026gt; key (as with any of the screens). If you were finished entering data at that point, then just press the \u0026lt;F3\u0026gt; key and it will take you back to the menu. Also note that on this screen the descriptions (Academic Area) are fixed and cannot be changed. MODE: F ACTION: STAFF ASSIGNMENT FOR AP/HONORS/GIFTED/ENRICHED Secondary Only DISTRICT: LRS SCHOOL\n001 ACADEMIC AREA WHITE M F BLACK M F OTHER M F : TOT : % : BLACK English Math Science Social Studies Foreign Language TOTAL F3=Exit F12=Cancel 0% 0% 0% 0% 0% 0% 1 2 3 4 5 0 0 0 0 0 0 0 0 0 0 0 0 I R.Connoii7- Little Rock School Profile Technical Instructions - Page 8 2. Extracurricular/Ext. Ed. - Total Membership - This screen was discussed in detail earlier and is pictured again here for your convenience. MODE: F ACTION\nEXTRACURRICULAR ACTIVITIES/ EXTENDED EDUCATIONAL PROGRAMS TOTAL MEMBERSHIP DISTRICT: LRS SCHOOL: 001 ACTIVITY WHITE M F BLACK M F OTHER M F 1 : BLACK : TOT Football Drill Team Cheerleaders Student Govt TAILS TOTAL F3=Exit F12=Cancel OV Ot 0% Ot 0% 1 2 3 4 5 1 1 2 0 0 0 0 0 1 0 1 0 0 2 Oi 3. Extracurricular/Ext. Ed. - Adult Sponsors - This screen is nearly identical to the previous screen except for the fact that it deals with Adult Sponsors instead qf Total Membership. MODE: F ACTION: EXTRACURRICULAR ACTIVITIES/ EXTENDED EDUCATIONAL PROGRAMS ADULT SPONSORS DISTRICT: LRS SCHOOL: 001 ACTIVITY WHITE M F BLACK M F OTHER M F : TOT 1 : BLACK Football Drill Team Cheerleaders Student Govt TAILS TOTAL F3=Exie F12=Cancel ot 01 01 01 01 01 1 2 3 4 5 0 0 0 0 0 0 0 0 0 0 0 0 R-Connoilyj- Little Rock School Profile Technical Instructions - Page 9 4. Schoolwide Student Honors/Awards - 1st Sem. - This screen is for First Semester data only. In addition to the description field (Honor/Award) and the race and gender count fields, there is also a field for entering grade level. MODE: F ACTION: SCHOOLWIDE STUDENT HONORS/AWARDS FIRST SEMESTER DISTRICT: LRS SCHOOL: 001 :HONOR/AWARD :GRADE: WHITE M F BLACK ! F OTHER M F : TOT : BLACK 1 \"A' Hon.Roll 2 Citizenship TOTAL F3=Exit F12=Cancel 0 0% ov OV 0* 0% M 0 0 3 4 5 0 0 0 0 0 0 0 0 0 0 5. Schoolwide Student Honors/Awards - 2nd Sem. - This screen is identical to the previous screen except that it is for entering Second Semester rather than FirsLSeihester, MODE: F ACTION: SCHOOLWIDE STUDENT HONORS/AWARDS SECOND SEMESTER DISTRICT: LRS SCHOOL: 001 : HONOR/AWARD :GRADE: WHITE M F BLACK M F OTHER M F : TOT : * : BLACK ov ov OV Ot Ot TOTAL Ot F3=Exit F12=Cancel 1 2 3 4 5 0 0 0 0 0 0 0 0 0 0 0 0 R-Connolly- Little Rock School Profile Technical Instructions - Page 10 6. School Coramittees/Parental Involv. - Employee MODE: F ACTION: SCHOOL COMMITTEES/PARENTAL INVOLVEMENT EMPLOYEES DISTRICT: LRS SCHOOL: 001 COMMITTEE WHITE M F BLACK M F OTHER M F : TOT V : BLACK BIRACIAL COMMITT P.T.A. BOARD MBR PARENT WORKSHOPS IMPROVEMENT COMM TOTAL F3=Exit F12=Cancel ov 0% OV 0% 0% 0% 1 2 3 4 5 0 0 0 0 0 0 0 0 0 0 0 0 7. School Committees/Parental Involv, - Parents MODE: F ACTION: SCHOOL COMMITTEES/PARENTAL INVOLVEMENT PARENTS/PATRONS DISTRICT: LRS SCHOOL: 001 COMMITTEE WHITE M F BLACK M F OTHER M F : TOT % : BLACK BIRACIAL COMMITT P.T.A. BOARD MBR PARENT WORKSHOPS IMPROVEMENT COMM TOTAL F3-Exit F12^Cancel 0% Ot Ot ov OV Ot 1 2 3 4 s 0 0 0 0 0 0 0 0 0 0 0 0 I R.Connony- Little Rock School Profile Technical Instructions - Page 11 8. Staff Development - Educational Equity MODE\nF ACTION: DISTRICT: LRS STAFF DEVELOPMENT - EDUCATIONAL EQUITY SCHOOL: 001 CERTIFIED STAFF Number Completed SUPPORT STAFF Number Completed SPECIFIC TRAINING: PRIOR : yy/yy : DURING : yy/yy = PRIOR : DURING: yy/yy : yy/yy PET TESA COOP LEARNING TOTAL F3=ExiC F12=Cancel 1 2 3 4 5 0 0 0 0 9. Staff Development - Multicultural Curriculum MODE: F ACTION: DISTRICT: LRS STAFF DEVELOPMENT SCHOOL: 001 CERTIFIED STAFF Number Completed MULTICULTURAL CURRICULUM SUPPORT STAFF Number Completed PRIOR SPECIFIC TRAINING: DURING PRIOR yy/yy = yy/yy = yy/yy DURING\nyy/yy 1 2 3 4 3 TOTAL 0 0 0 0 F3=ExiC F12=Cancel R.Connolly- Little Rock School Profile Technical Instructions - Page 12 10. Staff Development - Discipline/Classrm Mgmt. MODE: F ACTION: DISTRICT: LRS STAFF DEVELOPMENT SCHOOL: 001 CERTIFIED STAFF Number Completed DISCIPLINE/CLASSRM MGMT. SUPPORT STAFF Number Completed SPEC. TRAINING: PRIOR yy/yy DURING : yy/yy = PRIOR : DURING\nyy/yy = yy/yy 1 ASSERTIVE DISCIP 2 CLASSROOM MGMT. 3 CONFLICT MGMT. 4 5 TOTAL 0 0 0 0 F3=Exit F12=Cancel 11. Staff Development - Other Staff Dev. Activity MODE: F ACTION: DISTRICT\nLRS STAFF DEVELOPMENT SCHOOL: 001 CERTIFIED STAFF Number Completed OTHER ACTIVITIES SUPPORT STAFF Number Completed PRIOR DURING SPEC. TRAINING\nyy/yy = yy/yy PRIOR : DURING: yy/yy = yy/yy- AT RISK TOTAL F3=Exit F12=Cancel 1 2 3 4 5 0 0 0 0 [ R-ConnoH^- Little Rock School Profile Technical Instructions - Page 13 12. LRSD School Profile Reports - Selecting this menu option will take you to a screen that launches a School Profile Report. You probably do not need to run this report. Planning, Research, and Evaluation will run this report on white 8 1/2 x 11 paper and send it to you when it is needed. Havin\nthis option on your menu will allow you to run additional copies of this repon. But if you do decide to this report, there are some things that you should be aware of: ig run 1. 2. This is an overnight report - you should not expect to print this repon until the day after you ask for it. This report is really a series of individual reports that run at one time. Altogether these reports comprise about 20 pages. 3. This report was designed and formatted to print on a laser printer. If you were to try to print this report on a regular dot matrix printer it may be difficult or even impossible to read. Therefore you should not try to run this report unless you have a laser printer that is connected to the AS/400 at your school. If you are not sure whether you have a laser printer or if it is connected to the AS/400, then call and ask Information Services. When you select this option your screen will look like this: SCHPRO SCHOOL PROFILE REPORT Type Information. Then Enter. District School . Enter - Current School's Year Term 1,2,3 or 4 Command ===\u0026gt; F2=Description F10=Select F3=ExiC J Fll=Entry F4=Prompt F5=Refresh F12=Cancel F7=Backwards F9=Find F24=More Keys To run this report, type LRS in the field labeled District. The cursor jumps to the field labeled School. Type in a three character school number (use leading zeros if necessary). The cursor then jumps to the field labeled Year. Type in the last two digits of the last year of this school year. For example, for the 1994-95 school year you would type 95. The cursor moves to a field labeled Term 1,2,3 or 4. Type in the number of the current term (nine week period). The cursor jumps back to the field labeled District Press the \u0026lt;ENTER/CTRL\u0026gt; key. I R-ConnoIiV- Little Rock School Profile Technical Instructions - Page 14 The screen should look something like this: 9/09/ __ACS. FY LITTLE ROCK SCHOOL DISTRICT Submittal Prompt____________ 10:46:33 BOBS2 -------------R\u0026amp;fj., ACS  JSET  02 Job: SCHPROC LRSD School Profile Reports Is ready to run IN BATCH MODE Please fill in the requested data (if any) Or cancel if you do not wish to run this now JOBQ : Normal 2 - High Priority 3 - Night JOBQ QNORMAL QHIGH QNIGHT Library ACS400 ACS400 ACS400 JOBQ Priority: Output Queue: YQURPRTR (1 high - 9 low) (maximum = 3 ) in Library QUSRSYS 1 1 5 Cancel? H Make sure the field labeled Output Queue has the device name of your laser printer that is hooked to the AS/400. Press the \u0026lt;ENTER/CTRL\u0026gt; key. Your report should run overnight and be ready to print on your laser printer tomorrow morning. R.ConnollyRECEIVED DEC 61995 OHice of Desegregation Moruioriiiy LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION 810 W. Markham Street Little Rock, Arkansas 72201-1330 (501) 324-2120 Date: December 6, 1995 To: Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring From: Dr. Paul J. Smith, Specialist Planning, Research and Evaluation Tlirough: Dr. Ed Jackson, Director Planning, Research and Evaluation Re: School Profile L f.lti /' Enclosed please find the 1995-96 school profiles for the Little Rock School District. We extend our apologies for not meeting your deadline of November 22, 1995. The reports are just now being copied in the printshop. In the future we shall send these reports to you in a more timely basis. Thank you for your consideration. Encl: (50) cc: Dr. Henry Williams Dr. Russell Mayo A Brown.doc R LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATIOItifce 810 W. Markham Street Little Rock, Arkansas 72201-1330 (501)324-2120 FE3 ] c 1996 Of DesejregaLcfi Date: February 19, 1996 To: Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring From: Dr. Paul J. Smith, Specialist Planning, Research and Evaluation Through: Dr. Ed Jackson, Director Planning, Research and Evaluation Re: School Profile Enclosed please find the 1995-96 second semester school profiles for the Little Rock School District. These profiles were run on January 13 and 14, 1996. Principals and central office data entry personnel were encouraged to update the school profile immediately after changes occurred to keep the data ciurent and complete at all times. Encl: (50) cc: Dr. Henry Williams Dr. Russell Mayo Joshua Attorneys CTA Plant Services Assistant Superintendents A Brownl.docJOHN w. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. OCT 2 5 1996 Office of Oesegregaiion Monaonna October 24, 1996 Dr. Don Roberts Interim Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Mr. James Smith Superintendent of Schools North Little Rock School Distinct 2700 Poplar Street North Little Rock, AR 72114 Mr. Bobby Lester Superintendent of Schools Pulaski County Special School District 925 East Dixon Road Little Rock, AR 72206 Re: School Profiles 1996-97 School Year Gentlemen: I note in Ms. Brown's letter to you dated October 18, 1996 that she requested that you provide to her office by November 15, 1996 school profiles on all schools in your respective district We would appreciate your sending the same to us. Thank you for your cooperation. Incere ^4/ oy C. , pringer bshua Intervenors JCS/ cc: Ms. Ann Brown Mr. Billy Bowles Mr. Bobby Acklin o PCSSD\" PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 (501) 490-2000 7 0/ DATE: November 12, 1996 u' Ji-, 1 - - ^996 TO\nFROM:. Mrs. Ann Brown, Office of Desegregation Monitoring Mr. John Walker, Walker Law Firm Billy J. Bowles, Assistant Superintendent for Desegregation SUBJECT: School Profiles tf'ki en As you requested, enclosed are copies of the 1996-97 school profiles. If you have questions or concerns please call. ps Enclosures c Mr. Sam Jones f\nCf RECEIV' A NOV 1 5 1996 LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 RECF Ft\"** . PLANNING, RESEARCH AND EVALUATION Office 0* Desegregation Monitoring NOV Office o\u0026lt; Dasegiegaiioii iviVxHVliU\n(S\n1^*^ MEMORANDUM Date: November 15,1996 To: Ms. Ann Brown, Office of Desegregation Monitoring Mr. John Walker, Joshua Intervenors Attorney Mr. Clay Finley, LRSD Attorney From: Through: Dr. Ed Jackson, Director Shirley Lewis, Planning Special! Subject: First Semester School Profile Reports Please find enclosed copies of School Profiles for LRSD schools. Schools were given an initial deadline date of October 7 to input school profile data. PRE monitors and principals reviewed the information in preparation of the first semester equity monitoring visits and made corrections and/or updates. The enclosed reports are a result of these corrections and updates. If you have questions, please contact Dr. Jackson or me at 324-2120. enclosure c: Dr. Don Roberts, Superintendent Dr. Vic Anderson, Assistant Superintendent - Secondary Ms. Margaret Gremillion, Assistant Superintendent - Elementary Ms. Sadie Mitchell, Assistant Superintendent - Elementary CTA President LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION RECEIVED MEMORANDUM NOV 4 1997 Date: October 31, 1997 OFFICE Of DESEGREGATION MONITORING To: Ms. Ann Brown, Office of Desegregation Monitoring Mr. John Walker, Joshua Intervenors Mr. Clay Findley, LRSD Attorney From: Shirley Lewis, Planning Specialist Through: Dr. Ed Jackson, Director, Planning, Research and Evaluation Subject: First Semester School Profile Reports Please find enclosed copies of LRSDs School Profiles. The information reported by the   r.9 schools reflect activities for the first nine weeks (1st Quarter), (r If you have questions, please contact Dr. Jackson or me at 324-2120.SCHOOL MATERIALS MISSING Cloverdale JR. High Staff Development Test Material Henderson Test Material Mann Magnet Test Material Pulaski Heights Staff Development School Map Badgett Student Retention Bale Staff Development Test Material Baseline School Committees/Parental Involvement Student Retention Carver Magnet Test Material Chicot Staff Development Test Material Cloverdale Elem. Test Material Dodd Test Material Fair Park Forest Park 11 Franklin II Fulbright tl Geyer Springs II Gibbs Magnet It Mabelvale Elem. McDermott Staff Development Test Material Meadowcliff Test Material Pulaski Heights Test Materials Romine Staf Development Test Material Terry Test MaterialSchool Materials Missing Wakefield -School Committees/Parental Involvement -Test Material -Staff Development -School Map Watson Test Material Western Hills It Wilson Staff Development Test Material Woodruff Test Materials\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_696","title":"Status 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":["1990/2006"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School administrators","School improvement programs"],"dcterms_title":["Status 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/696"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["109 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nTO\nFROM: THROUGH: SUBOECT: Little Rock School District February 26, 1990 Eugene Reville, Metropolitan Supervisor Tames Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Status Report On Thursday, February 22, Arma Hart informed me of your approval of the revised pre-registrati on. to publicize these dates. The district will begin immediately to use various methods Principals and building secretaries will receive inservice training on pre-registrati on and assignment procedures on February 26, 27, and 28. A press release will be issued before the end of the week. On February 27, 28, and March 1, information sessions will be provided for incentive school teachers. Current incentive school teachers will be given the opportunity to serve on curriculum development committees for the incentive school program, the near future. We will also vacate the incentive school teaching positions in The interview process for incentive school principals will begin on or before Friday, March 2. According to Mrs. Hart's instructions, the district will not refer to the incentive schools as magnets. scholarship program. Also, no reference will be made to the proposed However, it is our understanding that we may proceed with all other aspects of the incentive school program. In regard to another matter, Ann Brown has stated that she will be responsible for forming the Rockefeller Early Childhood Committee. for me to wait for further instructions concerning this matter. Mrs. Brown would like Please respond as soon as possible to the concerns listed in my February 13 memo: -- Settlement Days -- Contract lengths for incentive school teachers -- Interdistrict parents on districtwide bi racial committees cc: Arma Hart Ann Brown Estelle Matthis 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361TO: FROM: 'Ji A' LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 3, 1990 Office of the Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH: Dr. Ruth Steele, Superintendent of Schools 6^ SUBJECT: Status Reports - Tri-District Committees I have enclosed status reports from various tri-district committees for your information. cc: Dr. Herb Cleek Sterling Ingram t * /March 20, 1990 To: Estelle Matthis, Associate Superintendent From: Joe A. Murry, Athletic Director /, Subj.: Criteria For The Selection OftA Director of Extra Curricular Activities. Ref.: Your Memorandum of Feb. 23, 1990. In accordance with your memorandum, a committee of six employees in the district was appointed and met at Hall High School on Monday, March 19. Attached you will find a list of criteria for the selection of a Director of Extra-Curricular Activities as proposed by the Committee. The Committee also recommended a stipend and other considerations for the employement of a teacher to fill this position. cc: Members of the Committee Bill Barnhouse, Principal Roy Wade, Coach Ellen Linton, Assistant Principal Jill Riley, Cheerleader Sponsor O.C. Remley, Club Sponsor and Coach Colleen Ferguson, Cheerleader Sponsor Karen Keopple, Coach Claudia Rogers, Drill Team Sponsor THE CRITERIA FOR THE SELECTION OF A DIRECTOR OF EXTRA-CURRICULAR ACTIVITIES 1. Experience in a desegregated school situation, preferably in a school within the Tri-County Districts. 2. Previous leadership role in a secondary school extra-curricular activity. 3. Familiar with the rules and policies of the Arkansas Activities Association. 4. Familiar with the rules and policies of the Little Rock School District with regard to extra-curricular activities. 5. Have an appreciation for the role of extra-curricular activities in the educational development of the total child. 6. Understand the role of a School Director of Extra-Curricular Activities as outlined in the Desegregation Plan. 7. Have a sensitivity for the cultural and socio-economic differences found in a desegregated student body. 8. Be cormitted to providing equal opportunity to participate in extra-curricular activities. The Committee also recommended that the teacher selected be given an additional prep period and a stipend of $2,500 (Senior High) $1,500 (Junior High). The responsibilities would also require secretarial support from the school office. or March 26, 1990 To: Estelle Matthis, Associate Superintendent From: Joe A. Murry, Athletic Director '^ Subj.: Tri-County Conmittee On Conflicting Requirements In Extra-Curricula Activities. As directed by you, I served on the subject committee as the representative of the Little Rock School District. The minutes of the meeting are attached, is required on my part, please inform me. If further action / cc: Dr. Victor AndersonLittle Rock Public Schools March 22, 1990 To: From: Conmittee Members, Tri-County Extra-Curricular Activities Committee. Committee Recorder, Dr. Joe A. Murry, Little Rock School District. Subj.: Recommendations of the Tri-County Committee. The Tri-County Committee On Conflicting Requirements In Extra- Curricular A.ctivities met at the Pulaski County School District administration building on March 22, 1990. \"M em' bers present were: Eddie Collins - Asst. Superintendent, Pulaski County Bob Acklin - Asst. Superintendent, North Little Rock Bob Bowden - Athletic Director, Pulaski County Gary Goss - Athletic Director, North Little Rock Dr. Joe A. Murry, Athletic Director, Little Rock (Recorder) The Committee was directed to establish uniform policies and rules concerning extra-curricular activities in the three districts. The establishment of these common policies and rules will allow desegregation transfers (M-to-M, Magnet, etc.) to move from one district to another without conflicting rules and policies that would prohibit participation in extra-curricular activities. The Committee makes the following recommendations: 1) All districts use the Grade Point Requirements of the Arkansas Activities Association for eligibility in those activities under the supervision of the Association. 2) All organizations that operate under a national charter should use the eligibility policies of the national office. 3) Participation fees should not be charged for membership in any organization, team, club, etc. 4) All students participating in athletics or spirit groups should be covered by an athletic insurance program. 5) Uniforms (skirts and blouses) for spirit groups should be purchased by the districts. No student should be required to pay more than $100 for other items of apparel. 6) Districtswill accept elected cheerleaders and drill team members from other districts if it is a desegregation transfer. 7) Any costs incurred by a district in complying with these recommendations should be paid from desegregation funds. West Markham and Izard Streets  Little Rock. Arkansas 72201 (501) 374-3361 TO: FROMiVf'^ SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 March 27, 1990 Estelle Matthis, Associate Superintendent for Educational Programs arid Staff Development ari\u0026lt; Marie A. McNeal, Supervisor of Social Studies and Foreign Languages Status Report on Central High School International Studies Program The following identifies the activities held from February 21, 1990, to March 26, 1990, regarding the International Studies Program at Central High School:  February 21 - Letters were mailed to committee members to attend a planning  March 1 meeting. - A planning meeting of committee members was held at the LRSD Administration Building (agenda attached).  March 6 - At a committee meeting the members discussed and identified the Foreign Language Program Design for the International Studies Program. It was decided that all existing languages will continue to be offered at Central High, with Japanese being offered beginning with the 1990-91 term and Russian added in 1991-92. All students enrolled in the International Studies Program will be required to take a foreign 1anguage. Courses in other departments will be developed to give a global perspective to all grade levels. Input from the business representatives of the committee strongly suggested that a continuation and expansion of the ATLAS Program and the addition of Japanese as a foreign language course be included in the International Studies Program. Further, the committee recommends that a phase-in of additional International Studies courses be offered during the 1991-92 term.  March 9 - A survey was distributed to Central High teachers requesting that they identify their expertise, interest, and recommendations for the International Studies Program at Central (survey and responses attached).  March 13 - At this meeting the committee refined the conceptual framework of the International Studies Program. recruitment activities and fliers were developed. In addition,  March 19 - A meeting with the Central social studies teachers, other department teachers, and the Supervisor of Social Studies was held to discuss specific course offerings. The following courses have been identified for inclusion in the International Studies Program: Social Studies: Grade 10 - Global Insights - required Grade 11 - Comparative Government - elective Grade 11 - American History International Studies Regular or AP - requiredStatus Report on Central IS Program (3/27/90) - Page 2 Grade 11 - (ATLAS Team //I) International Studies International Relations (social studies, English, fine arts Intercultural Communica- tions, foreign language) - elective Grade 12 - Humanities Seminar (ATLAS Team //2) honors - This is proposed as a two-period block course which will include an AP English credit (required) and a social studies credit (elective).  March 22  March 26 Vocational Education\nScience: Grade 11 - Global Economics - elective Grades 11-12 - Physical and Environmental Geology - elective - Members of the planning committee met and plans for the Central High School Magnet Open House scheduled for March to finalize strategies International Studies 26th. - Open House was held at Central High School. The International Studies Magnet Program was outlined for parents and interested students. A handout outlining the International Studies Program was distributed to parents and students (attached).LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 March 27, 1990 TO: FROM: SUBOECT: Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development ^^Marvin Zimmerman, Acting Director of Staff Development Status Report on Inter- and Intra- District Staff Development Committees I. Inter-District Staff Development Committee A. The staff development directors from the three districts have met on the following dates to discuss and identify cooperative efforts: February 8, 1990 February 14, 1990 March 14, 1990 B. The following cooperative areas have thus far been identified: - resources for conducting staff development activities. - publicizing identified activities in which employees of all three districts may participate. - implementation of a district-wide record keeping system. - investigation of and joint-participation in special funding sources. - needs assessment procedures. - general networking of staff development issues, concerns, etc. II. C. D. E. A tri-district resource bank has been established with approximately fifty (50) volunteer resources included as of today. The inter-district planning committee has been organized with each district selecting two (2) committee members. Mark Grobmyer and Mahlon Martin. The LRSD members are The staff development directors will meet with the inter-district planning committee April 27, 1990. Intra-District Staff Development Committee A. The intra-district planning committee has been formed\nmembers is attached. a list of the B. The intra-district planning committee met March 12, 1990. C. Attached is a copy of the committee's recommendations/concerns that the staff development department will address.LITTLE ROCK STAFF DEVELOPMENT ADVISORY COMMITTEE 1990-91 Facilitator: Marvin Zimmerman, Director of Staff Development School Board (1) Robin Armstrong Term 1989-91 Administration _.(8) Leon Adams Dennis Glasgow Patti Kohler Marie McNeal Mary Mosley Mary Runshang Dianne Wood Richard Wright 1989-91 1990-92 1989-91 1990-92 1989-91 1989-91 1989-91 1989-91 Principals (3) Sadie Mitchell (Cloverdale Elem.) 1990-S2 Charity Smith {Southvzest Jr. High) 1990-92 Al Niven (Fair High School) 1989-91 Teachers/Counselors (12) Elementary (6) Donna Hall (Watson) Shirley Harper (McDermott) Dorothy Howard (Baseline) Ada Keown (Washington) Patricia Killingsworth (Carver) Jeanne Whitesell (Gibbs) Junior High (3) Patty Dickinson (Mabelvale) Danny Fletcher (Mann) Stella Hayes (Mann) High School (3) Pat Bona (Hall) Phyllis Burton (McClellan) 1990-92 1990-92 1990-92 1990-92 1990-92 1990-92 1990-92 1989-91 1990-92 1990-92 1989-91 Katherine Wright-Knight (Par)cview) 1990-92 Support Areas (2) Food Services Jacltie Boykin (Director) Secretaries Nancy Wuneburger (Mabelvale J.H.) 1990-92 1990-92 .Parents_( 2) Mrs. Minnie Thompson 4323 W 17th, Little Rock 72204 (D) 666-0804/372-7714, (E)370-8739 1990-91 Mrs. Joyce M. Pattillo 20 Kings Arms, Little Roc)c 72207 (D) 372-5810, (E) 225-1262 1990-92LITTLE ROCK STAFF DEVELOPMENT ADVISORY COMMITTEE 1990-91 Cpnupunity/BusinfiSS...(2) Dr. Mal Lehman, Director Human Resource Development Blue Cross \u0026amp; Blue Shield of AR 601 Gaines Little Rock, AR 72201 (378-2528) 1990-91 Ms. Bea Worden, Director 1990-92 Human Resources \u0026amp; Development Savers Federal Savings \u0026amp; Loan Association Capitol at Spring Little Rock, AR 72201 (372-3311)* RECOMMENDATIONS/CONCERNS FROM STAFF DEVELOPMENT ADVISORY COMMITTEE 3/12/90 1. Consider using some of the AEA's \"Teacher to Teacher\" programs. 2. All staff development presenters must be prepared and do teaching, not just reading handouts and transparencies. 3. Use in-school teachers to train teachers at the local level. 4. TESA substitutes are often not dependable. 5. Use State Department resources, especially the Coordinator of the At-Risk Program, Margie Powell. 6. To address the problem of teachers not attending inservice for which they have signed up: a. b. have required inservice during school hours. when teachers sign-up, use a commitment letter to sign indicating that if they change their minds, they should let the Staff Development office know by a certain date\ncommunicate to them that people are on a waiting list. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. c. d. e. f. send reminders near the starting date. all tuition for minicourses must be paid in advance. offer  refunds for mini courses. send notes to principals when teachers are II no shows. Registration and sign-up for al 1 inservice should be through Staff Development office. Use release time for more inservices. Better publicity for all staff development activities - use one color for all staff development notices, memos, etc. Do quarterly updates on scheduled activities - possibly a newsletter. Preschool inservice must have better quality. Staff Development office must monitor all staff development activities. New teachers need classroom management and record keeping, etc., at first of school year. Use school-level mentors for new teachers. Training is needed in using audio visual equipment. In all workshops, allow time for teacher sharing. Always do evaluation forms. Conflict resolution training is needed (this is included in violence prevention). Multicultural Fair needs to be related more to specific content areas and especially to secondary courses.20. Use 61aser's Steps to Positive Discipline. 21. Not all teachers need the same inservice - especially during preschool. 22. More publicity is needed on IMPACT and SAP. 23. Send periodic print-outs to principals of teacher participation.TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 March 27, 1990 Mr. James Jennings, Associate Superintendent FROM: 'i^Victor Anderson, Assistant Superintendent SUBJECT: Status Report on the Alternative Satellite High School Commi ttee The Alternative Satellite High School Committee for the Little Rock School District was formed on March 12, 1990, consisting of the following persons: . Mr. Rudolph Howard, Principal, McClellan\nMs. Patsy Campbell, Counselor, Forest Heights Junior High\nMrs. Linda Jones, Teacher, Mann Junior High\nMrs. Ossie Shelton and Chinetta Ford, Parents\nMr. Sterling Ingram and Victor Anderson, Little Rock School District Administrators. Mr. Gene Jones, Director of the MESC. These names were provided to The first meeting of the committee was held on Monday, March 19. Mr. Howard, Mrs. Ford, Mrs. Shelton, Mrs. Jones, and Ms. Campbell attended for Little Rock School District. At the meeting, the Little Rock School District employees were advised that their participation on the committee would be The parents were advised that they were to advisory, with non-voting status. A plan for the alternative high school and some satellites be voting members. was proposed to the committee with a direction that their work was to be The group was divided into four committees to seek completed by April 1. information from interested persons and come to the next meeting with a report. As the attached revisions on an Alternative Learning Program specifies, the membership of the committee and the deadline for a product appear to be in conflict. In light of Mr. Jones' direction to the committee members I submitted, please advise how I should proceed. VA/laj Attachments cc: Estelle Matthis'TO\nFROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72204 March 27, 1990 Estelle Matthls, Associate Superintendent for Educational Programs and Staff Development Dianne Wood, Supervisor of Mathematics Update on Curriculum Planning for Washington Basic Skills/Math Science Interdistrict School of Choice The committee to assist with curriculum implementation at Washington has the following recommendations for the 1990-91 school year. Recommendations are based on an enrollment of 7 first grade classes and 5 classes at every other grade level. 1) Although the magnet theme is the same as the one at Carver, the staff and curriculum specialists should develop a somewhat different approach to the science/ math emphasis. Programs to be considered include FOSS (E.U11 Option Science System, developed at the Lawrence Hall of Science for students in grades 3 and 4), the Early Science set for students in grades K-2, AIMS (ilctivities that Integrate Hath and Science) and, GEMS (Sreat Explorations in Math and Science for grades K-8) 2) Although Washington is to be patterned after Carver, the additional enrollment projected for Washington requires that the staff and resources of Carver be proportionally increased to allow students the same degree of access to the programs. In addition, the program strengths currently existing at Washington need to be maintained and incorporated into an even stronger curriculum. This would include two regular PAL computer lab attendants and a certified computer specialist. The concept of a full-time certified computer specialist has played a significant role in the success of both Booker Magnet and Rockefeller schools. 3) Modify the \"Writing to Read\" approach to include more math and science for grades K-2. 4) Implement a writing lab with word processors to teach science report writing and creative writing.5) Select math and science specialists as soon as possible so that they may begin to work with the principal to plan and recruit. 6) Provide some release time for the new principal of Washington to recruit students and teachers. 7) Provide specialized \"training for math and science specialists. For example, the twentieth annual Festival of Mathematics (June 18-29 in Fresno, CA) and the 1990 Science Festival (July 9-20) stress a strong \"hands-on component. 8) Math and science supervisors will meet with new principal on March 29 to determine location and modification of math and science labs. cc: Karen Buchanan Washington Curriculum Committee: Dennis Glasgow Rene Carson Mary Mosley Marvin ZimmermanTO: FROM: SUBJECT: Little Rock School District March 27, 1990 Mrs. Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development \u0026amp; Rose Ivory, Reading Coordinator Tri-District Multicultural Committee I have previously communicated with Brenda Spriggs, Chairman of the Tri-District Multicultural Committee. Mrs. Spriggs was appointed by Mr. Reville. I will represent the Little Rock School District on this multicultural committee. Today I have tried to reach Brenda Spriggs by telephone. She is attending a meeting. As soon as I receive information about members on the committee and meeting dates, I will send you a follow-up memo. /Ij 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361TO: FROM: SUBJECT: Little Rock School District March 27, 1990 Mrs. Estelle Matthis, Associate Superintendnet for Educational Programs and Staff Development Mary H. Mosley, Director of IRC and Reading Supervisor Early Childhood Task Force - Comprehensive Curriculum Training and Information The LRSD Early Childhood Task Force has met periodically during this school year to establish a comprehensive philosophy and curriculum for the Four-Year-Old Programs. Al so designed were a parent philosophy, goals, and objectives. The final documents of the committee were presented to Mr. James Jennings in early March, 1990. LRSD personnel serving on the Task Force were: -Rachel Myers-Chairman -Margaret Gremillion -Dr. Mary Mosley -Lonnie Dean -Anne Mangan -Marian Shead -Annie Abrams -Frenzella Dodson -Beth Foti -Bessie Fowler -Beverly Hines -Lou Ethel Nauden Also serving on the committee were: -Dr. Tish Henslee, UALR -Dr. Betty Caldwell, UALR -Michelle French, PCSSD -Ruth S. Herts, PCSSD The final curriculum documents presented by the committee included: -Characteristics of the Four-Year-Old Child -Developmentally Appropriate Experiences -Qual ity Standards/Recommendations -Four-Year-Old Skills (self-concept, socialization, self-help, problem-solving, gross motor, fine motor, language/1istening, role-playing, visual, math, music, art, block area) The parent involvement component provides background information on program goals and purposes, monitoring and evaluation, and a yearly calendar of events. A copy of the report is attached. /Ij 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Status Report-Central International Studies Magnet Program March 27, 1990 Page 2 approximately the same formula for seat allocation as is done in other interdistrict magnets, but without a shadow zone. to allow any zoned Central student to participate in the International Studies Curriculum as he desires, but without having to enroll in the program formally. In this instance, plans are He simply selects courses from the curriculum which meet his needs and Therefore, no shawdow zone is necessary, and the seat allocation i nterests. would approximate the following: 175 seats available 70 LRSD students not zoned to Central 79 PCSSD students through M-to-M 26 NLR students through M-to-M Little Rock students would enter through the Optional Enrollment Form. If all seats are not filled through that vehicle. Desegregation Transfers would be used to fill the remaining seats. PCSSD and NLR students would enter through major!ty-to-minority transfers. I recommend that the majority of the 175 seats be reserved for incoming tenth grade students, with some flexibility to allow for some upper classmen '  \" I expect that most of the entering in the 1990-91 school year as well, interest will be with incoming sophomores, allocation is what will be followed. Please advise if this seat Issues to be discussed in the future meetings will be recruitment from PCSSD and NLR. The committee will need the assistance of the Desegregation Office and the MRC in securing mailing lists and labels for prospective students and with planning for media announcements. The curriculum will be finalized and plans made for the development of curriculum, staffing, and selection of equipment and materials. A budget will need to be developed also. VA/laj Attachments cc: Estelle MatthisTO: FROM LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 March 27, 1990 Mr. James Jennings, Associate Superintendent : Victor Anderson, Assistant Superintendent SUBJECT: Central International Studies Magnet Program Status Report The Central International Studies Magnet Program Planning Committee met for the first time on March 1, 1990. Members of the committe consist of the Charlie Brown and Jerome Mui drew. Central teachers\nMrs. Irma following: ___ . .. Hunter-Brown and Carolyn Newbern, parents\nMarie McNeal and Victor Anderson, LRSD administrators. Also attending meetings from the Central faculty have been Rosemary Brewer, Matilda Buchanan, Suzanne Caldwell, Jennie Cole, Susie Mrs. Newbern was selected chairman of May, Dorothy McDonald, and Doris Nash, the committee in the March 6 meeting. At the March 6 and 13 meetings, the committee determined the mission of the program, began to define the program, and selected the courses to be taught. At the meetings discussion and planning also centered on how to recruit for the program within the District and in PCSSD and NLR. Representatives from the business community were present at the meetings March 1, 6, and 13. Present have been Wayne Wheat of Omega Tube and Conduit, Jack London of Orbit Valve, Joe O'Brian of TCBY, Maralyn Chambers of Riceland Foods, and Ray Fizer of Maybelline. These individuals have expressed support A special meeting for business for the program as it is developing. _ _ representatives will be held in April when the program design is completed to determine the degree to which they can support the program and how they can do so. An informational meeting with Pulaski Heights Junior High parents was held on March 18, 1990 to discuss the program. In a committee meeting on Thursday, March 22, more definition was given to the curriculum structure, and plans were made for the Open House at Central on March 26. The Open House was attended by approximately fifty parents and students, and about twenty faculty and committee members. An informational flyer was sent out inviting all ninth grade students in Little Rock junior high schools to the Open House. Many were in attendance Monday night. The attached bulletin describes the program as it is currently developed. The program will continue to be refined and developed in the coming weeks. My answers Some issues have arisen regarding the allocation of seats. have reflected a discussion held earlier in which you and I discussed followingCOME TOUR THE WORLD AT THE mAL mm emi International Studies Magnet Program Tlio international Studies Program at Central High School is designed to prepare students to function effectively our global communi t y. * develop awareness International Studies students will nd knowledge so that they may reicite to p.\u0026gt;ople of other cultures and countries, * learn to communicate prof ic i ent 1\u0026gt; i n at least one foreign J anguage,  develop skills for analyzing complex global issues, have solid body of knowledge of history and geography. ucients t.he international Studies Program must take an intern\u0026lt;jti onai t y oriented curriculurn. lan^-'.uage ecich year. choosi ng from F rench, They will take one toreign Spanish, Uei'man, I,tit 1 n , Si assical Greek, el nd Japanese\nit recommended that they take cit least three years of one foreign language and begin second. Whenever possible, other requirements and electives will be selected from a body of internationally oriented courses which meet state requirements and the academic guiue1L nes of courses will studfe\u0026gt;nts. ) competitive college admissions standards. (These o be available for other interested Central ilK strong foreign language department at Central High will rovide French, cornerstone fo German, Spanish, AevG?ls I - V, with level Japanese will be offered 1990-91, the International Studies Program. Latin and Classical Greek are taught at VI and up offered as demand develops. with Russian added 1891-9?. Courses i n other departments (Social Studies, English, Science, Voc.\u0026lt;at i onal Educat ion, Fine Arts) will be developed or refocused to give a global perspective\nboth elective and required. courses will be at several levels. with team teaching. will be? developed. interdisciplinary courses. some enriching the basic c u 1 r i c u 1 u m v? i 111 ATLAS program,  I international conce coordinating Global : ns. (Cc^nt rai Studies, now has an English, F1 ne Arts, and Foreign Language.) Foreign exchange students (12 now at CHS) V'ill Join inter academic curriculum. national visitors in supplementing the Strong links with the business communi t \u0026gt; arc being developed to enhance the International Studies Program. The recommended students ' 10th wi11 be gr-ade\nas course of f c?l 1 ows : study fo International Studies 1 It h 12th English. Studies (historical and conceptua .1 f  r* a njE? wo r k for a 11 global studies cou \u0026gt; , 1 . Math, Foreign Language, offer i ngs uat ion, grade: o other courses 1 Elective from the? required for grad including possibly a second foreign language. English, American History (A. P. regular), Math and/or Science, 2 Electives from the 1. rrjquired for graduation, foreign language. grade\nEnglish, Language, courses a or 1. S. Foreign Language, offer!ngs otlier courses including possibly a Math and/or Science, 9 electives reciuired for from I. S. graduat i on, second foreign language 1 nternat i onal Studies courses will i nclude i ntorcui turaj Communicat ions, Physical and secono Foreigri offerings or other including possibly Global Insights, Envi ronmental Geology, Comparative Government, Human!t ies Semi nar (senior A. P. ) , in addition to the current World Histor*y, Guropean History, I re I at ions World Geography, G1obal studies (inter nat i onal and contemporary issues). and the ATLAS program. Ot he r courses will be developjd as the prorgram matures. To bt.'comt\na part of the International Studies Mcxgnet fro^'ram at Central High School, a st-udent may select the 1nternational Studies courses if he or she is already assigned to the school or may choose one of the following procodures Little Rock School District students outside Centrals attendance zone apply for the International Studies Magnet prog ort the \"opti onal form. returned to the current am school by March 30\nassignments will be mailed hlpri J 13\n* apply for a desegregation transfer. appli cat i ons accepted May 7-10\nNorth Little Rock or Pulaski County students: * apply for a majority-to-mi nority transfer. in April a nd Ma y, through the home district. pref erabJ y flbout 17b students from other Little Rock attendance zones. from North Little Rock and Pulaski County will be admitted t o this program to follow tlio required course of study. at Centr al may take courses in the International according to i nterests, prerequisites, and space Other students Studies Program avallabi1it y. T nter nat i onal Studios helF\u0026gt; prepare students of career opr-'C'rt.uni t ies and provide an excellent for a variety basis for c(.Lllege study in many different disciplines, iric.lude tfio following: Career options i nternat i onal f i nance, marketing and trade, law. communications and media coverage, sports, religi OUS organizations, cultural mult i-nat i onal exchanges, science and environmental projects, corporat i ons t ransportat ion tourism diplomat ic teachi ng services }'ecice Corps private world help organizations language translati on (commercial, 1i terary, i nterpretat ion) EN isTiNi\nciiRkiiuii.ini: 1 3*1 cotJif.fjsT, incJudiDR 3 modern nnd 2 clnnsicn) IniiRungeo (tn th thn onl\\ oroiRii I Innees I'Vlvanetjd Il ai:iii6?nt. i n firknnsas )\ncoui'n\u0026gt;s 1 aiiRiiRORee, Honors (bourses h i e t o I /nd j un i (\u0026gt; n\ni r I'HjrI i nh, .SI.ronR speech, Excellent t rn i nI hr high school clnssical Greek in Eiir 1 i sh, . hioJ ORy, cal cul uf, math, anti physics\nCoroiRn and science for soptiomores drama and debate clasaes\nin art a nd mun i c\nflThClS (hilvancinR Toachi hr and hearnluR i nterd i -SC i pl i nary proRr am. in flrkanoas Schools) I ntcrnal i ona I (Center at UAI.R\npro.iect of' the nrk\u0026gt;r\u0026gt;sas National Governors in nrkansae: flssocintion nodel School, nWCikOS: f kmt ra I Inadn ntfto ConiraI Semi i nnl ic tn\nof the Stephens suninir one of two in numbnr of Naticmnl Merit Iea\u0026lt;1f5 si.Jito in tnimiver fn\nh I nv\u0026lt;iiiont Stuilentfj\nui tmern i n Nat i onal Scholarship ProRrani for (lutstandiiiR NeRro ()(}nti-\u0026lt;il students t\nonn i si--nt I y win awards I -inRii/iRn r ompe t i t i one (I ronf:li (\u0026lt;1 n.o i nt-cnt I y have winnnrn\n,t pr- OR I', lino on i Gone i stent Iy have rsRi ona1 , in forelRi^ sc i eneo compel, i t i ons ind f. t\u0026lt;it\u0026lt;i, and nat innaI winners in the National Council Inachers of EnRlish uritinR competition\nTlio Tiger, .\u0026lt;=*1 udent Wc11 rounded nports\nLabyrinth. anti Pl,x, j\u0026gt;ubl i cat i ons , sports program. are J eve Is\naward - winning advancing to finals (7um l.aude Society lias oldest (Ivnr half the l-'aculty I Vive f nisj I I. y h\u0026lt;i ve I'lw.ii'd for on i y t. wo I N.it. i barter west of the received many awards. a'ivnnced dsRrfjfis\ni nc 1 ud i PR Teachi ng (ten. m.ii i\u0026lt;nd()WiiieiU. ach i evement test Rrants front the i nc 1 ud i ng t h\u0026lt;j I the Huniuni t i es\nintern with Senator Pryor\nI'll kannoB Governor ' b School The Neo Gothic building (192?) in writing at Princeton\nro\u0026lt;tier for the two on facult is listed on the National Regifiter of Hietor-ic Placce and i c* National HifAt.oric Landmark\nRecent graduates of Central wore cf\u0026gt;l legos throuRhout tlie United States, accepted by 110 selective seven accepted last i ncludi ng year at Stanford University\nPTSfi won LRSD award for greatest membership growth for necoiiHary schools. 19B9 UO. TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 March 27, 1990 Mr. James Jennings, Associate Superintendent '1^Victor Anderson, Assistant Superintendent SUBJECT: Status Report on Dunbar International Studies Gifted and Talented Magnet Planning Committee The Dunbar Planning Committee held its first meeting on March 1, 1990. Membership of the committee consists of the following: Dunbar teachers Pam Boyd, Martha Daniel, and Elouise Hudson\nGibbs faculty members Faith Donovan and Vicki Gonterman\nLRSD administrators Mabel Donaldson, Marie McNeal, and Victor Anderson\nparents Deborah Busbea, Elizabeth Dowell, Mrs. H. Otis Tyler, Pam Plant, and Linda Sterling\nLeticia Martin, NLR Schools\nTommie Sue Anthony, PCSSD\nSusan Grier, Arkansas Department of Education. Representatives of the business community have attended some committee meetings also. Also attending have been Lucy Robinson, Beverly Whittenberg, and Diane Woodruff, representing Advocates for Language Learning. Mrs. Daniel was selected chairman of the committee, and Mrs. Busbea was selected as recorder during the March 6, 1990 meeting. The committee has spent its time refining the program of studies which was submitted in November 1989. Except for the addition of Swahili as a foreign language to be offerred in 1990-91, the curriculum remains the same as submitted in the November plan. The committee has designed an informational package of seven pages which is being used as a recruitment tool in meetings with interested groups, meeting was held at Gibbs on March 19, 1990 to explain the program to A prospective parents, commi ttee. It was attended by six parents, three of whom are on the The sixth grade class at Gibbs visited the campus at Dunbar for a tour and informational program on March 23, 1990. Open House at Dunbar was held on March 26, 1990. It was attended by approximately thirty parents and students and twenty to thirty Dunbar staff and committee members. Plans are being made to refine the implementation of the gifted component of the program. That topic will be the focus of the meeting on March 28. There are plans for representatives of the committee to meet with the gifted teachers in PCSSD in April to discuss recruitment of PCSSD students into the Dunbar program.Status Report-Dunbar International Studies Gifted and Talented Magnet Planning Committee March 27, 1990 Page 2 Plans are also being developed to do recruitment in the PCSSD and NLR District in April and May. The committee will need the assistance of the Desegregation Office and the MRC as it finalizes plans for these activities. Target mailings are being discussed which will require mailing lists from those di stri cts. Media announcements will also be developed. provide some assistance there. Perhaps the MRC can Dunbar plans an assembly for its current seventh and eighth graders on Tuesday, April 10 to encourage those students to come to Dunbar. Following that program, it will be appropriate for the Student Assignment Office to mail forms to Dunbar students asking if students wish to be reassigned from Dunbar. Mailings to zoned sixth grade students within the District need also to occur in early April to encourage those students to remain at Dunbar. Mailing packets for those students will need to be provided immediately. VA/laj cc: Estelle Matthisfr Little Rock School District March 27, 1990 \" . TO: Downtown Early Childhood Center Comnittee FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development SUBJECT: Minutes - March 20 Meeting Members Present: Regina Jasper - Educational Cooperative Michelle French - PCSSD Rachel Myers - LRSD Jack Turner - Downtown Partnership Fatimah Akbar - Parent ^ip Jones - LRSD Barnes Jennings - LRSD The committee continued discussion from the first meeting on the following areas: site identification, publicity, licensing requirements, staffing and assignments, and support services. Mr. Turner agreed to head the site identification process and begin a search for available space in the downtown area. At the first meeting, the committee agreed to limit the enrollment to 60 four-year old children for the first year, will give a report on his findings at the April 17 meeting, important task at this point is to identify a site. Mr. Tdmer The most The committee also discussed whether or not the children of parents wlio work in the downtown area should be given preference for assignments. It was agreed that the purpose of the downtown center is to accommodate employees in the downtown area. As a result, preference will be given to the children of downtown employees. Ms. Jasper gave a report on her work with the Educational Cooperative to open an early childhood center in 1990-91 for handicapped and non-handicapped students. The committee also talked about addressing the needs of handicapped children in the downtown center. Hie committee agreed to appoint Glenda Bean as chairperson of the publicity subcommittee. Mr. Turner noted that Ms. Bean has a list of persons to contact in downtown offices. Rachel Myers, Michelle French, and Regina Jasper will serve on the staffing and program subcommittee. All subcommittees are expected to give a preliminary report at the , next meeting, Tuesday, April 17, at 3:00 p.m. The meeting will be held in the Little Rock School District Administration Building. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 March 22, 1990 Mr. Dames Dennings, Associate Superintendent - Desegregation P^\\achel Myers, Assistant Superintendent for Educational Programs and Staff Development THROUGH?/'Mr Mrs. Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development RE: Early Childhood Task Force Committee - Parents The listed parents will represent Garland and Franklin Schools on the Early Childhood Task Force Committee. Garland: Georgia Rucker 5113 W. 29th St. Little Rock, AR 664-2856 (Home) Bl ack Frankl in: Denise Northcutt 4320 Irwin Road Little Rock, AR 455-3110 (Work) 821-3310 (Home) - White 72210 P. S. Darlene Dones 9601 Nathan Hale Little Rock, AR 666-4665 (Home) 686-9103 (Work) Black 72209 Garland was unable to furnish a white parent.Little Rock School District Communications Department 810 W. Markham Little Rock, AR 72211 (501)370-1611 To: From: Re: James Jennings, Associate Superintendent Becky Rather, Communications Director Design an interdistrict public relations campaign for implementation by August 1990. The Communications Directors from the three Districts have met to discuss the public relations campaign in the TriDistrict The three Directors are: District Desegregation Plan. Scharmel Bolling, NLRSD Susie Roberts, PCSSD Becky Rather, LRSD Our first meeting included Ann Brown from the Office of Metropolitan Supervisor , who will serve as our liaison from that office. We also met with Deborah Heritage of Southwestern Bell who is chairman of the Education Committee of the Greater Little Rock Chamber of Commerce. Ms. Heritage and the Chamber have been working on a tri-district plan for public relations. They have a sub-committee that has as one of its goal to: \"Promote confidence in the quality and stability of the public schools in Pulaski County. A. Work with the three districts to develop a comprehensive public relations campaign designed to promote a positive image of our public schools.\" The Chamber is working to get some of the top public relations specialists in Arkansas to work on this plan without compensation. Details are being developed and more information should be available soon. Three Chamber members have already volunteered to serve along with Ms. Heritage. They are: Keith Riggs Courtney Swindler Jerry Peters I recommend that we work with the Chamber of Commerce, rather than going off in different directions. If we can get as many professionals in the business community working together on this project, there will be more of a buy-in ownership for these business people who will benefit as muchas the school district. They not only can provide the \"brain power\" but also some of the manpower and possible financial resources as well. There is also a good working relationship already established between the Communications Departments in the three Districts.' 0'3.-03/93 15:00 301 324 2032 L R School Dlst ODM  001 AGENDA STATUS REPORT - OEHCE OF DESEGREGATION MONITORING August 6, 1993 - 3 p.m. 1. aosing of Ish School  Staff  Closing Procedures 2. Desegregation Plan - Overview Work Sessions (LRSD Principals) Date Time Level 8/5/93 8/6/93 8/6/93 8/6/93 8/10/93 9 auTL 8 a,ni. 10 aun. 11:30 8:30 Jr. High Cluster Elem. Cluster (Gremillion) Sr. High Cluster Elem. Cluster (Robertson) Incentive Schools 3. Financial Status - Hearing (August, 1993)  Mark Milhollea 4. LRSD StafSng 5. Length of School Day - Revised ADE Standards 6. Desegregation Audit 7. Opening of School Activities 8. Other t Case 4:82-cv-00866-WRW Document 4023 Filed 06/28/20Cpgg^J^gQ JUN 2 9 2006 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OFFICE OF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF CASE NO. 4:82CV866WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE WRIGHT KNIGHT, ET AL INTERVENORS LITTLE ROCK SCHOOL DISTRICTS STATUS REPORT For its Status Report, the Little Rock School District states\nLRSDs agreement with Dr. Ross and Dr. Catterall for the submission of four final Step 2 evaluations no later than October 1, 2006 was predicated on the belief that LRSD would receive electronic benchmark examination results from the State of Arkansas by July 1, 2006. It now appears that LRSD will receive such data no earlier than July 10,2006, and that LRSD will have to spend approximately two weeks reformatting the data as requested by Dr. Nunnery. Drs. Ross and Catterall continue to believe that they can produce draft reports within about six weeks after receiving properly formatted electronic data. This means that preliminary evaluations would be filed with the Court before the October 1, 2006, deadline. LRSDs program evaluation process, however, requires that the evaluation teams meet and provide feedback to the evaluators which would then be incorporated into a final report. It appears now that this process would result in final reports being submitted after the October 1, 2006, deadline. The final step in the LRSD program evaluation process is board approval. That would occur at the board meeting immediately following the submission of final reports.Case 4:82-cv-00866-WRW Document 4023 Filed 06/28/2006 Page 2 of 3 LRSD fully expects that the final pre-kindergarten evaluation will be submitted to the Court before the October 1,2006, deadline since this evaluation can be completed using data from the Iowa Test of Basic Skills, which is already available. LRSDs current best estimate concerning the development of the other three evaluations is that draft evaluations will be submitted to the Court and the parties on September 11,2006, that final evaluations will be submitted to the Court and the parties on October 11, 2006, and that the Board will approve the final evaluations at its regular meeting in October of 2006. The only step in the evaluation process which is beyond the control of LRSD and its evaluators at this point is the receipt of electronic benchmark data from the State of Arkansas. LRSD will file a status report with the Court as soon as it receives that data and, if necessary, a request for an extension of time to allow for the appropriate use of that data in the evaluation process. Respectfully submitted. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 Regions Center 400 West Capitol Little Rock, AR 72201 By\n/s/ Christopher Heller Christopher Heller #81083 Attorneys for Little Rock School DistrictCase 4:82-cv-00866-WRW Document 4023 Filed 06/28/2006 Page 3 of 3 CERTIFICATE OF SERVICE I certify that on June 28,2006, I have electronically filed the foregoing with the Clerk of the Court using the CM/ECF system, which shall send notification of such filing to the following: mark.hagemeier@ag.state.ar.us sj ones@mwsgw .com sjones@jlj.com johnwalkeratty@aol.com and mailed by U.S. regular mail to the following addresses: Gene Jones Office of Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Clayton Blackstock Mr. Mark Burnett 1010 W. Third Street Little Rock, AR 72201 Judge J. Thomas Ray U. S. District Courthouse 600 West Capitol Avenue, Suite 149 Little Rock, AR 72201 /s/ Christopher Heller\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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